Science.gov

Sample records for objectives content teaching

  1. Secure content objects

    DOEpatents

    Evans, William D.

    2009-02-24

    A secure content object protects electronic documents from unauthorized use. The secure content object includes an encrypted electronic document, a multi-key encryption table having at least one multi-key component, an encrypted header and a user interface device. The encrypted document is encrypted using a document encryption key associated with a multi-key encryption method. The encrypted header includes an encryption marker formed by a random number followed by a derivable variation of the same random number. The user interface device enables a user to input a user authorization. The user authorization is combined with each of the multi-key components in the multi-key encryption key table and used to try to decrypt the encrypted header. If the encryption marker is successfully decrypted, the electronic document may be decrypted. Multiple electronic documents or a document and annotations may be protected by the secure content object.

  2. Teaching Object-Oriented Modelling Using UML

    NASA Astrophysics Data System (ADS)

    Boberić-Krstićev, Danijela; Tešendić, Danijela

    2011-09-01

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

  3. Using Learning Objects to Teach Programming Languages

    ERIC Educational Resources Information Center

    Cavus, Nadire; Ibrahim, Dogan

    2004-01-01

    The idea of using "Learning Objects" in teaching has become very popular in the last few years. Although the concept of using objects in teaching is not new, the power of the computer technology and the Internet gives educators large opportunities and endless combination of possibilities in applying new theories to web-based education. This paper…

  4. Content Maps: A Teaching and Assessment Tool for Content Knowledge

    ERIC Educational Resources Information Center

    Ward, Phillip; Lehwald, Harry; Lee, Yun Soo

    2015-01-01

    Developing content knowledge in teachers presents a constant challenge for teacher educators. This article introduces a teaching and assessment tool called a "content map," which allows teacher educators, teachers, and coaches to conceptualize the scope, sequence, and relational characteristics of the content being taught. Content maps…

  5. Teaching Content Analysis through "Harry Potter"

    ERIC Educational Resources Information Center

    Messinger, Adam M.

    2012-01-01

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

  6. Web Content Mining Focused on Named Objects

    NASA Astrophysics Data System (ADS)

    Snášel, Václav; Kudelka, Milos

    In our chapter we are working within the field of Web content mining. In relation to the user’s description of a Web page, we define a new term: Named object. Named objects are used for a new classification of selected methods dealing with mining, information from Web pages. This classification has been made on the basis of a survey of published methods. Our approach is based on the perception of a Web page through an intention. This intention is important both for the users and authors of a Web page. Named object is near to Web design patterns, which became a basis for our own mining method, Pattrio. The Pattrio method is introduced in this work together with a few experiments.

  7. Adapting Content Subject Tasks for Bilingual Teaching

    ERIC Educational Resources Information Center

    Halbach, Ana

    2012-01-01

    Teaching content through a foreign language presents students with the double challenge of having to understand new concepts and of doing so through a foreign language. To be successful in meeting this challenge teachers have to adapt their teaching style and the tasks they work on with their students. Often, however, they do not know how to do…

  8. Tools for Teaching Content Literacy. [Flipchart

    ERIC Educational Resources Information Center

    Allen, Janet

    2004-01-01

    Reading and writing across content areas is emphasized in the standards and on high-stakes tests at the state and national level. As educators seek to incorporate content-area literacy into their teaching, they confront a maze of theories, instructional strategies, and acronyms like REAP and RAFT. Teachers who do work their way through the myriad…

  9. Teaching psychotherapy. Learning objectives in individual psychotherapy.

    PubMed

    Watters, W W; Rubenstein, J S; Bellissimo, A

    1980-03-01

    This paper constitutes an initial attempt to establish specific end-point objectives for the teaching (and learning) of individual psychotherapy skills. A working framework for teaching psychotherapy, which includes intrapsychic as well as interactional phenomena, is articulated. The framework also tries to achieve an integration of basic concepts of psychotherapy and specific skills for clinical practice. It draws on concepts derived from communication theory, psychoanalytic theory, adaptational theory (ego theory), learning theory, and transactional theory. In presenting these objectives three classes of skills are articulated: perceptual, conceptual, and executive. The end-point objectives are discribed for the following categories: 1) therapeutic stance, 2) history and mental status, 3) models and concepts, 4) communication channels, 5) patient's affect, 6) therapist's affect, 7) acceptance of affect, 8) interpretation, 9) transactions and 10) reinforcement and adaptation. This framework is truly eclectic in nature and effects a healthy compromise between the technique oriented "ABC's of psychotherapy" school and proponents of the view that psychotherapy is an art that cannot be taught. By drawing from more than one model it encourages the student to recognize early the distinction between theoretical formulation and ideological commitment in psychotherapy. It presents these objectives in the form of an instrument that can, with continuous refinement and testing, be used to evaluate student's progress in a psychotherapy training program.

  10. Teaching Writing in the Content Areas

    ERIC Educational Resources Information Center

    Urquhart, Vicki

    2005-01-01

    Most educators intuitively understand the critical relationship between thinking and writing: writing allows us to express what we think, but the very act of writing spurs a process of exploration that changes our thinking and helps us learn. "Teaching Writing in the Content Areas" examines nearly 30 years of research to identify how teachers can…

  11. Pedagogical Content Knowledge in Teaching Material

    ERIC Educational Resources Information Center

    Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

    2012-01-01

    The scope of this article is to understand to what extent Computer Science teachers can find support for their Pedagogical Content Knowledge (PCK) in teaching material. We report the results of a study in which PCK is used as framework to develop a research instrument to examine three high school computer science textbooks, with special focus on…

  12. Intended Course Objectives and Perception of Teaching Effectiveness

    ERIC Educational Resources Information Center

    Stehle, Sebastian; Spinath, Birgit

    2014-01-01

    In this study the relationship between intended course objectives and teaching effectiveness was investigated. Teaching effectiveness was indexed through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation. Rated learning of intended course objectives was derived by two parallel…

  13. Teaching Content Material through Reader's Theater

    ERIC Educational Resources Information Center

    Forney, Melissa

    2013-01-01

    When it comes to content area material, much of what students read and learn is predicated on information they have read before and are supposed to remember. Teachers often use silent reading and round robin reading as preferred reading methods to help students learn content area material. The objective of this study was to test reader's theater…

  14. Competency-Based Objectives for the Student Teaching Experience.

    ERIC Educational Resources Information Center

    Johnson, Ann Randolph; And Others

    1982-01-01

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

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

    ERIC Educational Resources Information Center

    Monique, Loquet; Malini, Ranganathan

    2010-01-01

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

  16. Teaching Quality Object-Oriented Programming

    ERIC Educational Resources Information Center

    Feldman, Yishai A.

    2005-01-01

    Computer science students need to learn how to write high-quality software. An important methodology for achieving quality is design-by-contract, in which code is developed together with its specification, which is given as class invariants and method pre- and postconditions. This paper describes practical experience in teaching design-by-contract…

  17. Teaching Object Permanence: An Action Research Study

    ERIC Educational Resources Information Center

    Bruce, Susan M.; Vargas, Claudia

    2013-01-01

    "Object permanence," also known as "object concept" in the field of visual impairment, is one of the most important early developmental milestones. The achievement of object permanence is associated with the onset of representational thought and language. Object permanence is important to orientation, including the recognition of landmarks.…

  18. Learning Objects Update: Review and Critical Approach to Content Aggregation

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  19. Teaching Objectives in Biology: Priorities and Expectations

    ERIC Educational Resources Information Center

    Tamir, P.; Jungwirth, E.

    1972-01-01

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

  20. Developing Mathematical Content Knowledge for Teaching Elementary School Mathematics

    ERIC Educational Resources Information Center

    Thanheiser, Eva; Browning, Christine A.; Moss, Meg; Watanabe, Tad; Garza-Kling, Gina

    2010-01-01

    In this paper the authors present three design principles they use to develop preservice teachers' mathematical content knowledge for teaching in their mathematics content and/or methods courses: (1) building on currently held conceptions, (2) modeling teaching for understanding, (3) focusing on connections between content knowledge and other…

  1. Teaching Core Content in Family Medicine

    PubMed Central

    Rudnick, K. V.; Craven, Marilyn

    1985-01-01

    Core content in family medicine has been difficult to define, given that family practice has differed widely from physician to physician, according to locale and availability of resources. Since family medicine has been taught, educators have been attempting to define its core content—and find ways of teaching it. At the McMaster University Medical Centre Family Practice Unit we have put the problems first: residents present a problem in patient care and the group discusses the problem in relation to a precirculated article on the topic. Lecturing is kept to a minimum, and articles are chosen according to the principles of critical appraisal. An attempt at evaluation generated a positive response. PMID:21274213

  2. Elementary School Teachers Learning Science Content through Teaching

    ERIC Educational Resources Information Center

    Kinghorn, Brian Edward

    2014-01-01

    SMK and PCK are crucial for effective science teaching, yet the amount of subject matter covered in elementary teacher education programs is limited. This exploratory study of ten elementary school teachers focuses on how teachers learned science content from their teaching practice (including preparing to teach, classroom instruction, and…

  3. Inquiry Objectives in the Teaching of Biology.

    ERIC Educational Resources Information Center

    Bingman, Richard M., Ed.

    Five perspectives are identified for viewing inquiry: "Guiding Principles: (for example the antecedent-consequent principle), Inquiry Factors or logical steps in inquiry, Behavioral Objectives, Affective or Attitudinal Qualities, and Inquiry into Inquiry. Many components of these perspectives are enumerated, together with related student behaviors…

  4. Teaching Adaptability of Object-Oriented Programming Language Curriculum

    ERIC Educational Resources Information Center

    Zhu, Xiao-dong

    2012-01-01

    The evolution of object-oriented programming languages includes update of their own versions, update of development environments, and reform of new languages upon old languages. In this paper, the evolution analysis of object-oriented programming languages is presented in term of the characters and development. The notion of adaptive teaching upon…

  5. Dynamic Learning Objects to Teach Java Programming Language

    ERIC Educational Resources Information Center

    Narasimhamurthy, Uma; Al Shawkani, Khuloud

    2010-01-01

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

  6. Ontology-Based Annotation of Learning Object Content

    ERIC Educational Resources Information Center

    Gasevic, Dragan; Jovanovic, Jelena; Devedzic, Vladan

    2007-01-01

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

  7. Cognitive Content Engagement in Content-Based Language Teaching

    ERIC Educational Resources Information Center

    Kong, Stella; Hoare, Philip

    2011-01-01

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

  8. Strategies for Teaching Object-Oriented Concepts with Java

    ERIC Educational Resources Information Center

    Sicilia, Miguel-Angel

    2006-01-01

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

  9. Teaching and Learning about Solid Waste: Aspects of Content Knowledge

    ERIC Educational Resources Information Center

    Cinquetti, Heloisa Chalmers Sisla; de Carvalho, Luiz Marcelo

    2007-01-01

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

  10. Multimodal Teaching and Learning: Creating Spaces for Content Teachers

    ERIC Educational Resources Information Center

    Thompson, Mary

    2008-01-01

    In this article, the author describes her multimodal teaching practices in her "Adolescent Literacy Methods" course at a graduate university in the United States. By doing so, she highlights content teacher's understanding and use of various multimodal texts to effectively teach adolescents inside the classroom. In lieu of this, she raises…

  11. Operations Management Teaching: Establishing Content and Relevance to Practitioners

    ERIC Educational Resources Information Center

    Doran, Desmond; Hill, Alex; Brown, Steve; Aktas, Emel; Kuula, Markku

    2013-01-01

    This paper explores the relevance to industry's needs of operations management (OM) teaching in higher education, by researching the content of OM modules delivered by UK academics and comparing the results of this research with the views of business practitioners having had first-hand experience of OM teaching on MBA programmes. To determine…

  12. Content-Based Language Teaching: Convergent Concerns across Divergent Contexts

    ERIC Educational Resources Information Center

    Lyster, Roy; Ballinger, Susan

    2011-01-01

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

  13. An Alternative Team Teaching Model for Content-Based Instruction.

    ERIC Educational Resources Information Center

    Stewart, Timothy; Sagliano, Michael; Sagliano, Julie

    2000-01-01

    Describes an alternative teaching model of content-based instruction, Collaborative Interdisciplinary Team Teaching (CITT), used in an English-medium Japanese liberal arts university, highlighting the main features of CITT by comparing it to other relevant models. The article describes how the model has been applied, then discusses perceived…

  14. How to Teach Content: Existing Concepts and Prospects for Development

    ERIC Educational Resources Information Center

    Zascerinska, Jelena

    2011-01-01

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

  15. Teaching Psychological Report Writing: Content and Process

    ERIC Educational Resources Information Center

    Wiener, Judith; Costaris, Laurie

    2012-01-01

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

  16. Interaction Between Science Teaching Orientation and Pedagogical Content Knowledge Components

    NASA Astrophysics Data System (ADS)

    Demirdöğen, Betül

    2016-08-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the form of content representation, responses to an open-ended instrument, and semi-structured interviews. Preservice teachers' orientation and PCK were analyzed deductively. Constant comparison analysis of how their orientation interacted with other PCK components revealed three major themes: (1) one's purpose for science teaching determines the PCK component(s) with which it interacts, (2) a teacher's beliefs about the nature of science do not directly interact with his/her PCK, unless those beliefs relate directly to the purposes of teaching science, and (3) beliefs about science teaching and learning mostly interact with knowledge of instructional strategies. Implications for science teacher education and research are discussed.

  17. Culturally Responsive Physics Teaching: Content or Conveyance?

    NASA Astrophysics Data System (ADS)

    Stewart, Taquan Seth

    2011-12-01

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

  18. Developing Pre-Service Teachers' Pedagogical Content Knowledge for Teaching Spatial Thinking through Geography

    ERIC Educational Resources Information Center

    Jo, Injeong; Bednarz, Sarah Witham

    2014-01-01

    Twenty-four pre-service teachers participated in a workshop designed to provide explicit opportunities to learn what spatial thinking is and how to incorporate it into teaching practice. The objectives of this paper are to: (1) examine the educational effect of the workshop on pre-service teachers' pedagogical content knowledge (PCK) and (2)…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  20. Infusing Mathematics Content into a Methods Course: Impacting Content Knowledge for Teaching

    ERIC Educational Resources Information Center

    Burton, Megan; Daane, C. J.; Giesen, Judy

    2008-01-01

    This study compared content knowledge for teaching mathematics differences between elementary pre-service teachers in a traditional versus an experimental mathematics methods course. The experimental course replaced 20 minutes of traditional methods, each class, with an intervention of elementary mathematics content. The difference between groups…

  1. Student-Generated Content in College Teaching: Content Quality, Behavioural Pattern and Learning Performance

    ERIC Educational Resources Information Center

    Yang, X.; Guo, X.; Yu, S.

    2016-01-01

    This study investigates the quality of course content, behavioural patterns of students and learning performance in teaching of student-generated content (SGC). A total of 49 third-year university students in educational technology participated in this study. By combining the methods of questionnaire, lag sequence analysis and interview, the study…

  2. What's Worth Teaching? Extracting Significant Content.

    ERIC Educational Resources Information Center

    Switzer, Thomas J.

    1980-01-01

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

  3. The transformation of science and mathematics content knowledge into teaching content by university faculty

    NASA Astrophysics Data System (ADS)

    Flynn, Natalie P.

    This study developed a survey from the existing literature in an attempt to illuminate the processes, tools, insights, and events that allow university science and mathematics content experts (Ph.D.'s) unpack their expertise in order to teach develop and teach undergraduate students. A pilot study was conducted at an urban university in order to refine the survey. The study consisted of 72 science or mathematics Ph.D. faculty members that teach at a research-based urban university. Follow-up interviews were conducted with 21 volunteer faculty to further explore their methods and tools for developing and implementing teaching within their discipline. Statistical analysis of the data revealed: faculty that taught while obtaining their Ph.D. were less confident in their ability to teach successful and faculty that received training in teaching believed that students have difficult to change misconceptions and do not commit enough time to their course. Student centered textbooks ranked the highest among tools used to gain teaching strategies followed by grading of exams and assignments for gaining insights into student knowledge and difficulties. Science and mathematics education literature and university provided education session ranked the lowest in rating scale for providing strategies for teaching. The open-ended survey questions were sub-divided and analyzed by the number of years of experience to identify the development of teaching knowledge over time and revealed that teaching became more interactive, less lecture based, and more engaging. As faculty matured and gained experience they became more aware of student misconceptions and difficulties often changing their teaching to eliminate such issues. As confidence levels increase their teaching included more technology-based tools, became more interactive, incorporated problem based activities, and became more flexible. This change occurred when and if faculty members altered their thinking about their

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

    ERIC Educational Resources Information Center

    Alexander, N.

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

  5. Transforming Content Knowledge: Learning to Teach about Isotopes.

    ERIC Educational Resources Information Center

    Geddis, Arthur N.; And Others

    1993-01-01

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

  6. Interaction between Science Teaching Orientation and Pedagogical Content Knowledge Components

    ERIC Educational Resources Information Center

    Demirdögen, Betül

    2016-01-01

    The purpose of this case study is to delve into the complexities of how preservice science teachers' science teaching orientations, viewed as an interrelated set of beliefs, interact with the other components of pedagogical content knowledge (PCK). Eight preservice science teachers participated in the study. Qualitative data were collected in the…

  7. Content Management Middleware for the Support of Distributed Teaching

    ERIC Educational Resources Information Center

    Tsalapatas, Hariklia; Stav, John B.; Kalantzis, Christos

    2004-01-01

    eCMS is a web-based federated content management system for the support of distributed teaching based on an open, distributed middleware architecture for the publication, discovery, retrieval, and integration of educational material. The infrastructure supports the management of both standalone material and structured courses, as well as the…

  8. Some Social Communication Skill Objectives and Teaching Strategies for People with Autism. Revised. Social Series.

    ERIC Educational Resources Information Center

    Dalrymple, Nancy

    This booklet on teaching social communication skills to individuals with autism discusses selection of social communication objectives, selection of learning environments, and methods of teaching social communication skills. Sample social communication objectives are presented, with a rationale, lead-up activities, teaching procedures, associated…

  9. Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

    ERIC Educational Resources Information Center

    Satilmis, Yilmaz; Yakup, Doganay; Selim, Guvercin; Aybarsha, Islam

    2015-01-01

    This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based…

  10. Content and Contexts: Neglected Elements in Studies of Student Teaching as an Occasion for Learning to Teach.

    ERIC Educational Resources Information Center

    Zeichner, Kenneth M.

    1986-01-01

    This article argues that studies of student teaching as an occasion for learning to teach have mistakenly ignored the role of program content and contexts in the socialization of prospective teachers. (Author/MT)

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

    ERIC Educational Resources Information Center

    Brown, Bryan A.; Ryoo, Kihyun

    2008-01-01

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

  12. GIS Learning Objects: An Approach to Content Aggregation

    ERIC Educational Resources Information Center

    Govorov, Michael; Gienko, Gennady

    2013-01-01

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

  13. Psychology Teaching Resources in the MERLOT Digital Learning Objects Catalog

    ERIC Educational Resources Information Center

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

    2008-01-01

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

  14. The Challenges of Teaching Qualitative Coding: Can a Learning Object Help?

    ERIC Educational Resources Information Center

    Raddon, Mary-Beth; Raby, Rebecca; Sharpe, Erin

    2009-01-01

    Challenged by some of the inherent difficulties in teaching qualitative data analysis, three instructors created an interactive digital learning object entitled "Sleuthing the Layered Text: Investigating Coding." In this paper we assess the effectiveness of that learning object as a tool for teaching qualitative coding. On the face of it, learning…

  15. Strategies in Teaching Paired Reading with Content Courses

    ERIC Educational Resources Information Center

    Rey, Victoria M.; Karstadt, Roberta

    2006-01-01

    Students derive more benefits from attending developmental reading courses that are an integral part of the academic curricula (Maxwell, 1997). Colleges that pair their developmental reading courses with content courses achieve the objective of integrating the developmental courses into the academic curricula. This article describes the model and…

  16. Boundary Objects and Boundary Crossing for Numeracy Teaching

    ERIC Educational Resources Information Center

    Venkat, Hamsa; Winter, Mark

    2015-01-01

    In this paper, we share analysis of an episode of a pre-service teacher's handling of a map artefact within his practicum teaching of "Mathematical Literacy" in South Africa. Mathematical Literacy, as a post-compulsory phase subject in the South African curriculum, shares many of the aims of numeracy as described in the international…

  17. Teaching Evolution: From SMART Objectives to Threshold Experience

    ERIC Educational Resources Information Center

    Wolf, Alexander; Akkaraju, Shylaja

    2014-01-01

    Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we…

  18. Gross anatomy course content and teaching methodology in allied health: clinicians' experiences and recommendations.

    PubMed

    Latman, N S; Lanier, R

    2001-01-01

    The purpose of this study was to sample the experiences and recommendations of clinicians in allied health fields about gross anatomy courses. The objective was to determine if practicing clinicians recommended a course in gross anatomy, and, if so, their recommendations for course content and teaching methodology. Questionnaires were mailed to a random selection of occupational therapists (OTs), physician assistants (PAs), and physical therapists (PTs) licensed in the state of Texas. In addition to demographics, the survey asked 14 questions regarding the experiences and recommendations in seven areas of interest about gross anatomy courses. The responding sample appeared to be representative of the target population. A course in human gross anatomy during professional school was recommended by 96% of OTs, and 100% of PAs and PTs. The single most recommended teaching method was student dissection of human cadavers. Although significant differences were found regarding primary course orientation, a majority favored some form of combined systems and regional oriented courses. A majority of clinicians in each field recommended a gross anatomy course at the beginning of professional training. Specific recommendations were given for content of systems and regional oriented gross anatomy courses. We recommend that the gross anatomy course content and teaching methodologies in allied health areas be responsive to the specific needs of each clinical specialty.

  19. Teaching on the spiritual dimension in care to undergraduate nursing students: the content and teaching methods.

    PubMed

    Baldacchino, Donia R

    2008-07-01

    The study unit on 'The spiritual dimension in care'had a Judeo-Christian orientation. It was introduced to the Diploma nursing curriculum at the University of Malta in the academic year 2002-2003. The aim was to increase students' awareness about the essence of spirituality in care so as to enable them to implement holistic care. Spirituality may or may not incorporate religiosity. Thus, believers may have spiritual needs which may include religious needs whilst the atheists and agnostics may still have spiritual needs. While considering secularisation, the Christian culture of Malta was addressed in this study unit. This article describes the content structure of the study unit based on the ASSET model (Narayanasamy, A., 1999. ASSET: a model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today 19, 274-285) and outlines the various teaching methods used. Following feedback from the first and second cohort groups in 2003 and 2004, respectively, the reviewed study unit was delivered to the third cohort group of students (n=65) in Semester 2 in the academic year 2004-2005. Apart from the use of traditional teaching methods, such as lessons and a seminar, other methods were used constantly throughout the study unit, for example, self-reflection exercises, case-studies and small group discussions to enhance learning. Recommendations are proposed to review the content of this study unit and to introduce other teaching methods for effective learning.

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

    NASA Astrophysics Data System (ADS)

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

    2012-08-01

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

  1. Reliability of the Content Knowledge for Teaching-Mathematics Instrument for Pre-Service Teachers

    ERIC Educational Resources Information Center

    Gleason, Jim

    2010-01-01

    The Content Knowledge for Teaching Mathematics instrument was developed by the Study for Instructional Improvement and Learning Mathematics for Teaching projects at the University of Michigan to measure elementary school and middle school in-service teachers' mathematical knowledge for teaching to assist in the evaluation of professional…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  3. Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

    ERIC Educational Resources Information Center

    Thota, Neena; Whitfield, Richard

    2010-01-01

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

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

    PubMed

    Kantorski, L P; da Silva, G B

    1998-01-01

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

  5. Science Objectives and their Implications Concerning Classroom Teaching.

    ERIC Educational Resources Information Center

    Dixon, Terry

    Many attempts have been made to define the objectives of science. Now, in the latter part of this decade, many questions still remain unanswered. The goal of this paper is to collect information on the objectives of science education and to relate this information to the role of the classroom teacher. Educators and researchers suggest that science…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  7. Exploring Changes to a Teacher's Teaching Practices and Student Learning through a Volleyball Content Knowledge Workshop

    ERIC Educational Resources Information Center

    Kim, Insook

    2016-01-01

    This paper describes how improving a teacher's content knowledge changes his teaching practices and its subsequent effects on student learning during a middle school volleyball instructional unit. The study was designed to challenge teacher educators' thinking about the importance of in-depth content knowledge for effective teaching by…

  8. Teaching the Bible: A Legal and Objective Approach.

    ERIC Educational Resources Information Center

    Woods, Jimmy L.

    1980-01-01

    Asserting that the Supreme Court's 1963 Schempp decision does not prohibit biblical instruction in the public schools, but only mandates that it be objective, the author suggests several techniques for incorporating Biblical allusions and stories into literature instruction. (SJL)

  9. Embedded or Linked Learning Objects: Implications for Content Development, Course Design and Classroom Use

    ERIC Educational Resources Information Center

    Kopp, Gail; Crichton, Susan

    2007-01-01

    This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific…

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

    NASA Astrophysics Data System (ADS)

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

    2009-04-01

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

  11. Teaching object concepts for XML-based representations.

    SciTech Connect

    Kelsey, R. L.

    2002-01-01

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

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

    ERIC Educational Resources Information Center

    Holtzman, Caren; Susholtz, Lynn

    2011-01-01

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

  13. Terminal Behavioral Objectives for Teaching Clinical Toxicology to Clinical Pharmacists

    ERIC Educational Resources Information Center

    Veltri, Joseph C.; And Others

    1976-01-01

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

  14. [Determination of lithium content in human biological objects (liver, kidney) by the method of flame photometry].

    PubMed

    Luzanova, I S; Voznesenskaia, T V; Menitskaia, V I; Pushchinskaia, E V

    2007-01-01

    The authors give a method of determination of the content of lithium in biological objects (liver, kidney) by the method of flame photometry. It is possible to use this method in forensic medicine in cases of acute intoxication.

  15. Learning Objects and Learning Content Management Systems in Engineering Education: Implications of New Trends

    ERIC Educational Resources Information Center

    Sjoer, Ellen; Dopper, Sofia

    2006-01-01

    Learning objects and learning content management systems are considered to be "the next wave in engineering education". The results of experiments with these new trends in ICT in engineering education are described in this paper. The prospects were examined and the concepts of reusability of content for teachers and for personalized education…

  16. Content-based fused off-axis object illumination direct-to-digital holography

    DOEpatents

    Price, Jeffery R.

    2006-05-02

    Systems and methods are described for content-based fused off-axis illumination direct-to-digital holography. A method includes calculating an illumination angle with respect to an optical axis defined by a focusing lens as a function of data representing a Fourier analyzed spatially heterodyne hologram; reflecting a reference beam from a reference mirror at a non-normal angle; reflecting an object beam from an object the object beam incident upon the object at the illumination angle; focusing the reference beam and the object beam at a focal plane of a digital recorder to from the content-based off-axis illuminated spatially heterodyne hologram including spatially heterodyne fringes for Fourier analysis; and digitally recording the content based off-axis illuminated spatially heterodyne hologram including spatially heterodyne fringes for Fourier analysis.

  17. Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.

    ERIC Educational Resources Information Center

    de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

    This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

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

    ERIC Educational Resources Information Center

    Carnine, Linda; Carnine, Douglas

    2004-01-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Tarnopolsky, Oleg

    2009-01-01

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

  1. Perceptions of Co-Teaching by Content Area and Special Education Teachers with and without Experience

    ERIC Educational Resources Information Center

    Rodrigues, Ashley Blanca

    2014-01-01

    Schools are required by the Individuals with Disabilities Education Act of 2004 (IDEA) to include students with disabilities in the general education classroom. Recently there has been emphasis on co-teaching as a method to comply with this mandate. Co-teaching is a technique geared at utilizing a special education teacher and a content area…

  2. Graphic Design: A Sustainable Solution to Manage the Contents of Teaching Materials

    ERIC Educational Resources Information Center

    Victor, Garcia Izaguirre; Luisa, Pier Castello Maria; Eduardo, Arvizu Sanchez

    2010-01-01

    There is a concern that the teaching of subjects is applied not only with support from a set of technological devices, but largely in the proper use of teaching and new technologies. Taking this idea, the authors develop a research and sustainable design that result in educational materials in solid content and technological innovation, also to…

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

    ERIC Educational Resources Information Center

    Bair, Sherry L.; Rich, Beverly S.

    2011-01-01

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

  4. Teaching and Learning about Genocide: Questions of Content, Rationale, and Methodology.

    ERIC Educational Resources Information Center

    Parsons, William S.; Totten, Samuel

    1991-01-01

    Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item…

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

    ERIC Educational Resources Information Center

    Akkas, Elif Nur; Türnüklü, Elif

    2014-01-01

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

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

    NASA Astrophysics Data System (ADS)

    Hemby, Brian Franklin

    Purpose of the study. The major purpose of this study was to identify and classify objectives for teaching science in secondary schools in the United States during the period 1970--1992. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1970--1992 period was divided into two subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school science teaching. These statements were catalogued into Knowledge, Process, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the two subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authors in Higher Education produced the most articles, both research-oriented and nonresearch-oriented, and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Process category were most frequent in the two subperiods. (3) The "most important" objectives for secondary school science teaching were Philosophical, sociological, and political aspects (from the Cultural Awareness category), Processes, skills, and techniques (from the Process category), and Major facts, principles, or fundamentals (from the Knowledge category). (4) Attitude and Interest objectives were consistently ranked as least important throughout the study. (5) The ranking of "most important" objectives in research-oriented articles generally agreed with the ranking in articles as a whole. Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school science were influenced by historical events, especially the Vietnam War, the Cold War, the AIDS pandemic, and the publication of A Nation at Risk: The

  7. Teaching Objectives for the Itinerant Resource Teacher of Visually Limited Students.

    ERIC Educational Resources Information Center

    Riordan, Mary

    The manual, to be used by the itinerant resource teacher, presents teaching objectives and proficiency levels for the development of communication, living, and social skills of visually handicapped students in kindergarten through grade 12. Communication skills are enumerated (number is indicated in parentheses) for totally blind students in areas…

  8. A Comparison of Time Delay and System of Least Prompts in Teaching Object Identification.

    ERIC Educational Resources Information Center

    Godby, Stephanie; And Others

    1987-01-01

    Comparison of two response prompting procedures--progressive time delay and system of least prompts--to teach three severely handicapped students (ages 8-16) identification of functional objects indicated that both procedures were effective but that the time delay procedure required fewer sessions, trials, errors to criterion, and minutes of…

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

    ERIC Educational Resources Information Center

    Caws, Catherine

    2008-01-01

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

  10. Proto-object based rate control for JPEG2000: an approach to content-based scalability.

    PubMed

    Xue, Jianru; Li, Ce; Zheng, Nanning

    2011-04-01

    The JPEG2000 system provides scalability with respect to quality, resolution and color component in the transfer of images. However, scalability with respect to semantic content is still lacking. We propose a biologically plausible salient region based bit allocation mechanism within the JPEG2000 codec for the purpose of augmenting scalability with respect to semantic content. First, an input image is segmented into several salient proto-objects (a region that possibly contains a semantically meaningful physical object) and background regions (a region that contains no object of interest) by modeling visual focus of attention on salient proto-objects. Then, a novel rate control scheme distributes a target bit rate to each individual region according to its saliency, and constructs quality layers of proto-objects for the purpose of more precise truncation comparable to original quality layers in the standard. Empirical results show that the suggested approach adds to the JPEG2000 system scalability with respect to content as well as the functionality of selectively encoding, decoding, and manipulation of each individual proto-object in the image, with only some slightly trivial modifications to the JPEG2000 standard. Furthermore, the proposed rate control approach efficiently reduces the computational complexity and memory usage, as well as maintains the high quality of the image to a level comparable to the conventional post-compression rate distortion (PCRD) optimum truncation algorithm for JPEG2000.

  11. We're All Language Teachers Now: Teaching Subject Discipline Content through the Medium of a Second Language

    ERIC Educational Resources Information Center

    Hughes, Neil

    2016-01-01

    This paper looks at the teaching of subject discipline content through the medium of a second language. It begins by looking at the globalisation of discipline content teaching through second languages, whereby increasing numbers of academics and students are either teaching or learning in universities across the globe in a language other than…

  12. Graduate Teaching Assistants' Enactment of Reasoning-and-Proving Tasks in a Content Course for Elementary Teachers

    ERIC Educational Resources Information Center

    Rogers, Kimberly Cervello; Steele, Michael D.

    2016-01-01

    Graduate teaching assistants serve as instructors of record for numerous undergraduate courses every semester, including serving as teachers for mathematics content courses for elementary preservice teachers. In this study, we examine 6 teaching assistants' teaching practices in the context of a geometry content course for preservice teachers by…

  13. Intentional teaching facilitates young children's comprehension and use of a symbolic object.

    PubMed

    Maita, María Del Rosario; Mareovich, Florencia; Peralta, Olga

    2014-01-01

    Children are exposed to symbolic objects that they have to learn to use very early in life. The authors' aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood. PMID:25271817

  14. Intentional teaching facilitates young children's comprehension and use of a symbolic object.

    PubMed

    Maita, María Del Rosario; Mareovich, Florencia; Peralta, Olga

    2014-01-01

    Children are exposed to symbolic objects that they have to learn to use very early in life. The authors' aim was to examine whether it is possible to intentionally teach young children the symbolic function of an object. They employed a search task in which children had to use a map to find a toy. Experiment 1 revealed that with no instruction 3-year-, 10-month-old children were quite successful; 3-year-, 6-month-olds showed a divided performance; and 3-year-, 0-month-olds failed. With this baseline, Experiment 2 compared the performance of 3-year-, 0-month-olds in three different conditions: no-instruction, complete instruction (before the task begins), and teaching (complete instruction plus corrective feedback); only children in the teaching condition succeeded. However, children 6 months younger, 2-year-, 6-month-olds, failed despite teaching that was provided (Study 3). This research shows that at some points in development instruction is not enough; intentional teaching in communicative contexts is the mechanism that boosts symbolic understanding in early childhood.

  15. An Analysis of Learning Objectives and Content Coverage in Introductory Psychology Syllabi

    ERIC Educational Resources Information Center

    Homa, Natalie; Hackathorn, Jana; Brown, Carrie M.; Garczynski, Amy; Solomon, Erin D.; Tennial, Rachel; Sanborn, Ursula A.; Gurung, Regan A. R.

    2013-01-01

    Introductory psychology is one of the most popular undergraduate courses and often serves as the gateway to choosing psychology as an academic major. However, little research has examined the typical structure of introductory psychology courses. The current study examined student learning objectives (SLOs) and course content in introductory…

  16. 40 CFR 164.22 - Contents of document setting forth objections.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... 40 Protection of Environment 23 2010-07-01 2010-07-01 false Contents of document setting forth objections. 164.22 Section 164.22 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS RULES OF PRACTICE GOVERNING HEARINGS, UNDER THE FEDERAL INSECTICIDE, FUNGICIDE,...

  17. 40 CFR 164.22 - Contents of document setting forth objections.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... 40 Protection of Environment 25 2013-07-01 2013-07-01 false Contents of document setting forth objections. 164.22 Section 164.22 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS RULES OF PRACTICE GOVERNING HEARINGS, UNDER THE FEDERAL INSECTICIDE, FUNGICIDE,...

  18. 40 CFR 164.22 - Contents of document setting forth objections.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... 40 Protection of Environment 25 2012-07-01 2012-07-01 false Contents of document setting forth objections. 164.22 Section 164.22 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS RULES OF PRACTICE GOVERNING HEARINGS, UNDER THE FEDERAL INSECTICIDE, FUNGICIDE,...

  19. 40 CFR 164.22 - Contents of document setting forth objections.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... 40 Protection of Environment 24 2011-07-01 2011-07-01 false Contents of document setting forth objections. 164.22 Section 164.22 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS RULES OF PRACTICE GOVERNING HEARINGS, UNDER THE FEDERAL INSECTICIDE, FUNGICIDE,...

  20. 40 CFR 164.22 - Contents of document setting forth objections.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... 40 Protection of Environment 24 2014-07-01 2014-07-01 false Contents of document setting forth objections. 164.22 Section 164.22 Protection of Environment ENVIRONMENTAL PROTECTION AGENCY (CONTINUED) PESTICIDE PROGRAMS RULES OF PRACTICE GOVERNING HEARINGS, UNDER THE FEDERAL INSECTICIDE, FUNGICIDE,...

  1. A National Study of Training Content and Activities for Faculty Development for Online Teaching

    ERIC Educational Resources Information Center

    Meyer, Katrina A.; Murrell, Vicki S.

    2014-01-01

    This article presents the results of a national study of 39 higher education institutions that collected information about their practices for faculty development for online teaching and particularly the content and training activities used during 2011-2012. This study found that the most frequently offered training content (97% of the…

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

    ERIC Educational Resources Information Center

    Fensham, Peter, Ed.; And Others

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

  3. Teaching Critical-Thinking Skills Using Course Content Material: A Reversal of Roles

    ERIC Educational Resources Information Center

    Lauer, Thomas

    2005-01-01

    The strategy of getting students to understand science content using critical thinking has been widely used by instructors for decades. The methodology presented here was used to teach and improve critical-thinking skills in an atmosphere that focused on content material and was devoid of educational terminology. (Contains 2 figures.)

  4. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    ERIC Educational Resources Information Center

    Mthethwa-Kunene, Eunice; Onwu, Gilbert Oke; de Villiers, Rian

    2015-01-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base…

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  6. Designing Teaching Cases That Integrate Course Content and Diversity Issues

    ERIC Educational Resources Information Center

    Gunn, AnnMarie Alberton; Peterson, Barbara J.; Welsh, James L.

    2015-01-01

    The educational research community has underscored the importance of preparing teachers to embrace a culturally responsive pedagogy for all their students. At the same time, teacher education programs have been criticized for being overly theoretical and lacking a bridge for preservice teachers to connect theory to practice. Teaching cases allow a…

  7. Content and Strategies for Teaching Computer Aided Drafting.

    ERIC Educational Resources Information Center

    Becker, Kurt

    1991-01-01

    A Delphi panel of 15 experts determined that (1) computer-assisted drafting (CAD) and traditional drafting are complementary; (2) differences in teaching strategies related to use of computers versus traditional drafting instruments; and (3) traditional drafting knowledge and skills are very important for CAD. (SK)

  8. Understanding Teaching beyond Content and Method: Insights from Central Asia

    ERIC Educational Resources Information Center

    Niyozov, Sarfaroz

    2009-01-01

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

  9. The Effect of Content Knowledge on Pedagogical Content Knowledge: The Case of Teaching Phases of Matters

    ERIC Educational Resources Information Center

    Ozden, Mustafa

    2008-01-01

    The aim of the present research was to investigate the effect of the amount and quality of content knowledge on pedagogical content knowledge (PCK). The chemical content of phases of matters was used as an example. The research sample consisted of 28 science student teachers. The lesson preparation task, content knowledge test and semi-structured…

  10. Using Thematic Units To Teach Content Reading Subjects.

    ERIC Educational Resources Information Center

    Mickel, Vesta; Goerss, Betty

    The trend in many classrooms is to move away from using a single textbook in content area classrooms and move toward the use of various works of children's literature integrated with and related to a content-area topic. Instead of using a single discipline approach, teachers should use a multidisciplinary approach in which several subject areas…

  11. Rock and Roll English Teaching: Content-Based Cultural Workshops

    ERIC Educational Resources Information Center

    Robinson, Tim

    2011-01-01

    In this article, the author shares a content-based English as a Second/Foreign Language (ESL/EFL) workshop that strengthens language acquisition, increases intrinsic motivation, and bridges cultural divides. He uses a rock and roll workshop to introduce an organizational approach with a primary emphasis on cultural awareness content and a…

  12. Characterizing the information content of a newly hatched chick's first visual object representation.

    PubMed

    Wood, Justin N

    2015-03-01

    How does object recognition emerge in the newborn brain? To address this question, I examined the information content of the first visual object representation built by newly hatched chicks (Gallus gallus). In their first week of life, chicks were raised in controlled-rearing chambers that contained a single virtual object rotating around a single axis. In their second week of life, I tested whether subjects had encoded information about the identity and viewpoint of the virtual object. The results showed that chicks built object representations that contained both object identity information and view-specific information. However, there was a trade-off between these two types of information: subjects who were more sensitive to identity information were less sensitive to view-specific information, and vice versa. This pattern of results is predicted by iterative, hierarchically organized visual processing machinery, the machinery that supports object recognition in adult primates. More generally, this study shows that invariant object recognition is a core cognitive ability that can be operational at the onset of visual object experience.

  13. Secondary school biology teaching, 1983--2004: Objectives as stated in periodical literature

    NASA Astrophysics Data System (ADS)

    Russell, James W., Sr.

    Purpose of the study. The major purpose of this study was to identify and to classify objectives for teaching biology in secondary school in the United States during the period 1983-2004. These objectives were identified by objective statements in articles from selected professional periodicals. Procedure. The 1983-2004 period was divided into four subperiods on the basis of major historical events. Selected professional periodicals were searched for statements of objectives of secondary school biology teaching. These statements were catalogued into Knowledge, Process, Product, Attitude and Interest, or Cultural Awareness categories. The resulting data were classified within and across the four subperiods according to frequency of occurrence, category, authorship, and year. Findings. The major findings of this investigation included the following: (1) Authorships in Higher Education produced the most articles and the most statements in each subperiod. Miscellaneous authors produced the least articles and statements. (2) Statements in the Attitude and Interest category were the most frequent in the four subperiods. (3) The "most important" objectives for secondary school biology teaching were Presents major facts, principles, or fundamentals (from the Knowledge category), Expresses scientific attitudes and appreciation, Identifies the nature of science and scientists, and Identifies scientific interest and career development (from the Attitude and Interest category), and Develops scientific method of thinking (from the Process category). Conclusions. Based on the findings of this investigation, the following conclusions were made: (1) The objectives for teaching secondary school biology were influenced by historical events, especially the publication of A Nation at Risk: The Imperative for Educational Reform in 1983, America 2000 in 1988, Goals 2000 in 1994, No Child Left Behind in 2000. The rapid growth and expansion of technology and the World Wide Web during the

  14. "Didaktik" and the Selection of Content as Points of Departure for Studying the Quality of Teaching and Learning

    ERIC Educational Resources Information Center

    Johansen, Geir

    2007-01-01

    A critical look at the content we select for teaching and the criteria for that selection may help us to establish a theoretical framework for studying the quality of teaching and learning. The discussion of such criteria is central to the German and Nordic didaktik tradition. The criteria for content selection reveal how educational content is…

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

    NASA Astrophysics Data System (ADS)

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

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

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

    ERIC Educational Resources Information Center

    Bennett, Madeleine F.

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  18. The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

    NASA Astrophysics Data System (ADS)

    Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

    2016-10-01

    Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

  19. Building Didactic Applications for the Teaching of Practical Content in a Virtual Campus

    NASA Astrophysics Data System (ADS)

    Giulianelli, Daniel A.; Cruzado, Graciela S.; Rodríguez, Rocío A.; Vera, Pablo M.; Moreno, Edgardo J.

    Distance teaching becomes a tough task when its goal is to explain topics with high practical contents because it is necessary for the student to have the teacher's guidance in order to understand the steps and method to solve a particular problem. On the other hand, theoretical contents adapt themselves more easily to this methodology by the use of tools such as text with hyperlinks, synoptic charts, etc. This paper demonstrates a solution that facilitates the virtual teaching of practical contents by the use of multimedia material specially designed to fulfill this task. This material not only allows the student to learn the practical contents, but also provides him with an overview method and several ways of automatically checking his knowledge and comprehension of content.

  20. Determining Quality Teachers: Mathematical Content Knowledge, Perceptions of Teaching Self-Efficacy, and Attitudes toward Mathematics among a Teach for America Cohort

    ERIC Educational Resources Information Center

    Evans, Brian R.

    2010-01-01

    The purpose of this study was to understand the relationships between mathematical content knowledge, perceptions of teaching self-efficacy, and attitudes toward mathematics in one cohort of Teach for America teachers who took the New York State Content Special Test in mathematics at the start of their program, and a mathematics attitude…

  1. Teaching Blended Content Analysis and Critically Vigilant Media Consumption

    ERIC Educational Resources Information Center

    Harris, Christopher S.

    2015-01-01

    The semester-long activity described herein uses an integrated instructional approach to media studies to introduce students to the research method of qualitative content analysis and help them become more critically vigilant media consumers. The goal is to increase students' media literacy by guiding them in the design of an exploratory…

  2. Classroom Behaviour Management Content in Australian Undergraduate Primary Teaching Programmes

    ERIC Educational Resources Information Center

    O'Neill, Sue; Stephenson, Jennifer

    2012-01-01

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

  3. Teaching Content Area Literacy in Informal Learning Environments

    ERIC Educational Resources Information Center

    Kenny, Heather A.

    2015-01-01

    In the United States, visits to informal learning environments [ILEs] such as zoos, have historically been considered to be important educational experiences that promote increased student achievement in content-area subjects. Recently, however, funds are more likely to be diverted away from field trip experiences, depriving less-privileged…

  4. Secondary Agricultural Science as Content and Context for Teaching

    ERIC Educational Resources Information Center

    Roberts, T. Grady; Ball, Anna L.

    2009-01-01

    The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which…

  5. Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective

    ERIC Educational Resources Information Center

    Saeli, Mara; Perrenet, Jacob; Jochems, Wim M. G.; Zwaneveld, Bert

    2011-01-01

    The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students.…

  6. Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy

    ERIC Educational Resources Information Center

    Shanahan, Timothy; Shanahan, Cynthia

    2008-01-01

    In this article, Timothy and Cynthia Shanahan argue that "disciplinary literacy"--advanced literacy instruction embedded within content-area classes such as math, science, and social studies--should be a focus of middle and secondary school settings. Moving beyond the oft-cited "every teacher a teacher of reading" philosophy…

  7. Creative Writing for Language, Content and Literacy Teaching

    ERIC Educational Resources Information Center

    Guillén, María Teresa Fleta; Bermejo, María Luisa García

    2011-01-01

    This paper reports on pedagogies that promote language, content and literacy in English by stimulating learners' creativity. The starting point to promote creativity among learners was music and art. There seems to be a natural connection between music, language and thinking which suggests that incorporating musical experiences into daily…

  8. Teaching Methodologies and Course Contents in International Finance.

    ERIC Educational Resources Information Center

    Garg, Ramesh C.

    A guide to designing a course in international finance and multinational corporations is presented. It offers a rationale for such a course, discusses its primary goals, suggests two possible course orientations (professional or theoretical) and desirable or necessary prerequisites, and recommends specific course content areas and subareas. Types…

  9. Evaluation of Content-Matched Range Monitoring Queries over Moving Objects in Mobile Computing Environments.

    PubMed

    Jung, HaRim; Song, MoonBae; Youn, Hee Yong; Kim, Ung Mo

    2015-01-01

    A content-matched (CM) rangemonitoring query overmoving objects continually retrieves the moving objects (i) whose non-spatial attribute values are matched to given non-spatial query values; and (ii) that are currently located within a given spatial query range. In this paper, we propose a new query indexing structure, called the group-aware query region tree (GQR-tree) for efficient evaluation of CMrange monitoring queries. The primary role of the GQR-tree is to help the server leverage the computational capabilities of moving objects in order to improve the system performance in terms of the wireless communication cost and server workload. Through a series of comprehensive simulations, we verify the superiority of the GQR-tree method over the existing methods. PMID:26393613

  10. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

    NASA Astrophysics Data System (ADS)

    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

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

    ERIC Educational Resources Information Center

    Zembylas, Michalinos

    2007-01-01

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

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

    ERIC Educational Resources Information Center

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

    2009-01-01

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

  13. Dovetailing Language and Content: Teaching Balanced Argument in Legal Problem Answer Writing.

    ERIC Educational Resources Information Center

    Bruce, Nigel

    2002-01-01

    Describes an approach to teaching first-year law students in an English for academic purposes course on how to write the academic genre of the legal problem answer. Offers students rhetorical tools to translate legal reasoning moves into effective written response to legal problems. The dovetailing of language and content involved considerable…

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

    ERIC Educational Resources Information Center

    Heuser, Linda; Tabet, J. Sirena

    1998-01-01

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

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

    ERIC Educational Resources Information Center

    Drechsler, Michal; Van Driel, Jan

    2008-01-01

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

  16. Viewpoints for the Development of Teaching Contents in the Field of Informatics

    ERIC Educational Resources Information Center

    Viktória, Heizlerné Bakonyi; Zoltán, Illés; László, Menyhárt

    2013-01-01

    Informatics education is in a special situation. The greatest and quickest changes in technology and content might be in this field. That is why it is a very important question what and how to teach on different education levels. What are the requirements of the European labour market? What trends can be recognized in the field of public…

  17. An Interdisciplinary Inservice Model for Teaching Reading in the Content Areas: Grades 7-9.

    ERIC Educational Resources Information Center

    Granite School District, Salt Lake City, UT.

    The model outlined in this document describes the development of an integrated approach to teaching content reading skills to teachers. Methods and materials applicable to texts and media currently used in classrooms were produced by inservice teachers of science, math, and social studies at a Salt Lake City junior high school. This document…

  18. The Integration of Teacher's Pedagogical Content Knowledge Components in Teaching Linear Equation

    ERIC Educational Resources Information Center

    Yusof, Yusminah Mohd.; Effandi, Zakaria

    2015-01-01

    This qualitative research aimed to explore the integration of the components of pedagogical content knowledge (PCK) in teaching Linear Equation with one unknown. For the purpose of the study, a single local case study with multiple participants was used. The selection of the participants was made based on various criteria: having more than 5 years…

  19. Rethinking about the Pedagogy for Pedagogical Content Knowledge in the Context of Mathematics Teaching

    ERIC Educational Resources Information Center

    Ozmantar, Mehmet Fatih

    2011-01-01

    This study reconsiders the notion of pedagogy for pedagogical content knowledge (PCK) in the context of teaching mathematics. The perspectives of critical pedagogy are employed for this reconsideration, stressing the operation of historical, social, ideological, political, institutional and cultural forces in the production of pedagogical…

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

    ERIC Educational Resources Information Center

    Nilsson, Pernilla

    2008-01-01

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

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

    ERIC Educational Resources Information Center

    Guzey, S. Selcen; Roehrig, Gillian H.

    2009-01-01

    This study examines the development of technology, pedagogy, and content knowledge (TPACK) in four in-service secondary science teachers as they participated in a professional development program focusing on technology integration into K-12 classrooms to support science as inquiry teaching. In the program, probeware, mind-mapping tools (CMaps),…

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

    ERIC Educational Resources Information Center

    Cox, Carole

    2011-01-01

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

  3. Developing Primary Pre-Service Teachers' Mathematical Content Knowledge during Practicum Teaching

    ERIC Educational Resources Information Center

    Livy, Sharyn L.; Vale, Colleen; Herbert, Sandra

    2016-01-01

    While it is recognised that a teachers' mathematical content knowledge (MCK) is crucial for teaching, less is known about when different categories of MCK develop during teacher education. This paper reports on two primary pre-service teachers, whose MCK was investigated during their practicum experiences in first, second and fourth years of a…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  5. Teaching Density to Middle School Students: Preservice Science Teachers' Content Knowledge and Pedagogical Practices

    ERIC Educational Resources Information Center

    Dawkins, Karen R.; Dickerson, Daniel L.; McKinney, Sueanne E.; Butler, Susan

    2008-01-01

    Content knowledge and pedagogical practices are of particular concern to middle school science instructors teaching density. First introduced in elementary grades with the ideas of floating and sinking, density taught in middle school is geared toward understanding through the use of mathematical formulas. Using a lesson-plan study design, the…

  6. Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

    ERIC Educational Resources Information Center

    Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

    2013-01-01

    Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

  7. Content-Based Language Teaching in China: Contextual Influences on Implementation

    ERIC Educational Resources Information Center

    Hoare, Philip

    2010-01-01

    This paper reports a study of how context influences a content-based language teaching (CBLT) project in China, an approach which is fairly new in the country, in its implementation in three middle schools. It identifies three aspects of the context which have a crucial effect on classroom practice. These are the perceptions of the project and its…

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

    PubMed

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

    2011-09-01

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

  9. How Expert Secondary Special Education Teachers Conceptualize Teaching Literacy in Their Content Area to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Lauterbach, Alexandra A.

    2013-01-01

    This study provides insight into the cognition of expert content area teachers with specialized knowledge in teaching literacy to students with learning disabilities (LD), with the purpose of developing an understanding of expertise in teaching literacy in the content areas to secondary students with LD. This study used hermeneutic phenomenology…

  10. Gaps in Science Content Knowledge Encountered during Teaching Practice: A Study of Early-Career Middle-School Science Teachers

    ERIC Educational Resources Information Center

    Kinghorn, Brian Edward

    2013-01-01

    Subject-specific content knowledge is crucial for effective science teaching, yet many teachers are entering the field not fully equipped with all the science content knowledge they need to effectively teach the subject. Learning from practice is one approach to bridging the gap between what practicing teachers know and what they need to know.…

  11. Using Personal Ads and Online Self-Help Groups to Teach Content Analysis in a Research Methods Course

    ERIC Educational Resources Information Center

    Finn, Jerry; Dillon, Caroline

    2007-01-01

    This paper describes methods for teaching content analysis as part of the Research sequence in social work education. Teaching content analysis is used to develop research skills as well as to promote students' knowledge and critical thinking and about new information technology resources that are being increasingly used by the general public. The…

  12. Same Old Story: The Problem of Object-Based Thinking as a Basis for Teaching Distant Places

    ERIC Educational Resources Information Center

    Martin, Fran

    2013-01-01

    The English Geography National Curriculum encourages primary teachers to focus on similarities and differences when teaching distant places. The issues this raises are particularly acute when teaching geography in the context of the Global South. In this article I argue that comparisons based on object-based thinking can lead to views of the…

  13. How Things Work: Teaching Physics in the Context of Everyday Objects

    NASA Astrophysics Data System (ADS)

    Bloomfield, Louis

    2015-03-01

    How Things Work is an unconventional introduction to physics, a course that starts with whole objects and looks inside them to see what makes them work. Effectively ``case-study physics,'' it is designed primarily for non-science students who are unsure of the role of physics in the world and are looking for relevance in their studies. How Things Work is essentially the generalization of context-based introductory courses (Physics of the Human Body, Physics of the Automobile, and Physics of Music) and demonstrates that when physics is taught in the context of ordinary objects, these students are enthusiastic about it, look forward to classes, ask insightful questions, experiment on their own, and find themselves explaining to friends and family how things in their world work. In this talk, I will discuss the concept and structure of a How Things Work course and look briefly at how to teach its objects and assess what students learn from it. Although this course focuses on concepts rather than on calculations, it is rich in physics and requires that students think hard about the world around them. It also teaches problem solving and logical thinking skills, and demands that students face their misconceptions and failures of intuition. Lastly, it is actually quantitative in many respects, though its results are usually more words than numbers: your weight, the battery's voltage, or the acceleration due to gravity.

  14. Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

    NASA Astrophysics Data System (ADS)

    Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

    2015-05-01

    This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

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

    PubMed Central

    Volkert, Valerie M; Lerman, Dorothea C; Trosclair, Nicole; Addison, Laura; Kodak, Tiffany

    2008-01-01

    Research has demonstrated that interspersing mastered tasks with new tasks facilitates learning under certain conditions; however, little is known about factors that influence the effectiveness of this treatment strategy. The initial purpose of the current investigation was to evaluate the effects of similar versus dissimilar interspersed tasks while teaching object labels to children diagnosed with autism or developmental delays. We then conducted a series of exploratory analyses involving the type of reinforcer delivered for correct responses on trials with unknown or known object labels. Performance was enhanced under the interspersal condition only when either brief praise was delivered for all correct responses or presumably more preferred reinforcers were provided for performance on known trials rather than on unknown trials. PMID:18816973

  16. Diffraction and interference--a standard teaching topic using non-standard diffracting objects

    NASA Astrophysics Data System (ADS)

    Gröber, S.; Vetter, M.; Eckert, B.; Jodl, H.-J.

    2014-01-01

    This topic--diffraction and interference--is a standard topic in teaching wave optics in schools and universities as well as in physics practical labs. The theoretical presentation needs some knowledge in mathematics; the final formula for the intensity pattern as a function of all parameters such as number of slits N, slit width b, slit distance d, wavelength λ of light used is not too complicated. The experimental setup is standard and well known. In our opinion the shortage comes here from the relatively poor quality of scattering objects produced by photolithography and by the small number of various objects in N, b and d. We on the contrary offer objects produced by electron beam lithography with much higher contrast and larger resolution. As a consequence, students are allowed to study not only positions of a few maxima and minima of the interference pattern, but determine relative intensities of maxima and minima with respect to central maximum, details around sub-maxima, band shape and bandwidth. In addition, we generated 150 objects with a variety in N, b and d and also offer five different wavelengths. Since these objects are hardly available and not so easy to copy we offer this experiment as a remotely controlled laboratory experiment which means the real experiment located in A can be used by everyone with his or her computer located in B via the Internet.

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

    PubMed

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

    2011-12-15

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

  18. Holistic approach to learning and teaching introductory object-oriented programming

    NASA Astrophysics Data System (ADS)

    Thota, Neena; Whitfield, Richard

    2010-06-01

    This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities, and media with an understanding of variation theory and the ways in which students learn to program. We outline the implementation of the course, and discuss the findings from the first cycle of an action research study with a small sample of undergraduate students. An investigation of the preferred (deep/surface) learning approaches of the students led us to believe that these approaches can be influenced through course design. Personal constructs of the students, elicited through the repertory grid technique, revealed that rich inventories of learning resources are highly valued. We comment on the transformational processes of the experience of the participants, and identify areas for further refinement and investigation in the next action research cycle.

  19. Comparative assessment of students’ performance and perceptions on objective structured practical models in undergraduate pathology teaching

    PubMed Central

    Htwe, Than Than; Ismail, Sabaridah Binti; Low, Gary Kim Kuan

    2014-01-01

    INTRODUCTION Assessment is an important factor that drives student learning, as students tend to mainly focus on the material to be assessed. The current practice in teaching pathology extensively applies objective-structured practical examination for the assessment of students. As students will have to deal with real patients during clinical years, it is preferred that students learn and practise via potted specimens and slides instead of picture plates. This study aimed to assess the preferred assesment method of pathology practical exercises. METHODS This was a cross-sectional survey carried out in two consecutive batches of Phase 2 medical students. Student competency was assessed using both the traditional (TD) (i.e. use of potted specimens and slides) and picture plate (PP) methods. To compare the two assessment methods, we compared the mean scores obtained by the students and examined student perception of the two methods. RESULTS The mean scores obtained via the PP method were significantly higher than those obtained via the TD method for almost all the components tested. CONCLUSION We found that students performed significantly better (p < 0.05) when assessed using the PP method instead of the TD method. PP preparations might provide better visuals, thus aiding understanding, than the TD method. The findings of this study are valuable in identifying and improving our current teaching and assessment methods of medical students, in line with advancements in information technology. PMID:25273936

  20. Evaluating views of lecturers on the consistency of teaching content with teaching approach: traditional versus reform calculus

    NASA Astrophysics Data System (ADS)

    Sevimli, Eyup

    2016-08-01

    This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both textbooks are presented in a rather formal language and generally highlight procedural knowledge. And, even though the examples in the reform book chosen are structured using multiple representations, only a small number of them incorporated the usage of instructional technology. The lecturers' views which were gathered indicated that, although, on the one hand, the example structures of the traditional textbook largely overlapped with the characteristics of the traditional approach, the example structures of the reform textbook, on the other hand, were found to be inconsistent with the characteristics of the reform approach, especially with regard to its environment and knowledge components. At the end of the paper, some suggestions for further studies are provided for book authors and researchers.

  1. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  2. Make Task Constraints Work for You: Teaching Object-Control Skills to Students with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Colombo-Dougovito, Andrew M.; Block, Martin

    2016-01-01

    Teaching object-control skills to students with autism spectrum disorder (ASD) can be difficult due to the unique challenges posed by the individual; however, it is necessary for the students' future success and ability to perform physical activities. Utilizing concepts from dynamic systems theory and Newell's constraint approach, object-control…

  3. Articulating Learning Objectives for an Undergraduate Teaching Assistant Program: Merging Teaching Practicum, Leadership Seminar, and Service Learning

    ERIC Educational Resources Information Center

    Murray, Jeffrey W.

    2015-01-01

    Since its inception in 2009, the Undergraduate Teaching Assistant Program (in the Department of Focused Inquiry at Virginia Commonwealth University) has evolved and expanded into an amalgamation of three distinct but overlapping elements: (i) teaching practicum, (ii) leadership seminar, and (iii) service learning experience. But only recently have…

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

    NASA Astrophysics Data System (ADS)

    Mthethwa-Kunene, Khetsiwe Eunice Faith

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

  5. Method and apparatus for determining the content and distribution of a thermal neutron absorbing material in an object

    DOEpatents

    Crane, T.W.

    1983-12-21

    The disclosure is directed to an apparatus and method for determining the content and distribution of a thermal neutron absorbing material within an object. Neutrons having an energy higher than thermal neutrons are generated and thermalized. The thermal neutrons are detected and counted. The object is placed between the neutron generator and the neutron detector. The reduction in the neutron flux corresponds to the amount of thermal neutron absorbing material in the object. The object is advanced past the neutron generator and neutron detector to obtain neutron flux data for each segment of the object. The object may comprise a space reactor heat pipe and the thermal neutron absorbing material may comprise lithium.

  6. Method and apparatus for determining the content and distribution of a thermal neutron absorbing material in an object

    DOEpatents

    Crane, Thomas W.

    1986-01-01

    The disclosure is directed to an apparatus and method for determining the content and distribution of a thermal neutron absorbing material within an object. Neutrons having an energy higher than thermal neutrons are generated and thermalized. The thermal neutrons are detected and counted. The object is placed between the neutron generator and the neutron detector. The reduction in the neutron flux corresponds to the amount of thermal neutron absorbing material in the object. The object is advanced past the neutron generator and neutron detector to obtain neutron flux data for each segment of the object. The object may comprise a space reactor heat pipe and the thermal neutron absorbing material may comprise lithium.

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

    ERIC Educational Resources Information Center

    Terpstra, Marjorie Ann

    2009-01-01

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

  8. Investigating Greek Biology Teachers' Attitudes towards Evolution Teaching with Respect to Their Pedagogical Content Knowledge: Suggestions for Their Professional Development

    ERIC Educational Resources Information Center

    Stasinakis, Panagiotis K.; Athanasiou, Kyriacos

    2016-01-01

    Evolution Teaching (ET) among in-service teachers in Greece was examined in an attempt to evaluate their Pedagogical Content Knowledge. Evolution teaching is a problematic issue. For this purpose, we constructed a questionnaire that was distributed to the target population and to which 181 teachers responded. We used quantitative method to…

  9. Developing and Enacting Pedagogical Content Knowledge for Teaching History: An Exploration of Two Novice Teachers' Growth over Three Years

    ERIC Educational Resources Information Center

    Monte-Sano, Chauncey; Budano, Christopher

    2013-01-01

    Using artifacts of teachers' practices, classroom observations, and teacher interviews, we explore the development and enactment of 2 novices' pedagogical content knowledge (PCK) for teaching history. We identify and track 4 components of PCK that are relevant to teaching history: representing history, transforming history, attending to students'…

  10. Examining Teachers' Enactment of Technological Pedagogical and Content Knowledge (TPACK) in Their Mathematics Teaching after Technology Integration Professional Development

    ERIC Educational Resources Information Center

    Polly, Drew

    2011-01-01

    Technological pedagogical and content knowledge (TPACK) has been advanced as a construct to describe teachers' understandings related to effectively teaching with technology. This study examined the development of TPACK of two teachers during their mathematics teaching after participating in a learner-centered professional development (LCPD)…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

  12. Experienced Teachers' Pedagogical Content Knowledge of Teaching Acid-base Chemistry

    NASA Astrophysics Data System (ADS)

    Drechsler, Michal; van Driel, Jan

    2008-11-01

    We investigated the pedagogical content knowledge (PCK) of nine experienced chemistry teachers. The teachers took part in a teacher training course on students’ difficulties and the use of models in teaching acid-base chemistry, electrochemistry, and redox reactions. Two years after the course, the teachers were interviewed about their PCK of (1) students’ difficulties in understanding acid-base chemistry and (2) models of acids and bases in their teaching practice. In the interviews, the teachers were asked to comment on authentic student responses collected in a previous study that included student interviews about their understanding of acids and bases. Further, the teachers drew story-lines representing their level of satisfaction with their acid-base teaching. The results show that, although all teachers recognised some of the students’ difficulties as confusion between models, only a few chose to emphasise the different models of acids and bases. Most of the teachers thought it was sufficient to distinguish clearly between the phenomenological level and the particle level. The ways the teachers reflected on their teaching, in order to improve it, also differed. Some teachers reflected more on students’ difficulties; others were more concerned about their own performance. Implications for chemistry (teacher) education are discussed.

  13. Courting Controversies: Using Insights from a Legal Philosophy Course To Develop Practical Recommendations for Realizing Pedagogical Objectives in Teaching Morally Contentious Issues.

    ERIC Educational Resources Information Center

    Bielby, Philip

    2003-01-01

    Suggests practical recommendations for realizing pedagogical objectives in teaching morally contentious issues using insights gained from teaching such issues to second- and third-year undergraduate law students as part of a legal philosophy module. (SLD)

  14. [The relationship between the contents and the level of achievement of objectives in an occupational health nursing practicum].

    PubMed

    Nakatani, Junko; Hara, Yoshiko; Ikeda, Tomoko; Ishihara, Itsuko

    2010-03-01

    The purpose of this study was to evaluate the program and teaching methods of the occupational health nursing practicum in order to enforce students' learning experience in the clinical practice. Self-evaluation sheets graded from levels 1 to 4 were from 63 students, and statistical analysis was performed in relation to their performance levels. The results of the analysis of 63 students' performance sheets indicated that the students achieved 3 points above average in all 14 course objectives. Scales analysis of the students' evaluation sheets also revealed that students' achievement levels were lower at the Industrial Health Organization in comparison with those at the industrial enterprises. To make students' practice more valuable, students' assessment skills of the workers and working environment should be emphasized in the classroom teaching and experience of learning at the laboratory. Moreover, the course objectives should be sufficiently linked to the practice areas in order to differentiate between the features of the Health organizations and enterprises.

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

    ERIC Educational Resources Information Center

    Eikeseth, Svein; Hayward, Diane W.

    2009-01-01

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

  16. Emotions in prospective secondary teachers when teaching science content, distinguishing by gender

    NASA Astrophysics Data System (ADS)

    Belén Borrachero, Ana; Brígido, María; Mellado, Lucía; Costillo, Emilio; Mellado, Vicente

    2014-05-01

    Background:Until recently, the affective components of education had long been undervalued. Today, one finds ever more studies on cognitive and affective interrelationships that are lending support to the idea that affect and cognition are best understood when viewed as independent and complementary mental functions. Purpose:The present work analyses the emotions of prospective secondary education teachers, distinguishing them by gender, in relation to the teaching of Biology, Geology, Physics and Chemistry in order to contribute to designing subsequent interventions targeted at improving science teachers' occupational health. Sample:The total sample consisted of 178 students (53 male and 125 female) of the post-graduate teaching certificate course at the University of Extremadura, all of whom were prospective secondary school teachers. We also worked with a sub-sample of 66 Science and Engineering graduates (33 male and 33 female). Design and methods:A questionnaire was prepared that includes items on each of the emotions that the prospective teacher might feel when teaching the science content of the proposed courses. The chi-squared test was used to determine whether a relationship exists between emotions and the variable gender when it came to their teaching Biology, Geology, Physics and Chemistry at the compulsory secondary education level. Results:The results showed that the male teachers more frequently report positive emotions than the female. The latter manifested an increase in negative emotions in teaching Geology, Physics and Chemistry content. And the study of the sub-sample showed positive emotions are more frequently reported than negative ones in all four subjects, with this being particularly so in Biology. Conclusions:The study of emotions is vital in the educational formation of prospective secondary teachers. These students will soon face day-to-day life in the classroom, and many of them, especially the women, declare themselves to be

  17. Teaching Picture-to-Object Relations in Picture-Based Requesting by Children with Autism: A Comparison between Error Prevention and Error Correction Teaching Procedures

    ERIC Educational Resources Information Center

    Carr, D.; Felce, J.

    2008-01-01

    Background: Children who have a combination of language and developmental disabilities with autism often experience major difficulties in learning relations between objects and their graphic representations. Therefore, they would benefit from teaching procedures that minimize their difficulties in acquiring these relations. This study compared two…

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

    ERIC Educational Resources Information Center

    Morse, M. Lynn

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

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

  20. Getting Clean with Herkimer: A Software Package for Teaching Children in Special Education to Classify Common Objects.

    ERIC Educational Resources Information Center

    Adler, Debora L.

    1994-01-01

    Describes "Getting Clean with Herkimer," a software package designed to teach elementary special education students to classify personal grooming objects. A study compared this software program with another one, including results of pretests and posttests and computer use and attitude measures. (32 references) (LRW)

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

    ERIC Educational Resources Information Center

    Clark, Lisa A.

    2011-01-01

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

  2. Science on Stage: Engaging and teaching scientific content through performance art

    NASA Astrophysics Data System (ADS)

    Posner, Esther

    2016-04-01

    Engaging teaching material through performance art and music can improve the long-term retention of scientific content. Additionally, the development of effective performance skills are a powerful tool to communicate scientific concepts and information to a broader audience that can have many positive benefits in terms of career development and the delivery of professional presentations. While arts integration has been shown to increase student engagement and achievement, relevant artistic materials are still required for use as supplemental activities in STEM (science, technology, engineering, mathematics) courses. I will present an original performance poem, "Tectonic Petrameter: A Journey Through Earth History," with instructions for its implementation as a play in pre-university and undergraduate geoscience classrooms. "Tectonic Petrameter" uses a dynamic combination of rhythm and rhyme to teach the geological time scale, fundamental concepts in geology and important events in Earth history. I propose that using performance arts, such as "Tectonic Petrameter" and other creative art forms, may be an avenue for breaking down barriers related to teaching students and the broader non-scientific community about Earth's long and complex history.

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

    PubMed

    Aase, Ingunn; Aase, Karina; Dieckmann, Peter

    2013-05-01

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

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

    ERIC Educational Resources Information Center

    Bentley, Brian S.; Hill, Robert V.

    2009-01-01

    Reciprocal peer teaching (RPT), wherein students alternate roles as teacher and learner, has been applied in several educational arenas with varying success. Here, we describe the implementation of a reciprocal peer teaching protocol in a human gross anatomy laboratory curriculum. We compared the outcomes of the RPT class with those of previous…

  5. Utilizing BlueJ to Teach Polymorphism in an Advanced Object-Oriented Programming Course

    ERIC Educational Resources Information Center

    Alkazemi, Basem Y.; Grami, Grami M.

    2012-01-01

    Teaching Polymorphism can be best implemented by using a combination of bottom-up and top-down approaches. However, from our observation and students' self-reporting, the former seems to be the predominant in the Saudi context. We try to investigate whether applying a more balanced approach in teaching the comprehensive concept of Polymorphism…

  6. Objective and Subjective Evaluation of Computer-based Tutorial Teaching in Veterinary Pathology.

    ERIC Educational Resources Information Center

    Brown, Peter

    2001-01-01

    Describes the results of the use of computer-based tutorials to teach the pathology of the cardiovascular system in a veterinary school in the United Kingdom. Concludes that the combined worksheet and computer based learning format is suitable for teaching veterinary pathology. (LRW)

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

    SciTech Connect

    Hampton, J.; Simons, R.

    1999-04-21

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

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

    ERIC Educational Resources Information Center

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

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Gauss, Boris; Urbas, Leon

    2003-01-01

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

  10. An Objective Method of Measuring Psychological States Associated With Changes in Neural Function: Content Analysis of Verbal Behavior.

    ERIC Educational Resources Information Center

    Gottschalk, Louis A.

    This paper examines the use of content analysis of speech in the objective recording and measurement of changes in emotional and cognitive function of humans in whom natural or experimental changes in neural status have occurred. A brief description of the data gathering process, details of numerous physiological effects, an anxiety scale, and a…

  11. Development and Application of a New Learning Object for Teaching Operative Dentistry Using Augmented Reality.

    PubMed

    Espejo-Trung, Luciana Cardoso; Elian, Silvia Nagib; Luz, Maria Aparecia Alves De Cerqueira

    2015-11-01

    Learning objects (LOs) associated with augmented reality have been used as attractive new technologic tools in the educational process. However, the acceptance of new LOs must be verified with the purpose of using these innovations in the learning process in general. The aim of this study was to develop a new LO and investigate the acceptance of gold onlay in teaching preparation design at a dental school in Brazil. Questionnaires were designed to assess, first, the users' computational ability and knowledge of computers (Q1) and, second, the users' acceptance of the new LO (Q2). For both questionnaires, the internal consistency index was calculated to determine whether the questions were measuring the same construct. The reliability of Q2 was measured with a retest procedure. The LO was tested by dental students (n=28), professors and postgraduate students in dentistry and prosthetics (n=30), and dentists participating in a continuing education or remedial course in dentistry and/or prosthetics (n=19). Analyses of internal consistency (Kappa coefficient and Cronbach's alpha) demonstrated a high degree of confidence in the questionnaires. Tests for simple linear regressions were conducted between the response variable (Q2) and the following explanative variables: the Q1 score, age, gender, and group. The results showed wide acceptance regardless of the subjects' computational ability (p=0.99; R2=0), gender (p=0.27; R2=1.6%), age (p=0.27; R2=0.1%), or group (p=0.53; R2=1.9%). The methodology used enabled the development of an LO with a high index of acceptance for all groups. PMID:26522642

  12. Development and Application of a New Learning Object for Teaching Operative Dentistry Using Augmented Reality.

    PubMed

    Espejo-Trung, Luciana Cardoso; Elian, Silvia Nagib; Luz, Maria Aparecia Alves De Cerqueira

    2015-11-01

    Learning objects (LOs) associated with augmented reality have been used as attractive new technologic tools in the educational process. However, the acceptance of new LOs must be verified with the purpose of using these innovations in the learning process in general. The aim of this study was to develop a new LO and investigate the acceptance of gold onlay in teaching preparation design at a dental school in Brazil. Questionnaires were designed to assess, first, the users' computational ability and knowledge of computers (Q1) and, second, the users' acceptance of the new LO (Q2). For both questionnaires, the internal consistency index was calculated to determine whether the questions were measuring the same construct. The reliability of Q2 was measured with a retest procedure. The LO was tested by dental students (n=28), professors and postgraduate students in dentistry and prosthetics (n=30), and dentists participating in a continuing education or remedial course in dentistry and/or prosthetics (n=19). Analyses of internal consistency (Kappa coefficient and Cronbach's alpha) demonstrated a high degree of confidence in the questionnaires. Tests for simple linear regressions were conducted between the response variable (Q2) and the following explanative variables: the Q1 score, age, gender, and group. The results showed wide acceptance regardless of the subjects' computational ability (p=0.99; R2=0), gender (p=0.27; R2=1.6%), age (p=0.27; R2=0.1%), or group (p=0.53; R2=1.9%). The methodology used enabled the development of an LO with a high index of acceptance for all groups.

  13. The Challenges of Planning Language Objectives in Content-Based ESL Instruction

    ERIC Educational Resources Information Center

    Baecher, Laura; Farnsworth, Tim; Ediger, Anne

    2014-01-01

    The purpose of this research was to investigate the major patterns in content-based instruction (CBI) lesson plans among practicum teachers at the final stage of an MA TESOL program. One hundred and seven lesson plans were coded according to a typology developed to evaluate clarity and identify areas of potential difficulty in the design of…

  14. Using the Lens of Pedagogical Content Knowledge for Teaching the Nature of Science to Portray Novice Chemistry Teachers' Transforming NOS in Early Years of Teaching Profession

    ERIC Educational Resources Information Center

    Supprakob, Surayot; Faikhamta, Chatree; Suwanruji, Potjanart

    2016-01-01

    Pedagogical content knowledge for teaching the nature of science (PCK for NOS) has attracted interest in recent decades. This study investigated the PCK for NOS of six novice chemistry teachers with various educational backgrounds. An interpretive case study was performed. Multiple data sources including classroom observations, field notes,…

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

    NASA Astrophysics Data System (ADS)

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

    2006-03-01

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

  16. The House That Jack Built: Neoliberalism, Teaching in Higher Education and the Moral Objections

    ERIC Educational Resources Information Center

    Ingleby, Ewan

    2015-01-01

    The cumulative tale "the house that Jack built" is used as an analogy for flawed theories. This paper considers how the marketisation of higher education in neoliberal countries like England is affecting teaching and learning in Higher Education Institutions. Neoliberal policy approaches resulting in the marketisation of higher education…

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

    ERIC Educational Resources Information Center

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

    2007-01-01

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

  18. Active Participation of Integrated Development Environments in the Teaching of Object-Oriented Programming

    ERIC Educational Resources Information Center

    Depradine, Colin; Gay, Glenda

    2004-01-01

    With the strong link between programming and the underlying technology, the incorporation of computer technology into the teaching of a programming language course should be a natural progression. However, the abstract nature of programming can make such integration a difficult prospect to achieve. As a result, the main development tool, the…

  19. Interactive Education in Public Administration (1): The Role of Teaching "Objects"

    ERIC Educational Resources Information Center

    Alford, John; Brock, Jonathan

    2014-01-01

    Schools of public policy and administration are increasingly adopting interactive case teaching (long used in business schools) as one of their primary pedagogical methods -- not least because of its usefulness in both stimulating engagement by students and helping them turn that engagement into learning. This article and its companion piece…

  20. Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

    NASA Astrophysics Data System (ADS)

    Sasser, Selena Kay

    This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase

  1. Teaching Core Content Embedded in a Functional Activity to Students with Moderate Intellectual Disability Using a Simultaneous Prompting Procedure

    ERIC Educational Resources Information Center

    Karl, Jennifer; Collins, Belva C.; Hager, Karen D.; Ault, Melinda Jones

    2013-01-01

    The purpose of this study was to investigate the effects of a simultaneous prompting procedure in teaching four secondary students with moderate intellectual disability to acquire and generalize core content embedded in a functional activity. Data gathered within the context of a multiple probe design revealed that all participants learned the…

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

    ERIC Educational Resources Information Center

    Richardson, Sandra

    2009-01-01

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

  3. Developing Pre-Service Teachers' Technological Pedagogical Content Knowledge for Teaching Mathematics with the Geometer's Sketchpad through Lesson Study

    ERIC Educational Resources Information Center

    Meng, Chew Cheng; Sam, Lim Chap

    2013-01-01

    The purpose of this study was to develop pre-service secondary teachers' technological pedagogical content knowledge (TPACK) for teaching mathematics with The Geometer's Sketchpad (GSP) through Lesson Study (LS). Specifically, a single-group pretest-posttest design was employed to examine whether there was a significant difference in the…

  4. The Impact of Mathematics Professional Development on Elementary Teachers' Mathematics Content Knowledge for Teaching and Implementation of Innovative Pedagogical Practices

    ERIC Educational Resources Information Center

    Oleson, Vicki

    2010-01-01

    This study sought to understand the process of change elementary teachers experienced as they participated in mathematics professional development. This investigation explored the impact of mathematics professional development on teachers' content knowledge for teaching, their ability to implement innovative pedagogical practices, and the…

  5. A Study of K-12 Teacher Interns' Incorporation of Multicultural Content and Theory into Their Teaching Practices

    ERIC Educational Resources Information Center

    Dzoole, Edith Mechelle

    2012-01-01

    This research study examined 394 K-12 teacher interns' incorporation of multicultural content and theory into their teaching practices during a 16-week internship in schools, mostly located within a 30-mile radius of Mississippi State University. The teacher interns had completed all coursework and practicum hours required by their teacher…

  6. Developing Robust Forms of Pre-Service Teachers' Pedagogical Content Knowledge through Culturally Responsive Mathematics Teaching Analysis

    ERIC Educational Resources Information Center

    Aguirre, Julia M.; Zavala, Maria del Rosario; Katanyoutanant, Tiffany

    2012-01-01

    This study documents and describes efforts to develop robust forms of pre-service teachers' pedagogical content knowledge through a culturally responsive mathematics teaching approach. Embedded in a university K-8 mathematics methods course emphasising the connections among mathematics, children's mathematical thinking, and…

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

    ERIC Educational Resources Information Center

    Ray, Roger D.; Belden, Noelle

    2007-01-01

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

  8. Content Knowledge, Attitudes, and Self-Efficacy in the Mathematics New York City Teaching Fellows (NYCTF) Program

    ERIC Educational Resources Information Center

    Evans, Brian R.

    2011-01-01

    The purpose of this study was to understand the mathematical content knowledge new teachers have both before and after taking a mathematics methods course in the NYCTF program. Further, the purpose was to understand the attitudes toward mathematics and concepts of self-efficacy that Teaching Fellows had over the course of the semester. The sample…

  9. The Influence of Pedagogical Content Knowledge (PCK) for Teaching Macroevolution on Student Outcomes in a General Education Biology Course

    ERIC Educational Resources Information Center

    Walter, Emily Marie

    2013-01-01

    This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these…

  10. Effects of a Science Content Course on Elementary Preservice Teachers' Self-Efficacy of Teaching Science

    ERIC Educational Resources Information Center

    Bergman, Daniel J.; Morphew, Jason

    2015-01-01

    The preparation of elementary teachers to successfully teach science in their classrooms is a central issue in science education. The teacher preparation program at a large Midwestern university was modified to include a new science content course aimed at this need. A pre-/postassessment research model involved participants (N = 154) completing a…

  11. Embedded Simultaneous Prompting Procedure to Teach STEM Content to High School Students with Moderate Disabilities in an Inclusive Setting

    ERIC Educational Resources Information Center

    Heinrich, Sara; Collins, Belva C.; Knight, Victoria; Spriggs, Amy D.

    2016-01-01

    Effects of an embedded simultaneous prompting procedure to teach STEM (science, technology, engineering, math) content to three secondary students with moderate intellectual disabilities in an inclusive general education classroom were evaluated in the current study. Students learned discrete (i.e., geometric figures, science vocabulary, or use of…

  12. Developing a Technological Pedagogical Content Knowledge (TPACK) Assessment for Preservice Teachers Learning to Teach English as a Foreign Language

    ERIC Educational Resources Information Center

    Baser, Derya; Kopcha, Theodore J.; Ozden, M. Yasar

    2016-01-01

    This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    Yoon, Hye-Gyoung; Kim, Byoung Sug

    2016-01-01

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

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

    ERIC Educational Resources Information Center

    Murphy, Cliona; Smith, Greg

    2012-01-01

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

  16. PCK to Practice: Two Experienced High School Chemistry Teachers' Pedagological Content Knowledge in Their Teaching Practice

    ERIC Educational Resources Information Center

    Boesdorfer, Sarah B.

    2012-01-01

    Pedagogical content knowledge has been defined by Magnusson, Krajcik, and Borko (1999) and others for the purpose of understanding science teachers' knowledge and teaching practice. It is hoped that by improving our understanding of science teachers' PCK, we can improve the education and practice of science teachers. Research describing…

  17. Incorporating Content, Pedagogy, and Research in a Preservice Geology Teaching Degree Program at Montana State University

    NASA Astrophysics Data System (ADS)

    Schmitt, J.; Mogk, D.; Swanson, E.; Woolbaugh, W.

    2001-05-01

    With funding from the American Geophysical Union's Linkages Program, faculty from the Departments of Earth Sciences and Education at Montana State University (MSU), and a local master teacher, have endeavored to develop a training program in Geology for future geoscience teachers in Montana. Presently, biology and geoscience are the most common taught secondary science subjects in Montana public schools and yet MSU lacks a pre-service teacher training program in geology. The goal of this degree program is to produce future geoscience teachers capable of applying in-depth understanding of Earth Systems Science, expertise in scientific research design and implementation, and a strong pedagogical foundation to their teaching. Graduates will receive a degree in Earth Sciences and be certified to teach General Science, Physical Science, and Geoscience in Montana schools. The degree program will include geology curricular components that achieve content goals and meet University graduation and State certification requirements, and pedagogical components aimed at instilling excellence in teaching. Majors will develop expertise in Earth System Science, including an understanding of the connections of the geosciences to societal issues and student's everyday lives, as well as an understanding of scientific inquiry through first-hand experience in research design and implementation. Advisors will target students early in their undergraduate career for participation in this 5-year program. Curricula will include 39 credits of Education coursework necessary for certification by the State, 36 credits of geology coursework, 51 credits of allied science and math courses, and 14 credits of University core. Development of this program coincides with a major institution-funded reassessment of the entire undergraduate Earth Sciences curriculum that will result in introduction of skills training and utilization of alternative instructional methods at appropriate curricular levels

  18. Predicting objectively assessed physical activity from the content and regulation of exercise goals: evidence for a mediational model.

    PubMed

    Sebire, Simon J; Standage, Martyn; Vansteenkiste, Maarten

    2011-04-01

    Grounded in self-determination theory (Deci & Ryan, 2000), the purpose of this work was to examine effects of the content and motivation of adults' exercise goals on objectively assessed moderate-to-vigorous physical activity (MVPA). After reporting the content and motivation of their exercise goals, 101 adult participants (Mage = 38.79 years; SD = 11.5) wore an ActiGraph (GT1M) accelerometer for seven days. Accelerometer data were analyzed to provide estimates of engagement in MVPA and bouts of physical activity. Goal content did not directly predict behavioral engagement; however, mediation analysis revealed that goal content predicted behavior via autonomous exercise motivation. Specifically, intrinsic versus extrinsic goals for exercise had a positive indirect effect on average daily MVPA, average daily MVPA accumulated in 10-min bouts and the number of days on which participants performed 30 or more minutes of MVPA through autonomous motivation. These results support a motivational sequence in which intrinsic versus extrinsic exercise goals influence physical activity behavior because such goals are associated with more autonomous forms of exercise motivation. PMID:21558579

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

    ERIC Educational Resources Information Center

    Cook, Kristin

    2009-01-01

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

  20. Content and Process in a Teaching Workshop for Faculty and Doctoral Students

    ERIC Educational Resources Information Center

    Rinfrette, Elaine S.; Maccio, Elaine M.; Coyle, James P.; Jackson, Kelly F.; Hartinger-Saunders, Robin M.; Rine, Christine M.; Shulman, Lawrence

    2015-01-01

    Teaching in higher education is often not addressed in doctoral education, even though many doctoral graduates will eventually teach. This article describes a biweekly teaching workshop, presents pitfalls and challenges that beginning instructors face, and advocates pedagogical training for doctoral students. Led by a well-known social work…

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

    NASA Astrophysics Data System (ADS)

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

    2006-08-01

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

  2. ACHIEVE LEARNING OBJECTIVES, PAPERS PREPARED ESPECIALLY FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR YOUNG ENGINEERING TEACHERS (PENNSYLVANIA STATE UNIVERSITY, AUGUST 28 THROUGH SEPTEMBER 3, 1960).

    ERIC Educational Resources Information Center

    LANCASTER, OTIS E.

    PAPERS PREPARED FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR TEACHERS OF ENGINEERING SUBJECTS ARE CONTAINED IN THIS CONFERENCE REPORT. GENERAL SUBJECT AREAS DISCUSSED ARE--(1) EDUCATIONAL OBJECTIVES IN ENGINEERING EDUCATION, (2) LEARNING THEORY AND ITS APPLICATION TO CLASSROOM TEACHING, (3) LECTURE, DISCUSSION, AND LECTURE-DISCUSSION METHODS…

  3. Effect of the science teaching advancement through modeling physical science professional development workshop on teachers' attitudes, beliefs and content knowledge and students' content knowledge

    NASA Astrophysics Data System (ADS)

    Dietz, Laura

    The Science Teaching Advancement through Modeling Physical Science (STAMPS) professional development workshop was evaluated for effectiveness in improving teachers' and students' content knowledge. Previous research has shown modeling to be an effective method of instruction for improving student and teacher content knowledge, evidenced by assessment scores. Data includes teacher scores on the Force Concept Inventory (FCI; Hestenes, Wells, & Swackhamer, 1992) and the Chemistry Concept Inventory (CCI; Jenkins, Birk, Bauer, Krause, & Pavelich, 2004), as well as student scores on a physics and chemistry assessment. Quantitative data is supported by teacher responses to a post workshop survey and classroom observations. Evaluation of the data shows that the STAMPS professional development workshop was successful in improving both student and teacher content knowledge. Conclusions and suggestions for future study are also included.

  4. A Comparative Investigation of the Previous and New Secondary History Curriculum: The Issues of the Definition of the Aims and Objectives and the Selection of Curriculum Content

    ERIC Educational Resources Information Center

    Dinc, Erkan

    2011-01-01

    Discussions on history teaching in Turkey indicate that the previous versions of the history curriculum and the pedagogy of history in the country bear many problems and deficiencies. The problems of Turkish history curriculum mainly arise from the perspectives it takes and the selection of its content. Since 2003, there have been extensive…

  5. Teaching Java Backwards

    ERIC Educational Resources Information Center

    Machanick, Philip

    2007-01-01

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

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

    PubMed

    Bozkurt, Orçun; Kaya, Osman Nafiz

    2008-04-01

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

  7. Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage

    ERIC Educational Resources Information Center

    Mestre, Lori S.; Baures, Lisa; Niedbala, Mona; Bishop, Corinne; Cantrell, Sarah; Perez, Alice; Silfen, Kate

    2011-01-01

    Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section's Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the…

  8. Teaching and Assessing Ethics as a Learning Objective: One School's Journey

    ERIC Educational Resources Information Center

    Templin, Carl R.; Christensen, David

    2009-01-01

    This paper reports the results of a ten-year effort to establish ethics as a learning objective for all business students, to assess the effectiveness in achieving that learning objective and to incorporate ethical conduct as a part of the school's organizational culture. First, it addresses the importance of ethics instruction for all business…

  9. Time Bomb: A Game That Teaches Actors How to Focus on Objectives.

    ERIC Educational Resources Information Center

    Miller, Bruce

    1994-01-01

    Discusses the rules for two theater games that train students to focus on objectives: (1) Time Bomb, in which students must maintain eye contact with the instructor, or the instructor will "blow up"; (2) Red Light, Green Light, which may be used with younger students--the object is to tag the person who is "it." (PA)

  10. Distinct preference for spatial frequency content in ventral stream regions underlying the recognition of scenes, faces, bodies and other objects.

    PubMed

    Canário, Nádia; Jorge, Lília; Loureiro Silva, M F; Alberto Soares, Mário; Castelo-Branco, Miguel

    2016-07-01

    The ventral visual pathway receives both inputs from parvocellular and magnocellular pathways, and combines information from distinct high and low spatial frequency channels (HSF and LSF). Using a random effects region of interest general linear model approach (n=21), we aimed to compare the selectivity to different spatial frequency channels in eight key areas involved in visual object recognition: FFA, OFA, and STS, for face processing; FBA, and EBA as body selective regions; (dorsal and ventral) LOC for object perception; PPA for processing information of places and VWFA as a region which responds to written verbal material. We found that face and body selective regions had significantly higher response to LSF, suggesting an important contribution of holistic processing favoring LSF channels, while other object responsive regions had a higher response to HSF, suggesting a more important role for detailed component processing. Both FBA and VWFA failed to reveal a preference to SF content. These findings apply in general to the preferred category, with the notable exception of PPA, which revealed a higher response to HSF for all categories of stimuli. Our results suggest that areas along the ventral stream have distinct spatial frequency preferences that seem to reflect both the nature of visual objects being processed, their position in the visual hierarchy, task demands and the relevance of holistic versus detailed processing. PMID:27180002

  11. Advancing the Perceptions of the Nature of Science (NOS): Integrating Teaching the NOS in a Science Content Course

    ERIC Educational Resources Information Center

    Aflalo, Ester

    2014-01-01

    Background: Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving. Purpose: The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores…

  12. WWC Quick Review of the Article "Teaching Science as a Language: A 'Content-First' Approach to Science Teaching"

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2008

    2008-01-01

    This study examined whether whether teaching scientific concepts using everyday language before introducing scientific terminology improves the understanding of these concepts. The research described in this article is consistent with What Works Clearinghouse (WWC) evidence standards. Strengths: The study is a well implemented randomized…

  13. Distributed Generation Planning using Peer Enhanced Multi-objective Teaching-Learning based Optimization in Distribution Networks

    NASA Astrophysics Data System (ADS)

    Selvam, Kayalvizhi; Vinod Kumar, D. M.; Siripuram, Ramakanth

    2016-06-01

    In this paper, an optimization technique called peer enhanced teaching learning based optimization (PeTLBO) algorithm is used in multi-objective problem domain. The PeTLBO algorithm is parameter less so it reduced the computational burden. The proposed peer enhanced multi-objective based TLBO (PeMOTLBO) algorithm has been utilized to find a set of non-dominated optimal solutions [distributed generation (DG) location and sizing in distribution network]. The objectives considered are: real power loss and the voltage deviation subjected to voltage limits and maximum penetration level of DG in distribution network. Since the DG considered is capable of injecting real and reactive power to the distribution network the power factor is considered as 0.85 lead. The proposed peer enhanced multi-objective optimization technique provides different trade-off solutions in order to find the best compromise solution a fuzzy set theory approach has been used. The effectiveness of this proposed PeMOTLBO is tested on IEEE 33-bus and Indian 85-bus distribution system. The performance is validated with Pareto fronts and two performance metrics (C-metric and S-metric) by comparing with robust multi-objective technique called non-dominated sorting genetic algorithm-II and also with the basic TLBO.

  14. Digital immigrants teaching digital natives: A phenomenological study of higher education faculty perspectives on technology integration with English core content

    NASA Astrophysics Data System (ADS)

    Corey, Robert C.

    In the last two decades, technology use has escalated and educators grapple with its advances and integration into the classroom. Issues surrounding what constitutes a literate society, the clarion calls for educational reform emanating from US presidents to parent teacher organizations, and educators' ability to cope with advances in technology in the classroom demand attention. Therefore, the purpose of this qualitative study was to explore and understand the professional and educational experiences of six English faculty members teaching undergraduate courses at Midwest universities. Using the framework of Technological Pedagogical Content Knowledge -- TPACK (Koehler and Mishra 2008), the major focus of the study was to determine how faculty members understood what characterized the nature of teaching with technology in undergraduate classrooms. Results of this study revealed five themes showing how the participants were introduced to technology, how they assimilated it into their pedagogy, and how they integrated it into teaching practice. This study has the potential to impact the nature of illustrating the methods and techniques used by the six participants as they merge technology, pedagogy, and content knowledge and set in motion classroom practices that assist faculty at all levels to develop and teach technology skills necessary for the 21st century and to better prepare students for thinking critically about how to use digital advances.

  15. Using concept maps to explore preservice teachers' perceptions of science content knowledge, teaching practices, and reflective processes

    NASA Astrophysics Data System (ADS)

    Somers, Judy L.

    This qualitative study examined seven preservice teachers' perceptions of their science content knowledge, teaching practices, and reflective processes through the use of the metacognitive strategy of concept maps. Included in the paper is a review of literature in the areas of preservice teachers' perceptions of teaching, concept development, concept mapping, science content understanding, and reflective process as a part of metacognition. The key questions addressed include the use of concept maps to indicate organization and understanding of science content, mapping strategies to indicate perceptions of teaching practice, and the influence of concept maps on reflective process. There is also a comparison of preservice teachers' perceptions of concept map usage with the purposes and practices of maps as described by experienced teachers. Data were collected primarily through interviews, observations, a pre and post concept mapping activity, and an analysis of those concept maps using a rubric developed for this study. Findings showed that concept map usage clarified students' understanding of the organization and relationships within content area and that the process of creating the concept maps increased participants' understanding of the selected content. The participants felt that the visual element of concept mapping was an important factor in improving content understanding. These participants saw benefit in using concept maps as planning tools and as instructional tools. They did not recognize the use of concept maps as assessment tools. When the participants were able to find personal relevance in and through their concept maps they were better able to be reflective about the process. The experienced teachers discussed student understanding and skill development as the primary purpose of concept map usage, while they were able to use concept maps to accomplish multiple purposes in practice.

  16. Astronomical black holes as an exciting tool and object for teaching relativistic physics

    NASA Astrophysics Data System (ADS)

    Karas, V.

    2006-08-01

    Einstein's theory of relativity attracts science students to theoretical physics and astronomy. Black holes give us a clear example of cosmic objects where effects of strong gravity dominate and where mathematics is essential for their proper description and understanding. After three decades of astonishing discoveries, astronomers are finding black holes in numerous stellar systems: these objects may have been critical to the formation of structure in the early universe as well as to violent explosions at late evolutionary stages of massive stars. We describe an introductory course in gravitational physics that has been carried out in Prague Astronomical Institute. During the course, basic concepts and physical processes are discussed and interesting recent results are mentioned, including images of astronomical objects. We also mention modern techniques that have been employed to obtain these results. Supplementary notes are available to students for download from the Web.

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

    ERIC Educational Resources Information Center

    American Psychiatric Association, Hartford, CT.

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

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

    ERIC Educational Resources Information Center

    Weisberg, Paul

    2003-01-01

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

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

    ERIC Educational Resources Information Center

    Razzouk, Nabil Y.; Razzouk, Jay N.

    2008-01-01

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

  20. Gender Issues Embedded in the Experience of Student Teaching: Being Treated Like a Sex Object.

    ERIC Educational Resources Information Center

    Miller, Judith Harmon

    1997-01-01

    Women from three teacher education programs discussed their experiences as student teachers in high schools. Their stories highlighted frequent harassment of female student teachers by male students, and the fact that viewing women as sex objects was commonplace. Recommends incorporation of ideas from Carol Gilligan and others in student teaching…

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

    ERIC Educational Resources Information Center

    Rojas, Alicia; Arbuckle, Melissa; Cabaniss, Deborah

    2010-01-01

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

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

    ERIC Educational Resources Information Center

    Sieber, Ellen

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

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

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Furletti, Charles

    2004-01-01

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

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

    ERIC Educational Resources Information Center

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

    2006-01-01

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

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

    ERIC Educational Resources Information Center

    Costelloe, Eileen; Sherry, Elizabeth; Magee, Patricia

    2009-01-01

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

  6. Development of a teaching module for parenteral drug administration and objective structured practical examination stations in pharmacology

    PubMed Central

    Devi, Vasudha; Upadhye, Prachitee; Ram, Pradhum; Menezes, Ritesh G.

    2013-01-01

    Objectives: Safe parenteral drug administration includes preparation of safe medication for administration. Training medical students is crucial to minimize medication administration errors. The study aims to develop a module to teach drug preparation skills and to develop objective structured practical examination (OSPE) stations to assess these skills. Students’ perceptions regarding the module were also assessed. Materials and Methods: A module was developed to teach following skills to 2nd year medical students: Aspiration of a drug from the ampule, aspiration of the drug from the vial, aspiration of the drug in powdered form from vial (reconstitution), and setting up an intravenous (IV) infusion. A randomized case control study design was used to establish the validity of OSPE stations. Student volunteers were grouped into case (n = 20) and control groups (n = 20) by simple randomization. The test group watched videos of skills and received demonstration of skills and a practice session before OSPE, whereas the control group watched videos before the OSPE and received demonstration and a practice session only after the OSPE. Each student was assessed by two faculty members during OSPE using a validated checklist. Mean OSPE scores of control and test groups were compared using independent samples t-test. Interrater reliability and concurrent validity of stations were analyzed using interclass correlation coefficient (ICC) and Pearson correlation, respectively. Students’ responses were expressed as median and interquartile range. Results: The response rate in the questionnaire was 100%. Significant difference between mean scores (P < 0.05) of test and control groups revealed fulfillment of construct validity of OSPE stations. Interrater reliability (ICC > 0.7) and concurrent validity (r value > 7) of all the stations was high. Perceptions revealed acceptability of module and OSPE stations by students (median 4, scale 1-5). Conclusions: A module to teach drug

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

    ERIC Educational Resources Information Center

    Wardrip, Peter; Tobey, Jennifer

    2009-01-01

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

  8. A Didactic Analysis of Student Content Learning during the Reciprocal Style of Teaching

    ERIC Educational Resources Information Center

    Hennings, John; Wallhead, Tristan; Byra, Mark

    2010-01-01

    Peer-assisted learning (PAL) strategies, such as the reciprocal style of teaching, have been shown to be effective in developing motor skills. Despite this research, little is currently understood of how PAL strategies influence the teaching-learning process. The purpose of this study was to use a didactic methodology (Amade-Escot, 2005) to…

  9. The Development of Pedagogical Content Knowledge in First-Year Graduate Teaching Assistants

    ERIC Educational Resources Information Center

    Judson, Thomas W.; Leingang, Matthew

    2016-01-01

    Our investigation is concerned with new teachers developing their ability to understand student thinking. We conducted individual interviews with graduate students teaching calculus for the first time, interviewing a representative sample of graduate students before and after their first teaching assignment. The interviews were transcribed and…

  10. The Process of Physics Teaching Assistants' Pedagogical Content Knowledge Development

    ERIC Educational Resources Information Center

    Seung, Eulsun

    2013-01-01

    This study explored the process of physics teaching assistants' (TAs) PCK development in the context of teaching a new undergraduate introductory physics course. "Matter and Interactions" (M&I) has recently adopted a new introductory physics course that focuses on the application of a small number of fundamental physical…

  11. A mathematics content course and teaching efficacy beliefs of undergraduate majors in education.

    PubMed

    Alkhateeb, Haitham M; Abed, Adnan S

    2003-10-01

    This study was designed to assess the mathematics teaching efficacy beliefs of undergraduates in elementary education through a manipulative-based course in mathematics. Responses of 106 university undergraduates to the 21-item Mathematics Teaching Efficacy Beliefs administered as pre- and posttest without a control group showed a significant immediate postcourse change in their efficacy beliefs using dependent t test.

  12. Teaching about Contemporary Germany: Instructional Materials for the Social Studies Classroom. Correlation Charts, Content and Skills.

    ERIC Educational Resources Information Center

    Blankenship, Glen

    This manual contains a description of each of the instructional kits for teaching about Germany offered by the Goethe Institute. Each kit contains lessons plans, handouts, worksheets, color transparencies, and other support materials. This teaching packet provides information regarding the "best fit" of each lesson in the instructional materials…

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

    ERIC Educational Resources Information Center

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

    2005-01-01

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

  14. Using the SIOP Model for Effective Content Teaching with Second and Foreign Language Learners

    ERIC Educational Resources Information Center

    Kareva, Veronika; Echevarria, Jana

    2013-01-01

    In this paper we present a comprehensive model of instruction for providing consistent, high quality teaching to L2 students. This model, the SIOP Model (Sheltered Instruction Observation Protocol), provides an explicit framework for organizing instructional practices to optimize the effectiveness of teaching second and foreign language learners.…

  15. Elementary Teachers' Pedagogical Content Knowledge for Teaching the Nature of Science

    ERIC Educational Resources Information Center

    Hanuscin, Deborah L.; Lee, Michele H.; Akerson, Valarie L.

    2011-01-01

    Although teacher educators have achieved some success in improving teachers' understanding of the nature of science (NOS), helping teachers teach NOS has proved a much greater challenge. Currently, there are few examples in the literature of teachers who effectively teach NOS, and fewer still that rely on student outcomes as a measure of teachers'…

  16. What to Consider When Preparing a Model Core Curriculum for GIS Ethics: Objectives, Methods, and a Sketch of Content

    ERIC Educational Resources Information Center

    Davis, Michael

    2014-01-01

    The purpose of this article is to provide a summary of what is known about teaching ethics in engineering, science, and related disciplines. Such a summary should provide a useful starting point for preparation of a detailed curriculum for teaching the ethics of geo-coded information systems broadly understood ("GIS ethics" for short).…

  17. Lightweight Expression of Granular Objects (LEGO) Content Modeling Using the SNOMED CT Observables Model to Represent Nursing Assessment Data.

    PubMed

    Johnson, Christie

    2016-01-01

    This poster presentation presents a content modeling strategy using the SNOMED CT Observable Model to represent large amounts of detailed clinical data in a consistent and computable manner that can support multiple use cases. Lightweight Expression of Granular Objects (LEGOs) represent question/answer pairs on clinical data collection forms, where a question is modeled by a (usually) post-coordinated SNOMED CT expression. LEGOs transform electronic patient data into a normalized consumable, which means that the expressions can be treated as extensions of the SNOMED CT hierarchies for the purpose of performing subsumption queries and other analytics. Utilizing the LEGO approach for modeling clinical data obtained from a nursing admission assessment provides a foundation for data exchange across disparate information systems and software applications. Clinical data exchange of computable LEGO patient information enables the development of more refined data analytics, data storage and clinical decision support.

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

    ERIC Educational Resources Information Center

    Carlson, David Lee; Archambault, Leanna

    2013-01-01

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

  19. Every teacher an English teacher? Literacy strategy teaching and research in the content area of science education

    NASA Astrophysics Data System (ADS)

    Buckingham, Thomas

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the bulk of school day instruction. While there have been small studies and field reports of what content teachers are or are not teaching in the way of literacy instruction (Fisher and Ivey, 2005; Verplaste, 1996, 1998; Vacca and Vacca 1989), researchers have not had success measuring the literacy practices of content area teachers in a broad-based study. This study focuses specifically on what many researchers in both the content literacy and ESL fields have emphasized for promoting literacy in the classroom---teaching metacognitive strategies. Twelve metacognitive functions derived from a literacy strategies handbook are employed as a means to ascertain strategy usage within the lessons whether specifically known content strategies are named or not. The initial analysis is performed on over 100 lesson plans hosted at four prominent university science education sites, all within a five year period (2003-7). In addition to the lesson plan analysis, a review of 100 articles taken from five on-line science education journals reveal what the science education field addresses this issue. Findings suggest that while 80% of science teachers include some type of strategic teaching and learning in their lessons, only about 20% of science teachers explicitly utilize strategies as listed in content literacy manuals and promoted by literacy and ESL experts. Rather, most science teachers implicitly include these strategies within their lessons and/or promote their own subject-specific strategies in content teaching. Analysis of science education research and publications shows that there is a focus on literacy and specifically strategic

  20. Handheld access to radiology teaching files: an automated system for format conversion and content creation

    NASA Astrophysics Data System (ADS)

    Raman, Raghav; Raman, Lalithakala; Raman, Bhargav; Gold, Garry; Beaulieu, Christopher F.

    2002-05-01

    Current handheld Personal Digital Assistants (PDAs) can be used to view radiology teaching files. We have developed a toolkit that allows rapid creation of radiology teaching files in handheld formats from existing repositories. Our toolkit incorporated a desktop converter, a web conversion server and an application programming interface (API). Our API was integrated with an existing pilot teaching file database. We evaluated our system by obtaining test DICOM and JPEG images from our PACS system, our pilot database and from personal collections and converting them on a Windows workstation (Microsoft, Redmond, CA) and on other platforms using the web server. Our toolkit anonymized, annotated and categorized images using DICOM header information and data entered by the authors. Image processing was automatically customized for the target handheld device. We used freeware handheld image viewers as well as our custom applications that allowed window/level manipulation and viewing of additional textual information. Our toolkit provides desktop and web access to image conversion tools to produce organized handheld teaching file packages for most handheld devices and our API allows existing teaching file databases to incorporate handheld compatibility. The distribution of radiology teaching files on PDAs can increase the accessibility to radiology teaching.

  1. The Multifaceted Nature of Mathematics Knowledge for Teaching: Understanding the Use of Teachers' Specialized Content Knowledge and the Role of Teachers' Beliefs from a Practice-Based Perspective

    ERIC Educational Resources Information Center

    Provost, Lauren E.

    2013-01-01

    This work investigates middle school teachers' mathematics knowledge for teaching (MKT) as defined by Hill (2007). Within this two-part dissertation, the level of MKT was considered as well as the role of teacher beliefs in actual specialized content knowledge (SCK) use, a specific type of mathematics knowledge for teaching vital in quality…

  2. An Evaluation of Pronunciation Teaching Content of "English for Palestine 10" and Related Teachers' Competency Level in Light of Current Instructional Perspectives

    ERIC Educational Resources Information Center

    Al-Najjar, Rana Abdel-Rahman

    2012-01-01

    Purpose: This study aimed to evaluate pronunciation teaching with regard to an EFL multi-skills textbook ("English for Palestine 10"). The evaluation was intended to identify the extent to which pronunciation teaching content incorporated in" English for Palestine 10," in addition to the related teachers' competency level match current…

  3. Quality Teaching in Addressing Student Achievement: A Comparative Study between National Board Certified Teachers and Other Teachers on the Kentucky Core Content Test Results

    ERIC Educational Resources Information Center

    Buecker, Harrie Lynne

    2010-01-01

    This dissertation focused on the link between quality teaching and its potential impact on student achievement. National Board Certification is used to represent quality teaching and student achievement is measured by the Kentucky Core Content Test. Data were gathered on the reading and mathematics scores of students of National Board Teachers who…

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

    ERIC Educational Resources Information Center

    Usak, Muhammet; Ozden, Mustafa; Eilks, Ingo

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Bjornsrud, Halvor; Nilsen, Sven

    2011-01-01

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

  6. Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

    NASA Astrophysics Data System (ADS)

    Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

    2014-07-01

    Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

  7. On Student Teaching: Educational Comment 1967.

    ERIC Educational Resources Information Center

    Ishler, Richard E., Ed.; Inglis, Joan D., Ed.

    This collection of papers is designed to provide information about the "new order in student teaching" (the various field experiences in preservice teacher education programs, e.g., observation, teaching under a supervising teacher, microteaching, internship, externship, simulated teaching, etc.). Contents are (1) "Goals and Objectives of Student…

  8. Rutherford's Enlarged: A Content-Embedded Activity To Teach about Nature of Science.

    ERIC Educational Resources Information Center

    Abd-El-Khalick, Fouad

    2002-01-01

    Describes an activity that can be used to help middle and secondary school students develop more informed understandings of some important aspects of the nature of science in the context of teaching Rutherford's experiments and atomic structure. (Author/MM)

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

    NASA Astrophysics Data System (ADS)

    Lankford, Deanna

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

  10. Effect of Cr content on the nanostructural evolution of irradiated ferritic/martensitic alloys: An object kinetic Monte Carlo model

    NASA Astrophysics Data System (ADS)

    Chiapetto, M.; Malerba, L.; Becquart, C. S.

    2015-10-01

    Self-interstitial cluster diffusivity in Fe-Cr alloys, model materials for high-Cr ferritic/martensitic steels, is known to be reduced in a non-monotonic way as a function of Cr concentration: it first decreases, then increases. This non-monotonic behaviour is caused by a relatively long-ranged attractive interaction between Cr atoms and crowdions and correlates well with the experimentally observed swelling in these alloys under neutron irradiation, also seen to first decrease and then increase with increasing Cr content, under comparable irradiation conditions. Moreover, recent studies reveal that C atoms dispersed in the Fe matrix form under irradiation complexes with vacancies which, in turn, act as trap for one-dimensionally migrating self-interstitial clusters. The mobility of one-dimensional migrating clusters is considered key to determine swelling susceptibility. However, no model has ever been built that quantitatively describes the dependence of swelling on Cr content, allowing for the presence of C in the matrix. In this work we developed physically-based sets of parameters for object kinetic Monte Carlo (OKMC) simulations intended to study the nanostructure evolution under irradiation in Fe-Cr-C alloys. The nanostructural evolution in Fe-C and in four Fe-Cr-C alloys (containing 2.5, 5, 9 and 12 wt.% Cr) neutron irradiated up to ∼0.6 dpa at 563 K was simulated according to the model and reference experiments were reproduced. Our model shows that the SIA cluster reduced mobility has a major influence on the nanostructural evolution: it increases the number of vacancy-SIA recombinations and thus leads to the suppression of voids formation. This provides a clear framework to interpret the non-monotonic dependence of swelling in Fe-Cr alloys versus Cr content. Our model also suggests that the amount of C in the matrix has an equally important role: high amounts of it may counteract the beneficial effect that Cr has in reducing swelling.

  11. Muscle repositioning: combining subjective and objective feedbacks in the teaching and practice of a reflex-based myofascial release technique.

    PubMed

    Bertolucci, Luiz Fernando

    2010-03-17

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

  12. Muscle repositioning: combining subjective and objective feedbacks in the teaching and practice of a reflex-based myofascial release technique.

    PubMed

    Bertolucci, Luiz Fernando

    2010-01-01

    Muscle Repositioning (MR) is a new style of myofascial release that elicits involuntary motor reactions detectable by electromyography. This article describes the principal theoretical and practical concepts of MR, and summarizes a workshop presented October 31, 2009, after the Second International Fascia Research Congress, held at Vrije Universitiet, Amsterdam.The manual mechanical input of MR integrates the client's body segments into a block, which is evident as a result of the diagnostic manual oscillations the practitioner imparts to the client's body. Segmental integration is achieved when the client's body responds as a unit to the oscillatory assessment. It appears that manually sustaining the condition of segmental integration evokes involuntary muscle reactions, which reactions might correspond to mechanisms that maintain homeostasis, such as pandiculation. It might be that these reactions are part of the MR mechanism of action and underlie its clinically observed efficacy in the treatment of musculoskeletal disorders.For the practitioner and the client alike, segmental integration provides unique sensations. In teaching MR, these paired sensations can be used as kinesthetic feedback resources, because quality of touch can be guided by the client's reported sensations, which should match the practitioner's sensations. Another form of feedback with respect to quality of touch is the visually discernable degree of segmental integration. Finally, because the involuntary motor activity elicited by the MR touch can be objectively monitored through electromyography and possibly other instrumented measurements, the MR approach might yield objectivity, precision, and reproducibility-features seldom found in manual therapies. PMID:21589699

  13. Effectiveness of Multiple Intelligence Based Teaching (MIBT) in Teaching Mathematics for Primary School Students

    ERIC Educational Resources Information Center

    Xavier, P.; Annaraja, P.

    2007-01-01

    Multiple Intelligence Based Teaching (MIBT) applies the multiple intelligence theory in the process of teaching and learning. MIBT explores and develops the intelligence of the students. Also, it teaches the content in a multiple way to the students. The objective of the present study is to find out the effectiveness of multiple intelligence based…

  14. The Content Area Reading Project: An Inservice Education Program for Junior High School Teachers and Teachers of Adults. Appendix C, Model Teaching Materials. Final Report.

    ERIC Educational Resources Information Center

    Dupuis, Mary M.; Askov, Eunice N.

    Materials developed by teacher participants in the Content Area Reading Project are presented in this appendix to the Project report. The first section provides group informal reading inventories developed for use in adult education, teaching English as a second language, and nine content areas; it then presents cloze tests developed for use in…

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

    ERIC Educational Resources Information Center

    Iguchi, Carolyn M.

    2010-01-01

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

  16. Content-Based Indexing and Teaching Focus Mining for Lecture Videos

    ERIC Educational Resources Information Center

    Lin, Yu-Tzu; Yen, Bai-Jang; Chang, Chia-Hu; Lee, Greg C.; Lin, Yu-Chih

    2010-01-01

    Purpose: The purpose of this paper is to propose an indexing and teaching focus mining system for lecture videos recorded in an unconstrained environment. Design/methodology/approach: By applying the proposed algorithms in this paper, the slide structure can be reconstructed by extracting slide images from the video. Instead of applying…

  17. Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports

    ERIC Educational Resources Information Center

    Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

    2012-01-01

    Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

  18. A Content Analysis of Teaching Philosophy Statements of Award Winning Colleges of Agriculture Professors

    ERIC Educational Resources Information Center

    Sankey, Laura L.; Foster, Daniel D.

    2012-01-01

    As our economy calls for improved employment skills, educational institutions must provide quality teaching to prepare students for success. Researchers purport that an important factor in determining student learning is the teacher, and that one of the most prominent factors in student achievement is teacher quality. The search for the…

  19. Teaching Young Adult Literature: "Change" as an Interdisciplinary Theme: YA Literature in the Content Areas

    ERIC Educational Resources Information Center

    Bull, Kelly Byrne; Dulaney, Margaret; North-Coleman, Cheryl; Kaplan, Jeffrey; Stover, Lois

    2013-01-01

    "Teaching Young Adult Literature" describes innovative methods for engaging students in reading, writing, and discussing contemporary and classic literary texts written for adolescents. Centered around the concept of change, the authors present YA novels that span across various disciplines. Each book presented will help students…

  20. Do I Really Have to Teach Reading? Content Comprehension, Grades 6?12

    ERIC Educational Resources Information Center

    Tovani, Cris

    2004-01-01

    "Do I really have to teach reading?" This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is "yes." If they want their students to learn complex new concepts in different disciplines, they often have to help their…

  1. Using the Socioscientific Context of Climate Change to Teach Chemical Content and the Nature of Science

    ERIC Educational Resources Information Center

    Flener-Lovitt, Charity

    2014-01-01

    A thematic course called "Climate Change: Chemistry and Controversy" was developed for upper-level non-STEM students. This course used the socioscientific context of climate change to teach chemical principles and the nature of science. Students used principles of agnotology (direct study of misinformation) to debunk climate change…

  2. Investigating the Relationships among Primary Teachers' Math Profile, Math Teaching Efficacy, and Math Content Pedagogical Knowledge

    ERIC Educational Resources Information Center

    Roettinger, Theresa Marie

    2014-01-01

    Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student achievement in mathematics, it is important to investigate the relationships that may exist among primary teachers' math profile, math teaching efficacy, and math pedagogy…

  3. Canonical Pedagogical Content Knowledge by Cores for Teaching Acid-Base Chemistry at High School

    ERIC Educational Resources Information Center

    Alvarado, Clara; Cañada, Florentina; Garritz, Andoni; Mellado, Vicente

    2015-01-01

    The topic of acid-base chemistry is one of the oldest in general chemistry courses and it has been almost continuously in academic discussion. The central purpose of documenting the knowledge and beliefs of a group of ten Mexican teachers with experience in teaching acid-base chemistry in high school was to know how they design, prepare and…

  4. Content vs. Product: The Effects of Single Sourcing on the Teaching of Technical Communication.

    ERIC Educational Resources Information Center

    Eble, Michelle F.

    2003-01-01

    Identifies and discusses the effects of single sourcing on the writing process. Provides suggestions for incorporating the teaching of single sourcing into technical communication courses. Concludes that educating students about the process of single sourcing is important if they are to become effective technical communicators in the industry. (SG)

  5. Following "Teaching of Psychology" into Middle Age: Changes, Contributors, and Contents

    ERIC Educational Resources Information Center

    Griggs, Richard A.; Collisson, Brian

    2013-01-01

    Honoring "Teaching of Psychology" ("ToP") as it approaches its 40th anniversary, we extend prior overviews of its development and growth into 2012. We describe changes in editorial staff and journal organization, identify and describe the top 20 most frequent contributors to "ToP," and present the results of a content…

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

    ERIC Educational Resources Information Center

    Cheung, Wai Ming

    2011-01-01

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

  7. Educators' Perceptions of Teaching Grade-Level Content to Students with Intellectual Disabilities

    ERIC Educational Resources Information Center

    Carlson, Christina V.

    2016-01-01

    The purpose of this study was to address a gap in the research literature by describing the perceptions of Special Education teachers of students with intellectual disabilities (ID), regarding the paradigm shift required in their teaching practices as they strove to implement current educational reform legislation. Knowledge of the lived…

  8. Virtual Laboratory as an Element of Visualization When Teaching Chemical Contents in Science Class

    ERIC Educational Resources Information Center

    Herga, Nataša Rizman; Grmek, Milena Ivanuš; Dinevski, Dejan

    2014-01-01

    Using a variety of visualization tools for teaching and learning science and chemistry is necessary because pupils better understand chemical phenomena and formulate appropriate mental models. The purpose of the presented study was to determine the importance of a virtual laboratory as a visualization element when addressing chemical contents…

  9. Teaching Aging Content to University-Level Non-Gerontology Majors

    ERIC Educational Resources Information Center

    Beland, Robert

    2004-01-01

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

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

    ERIC Educational Resources Information Center

    Mncube-Barnes, Fatima Maria

    2010-01-01

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

  11. Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Kellems, Ryan O.; Edwards, Sean

    2016-01-01

    Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

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

    ERIC Educational Resources Information Center

    Philip, Christo T.; Unruh, Kenneth P.; Lachman, Nirusha; Pawlina, Wojciech

    2008-01-01

    Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data…

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

    NASA Astrophysics Data System (ADS)

    Hanuscin, Deborah L.

    2013-10-01

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

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

    ERIC Educational Resources Information Center

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

    2012-01-01

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

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

    ERIC Educational Resources Information Center

    McLoughlin, M. Padraig M. M.

    2009-01-01

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

  16. Effects of Improving Teachers' Content Knowledge on Teaching and Student Learning in Physical Education

    ERIC Educational Resources Information Center

    Ward, Phillip; Kim, Insook; Ko, Bomna; Li, Weidong

    2015-01-01

    Purpose: The purpose of this study was to examine the efficacy of a content knowledge (CK) workshop on the enacted pedagogical content knowledge (PCK) of teachers and in turn the effects on student learning. Method: A quasiexperimental design was used to examine 4 questions: (a) How does student learning differ as a function of PCK? (b) How does…

  17. Awareness, Attitudes and Participation of Teaching Staff towards the Open Content Movement in One University

    ERIC Educational Resources Information Center

    Reed, Peter

    2012-01-01

    This research investigates the current awareness of, and participation in, the open content movement at one UK institution for higher education. The open content movement and the open educational resources can be seen as potential methods for reducing time and cost of technology-enhanced learning developments; however, its sustainability and, to…

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

    PubMed Central

    Bertolucci, Luiz Fernando

    2010-01-01

    Muscle Repositioning (MR) is a new style of myofascial release that elicits involuntary motor reactions detectable by electromyography. This article* describes the principal theoretical and practical concepts of MR, and summarizes a workshop presented October 31, 2009, after the Second International Fascia Research Congress, held at Vrije Universitiet, Amsterdam. The manual mechanical input of MR integrates the client’s body segments into a block, which is evident as a result of the diagnostic manual oscillations the practitioner imparts to the client’s body. Segmental integration is achieved when the client’s body responds as a unit to the oscillatory assessment. It appears that manually sustaining the condition of segmental integration evokes involuntary muscle reactions, which reactions might correspond to mechanisms that maintain homeostasis, such as pandiculation. It might be that these reactions are part of the MR mechanism of action and underlie its clinically observed efficacy in the treatment of musculoskeletal disorders. For the practitioner and the client alike, segmental integration provides unique sensations. In teaching MR, these paired sensations can be used as kinesthetic feedback resources, because quality of touch can be guided by the client’s reported sensations, which should match the practitioner’s sensations. Another form of feedback with respect to quality of touch is the visually discernable degree of segmental integration. Finally, because the involuntary motor activity elicited by the MR touch can be objectively monitored through electromyography and possibly other instrumented measurements, the MR approach might yield objectivity, precision, and reproducibility—features seldom found in manual therapies. PMID:21589699

  19. An explorative learning approach to teaching clinical anatomy using student generated content.

    PubMed

    Philip, Christo T; Unruh, Kenneth P; Lachman, Nirusha; Pawlina, Wojciech

    2008-01-01

    Translating basic sciences into a clinical framework has been approached through the implementation of various teaching techniques aimed at using a patient case scenario to facilitate learning. These techniques present students with a specific patient case and lead the students to discuss physiological processes through analysis of provided data supported by independent learning and research. However, no literature exists that describes a reverse teaching methodology in which students are given disease diagnosis and then asked to construct a patient case. This article discusses an explorative learning approach introduced in the gross anatomy course in which students were asked to use clinical skills and reasoning to create a patient case. The online knowledge-sharing portal utilizing MediaWiki provided a necessary base for students in completing their task. Teams were given 4 weeks to complete their written online project with weekly feedback provided by 3rd year teaching assistants using the Wiki discussion page. A survey was performed to assess competence regarding a patient write up and oral presentation. Skills that the teams acquired through the completion of this project will benefit future patient interactions. This project also emphasized and reinforced the importance of effective communication, leadership, and teamwork. This study shows that a clinical anatomy project that incorporates explorative learning can be an effective way of introducing students to the skills needed for patient write ups and oral presentations. Furthermore this approach to learning allows students to excel during their clinical years and to correlate anatomy to clinical diagnoses. PMID:19177391

  20. Integrating Language-and-Culture Teaching: An Investigation of Spanish Teachers' Perceptions of the Objectives of Foreign Language Education

    ERIC Educational Resources Information Center

    Castro, Paloma; Sercu, Lies; Mendez Garcia, Maria del Carmen

    2004-01-01

    A recent shift has been noticeable in foreign language education theory. Previously, foreign languages were taught as a linguistic code. This then shifted to teaching that code against the sociocultural background of, primarily, one country in which the foreign language is spoken as a national language. More recently, teaching has reflected on…

  1. Do Subject Matter Knowledge, and Pedagogical Content Knowledge Constitute the Ideal Gas Law of Science Teaching?

    ERIC Educational Resources Information Center

    Lederman, Norman G.; Gess-Newsome, Julie

    1992-01-01

    Describes Pedagogical Content Knowledge and focuses on the empirical research directly concerned with the relationship between science teachers' subject matter knowledge or structures and actual classroom practice. Concludes there is little evidence that a relationship exists. (PR)

  2. [The determination of the natural content of chemical elements in human biological objects (liver, kidney, stomach) by mass spectrometry with inductively coupled plasma].

    PubMed

    Luzanova, I S; Svetlolobov, D Iu; Zorin, Iu V

    2014-01-01

    The objective of the present work was to continue the studies of the sites of concentration of the chemical elements corresponding to normal homeostasis in human biological objects by mass spectrometry with inductively coupled plasma. The study yielded the data on the natural content of 27 elements in the cadaveric liver, kidney, and stomach. It is recommended to use these findings as the reference parameters corresponding to normal homeostasis.

  3. Teaching cause-effect text structure through social studies content to at-risk second graders.

    PubMed

    Williams, Joanna P; Nubla-Kung, Abigail M; Pollini, Simonne; Stafford, K Brooke; Garcia, Amaya; Snyder, Anne E

    2007-01-01

    This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.

  4. Integrating nature of science instruction into a physical science content course for preservice elementary teachers: NOS views of teaching assistants

    NASA Astrophysics Data System (ADS)

    Hanuscin, Deborah L.; Akerson, Valarie L.; Phillipson-Mower, Teddie

    2006-09-01

    Teacher education programs have met with limited success in improving teachers' understanding of the nature of science (NOS). Research suggests that such efforts could be enhanced by addressing NOS in preservice teachers' science courses. We planned NOS instruction in a physical science content course for preservice elementary teachers. Our first concern was the NOS views of the instructors for the course, which included undergraduate teaching assistants (UTAs). We examined the NOS views of nine UTAs, and the impact of job-embedded professional development on their views. Although initially UTAs held a number of views inconsistent with science education reforms, four modes of explicit-and-reflective interventions, including analysis of NOS views of preservice teachers, resulted in favorable changes in UTAs' views.

  5. Novice Special Educators' Instructional Practices, Communication Patterns, and Content Knowledge for Teaching Mathematics

    ERIC Educational Resources Information Center

    Griffin, Cynthia C.; Jitendra, Asha K.; League, Martha B.

    2009-01-01

    In this study, the authors examine the influence of teacher and student communication patterns, instructional practices, and teacher pedagogical content knowledge on students' mathematics learning in both general and special education mathematics classrooms. Five pre-service special education teachers in field placements and 43 students with…

  6. Finding Passion in Teaching and Learning: Embedding Literacy Skills in Content-Rich Curriculum

    ERIC Educational Resources Information Center

    Freidus, Helen

    2010-01-01

    This study describes a collaboration between the American Museum of Natural History and the Bank Street College Reading and Literacy Program. The collaboration is a response to mandated curriculum that emphasizes instruction in basic skills at the expense of content knowledge acquisition. It is designed to demonstrate ways of embedding instruction…

  7. Teaching the "What" As Well As the "How": Content-Rich OST Professional Development

    ERIC Educational Resources Information Center

    Cooper, Benjamin

    2013-01-01

    This article examined the literature on best practices in content-specific professional development and then aligns this work with the practices of a citywide afterschool chess program run by After School Activities Partnerships (ASAP) in Philadelphia. School teachers, out-of-school time (OST) staff, and youth workers readied themselves to think…

  8. Teaching a Graduate Content Area Reading Course Via the Internet: Confessions of an Experienced Neophyte.

    ERIC Educational Resources Information Center

    Jones, H. Jon; Wolf, Page J.

    2001-01-01

    Describes a course that was designed to provide instruction in the methods and procedures that can be utilized to enhance student comprehension of textbooks and other printed materials that are encountered in a content area. Discusses instructor concerns, the support system, planning, course assignments, students, instructor workload, and course…

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  10. Preparing Pre-Service Special Education Teachers in Urban School Settings to Teach Content Literacy Strategies

    ERIC Educational Resources Information Center

    Becker, Kristin A.

    2013-01-01

    The purpose of this concurrent mixed-method study was to explore how special education intern teachers, placed in an urban secondary special education school setting developed an ability to implement content literacy strategies after completion of a professional development graduate seminar and internship experience. This was done by studying both…

  11. Learning to Teach: Pedagogical Content Knowledge in Adventure-Based Learning

    ERIC Educational Resources Information Center

    Sutherland, Sue; Stuhr, Paul T.; Ayvazo, Shiri

    2016-01-01

    Background: Many alternative curricular models exist in physical education to better meet the needs of students than the multi-activity team sports curriculum that dominates in the USA. These alternative curricular models typically require different content knowledge (CK) and pedagogical CK (PCK) to implement successfully. One of the complexities…

  12. Content for Teaching Sustainable Energy Systems in Physics at Upper Secondary School

    ERIC Educational Resources Information Center

    Engstrom, Susanne; Gustafsson, Peter; Niedderer, Hans

    2011-01-01

    Understanding energy with a focus on sustainable development requires further knowledge beyond traditional conceptual understanding. This paper presents the result from one main investigation and two smaller follow-up studies. The main study (step 1) consists of an interpreting, iterative analysis of statements made by experts on contents for…

  13. Research-Based Strategies for Teaching Content to Students with Intellectual Disabilities: Adapted Videos

    ERIC Educational Resources Information Center

    Evmenova, Anna S.; Behrmann, Michael M.

    2011-01-01

    Teachers are always seeking any visual and/or auditory supports to facilitate students' comprehension and acquisition of difficult concepts associated with academic content. Such supports are even more important for students with intellectual disabilities who regardless of their abilities and needs are required to have access and active…

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

    ERIC Educational Resources Information Center

    Pally, Marcia, Ed.

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

  15. Comparative Study of Teaching Content in Teacher Education Programmes in Canada, Denmark, Finland and Singapore

    ERIC Educational Resources Information Center

    Rasmussen, Jens; Bayer, Martin

    2014-01-01

    This article presents the results of a comparative study of the content in selected teacher education programmes for primary and lower secondary teachers in Canada, Denmark, Finland and Singapore. First and foremost, the study is a comparison between teacher education programmes in, on the one hand, Canada, Finland and Singapore, all of which…

  16. The Role of Turkish Lessons and Reflective Practice in Teaching SLA as Content

    ERIC Educational Resources Information Center

    Thompson, Amy S.; Erdil-­Moody, Zeynep

    2015-01-01

    This study investigated whether foreign language lessons coupled with engaging learners in reflective practice facilitates a deeper understanding of second language acquisition (SLA) course content. During this semester-­long SLA course, 14 graduate students were taught eight Turkish lessons for 25 minutes at the beginning of each class. As a…

  17. Using Writing and Culture to Teach Science Content to Preservice Teachers

    ERIC Educational Resources Information Center

    Saint-Hilaire, Line Augustin

    2013-01-01

    This article describes how the incorporation of a writing assignment, creating a book about culture and science, into the syllabus of methods science course for preservice teachers, was used to foster science content learning. Preservice teachers were actively and purposely engaged in science learning through the generation of a book about a…

  18. Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University

    ERIC Educational Resources Information Center

    Liang, Xiaoping; Smith, Sara W.

    2012-01-01

    The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used…

  19. When Teaching Makes a Difference: Developing Science Teachers' Pedagogical Content Knowledge through Learning Study

    ERIC Educational Resources Information Center

    Nilsson, Pernilla

    2014-01-01

    It is a common view that developing teachers' competence to restructure or reframe their knowledge and beliefs is inevitably a complex challenge. This paper reports on a research project with the aim to develop science teachers' pedagogical content knowledge (PCK) through their participation in a learning study. A learning study is a…

  20. A Tale of Two Rubrics: Improving Teaching and Learning across the Content Areas through Assessment

    ERIC Educational Resources Information Center

    Wolf, Kenneth; Connelly, Mary; Komara, Ann

    2008-01-01

    This is a story of two different assessment rubrics, similar in design but different in content area and pedagogical context. One rubric is from a course in the College of Arts and Media in an advanced painting class; the other is from the College of Architecture and Planning in a landscape architecture studio design class. Each rubric is…

  1. Teaching Intricate Content Online: It Can Be Done and Done Well

    ERIC Educational Resources Information Center

    Sobel, Donna M.; Sands, Deanna Iceman; Dunlap, Joanna C.

    2009-01-01

    Despite a plethora of online course offerings over the past decade, we continue to see resistance to this platform for course delivery, particularly with content that is ostensibly too sensitive or difficult to deliver in this format. This article describes an approach to online course planning and design, with attention paid to creating rich and…

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

    ERIC Educational Resources Information Center

    Pramling, Ingrid

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

  3. Preservice Teachers' Pedagogical Content Knowledge of Using Particle Models in Teaching Chemistry

    ERIC Educational Resources Information Center

    De Jong, Onno; Van Driel, Jan H.; Verloop, Nico

    2005-01-01

    In this article, we describe the results of a study of the pedagogical content knowledge (PCK) of preservice chemistry teachers in the context of a postgraduate teacher education program. A group of preservice teachers (n = 12) took part in an experimental introductory course module about the use of particle models to help secondary school…

  4. High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction

    NASA Astrophysics Data System (ADS)

    Williams, Theresa

    In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interviewed for this study. Data analysis consisted of open, axial, and selective coding. The findings revealed that 8 out of the 10 participants believed that it is their responsibility to provide reading comprehension. However, the findings also revealed that the participants provided varying levels of reading comprehension instruction as an integral part of their science instruction. The potential for positive social change could be achieved by teachers and administrators. Teachers may use the findings to reflect upon their own personal feelings and beliefs about providing explicit reading comprehension. In addition to teachers' commitment to reading comprehension instruction, administrators could deliberate about professional development opportunities that might improve necessary skills, eventually leading to better comprehension skills for students and success in their education.

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

    ERIC Educational Resources Information Center

    Lappan, Glenda; Even, Ruhama

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

  6. Teaching Communication in Content Area Courses: Another Functional Use of the Liberal Arts Curriculum.

    ERIC Educational Resources Information Center

    Roberts, Charles V.; Cannon, Walter

    This paper describes a unified effort at Central College (Pella, Iowa) to insure that graduates in all content areas achieve competency in the communication skills of reading, writing, and speaking. The discussion focuses on how the program was set up, what its components are, how all the faculty contribute, the positive impact of the…

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

    PubMed

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

    2013-02-01

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

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

    PubMed

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

    2013-02-01

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

  9. Synthesizing research and education: Ecology and genetics of independent fern gametophytes and teaching science inquiry and content through simulations

    NASA Astrophysics Data System (ADS)

    Duffy, Aaron M.

    Two of the main areas of focus in university academics are research and education. The mission statements of Utah State University and the Department of Biology emphasize both areas, as do the requirements of funding agencies. I attempted to integrate research and education by using tools that I developed to support and inform my biological research projects to teach science. Ferns have a life cycle with alternating haploid and diploid life stages, both of which are free-living and potentially long-lived. The haploid gametophytes of some ferns reproduce asexually and may have different environmental requirements than the diploid sporophytes, so it is possible for populations of gametophytes to exist without sporophytes. This dissertation includes a description of surveys for Hymenophyllum wrightii, a fern with independent gametophytes in the Pacific Northwest, and improves our understanding of the range, distribution, and habitat requirements of these plants which were previously assumed to be rare. It also describes an attempt to explore the population genetics of gametophytes of Crepidomanes intricatum, a widespread fern in the Appalachian Mountains for which no sporophytes have ever been found. To help visualize evolutionary processes in independent gametophyte populations I developed the Virtual Population Genetics Simulator (VPGsim) to simulate populations of ferns in a 3-dimensional environment. This dissertation includes a description of VPGsim, a learning module using it to teach undergraduate genetics, and a study demonstrating its effectiveness at improving students' understanding of science content and confidence in their ability to perform science inquiry. That simulation tool led to a collaboration to find other ways to teach science with simulations, and to the development of a Virtual Plant Community simulator (VPCsim) for teaching middle school students about the effects of the environment and human impacts on living organisms. This dissertation

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

    NASA Astrophysics Data System (ADS)

    Tolbert, Sara E.

    2011-12-01

    This dissertation research project presents the results of a longitudinal study that investigates the knowledge, beliefs, and practices of 13 preservice secondary science teachers participating in a science teacher credentialing/Masters program designed to integrate issues of equity and diversity throughout coursework and seminars. Results are presented in the form of three papers: The first paper describes changes in preservice teacher knowledge about contextualization in science instruction, where contextualization is defined as facilitating authentic connections between science learning and relevant personal, social, cultural, ecological, and political contexts of students in diverse secondary classrooms; the second paper relates changes in the self-efficacy and content-specific beliefs about science, science teaching, diversity, and diversity in science instruction; and the final paper communicates the experiences and abilities of four "social justice advocates" learning to contextualize science instruction in underserved secondary placement classrooms. Results indicate that secondary student teachers developed more sophisticated understandings of how to contextualize science instruction with a focus on promoting community engagement and social/environmental activism in underserved classrooms and how to integrate science content and diversity instruction through student-centered inquiry activities. Although most of the science teacher candidates developed more positive beliefs about teaching science in underrepresented classrooms, many teacher candidates still attributed their minority students' underperformance and a (perceived) lack of interest in school to family and cultural values. The "social justice advocates" in this study were able to successfully contextualize science instruction to varying degrees in underserved placement classrooms, though the most significant limitations on their practice were the contextual factors of their student teaching

  11. The Development, Field Testing and Evaluation of Three Hierarchies of Behaviorally Stated Objectives for the Chemistry Content of a Course of Instruction in Physical Science for Pre-Service Nursing Students.

    ERIC Educational Resources Information Center

    Love, Robert Alden

    The purpose of this research was to develop hierarchies of behavioral objectives for the chemistry content of a one-semester course in physical science for preservice associate degree nursing students. Each of three content objectives was expressed by a series of behaviorally stated objectives which included a terminal objective for a unit of…

  12. A Content-Based Approach to Teaching and Testing Listening Skills to Grade 5 EFL Learners

    ERIC Educational Resources Information Center

    Chou, Mu-hsuan

    2013-01-01

    English education has been officially incorporated into elementary-level education in Taiwan since 2001, with the key objective of reinforcing pupils' oral communication in class. Although oral interaction involves a degree of listening input from interlocutors, listening has unfortunately remained a marginalized area in Taiwanese elementary…

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

    ERIC Educational Resources Information Center

    Brown, Betty Jean

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

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

    ERIC Educational Resources Information Center

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

    2008-01-01

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

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

    ERIC Educational Resources Information Center

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

    2011-01-01

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

  16. Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?

    ERIC Educational Resources Information Center

    Gao, Su; Wang, Jian

    2016-01-01

    Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…

  17. User-Generated Content, YouTube and Participatory Culture on the Web: Music Learning and Teaching in Two Contrasting Online Communities

    ERIC Educational Resources Information Center

    Waldron, Janice

    2013-01-01

    In this paper, I draw on seminal literature from new media researchers to frame the broader implications that user-generated content (UGC), YouTube, and participatory culture have for music learning and teaching in online communities; to illustrate, I use examples from two contrasting online music communities, the Online Academy of Irish…

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

    ERIC Educational Resources Information Center

    Hanuscin, Deborah L.

    2013-01-01

    While teacher educators have had some success in helping prospective teachers understand the nature of science (NOS), they have been less effective in helping prospective teachers teach NOS. Though several studies have alluded to impacts of various interventions on developing pedagogical content knowledge (PCK) for NOS, the nature, source, and…

  19. Exploration of a Special Educator's Contributions to Co-Teaching in Relation to Content and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Tandon, Bharti

    2013-01-01

    This was an exploratory case-study of a high performing co-teaching team at the high school level. The team consisted of a special educator and a general educator in their third year of co-teaching biology. The focus of the study was on the contributions of the special education teacher; these contributions were considered in relationship to his…

  20. Setting Learning Objectives in Translation at the Department of Foreign Language Teaching through the Concept of Competence

    ERIC Educational Resources Information Center

    Eser, Oktay

    2014-01-01

    At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to…

  1. Possible relationships between literacy-based instructional coaching and effects on high school teachers' self-efficacy and attitudes toward teaching reading in the content areas

    NASA Astrophysics Data System (ADS)

    Jacobs, Jessica Lynn

    Grounded in the Theory of Self-Efficacy and the Theory of Reasoned Action, this quantitative, correlational study examined if participation in literacy-based instructional coaching (one-on-one, small group) predicted both high school teachers' self-efficacy as measured by the Teachers' Sense of Efficacy Scale and teachers' attitudes toward teaching reading in the content areas measured by the Scale to Measure Attitudes Toward Teaching Reading in Content Classrooms. This study utilized a convenience sample of content teachers from three high schools in Northeastern Pennsylvania participating in a literacy coaching initiative. The volunteer sample of teachers completed the Likert-type questionnaires. The study used hierarchical regression analysis to determine values for each block of the regression models. The study correlated instances of literacy-based instructional coaching (one-on-one, small group) with the scores on the SMATTRCC and the TSES to examine predictive validity. Gender, years of experience, and content area were control variables in this study. The results of the first model indicated that there was a significant relationship between the number of coaching instances and attitudes toward teaching reading in the content area with participation in instructional coaching accounting for 9.6% of the variance in scores on the SMATTRCC. The results of the second model indicated that there was a significant relationship between the number of coaching instances and teachers' self-efficacy with participation in instructional coaching accounting for 6.1% of the variance in scores on the TSES.

  2. Undergraduate Child Psychiatry Teaching in Melbourne, Australia

    ERIC Educational Resources Information Center

    Gough, Jenny K.; McCallum, Zoe; Bevan, Catherine; Vance, Alasdair

    2010-01-01

    Objective: The teaching of child psychiatry in Australian medical schools is under review: the content, the placement of the field within medical curricula, and the appropriate teaching and learning methods are all contested. The authors developed a 1-day program in the 9-week child and adolescent health course conducted in the final two semesters…

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

    NASA Astrophysics Data System (ADS)

    Jenkins, Lynda L.

    2011-06-01

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

  4. International Co-Teaching of Medical Informatics for Training-the-Trainers in Content and Distance Education

    ERIC Educational Resources Information Center

    Lewis, Kadriye O.; Sincan, Murat

    2009-01-01

    In this technologically advanced age, much emphasis is put on collaboration in education at many levels. As a result, faculty co-teaching (collaborative teaching) has grown dramatically. This paper introduces how two instructors from different countries (USA and Turkey), one experienced in online teaching and the other in medical informatics,…

  5. Content-Based Instruction in the Teaching of English for Accounting at Vietnamese College of Finance and Customs

    ERIC Educational Resources Information Center

    Ngan, Nguyen Thi Chau

    2011-01-01

    The overwhelming weight of emphasis in language analysis in the teaching of English for Accounting (ESP) has been a concern for teachers of English at the College of Finance and Customs (CFC). In the ESP course, the teaching materials teach students to recognize the surface form by means of the specialist texts. The difficulties the students and…

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

    NASA Astrophysics Data System (ADS)

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

    2012-08-01

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

  7. Applying the Emerging Provenance and Context Content Standard to Physical Objects in a Core Repository: A Use Case to Demonstrate Validity of Broader Community Adaptation

    NASA Astrophysics Data System (ADS)

    Hills, D. J.; Ramdeen, S.; Ramapriyan, H. K.

    2013-12-01

    The Data Stewardship Committee (DSC) within the Earth Science Information Partners' (ESIP) Federation helped in part to develop the emerging Provenance and Context Content Standard (PCCS). The focus of PCCS is on the 'what' that needs to be preserved, rather than the 'how.' The input to the development of the PCCS has been based on ESIP members' experience with NASA and NOAA missions. The intent has always been to identify a more comprehensive set of items to evolve a robust standard. PCCS development has primarily focused on satellite remote sensing data. However, the DSC recognizes the need to ensure coverage of other types of geoscience data to expand the applicability of PCCS throughout the geoscience data community. Here, we explore the viability of the current PCCS to application towards physical objects within a core repository. We apply the PCCS as a use case to a subset of the cores housed in the Geological Survey of Alabama's core collection. Although the term 'use case' may be used in different ways, here we are using the term to define an approach to develop the functional specifications of a system. The model or standard is carried through to design and implementation, and then applied to a particular situation to test the standard for applied use. The current PCCS has identified eight high-level categories, with several content items under each category being further defined. Information for these content items includes a definition and description, an indication of why the item needs to be preserved, quality criteria, and priority for preservation of the item. For the use case of applying PCCS to physical objects in a core repository, we examine the aspects of each item for relevance with respect to the collection. For example, under Category 1, Preflight/Pre-operations, currently identified content items include 'Instrument Description' and 'Preflight/pre-operational Calibration Data.' With respect to the GSA core repository, these might be mapped

  8. Using Object Boxes to Teach the Form, Function, and Vocabulary of the Parts of the Human Eye

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Welch, Genne

    2008-01-01

    These science activities for elementary students focus on the external structures and functions of the human eye with hands-on object box activities based on the Montessori theory (1966) of concrete learning through manipulation of objects and focus of attention through touch. Object boxes are sets of items and corresponding cards housed in a box.…

  9. Quality Issues and Standards of E-Content

    ERIC Educational Resources Information Center

    Nachimuthu, K.; Vijayakumari, G.

    2007-01-01

    The objectives of the e-content development by the UGC are; (a) Generation of e-content, in all subjects, (b) Development of teachers and experts resources in e-journal creation; (c) Distribution of the e-content to teachers and students from formal and non-formal; educational modes, for supplementing and complementing professional teaching and…

  10. The influence of pedagogical content knowledge (PCK) for teaching macroevolution on student outcomes in a general education biology course

    NASA Astrophysics Data System (ADS)

    Walter, Emily Marie

    This study investigated the influence of pedagogical content knowledge (PCK) for teaching macroevolution on non-science majors' knowledge of macroevolution and evolution acceptance. The nature and sources of an experienced faculty member's PCK and instruction as enacted PCK (Park & Oliver, 2008) were examined to consider the influence of these components on students' knowledge of macroevolution and evolution acceptance. The study used a mixed methods approach to understand how PCK influences student outcomes, and is one of the first to examine the influence of PCK on student outcomes at the post-secondary level. In addition, the study is one of few to document a significant relationship between knowledge of evolution and evolution acceptance, including how instruction influenced these outcomes. The case selected for study was a general education biology class: 270 students and their instructor. To examine the nature and sources of the instructor's PCK for teaching macroevolution, the course was observed in its entirety, the instructor was interviewed before, during, and after the evolution unit, and artifacts were collected from the evolution unit. Interview and observational protocols for the instructor were developed based on the Magnussson, Kracjik, & Borko (1999) model of PCK. The instructor was found to have deep knowledge of learners, and this knowledge in turn informed the other components of her PCK. Her knowledge of learners was built through reflecting on student exam outcomes, referencing the pedagogical literature, interactions with students, and discussions with colleagues. These findings have implications for faculty professional development. The influence of the course was examined both quantitatively and qualitatively. Students were surveyed using the Measure of Understanding of Macroevolution (Nadelson & Southerland, 2010a) the Measure of Acceptance of the Theory of Evolution (Rutledge & Warden, 1999, 2007). From pre- to post-test, students became

  11. Understanding Malaysian Pre-Service Teachers Mathematical Content Knowledge and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Leong, Kwan Eu; Meng, Chew Cheng; Rahim, Suzieleez Syrene Abdul

    2015-01-01

    This article seeks to present findings from the analysis of the TEDS-M reports on the mathematical content knowledge (MCK) and pedagogical content knowledge (PCK) of the pre-service teachers in Malaysia. The main objective of this study was to investigate the level of teaching knowledge attained by the Malaysian pre-service primary and secondary…

  12. [Objects from scientific collections in demand: the value of the various collections of the Urologic History Center of the German Society of Urology for modern teaching purposes in urology].

    PubMed

    Moll, F H

    2015-02-01

    The use of artifacts and objects from scientific medical collections and museums for academic teaching purposes are one of the main qualifying tasks of those institutions. In recent years, this aspect of scientific collections has again become on focus within academics. The collections offer a unique chance for visual and haptic forms of teaching in many fields. Due to the potential of scientific collections, educators in all branches in academic learning should be familiar with handling objects for such purposes.

  13. [Objects from scientific collections in demand: the value of the various collections of the Urologic History Center of the German Society of Urology for modern teaching purposes in urology].

    PubMed

    Moll, F H

    2015-02-01

    The use of artifacts and objects from scientific medical collections and museums for academic teaching purposes are one of the main qualifying tasks of those institutions. In recent years, this aspect of scientific collections has again become on focus within academics. The collections offer a unique chance for visual and haptic forms of teaching in many fields. Due to the potential of scientific collections, educators in all branches in academic learning should be familiar with handling objects for such purposes. PMID:25690579

  14. Emerging Technologies: Learning Objects--Scorn or SCORM?

    ERIC Educational Resources Information Center

    Godwin-Jones, Robert

    2004-01-01

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

  15. Preservice Teachers' Objectives and Their Experience of Practical Work

    ERIC Educational Resources Information Center

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

    2013-01-01

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

  16. Preparing Elementary Teachers to Teach Mathematics: A Problem-solving Approach. Final Report. Volume II: Content Component.

    ERIC Educational Resources Information Center

    Lester, Frank K., Jr.; And Others

    The "Preparing Elementary Teachers to Teach Mathematics (PETTM) Project" (1988-1991) was a cooperative university/school effort to improve the teaching of mathematics by elementary teachers with its primary focus on improving the university training of preservice teachers (PSTs) in mathematics. This document, volume II of the project's final…

  17. More Than Two Sides to Every Coin: Using Melville's "Moby Dick" to Teach Objective and Subjective Description.

    ERIC Educational Resources Information Center

    Drake, David B.

    1995-01-01

    Explains a descriptive analysis exercise based on Chapter 99 of "Moby Dick." Notes that students are given a description of a coin, asked to draw the coin, and then freewrite about what they and their classmates have drawn. States that the exercise is intended to illustrate the relationship between objective and subjective description. (PA)

  18. `Didn't Get Expected Answer, Rectify It.': Teaching science content in an elementary science classroom using hands-on activities

    NASA Astrophysics Data System (ADS)

    Tan, Aik-Ling; Wong, Hwei-Ming

    2012-01-01

    The call for inquiry science to be a part of the school science curriculum is popular in many parts of the world. While some research in this area revealed success stories of students' learning when they are engaged in student-directed, open-ended scientific inquiry activities, others are more sceptical about how these activities impact students' learning in and of science. Using the microanalysis of classroom talk in a grade-six science classroom dealing with the conversion of energy, we illustrate the dilemma in communicative approach used by a teacher when using an inductive hands-on activity to teach canonical science content. We unravel the complexity between dialogic-authoritative approaches in establishing learning as well as the need to fulfil the teaching purposes set for each lesson. Here we illustrate how the use of fine grain analysis of classroom talk and interaction can reveal the details of classroom learning, such as mismatch of teaching purposes and adopting appropriate approach to fulfil the intended teaching purpose.

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

    NASA Astrophysics Data System (ADS)

    Egge, Noah; Bell, Randy

    2010-05-01

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

  20. Teaching Artistry

    ERIC Educational Resources Information Center

    Reeder, Laura

    2007-01-01

    The profession of teaching artist is an increasingly accepted career path. Teaching artists have generated plentiful testimonials to support what was once only backed up by anecdote and is now increasingly supported by objective data. They are finding that very definite and specific benefits await the artist who teaches. While the impacts are not…

  1. Exploring elementary school teachers' perception of their role in teaching content literacy in the elementary science and social studies classrooms: A mixed methods study

    NASA Astrophysics Data System (ADS)

    Jones-Moore, Lisa Michelle

    2011-12-01

    This mixed-methods study explored third, fourth, and fifth grade teachers' perceptions of their role in teaching content literacy in the elementary science and social studies classroom. The rationale for this study was the growing number of studies questioning the reliance on the inoculation theory for content area literacy comprehension. The study was a mixed methods study so as to provide insight into the participants' thought processes in decision making and instructional planning. Data sources included timed instructional observations, tiered checklist to identify strategy instruction, and prompted critical reflections. The three-tiered observation instrument categorized strategies used by teachers in tiers according to the focus of the strategy. Tier I strategies were those identified as strategies good readers use, typically taught with narrative text. The inoculation theory posits these skills transfer to reading informational and expository text. Tier II strategies were those identified as strategies appropriate for informational or expository text. Use of these strategies acknowledged that narrative and informational/expository text require different strategies, but does not differentiate between expository text drawn from particular content area. Tier III strategies were those identified as strategies particularly suited to informational or expository text drawn from specific content areas. These strategies embody cognitive processes used to comprehend text drawn from specific content areas. The findings showed the participating teachers used a preferential Tier of strategy instruction. Some participants felt that reading comprehension was more important than content. They viewed reading as a subject instead of an integral part of science and social studies instruction.

  2. Teaching of Geometry in Bulgaria

    ERIC Educational Resources Information Center

    Bankov, Kiril

    2013-01-01

    Geometry plays an important role in the school mathematics curriculum all around the world. Teaching of geometry varies a lot (Hoyls, Foxman, & Kuchemann, 2001). Many countries revise the objectives, the content, and the approaches to the geometry in school. Studies of the processes show that there are not common trends of these changes…

  3. Teaching History via Learning Contracts.

    ERIC Educational Resources Information Center

    Burke, Jack D.; And Others

    Contract learning is particularly suitable for teaching both the content and methodology of history in a college level, learner-centered, individualized format. Typically, a learning contract has three components. The first deals with the student's goals and objectives. The second component involves identification of the learning resources and…

  4. MBBS student perceptions about physiology subject teaching and objective structured practical examination based formative assessment for improving competencies.

    PubMed

    Lakshmipathy, K

    2015-09-01

    The objectives of the present study were to 1) assess student attitudes to physiology, 2) evaluate student opinions about the influence of an objective structured practical examination (OSPE) on competence, and 3) assess the validity and reliability of an indigenously designed feedback questionnaire. A structured questionnaire containing 16 item statements, 8 items on an Osgood's 5-point semantic differential scale and 8 items on a Likert's 5-point scale, was used. Options were assigned scores of 1-5 according to weightage. For Osgood's semantic differential scale items, a χ(2)-test was done to analyze student attitudes toward the subject. For Likert scale items, mean score and SD were calculated to analyze student opinions of the OSPE. Item validity was assessed by item analysis, and reliability was assessed by calculating Crohnbach's α. The subject as a whole was interesting to 82% of the students (n = 135). The theory was interesting to 75% of the students (n = 132) but complex to 42% (n = 118). The practical was interesting to 93% of the students (n = 134); 76% of the students (n = 104) felt that the practical was simple, whereas 4% felt it was complex. The OSPE was interesting to 79% of the students (n = 131); 57% of the students (n = 116) felt it was simple, whereas 24% found it complex. Components of the subject, intricateness, and student interests were strongly associated. Students chose options on a higher weight scale, favoring the OSPE. Items were found to be valid and reliable. In conclusion, the subject of physiology was interesting but not simple to understand. Student interests varied with the components of the subject, and the components of the subject had varied intricateness. Students were in favor of the OSPE for assessment. The questionnaire used for the study was valid and reliable.

  5. Teaching Students What They Already Know? The Misalignment between Mathematics Instructional Content and Student Knowledge in Kindergarten

    ERIC Educational Resources Information Center

    Engel, Mimi; Claessens, Amy; Finch, Maida

    2011-01-01

    This study describes children's early math skills and the kindergarten mathematics content to which they are exposed. The authors focus specifically on teacher survey responses to items about content coverage that align most closely with the content covered on the ECLS-K kindergarten mathematics achievement test. They examine the influence…

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

    PubMed Central

    2011-01-01

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

  7. New Contents. New Contents, New Teachers, New Publics. Reports of the Working Committees. Northeast Conference on the Teaching of Foreign Languages.

    ERIC Educational Resources Information Center

    Born, Warren C., Ed.

    The needs and challenges of intermediate-level language courses and the beneficial effects of authentic language experiences are considered, and five essays are presented which explore revitalization of the Classics and ways of introducing authentic language via film, theater, music, and student exchanges. "New contents" in second languaqe courses…

  8. Teaching and Learning in a Community of Thinking

    ERIC Educational Resources Information Center

    Harpaz, Yoram

    2005-01-01

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

  9. An Evaluation of English Language Teaching Courseware in Malaysia

    ERIC Educational Resources Information Center

    Mukundan, Jayakaran; Nimehchisalem, Vahid

    2011-01-01

    This study included a qualitative analysis of the content of the teaching courseware that was developed by the Curriculum Development Center of the Ministry of Education in 2003. The objective of the study was to determine the efficacy of the courseware from the perspective of learning-teaching. The results indicated that most of the lessons…

  10. Exploring the Relationship between Teachers Prominence in Online Collaboration and the Development of Mathematical Content Knowledge for Teaching

    ERIC Educational Resources Information Center

    Silverman, Jason

    2012-01-01

    We report on our efforts to support teachers' development of mathematical knowledge for teaching through online professional development focusing on authentic engagement in collaborative mathematical problem solving. In particular, this paper seeks to explore and understand the relationship between teachers' participation in professional…

  11. "Prime Online": Developing Grades 3-5 Teachers' Content Knowledge for Teaching Mathematics in an Online Professional Development Program

    ERIC Educational Resources Information Center

    Pape, Stephen J.; Prosser, Sherri K.; Griffin, Cynthia C.; Dana, Nancy Fichtman; Algina, James; Bae, Jungah

    2015-01-01

    This study sought to identify components of an asynchronous online teacher professional development program, "Prime Online," that potentially affected participants' mathematical knowledge for teaching (MKT). Twenty-three third- through fifth-grade general education and special education teachers completed a yearlong online teacher…

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

    ERIC Educational Resources Information Center

    Selman, Christine Cherry

    2011-01-01

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

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

    ERIC Educational Resources Information Center

    Koponen, Ismo; Nousiainen, Maija

    2013-01-01

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

  14. Expanding Approaches to Teaching for Diversity and Justice in K-12 Education: Fostering Global Citizenship across the Content Areas

    ERIC Educational Resources Information Center

    Tichnor-Wagner, Ariel; Parkhouse, Hillary; Glazier, Jocelyn; Cain, Jessie Montana

    2016-01-01

    Educators today must be able to respond to the needs of an increasingly diverse student body and to teach all students the knowledge, skills, and attitudes needed for civic participation in a globalized, pluralist society. While state departments of education and national teacher organizations have begun to adopt global awareness in their teaching…

  15. Object Oriented Learning Objects

    ERIC Educational Resources Information Center

    Morris, Ed

    2005-01-01

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

  16. Teaching excellence: what great teachers teach us.

    PubMed

    Johnson-Farmer, Barbara; Frenn, Marilyn

    2009-01-01

    Given the shortage of nurse educators, we sought to better understand teaching excellence because it is crucial for developing the next generation of nurses. A grounded theory approach was used. The sample included 17 respondents, thought to be excellent teachers, from universities across the United States. Consenting respondents were asked, "What do you do to bring nursing to life with your students?" Using line-by-line coding and the constant comparative method, five major themes emerged: (a) engagement, (b) relevance, (c) student centeredness, (d) facilitation of learning, and (e) dynamic process of becoming an excellent nursing educator. We found that the core category, engagement, included the faculty being (a) current and knowledgeable, (b) being clear in communication of objectives/outcomes, (c) being student centered, (d) being able to draw all students into active questioning and learning so that the process of discovery is enjoyable, and (e) using multiple strategies in teaching the content. The process of becoming an excellent teacher involved "change from 'instiller' to 'facilitator' and laid the foundation for continued development of my teaching self." Those beginning to teach or seeking to improve their teaching may find the results enlightening.

  17. Content-Based Instruction

    ERIC Educational Resources Information Center

    DelliCarpini, M.; Alonso, O.

    2013-01-01

    DelliCarpini and Alonso's book "Content-Based Instruction" explores different approaches to teaching content-based instruction (CBI) in the English language classroom. They provide a comprehensive overview of how to teach CBI in an easy-to-follow guide that language teachers will find very practical for their own contexts. Topics…

  18. [Behavioral Objectives in English.

    ERIC Educational Resources Information Center

    Meade, Richard; And Others

    1970-01-01

    This edition of the "Virginia English Bulletin" is devoted primarily to articles about behavioral objectives and the teaching of English. In "Behavioral Objectives for English?" Richard A. Meade argues that these objectives ought to include the acquisition not only of skills and knowledge but also of understandings, insights, and feelings. He also…

  19. Connecting Emergent Curriculum and Standards in the Early Childhood Classroom: Strengthening Content and Teaching Practice. Early Childhood Education Series

    ERIC Educational Resources Information Center

    Schwartz, Sydney L.; Copeland, Sherry M.

    2010-01-01

    The most pressing challenge in early childhood education today is to find a way to meet the standards within a developmentally appropriate approach. In this book, two active early childhood educators provide teachers with resources to bring content alive and document it in every-day, action-based pre-K and Kindergarten classrooms. The book…

  20. The Social Studies Basic Skills Connection: Practical Strategies for Teaching Basic Skills in Conjunction with Social Studies Content.

    ERIC Educational Resources Information Center

    Missouri State Dept. of Education, Jefferson City.

    Arranged in two parts, this guide introduces elementary and secondary social studies teachers to a variety of methods for integrating social studies content and basic skills instruction. Chapter I defines basic skills as the skills an individual needs to become a self-directed learner, communicate clearly, and make reasoned decisions, and presents…

  1. Teaching Students What They Already Know? The (Mis)Alignment between Mathematics Instructional Content and Student Knowledge in Kindergarten

    ERIC Educational Resources Information Center

    Engel, Mimi; Claessens, Amy; Finch, Maida A.

    2013-01-01

    Kindergarten mathematics skills are important for subsequent achievement, yet mathematics is underemphasized in kindergarten classrooms. Using nationally representative data, this study explored the relationship between students' school-entry math skills, classroom content coverage, and end-of-kindergarten math achievement. Although the vast…

  2. The Influence of Content Knowledge on Teaching and Learning in Traditional and Sport Education Contexts: An Exploratory Study

    ERIC Educational Resources Information Center

    Iserbyt, Peter; Ward, Phillip; Martens, Jonas

    2016-01-01

    Background: Our understanding of the role in which content knowledge (CK) can strengthen instructional models and how that knowledge matters for professional development is limited. It is contended that mere use of an instructional model is insufficient to impact psychomotor learning in meaningful ways. Purpose: This study was conducted to…

  3. The Impact of Globalization and Technology on Teaching Business Communication: Reframing and Enlarging World View, Methods, and Content

    ERIC Educational Resources Information Center

    Berry, Priscilla

    2013-01-01

    This paper explores the current paradigm shift in the use of technology in the classroom, which is occurring because of technology explosion in society, impact of globalization, necessary reframing, and enlarging of the world view, methods, and content to make business communication classes relevant. The question is whether the classroom should…

  4. Project SOL: Shining Light on Teaching Secondary Level, Spanish-Dominant English Learners Using "Colegio De Bachilleres" Content

    ERIC Educational Resources Information Center

    Guerrero, Lourdes R.

    2009-01-01

    This qualitative research study focused on the eight bilingual, content area high school teachers implementing Project SOL (Secondary Online Learning) in Southern California during the 2008-2009 school year. It documents their effort to integrate an online curriculum from the "Colegio de Bachilleres" in Mexico obtained through the UCLA Civil…

  5. Effects on the Technological Pedagogical Content Knowledge of Early Childhood Teacher Candidates Using Digital Storytelling to Teach Mathematics

    ERIC Educational Resources Information Center

    Kildan, Abdullah Oguzhan; Incikabi, Lutfi

    2015-01-01

    This study aimed to present early childhood teacher candidates' experiences preparing digital stories and to reveal the resulting changes, if any, in self-reported technological pedagogical content knowledge (TPACK). This study was quasi-experimental and indicated that teacher candidates' evaluations of digital storytelling were affected by their…

  6. Every Teacher an English Teacher? Literacy Strategy Teaching and Research in the Content Area of Science Education

    ERIC Educational Resources Information Center

    Buckingham, Thomas

    2012-01-01

    Recent statements from teachers of English and literacy (NCTE, 2007) have voiced the failure of schools to help minority students and ELLs close the literacy achievement gap and the responsibility of all teachers to help with this endeavor. Central to this effort in secondary schools are the content area teachers, as their subjects constitute the…

  7. Content Analysis of Essays from a Cross-National Survey: Implications for Teaching Strategies in Holocaust Studies.

    ERIC Educational Resources Information Center

    McRoy, James J.

    The content of essays written by randomly selected samples of 1500 U.S. and 500 British secondary students on the topic "What have I learned about Adolf Hitler?" were partitioned into theme-related assertions and analyzed. An experimental group of 150 9th- and 11th-grade male students who had studied the Holocaust also contributed papers that were…

  8. The Insertion of Environmental Contents in the Engineering Teaching: A Tentative Approach at the UFMG, Belo Horizonte, Brazil.

    ERIC Educational Resources Information Center

    Bandeira de Melo, Gilberto C.; Pinto, Joana Darc da Silva

    In this work a tentative approach is described, with the intent of an optimized insertion of the environmental contents in engineering courses, using the existing disciplines, and with a minimal, if any, increase of the disciplines related to environmental protection. The disciplines are firstly classified with regard to the environmental issues…

  9. Efficient, Effective Teaching.

    ERIC Educational Resources Information Center

    Wankat, Phillip C.

    2001-01-01

    Good teaching requires that students learn the right content, have a good attitude, and learn how to learn. Discusses ways of creating efficient teaching by focusing on lectures, tests, and paying attention to students. (ASK)

  10. Teaching Strategies for the Education of Bilinguals.

    ERIC Educational Resources Information Center

    Jacobson, Rodolfo

    Bilingual education, the objective of which is to render bilingual a group of monolingual or quasi-monolingual speakers, is distinguished from the "education of bilinguals," whose goal it is to teach the content of school subjects through the medium of two rather than one language. The present paper establishes this distinction and justifies the…

  11. Diploma of Proficiency in Teaching in English.

    ERIC Educational Resources Information Center

    Takala, Sauli

    One of the main aims of the Teaching Content in a Foreign Language (TCFL) program, an in-service teacher training program at the Continuing Education Centre of the University of Jyvaskyla (Finland), was to improve the participants' proficiency in English. To promote this objective, English was made the operating language for the whole program.…

  12. Teaching and Learning about Human Rights.

    ERIC Educational Resources Information Center

    Lister, Ian

    What a human rights course should consist of, i.e., the objectives, course content, teaching methods, and evaluation techniques, are discussed. Human rights education must foster attitudes of tolerance and respect, provide knowledge about human rights, and develop students' awareness of how to translate human rights into social and political…

  13. Teaching About Alcohol in Connecticut Schools - A Guide for Teachers and Administrators.

    ERIC Educational Resources Information Center

    Sanders, William J.; Bloomberg, Wilfred

    Guidelines for secondary teachers involved in teaching about the use of alcohol are presented. Sections include (1) aims and objectives, (2) content, (3) facts about alcoholism, (4) suggested student activities and teaching procedures, and (5) methods of student evaluation. Selected teacher, student, and supplementary references are listed.…

  14. A Curriculum in Written Composition, 4-6: A Guide for Teaching.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. English Curriculum Study Center.

    This guide for teaching composition in grades 4-6 (1) objectives for a curriculum in written composition, (2) sequence charts which relate subject content for each grade to basic understandings about composition, (3) illustrative learning experiences, and (4) units for teaching specific skills. The units for each grade are "Structuring a…

  15. The Ambiguous Potential of Teaching Culture in the German Language Program.

    ERIC Educational Resources Information Center

    Hagemeyer, Eva V.

    This paper discusses the ambiguous potential of teaching culture and civilization in the foreign language classroom and stresses the need for content, objectives, and methods to be more clearly defined than they have been to date. Particular reference is made to two articles on the subject of teaching culture. The first is John Troyanovich's…

  16. Foreign object - inhaled or swallowed

    MedlinePlus

    ... coin, marble, pencil eraser, buttons, beads, or other small items or foods. ... hard candy to children under age 3. Keep small objects out of the reach of young children. Teach children to avoid placing foreign objects ...

  17. Evaluation of Students' Views about the Use of SCORM (Sharable Content Object Reference Model)-Compatible Materials in Physics Teaching

    ERIC Educational Resources Information Center

    Gonen, Selahattin; Basaran, Bulent

    2013-01-01

    In the present study, a web site including instructional materials such as Whiteboard Movies (WBM), simulations and animations and testing materials such as true-false, fill-in-the-blanks, puzzles, open-ended questions and multiple-choice questions was designed. The study was carried out with 76 students attending Dicle College (DC), Diyarbakir…

  18. Making Learning the Object: Using Cultural Historical Activity Theory to Analyze and Organize Student Teaching in Urban High-Needs Schools

    ERIC Educational Resources Information Center

    Anderson, Lauren; Stillman, Jamy

    2013-01-01

    Background/Context: Student teaching represents a critical component of most teacher education programs. However, there is significant variation both in the contextual factors that preservice teachers (PSTs) encounter in their field placements and in the ways that teacher educators mediate PSTs' learning in relation to those placements. In…

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

    ERIC Educational Resources Information Center

    Widdowson, H. G.

    1981-01-01

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

  20. From Stargazing to Science: The Value of Astro's "onomy" in Teaching the Content and Nature of Astronomy and Science

    NASA Astrophysics Data System (ADS)

    O'Donoghue, A. A.

    1997-12-01

    Students taking my introductory astronomy course have always expressed an interest in learning about the sky. For most of them this means they want to learn to recognize constellations, to learn ``the arrangement of the stars'' the meaning of the Greek roots astro and nemein that became the word astronomy. This interest of students, for many years devalued and ignored, actually provides a perfect opportunity to guide them from casual interest to scientific inquiry in a way similar to the progression of western science from the astronomy of the Greeks through the beginnings of physics with Galileo, Kepler and Newton, to modern astrophysics. I require students to observe and learn the constellations of the season. Initially the constellations are studied as the ``political map'' of the sky. The students learn the names and myths of the characters or objects they represent, and their prominent stars. To build the bridge to science, however, I also require them to perform the time-honored first step of scientific inquiry of accurately sketching what they see in their journal. Also, they must research and learn the ``physical map'' of the sky where each constellation outlines a ``column" of universe filled with stars, perhaps a planet or two, nebulae, galaxies, quasars the CBR, and expanding spacetime. Other observing assignments have students watching the moon wax from new to full with nightly observations, watching the motion of the point of sunset along the western horizon, and watching line from the Big Dipper's Pointer Stars to Polaris sweep out fifteen degrees per hour as Earth rotates on its axis. With each of these they confront the challenge of accurately conveying on two-dimensional paper what they see in the three-dimensional sky, they develop a habit of looking at the sky and noting positions of familiar objects, and they build a foundation of observing experience upon which the models of the universe that astrophysics offers can be built with some stability.

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

    ERIC Educational Resources Information Center

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

    2001-01-01

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

  2. Mathematics: Content and Pedagogy

    ERIC Educational Resources Information Center

    Ediger, Marlow

    2009-01-01

    The debate has gone on for some time in terms of which is more salient for the teacher to be well versed in, mathematical content versus methods and approaches in teaching. Both are salient. They cannot be separated from each other. The mathematics teacher must indeed have broad, in-depth knowledge of subject matter as well as in teaching and…

  3. Evidence that Teacher Interactions with Pedagogical Contexts Facilitate Chemistry-Content Learning in K-8 Professional Development

    NASA Astrophysics Data System (ADS)

    Van Duzor, Andrea Gay

    2012-08-01

    In many innovative science content professional development (PD) courses for teachers, science concepts are situated within pedagogical contexts, or in other words, science content is incorporated within contexts relevant to teaching and student learning. Pedagogical contexts are often used because they are believed to be engaging for teachers and to support content transfer to the classroom. However, few studies have investigated how pedagogical contexts serve to impact teacher engagement and science content learning. This qualitative case study examined K-8 in-service teachers' interactions with pedagogical contexts in a chemistry PD course. Findings indicate that teachers': (1) contribution of teaching experiences helped create a collegial learning environment, (2) sharing of concerns from classroom teaching directed content discussion and learning objectives, and (3) reflection on teacher and learner roles in the PD classroom led to persistence in chemistry-content learning. Implications for PD instructor use of pedagogical contexts in science content based PD are discussed.

  4. Using Beta Distributions to Estimate Percentile Ranks and Accumulate Norms for Student Opinion of Teaching Items. Research Report No. 99.

    ERIC Educational Resources Information Center

    Kolen, Michael J.; And Others

    Members of the beta family of distributions were used to estimate percentile ranks and to accumulate normative data collected in a university-wide system for gathering student opinions about teaching--including the areas of course content, objectives, instructor's behavior, teaching methods and materials, and outcomes of instruction. The fitted…

  5. Technology, Teaching, and the Future.

    ERIC Educational Resources Information Center

    May, William F.

    A philosophical overview of the place of technology in higher education and especially in teaching is presented. Research can be viewed as the acquisition of knowledge; teaching as its transmission; and service as its application. Technology affects the transmission of knowledge in both the teaching process and the content of teaching. The…

  6. Spontaneous Decoding of the Timing and Content of Human Object Perception from Cortical Surface Recordings Reveals Complementary Information in the Event-Related Potential and Broadband Spectral Change.

    PubMed

    Miller, Kai J; Schalk, Gerwin; Hermes, Dora; Ojemann, Jeffrey G; Rao, Rajesh P N

    2016-01-01

    The link between object perception and neural activity in visual cortical areas is a problem of fundamental importance in neuroscience. Here we show that electrical potentials from the ventral temporal cortical surface in humans contain sufficient information for spontaneous and near-instantaneous identification of a subject's perceptual state. Electrocorticographic (ECoG) arrays were placed on the subtemporal cortical surface of seven epilepsy patients. Grayscale images of faces and houses were displayed rapidly in random sequence. We developed a template projection approach to decode the continuous ECoG data stream spontaneously, predicting the occurrence, timing and type of visual stimulus. In this setting, we evaluated the independent and joint use of two well-studied features of brain signals, broadband changes in the frequency power spectrum of the potential and deflections in the raw potential trace (event-related potential; ERP). Our ability to predict both the timing of stimulus onset and the type of image was best when we used a combination of both the broadband response and ERP, suggesting that they capture different and complementary aspects of the subject's perceptual state. Specifically, we were able to predict the timing and type of 96% of all stimuli, with less than 5% false positive rate and a ~20ms error in timing. PMID:26820899

  7. Spontaneous Decoding of the Timing and Content of Human Object Perception from Cortical Surface Recordings Reveals Complementary Information in the Event-Related Potential and Broadband Spectral Change

    PubMed Central

    Miller, Kai J.; Schalk, Gerwin; Hermes, Dora; Ojemann, Jeffrey G.; Rao, Rajesh P. N.

    2016-01-01

    The link between object perception and neural activity in visual cortical areas is a problem of fundamental importance in neuroscience. Here we show that electrical potentials from the ventral temporal cortical surface in humans contain sufficient information for spontaneous and near-instantaneous identification of a subject’s perceptual state. Electrocorticographic (ECoG) arrays were placed on the subtemporal cortical surface of seven epilepsy patients. Grayscale images of faces and houses were displayed rapidly in random sequence. We developed a template projection approach to decode the continuous ECoG data stream spontaneously, predicting the occurrence, timing and type of visual stimulus. In this setting, we evaluated the independent and joint use of two well-studied features of brain signals, broadband changes in the frequency power spectrum of the potential and deflections in the raw potential trace (event-related potential; ERP). Our ability to predict both the timing of stimulus onset and the type of image was best when we used a combination of both the broadband response and ERP, suggesting that they capture different and complementary aspects of the subject’s perceptual state. Specifically, we were able to predict the timing and type of 96% of all stimuli, with less than 5% false positive rate and a ~20ms error in timing. PMID:26820899

  8. Graduate Student Attitudes toward Professor Pedagogical Content Knowledge, Transformational Teaching Practices, Student-Professor Engagement in Learning, and Student Deep Learning in Worldwide Business and Education Programs

    ERIC Educational Resources Information Center

    Economos, Jennifer Lynn

    2013-01-01

    Some professors are expected to remain competitive research scholars, as well as teach, particularly in research-intensive universities. It has been argued that some professors spend too much time on research to obtain institutional incentives or promotion, and not enough time on teaching. Consequently, some adjuncts assume the responsibility for…

  9. Students' Perceptions of Teaching in Context-Based and Traditional Chemistry Classrooms: Comparing Content, Learning Activities, and Interpersonal Perspectives

    ERIC Educational Resources Information Center

    Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

    2014-01-01

    Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry…

  10. Second Graders Learn Animal Adaptations through Form and Function Analogy Object Boxes

    ERIC Educational Resources Information Center

    Rule, Audrey C.; Baldwin, Samantha; Schell, Robert

    2008-01-01

    This study examined the use of form and function analogy object boxes to teach second graders (n = 21) animal adaptations. The study used a pretest-posttest design to examine animal adaptation content learned through focused analogy activities as compared with reading and Internet searches for information about adaptations of animals followed by…

  11. Communication in Health Professions: A European consensus on inter- and multi-professional learning objectives in German

    PubMed Central

    Bachmann, Cadja; Kiessling, Claudia; Härtl, Anja; Haak, Rainer

    2016-01-01

    Background and aim: Communication is object of increasing attention in the health professions. Teaching communication competencies should already begin in undergraduate education or pre-registration training. The aim of this project was to translate the Health Professions Core Communication Curriculum (HPCCC), an English catalogue of learning objectives, into German to make its content widely accessible in the German-speaking countries. This catalogue lists 61 educational objectives and was agreed on by 121 international communication experts. A European reference framework for inter- and multi-professional curriculum development for communication in the health professions in German-speaking countries should be provided. Method: The German version of the HPCCC was drafted by six academics and went through multiple revisions until consensus was reached. The learning objectives were paired with appropriate teaching and assessment tools drawn from the database of the teaching Committee of the European Association for Communication Health Care (tEACH). Results: The HPCCC learning objectives are now available in German and can be applied for curriculum planning and development in the different German-speaking health professions, the educational objectives can also be used for inter-professional purposes. Examples for teaching methods and assessment tools are given for using and implementing the objectives. Conclusion: The German version of the HPCCC with learning objectives for communication in health professions can contribute significantly to inter- and multi-professional curriculum development in the health care professions in the German-speaking countries. Examples for teaching methods and assessment tools from the materials compiled by tEACH supplement the curricular content and provide suggestions for practical implementation of the learning objectives in teaching and assessment. The relevance of the German HPCCC to the processes of curriculum development for the

  12. Teaching for Understanding.

    ERIC Educational Resources Information Center

    Smith, Deborah C.; Wesley, Ann

    2000-01-01

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

  13. Teaching Science through Research.

    ERIC Educational Resources Information Center

    Hugerat, Muhamad; Zidani, Saleem; Kurtam, Naji

    2003-01-01

    Discusses the objectives of the science curriculum and the teacher's responsibility of passing through not only the required material, but also skills. Suggests that in order to improve teaching and learning skills, new strategies, such as teaching and learning through research must be utilized. Presents four examples of teaching and learning…

  14. The Object of Their Attention

    ERIC Educational Resources Information Center

    Tishman, Shari

    2008-01-01

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

  15. Contenu linguistique et situationnel du tronc commun d'un systeme d'unites capitalisables (Linguistic and Situational Content of a Language Teaching System)

    ERIC Educational Resources Information Center

    Wilkins, D. A.

    1974-01-01

    A system for teaching foreign languages to adults is described. The course material is divided into categories based on the language needs of the students, and credits are given for each completed category. (Text is in French.) (PMP)

  16. A Health Newsletter To Teach Science Knowledge: BioRAP!

    ERIC Educational Resources Information Center

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

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

  17. Teaching Shorthand. Delta Pi Epsilon Rapid Reader No. 4.

    ERIC Educational Resources Information Center

    Gallion, Leona M.

    This guide provides secondary business teachers with ideas for teaching shorthand and evaluating students. Content is presented in six sections. The first section lists seven behavioral objectives for shorthand instruction. Section 2 presents strategies (suggestions) for handling the various components of shorthand instruction and includes…

  18. Non-Traditional Methods of Teaching Abstract Algebra

    ERIC Educational Resources Information Center

    Capaldi, Mindy

    2014-01-01

    This article reports on techniques of teaching abstract algebra which were developed to achieve multiple student objectives: reasoning and communication skills, deep content knowledge, student engagement, independence, and pride. The approach developed included a complementary combination of inquiry-based learning, individual (not group) homework…

  19. "Structured Discovery": A Modified Inquiry Approach to Teaching Social Studies.

    ERIC Educational Resources Information Center

    Lordon, John

    1981-01-01

    Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

  20. Teaching History on the Border: Teachers Voice their Views

    ERIC Educational Resources Information Center

    Noboa, Julio

    2013-01-01

    The overall objective of this investigation was to explore the views of border history teachers on a wide variety of issues that influence their instructional approaches, curricular content choices, and capacity to teach history more effectively. More specifically, the focus was on identifying factors that affect their ability to utilize…

  1. Qualitative Analysis of Written Reflections during a Teaching Certificate Program

    PubMed Central

    Castleberry, Ashley N.; Payakachat, Nalin; Ashby, Sarah; Nolen, Amanda; Carle, Martha; Neill, Kathryn K.

    2016-01-01

    Objective. To evaluate the success of a teaching certificate program by qualitatively evaluating the content and extent of participants’ reflections. Methods. Two investigators independently identified themes within midpoint and final reflection essays across six program years. Each essay was evaluated to determine the extent of reflection in prompted teaching-related topic areas (strengths, weaknesses, assessment, feedback). Results. Twenty-eight themes were identified within 132 essays. Common themes encompassed content delivery, student assessment, personal successes, and challenges encountered. Deep reflection was exhibited, with 48% of essays achieving the highest level of critical reflection. Extent of reflection trended higher from midpoint to final essays, with significant increases in the strengths and feedback areas. Conclusion. The teaching certificate program fostered critical reflection and self-reported positive behavior change in teaching, thus providing a high-quality professional development opportunity. Such programs should strongly consider emphasizing critical reflection through required reflective exercises at multiple points within program curricula. PMID:26941436

  2. Teaching Reading in the Content Areas: Summary and Assessment of Project Intervention at Springfield High School. Teacher Corps Program '79. The University of Toledo/Springfield Local Schools.

    ERIC Educational Resources Information Center

    Toledo Univ., OH. Coll. of Education.

    In fall 1981, three Teacher Corps interns worked with high school students to improve their abilities in content area reading. The interns worked directly with content area teachers and their students on a tutorial basis, each intern assuming responsibility for an identified content area--social studies, mathematics, and English. The interns made…

  3. Creating the First SCORM Object

    ERIC Educational Resources Information Center

    Gonzalez-Barbone, Victor; Anido-Rifon, Luis

    2008-01-01

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

  4. Teaching Notes

    NASA Astrophysics Data System (ADS)

    2001-05-01

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

  5. Teaching Notes

    NASA Astrophysics Data System (ADS)

    2001-03-01

    If you would like to contribute a teaching note for any of these sections please contact ped@iop.org. Contents: PHYSICS ON A SHOESTRING: Demonstrating resolution Magnetic tea patterns LET'S INVESTIGATE: Conducting foam TECHNICAL TRIMMINGS: Polarimeter Old experiments on air-tracks gain new fans MY WAY: Newton's laws ON THE MAP: The International School of Lusaka CURIOSITY: Inflation theory PHYSICS ON A SHOESTRING

  6. Love Objects.

    ERIC Educational Resources Information Center

    Cusack, Lynne

    1998-01-01

    Discusses the role of "security" or "transition" objects, such as a blanket or stuffed toy, in children's development of self-comfort and autonomy. Notes the influence of parents in the child-object relationship, and discusses children's responses to losing a security object, and the developmental point at which a child will give up such an…

  7. Object crowding.

    PubMed

    Wallace, Julian M; Tjan, Bosco S

    2011-05-25

    Crowding occurs when stimuli in the peripheral fields become harder to identify when flanked by other items. This phenomenon has been demonstrated extensively with simple patterns (e.g., Gabors and letters). Here, we characterize crowding for everyday objects. We presented three-item arrays of objects and letters, arranged radially and tangentially in the lower visual field. Observers identified the central target, and we measured contrast energy thresholds as a function of target-to-flanker spacing. Object crowding was similar to letter crowding in spatial extent but was much weaker. The average elevation in threshold contrast energy was in the order of 1 log unit for objects as compared to 2 log units for letters and silhouette objects. Furthermore, we examined whether the exterior and interior features of an object are differentially affected by crowding. We used a circular aperture to present or exclude the object interior. Critical spacings for these aperture and "donut" objects were similar to those of intact objects. Taken together, these findings suggest that crowding between letters and objects are essentially due to the same mechanism, which affects equally the interior and exterior features of an object. However, for objects defined with varying shades of gray, it is much easier to overcome crowding by increasing contrast.

  8. Citizenship Objectives.

    ERIC Educational Resources Information Center

    Committee on Assessing the Progress of Education, Ann Arbor, MI.

    The general procedures used to develop educational objectives for the National Assessment of Educational Progress are outlined, as are the procedures used to develop citizenship objectives. Ten general objectives are stated: "show concern for the welfare and dignity of others"; "support rights and freedoms of all individuals"; "help maintain law…

  9. Intertwining Digital Content and a One-to-One Laptop Environment in Teaching and Learning: Lessons from the Time to Know Program

    ERIC Educational Resources Information Center

    Rosen, Yigal; Beck-Hill, Dawne

    2012-01-01

    This study provides a comprehensive look at a constructivist one-to-one computing program's effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings…

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

    ERIC Educational Resources Information Center

    Karnok, Keith J.; Connors, Krista L.

    1986-01-01

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

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

    ERIC Educational Resources Information Center

    Connors, Krista L.; Karnok, Keith J.

    1986-01-01

    This paper is the second of a two-part series which discusses the findings related to laboratory segments in the beginning crop science courses offered in Land Grant institutions. Survey results reveal that laboratories are used but employ traditional teaching rather than individualized or auto-tutorial techniques. (ML)

  12. THE TEACHING MACHINE.

    ERIC Educational Resources Information Center

    KLEIN, CHARLES; WAYNE, ELLIS

    THE ROLE OF THE TEACHING MACHINE IS COMPARED WITH THE ROLE OF THE PROGRAMED TEXTBOOK. THE TEACHING MACHINE IS USED FOR INDIVIDUAL INSTRUCTION, CONTAINS AND PRESENTS PROGRAM CONTENT IN STEPS, PROVIDES A MEANS WHEREBY THE STUDENT MAY RESPOND TO THE PROGRAM, PROVIDES THE STUDENT WITH IMMEDIATE INFORMATION OF SOME KIND CONCERNING HIS RESPONSE THAT CAN…

  13. Teaching Comprehension Skills.

    ERIC Educational Resources Information Center

    Georgia Association of School Superintendents.

    Materials used in a one-day conference on teaching reading comprehension skills are summarized in this publication. Contents consist of three articles on teaching the comprehension skills, informal reading inventories in science and in geography, Lincoln's Gettysburg Address with comprehension questions, a checklist for the evaluation of teaching…

  14. Are We Teaching Science?

    ERIC Educational Resources Information Center

    Haber-Schaim, Uri

    1983-01-01

    Discusses several practices in teaching physics that are of dubious merit, such as stressing vocabulary and stressing content over process. Suggests several alternate approaches to make physics teaching more interesting. Includes several issues affecting the quality of science education which involve general school policy. (JN)

  15. Welding. Performance Objectives. Basic Course.

    ERIC Educational Resources Information Center

    Vincent, Kenneth

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

  16. Best Practices in Digital Object Development for Education: Promoting Excellence and Innovation in Instructional Quality and Assessment

    ERIC Educational Resources Information Center

    Reece, Amanda A.

    2016-01-01

    A program of development of online learning resources should provide content, resources, support and activities to promote excellence and innovation in instructional quality and assessment. This article provides details on five best practices in digital object development for teaching and learning. In addition, an evaluation of the learning object…

  17. Teaching Children Science. Second Edition.

    ERIC Educational Resources Information Center

    Abruscato, Joseph

    This book focuses on science teaching at the elementary school level. It includes chapters dealing with various science content areas and teaching processes including: (1) what is science; (2) why teach science; (3) process skills as a foundation for unit and lesson planning; (4) how to plan learning units, daily lessons, and assessment…

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

    ERIC Educational Resources Information Center

    Xinogalos, Stelios; Satratzemi, Maya; Dagdilelis, Vassilios

    2006-01-01

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

  19. Foreign Objects in the Rectum

    MedlinePlus

    ... Disease (Video) Appendicitis Additional Content Medical News Foreign Objects in the Rectum By Parswa Ansari, MD NOTE: ... Fissure Anal Itching Anorectal Abscess Anorectal Fistula Foreign Objects in the Rectum Hemorrhoids Levator Syndrome Pilonidal Disease ...

  20. Developing Content Knowledge in Students through Explicit Teaching of the Nature of Science: Influences of Goal Setting and Self-Monitoring

    ERIC Educational Resources Information Center

    Peters, Erin E.

    2012-01-01

    Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to…

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

    ERIC Educational Resources Information Center

    Pawan, Faridah; Ortloff, Jeremy H.

    2011-01-01

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

  2. Student Projects that Make a Meaningful and Lasting Contribution to Course Content

    ERIC Educational Resources Information Center

    Schmidt, Shelly J.

    2013-01-01

    The objective of this teaching tip is to share with others an idea of how to transform student projects from a dead-end process to a value-added end product, value-added end products that make a meaningful and lasting contribution to course content for use by future students. (Contains 2 tables.)

  3. Examining the Content of Preservice Teachers' Reflections of Early Field Experiences

    ERIC Educational Resources Information Center

    Subramaniam, Karthigeyan

    2013-01-01

    This paper describes an exploratory study that examined the content of preservice elementary teachers' reflections of their documented early field experiences of science teaching in authentic contexts. The study used an early field experience model that was focused on the objective of profiling an elementary science teacher as the practical…

  4. A Collection of Problems for Physics Teaching

    ERIC Educational Resources Information Center

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

    2010-01-01

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

  5. Teaching Languages, Teaching Cultures.

    ERIC Educational Resources Information Center

    Liddicoat, Anthony J., Ed.; Crozet, Chantal, Ed.

    This collection of papers examines what it means to teach culture as an integrated part of language from both the language learner's and the language teacher's perspectives. The 11 papers include the following: "Teaching Cultures as an Integrated Part of Language: Implications for the Aims, Approaches and Pedagogies of Language Teaching" (Chantal…

  6. Trusted Objects

    SciTech Connect

    CAMPBELL,PHILIP L.; PIERSON,LYNDON G.; WITZKE,EDWARD L.

    1999-10-27

    In the world of computers a trusted object is a collection of possibly-sensitive data and programs that can be allowed to reside and execute on a computer, even on an adversary's machine. Beyond the scope of one computer we believe that network-based agents in high-consequence and highly reliable applications will depend on this approach, and that the basis for such objects is what we call ''faithful execution.''

  7. Toward a psychoanalytic way of teaching psychoanalysis.

    PubMed

    Dunn, Jonathan

    2013-12-01

    The author's orientation to psychoanalytic education blends its subjective and objective ways of knowing, its cognitive and experiential aspects. Lear's (2003) definition of psychoanalysis as a subjective category contextualizes psychoanalytic teaching as a lived-out demonstration of its conceptual learning and generates a confident humility in how teachers express theoretical content. The author emphasizes teachers' gut-level psychological impacts on candidates, and the value of teachers conveying psychoanalytic knowledge as an internalized expression of their personal experience and meaning (identification), while simultaneously maintaining an objective perspective. A literature review of psychoanalytic education and discussion of Stanislavski's (1936, 1949) dramatic acting "Method" clarifies the author's pedagogy. PMID:24325187

  8. Toward a psychoanalytic way of teaching psychoanalysis.

    PubMed

    Dunn, Jonathan

    2013-12-01

    The author's orientation to psychoanalytic education blends its subjective and objective ways of knowing, its cognitive and experiential aspects. Lear's (2003) definition of psychoanalysis as a subjective category contextualizes psychoanalytic teaching as a lived-out demonstration of its conceptual learning and generates a confident humility in how teachers express theoretical content. The author emphasizes teachers' gut-level psychological impacts on candidates, and the value of teachers conveying psychoanalytic knowledge as an internalized expression of their personal experience and meaning (identification), while simultaneously maintaining an objective perspective. A literature review of psychoanalytic education and discussion of Stanislavski's (1936, 1949) dramatic acting "Method" clarifies the author's pedagogy.

  9. An Analysis of the Content and Questions of the Physics Textbooks of the Basic Education Level (Ages 13-15) in Libya.

    ERIC Educational Resources Information Center

    Khoja, Suleiman; Ventura, Frank

    1997-01-01

    Determines the extent physics textbooks contribute to physics teaching objectives and knowledge acquisition in Libya. Analysis of seventh- through ninth-grade physics textbooks and cognitive demand shows a limited effect of textbook content on knowledge acquisition and educational objectives. Suggestions are made for promoting the acquisition of…

  10. Teaching of public health ethics in India: a mapping exercise.

    PubMed

    Pati, Sanghamitra; Sharma, Anjali; Zodpey, Sanjay

    2014-01-01

    Public health ethics has been receiving increasing attention in recent years. Frequently, public health practitioners have to confront complex decisions, with numerous and often conflicting ethical implications. The objective of this study was to obtain information on the teaching of public health ethics in India by making a detailed examination of the public health and community medicine curricula. The specific areas of interest included the content and structure of the courses and electives available to students. The results of this study indicate that ethics courses are yet to find their rightful place in the teaching of public health in India. The curricula vary across institutes in terms of the time and content devoted to the teaching of public health ethics. It is suggested that public health programmes in India develop and incorporate ethics courses so as to keep pace with the emerging challenges in the field. An interdisciplinary consortium should preferably be formed at the national level to take up this academic endeavour.

  11. Teaching Statistics with Technology

    ERIC Educational Resources Information Center

    Prodromou, Theodosia

    2015-01-01

    The Technological Pedagogical Content Knowledge (TPACK) conceptual framework for teaching mathematics, developed by Mishra and Koehler (2006), emphasises the importance of developing integrated and interdependent understanding of three primary forms of knowledge: technology, pedagogy, and content. The TPACK conceptual framework is based upon the…

  12. [Innovation in clinical teaching of acupuncture].

    PubMed

    Chen, Li

    2011-09-01

    To meet the needs of clinical teaching, it is reviewed and studied on the course content, teaching method and conception of teaching in clinical teaching of acupuncture. It is suggested that the modern medical knowledge should be well integrated in clinical practice; it is worthy to introduce the researches at home and abroad, academic development and new techniques; the course content should be improved in the integration of course content and the curriculum arrangement. The perfect teaching methods should be adopted such as experiencing teaching, problem-based teaching, open teaching and improving evaluation system, etc. It is sound to cultivate and encourage the mode of Chinese medicine thinking and the standardized concept in order to promote the innovation in clinical teaching of acupuncture.

  13. Teaching Psychiatry Residents to Teach: A National Survey

    ERIC Educational Resources Information Center

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

    2013-01-01

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

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

    ERIC Educational Resources Information Center

    Lehmann, Susan W.

    2010-01-01

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

  15. Teaching Creatively in ESP

    ERIC Educational Resources Information Center

    Petkovska, Viktorija

    2015-01-01

    Teaching creatively in ESP might in certain cases present some appropriate solutions to the teaching situation and, more importantly, boost students' confidence and motivation towards achieving some of the course objectives. Based on a case study, this paper displays some of the results obtained through a limited scope research conducted with…

  16. Teaching Notes

    NASA Astrophysics Data System (ADS)

    2001-07-01

    If you would like to contribute a teaching note for any of these sections please contact ped@iop.org Contents: LET'S INVESTIGATE: Bows and arrows STARTING OUT: A late start ON THE MAP: A South African school making a world of difference TECHNICAL TRIMMINGS: May the force be with you an easily constructed force sensor Modelling Ultrasound A-scanning with the Pico Technology ADC-200 Virtual Instrument PHYSICS ON A SHOESTRING: Sugar cube radioactivity models CURIOSITY: Euler's disk MY WAY: Why heavy things don't fall faster

  17. Family Studies I. Course Objectives, Content Analysis, Supporting Objectives and Content Generalizations.

    ERIC Educational Resources Information Center

    McKenzie, Sharon, Comp.; Martin, Joan, Ed.

    Family Studies I represents the first part of a consumer and homemaking program focusing on individual and family development, parenting, and the daily tasks of living in a family setting. The course is designed to help students study the family as it exists in day-to-day living and to aid them in understanding themselves in relation to their…

  18. Impact of Virtual Learning Environment (VLE): A Technological Approach to Genetics Teaching on High School Students' Content Knowledge, Self-Efficacy and Career Goal Aspirations

    ERIC Educational Resources Information Center

    Kandi, Kamala M.

    2013-01-01

    This study examines the effect of a technology-based instructional tool "Geniverse" on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and…

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

    ERIC Educational Resources Information Center

    Walsh, Joan E.; Taylor, Cecelia Monat

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

  20. Middle-School Teachers' Understanding and Teaching of the Engineering Design Process: A Look at Subject Matter and Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Hynes, Morgan M.

    2012-01-01

    This paper reports on research investigating six middle school teachers without engineering degrees as they taught an engineering unit on the engineering design process. Videotaped classroom sessions and teacher interviews were analyzed to understand the subject matter and pedagogical content knowledge the teachers used and developed as they…

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

    ERIC Educational Resources Information Center

    Goethe House, New York, NY.

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

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

    PubMed

    Supiano, Katherine P

    2013-01-01

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

  3. Can Pre-Service Physical Education Majors Identify Learning Standards during Authentic Teaching Episodes?

    ERIC Educational Resources Information Center

    Kniffin, Mike; Foley, John; MacDonald, Lynn Couturier; Howarth, Kath

    2014-01-01

    Only a handful of research studies have been conducted to determine whether or not physical educators or pre-service physical education teachers are utilizing learning standards in their teaching. While pre-service teachers are typically required to align lesson objectives and content, their extent of their understanding of how learning standards…

  4. Games That Teach. Classroom Activities on Individual and Community Disaster Preparedness for Elementary and Secondary Schools.

    ERIC Educational Resources Information Center

    Office of Civil Defense (DOD), Washington, DC.

    Thirty-four classroom games are listed in this self-contained guide for the purpose of teaching civil defense concepts and protective content as an integral part of the K-12 social studies curriculum. Objectives of the games in this book are: to develop an awareness of civil defense; to learn vocabulary used in civil defense functions; and, to…

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

    ERIC Educational Resources Information Center

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

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

  6. A Curriculum in Written Composition, K-3: A Guide for Teaching.

    ERIC Educational Resources Information Center

    Georgia Univ., Athens. English Curriculum Study Center.

    This teaching guide for written composition in grades K-3 contains (1) a statement of objectives for a curriculum in composition, (2) sequence charts which relate subject content for each grade to basic understandings about composition, (3) illustrations of ways in which the ordinary experiences of children can become the bases for compositions,…

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

    ERIC Educational Resources Information Center

    Otero, George G.; Smith, Gary R.

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

  8. Pedagogical Issues in Object Orientation.

    ERIC Educational Resources Information Center

    Nerur, Sridhar; Ramanujan, Sam; Kesh, Someswar

    2002-01-01

    Discusses the need for people with object-oriented (OO) skills, explains benefits of OO in software development, and addresses some of the difficulties in teaching OO. Topics include the evolution of programming languages; differences between OO and traditional approaches; differences from data modeling; and Unified Modeling Language (UML) and…

  9. Anthropology for the Schools: An Analysis of Selected Anthropology Curriculum Projects and Units with Content Ratings by Professional Anthropologists.

    ERIC Educational Resources Information Center

    Dynneson, Thomas L.

    This thesis examines anthropology teaching materials for public schools in light of their characteristics -- subject content, rationale and objectives, antecedent conditions, evaluation, background of materials development -- and the determination of their accuracy and representation. The study also serves as a guide to types of anthropology…

  10. Using Knowledge Packets in Teacher Education to Develop Pedagogical Content Knowledge

    ERIC Educational Resources Information Center

    Ward, Phillip; Ayvazo, Shiri; Lehwald, Harry

    2014-01-01

    Physical education teachers need to know their content and also how to teach their content. These two forms of knowledge are not the same. They can be distinguished as knowledge needed to perform content, called common content knowledge; and additional knowledge needed to teach the content, called specialized content knowledge. It is clear from…

  11. Teaching Educational Psychology in an Online Environment

    ERIC Educational Resources Information Center

    Verdi, Michael P.; Johnson, Janet T.

    2005-01-01

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

  12. Multimedia content description framework

    NASA Technical Reports Server (NTRS)

    Bergman, Lawrence David (Inventor); Kim, Michelle Yoonk Yung (Inventor); Li, Chung-Sheng (Inventor); Mohan, Rakesh (Inventor); Smith, John Richard (Inventor)

    2003-01-01

    A framework is provided for describing multimedia content and a system in which a plurality of multimedia storage devices employing the content description methods of the present invention can interoperate. In accordance with one form of the present invention, the content description framework is a description scheme (DS) for describing streams or aggregations of multimedia objects, which may comprise audio, images, video, text, time series, and various other modalities. This description scheme can accommodate an essentially limitless number of descriptors in terms of features, semantics or metadata, and facilitate content-based search, index, and retrieval, among other capabilities, for both streamed or aggregated multimedia objects.

  13. Study on Reform of College English Stratified Teaching Based on School-Based Characteristics

    ERIC Educational Resources Information Center

    Yang, Liu

    2012-01-01

    Considering the status quo of college English teaching, we implement stratified teaching, which reflects the idea of stratification in terms of teaching objects, teaching management, teaching process and assessment and evaluation, makes each students get development to the greatest extent in interactive teaching practice of teaching and learning…

  14. Objective structured clinical examination in radiology

    PubMed Central

    Agarwal, Anurag; Batra, Bipin; Sood, AK; Ramakantan, Ravi; Bhargava, Satish K; Chidambaranathan, N; Indrajit, IK

    2010-01-01

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

  15. Objective structured clinical examination in radiology.

    PubMed

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

    2010-05-01

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

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

    PubMed

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

    2011-01-01

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

  17. Gains in Content Knowledge, Confidence and Comfort Levels from a Physical Science Course

    NASA Astrophysics Data System (ADS)

    van Wormer, Laura; Sorrick, Roxanne

    2009-10-01

    Physical Science for Everyday Thinking (PSET) is a guided inquiry approach to teaching physical science. Pre and post survey data were collected during four years of using PSET. The course was taught in an intensive format at a small, private liberal arts college; at least half the students were education majors. The surveys assessed content knowledge and confidence in the answers, attitudes toward science and understanding of the process of learning science. Analysis indicated significant increases in content knowledge, confidence in content knowledge and comfort levels with physical science; also significant changes in identification as a science person, what is a fact, objectivity of scientists and science as a solitary pursuit.

  18. Tracking of deformable objects

    NASA Astrophysics Data System (ADS)

    Aswani, Parimal; Wong, K. K.; Chong, Man N.

    2000-12-01

    Tracking of moving-objects in image sequences is needed for several video processing applications such as content-based coding, object oriented compression, object recognition and more recently for video object plane extraction in MPEG-4 coding. Tracking is a natural follow-up of motion-based segmentation. It is a fast and efficient method to achieve coherent motion segments along the temporal axis. Segmenting out moving objects for each and every frame in a video sequence is a computationally expensive approach. Thus, for better performance, semi-automatic segmentation is an acceptable compromise as automatic segmentation approaches rely heavily on prior assumptions. In semi-automatic segmentation approaches, motion-segmentation is performed only on the initial frame and the moving object is tracked in subsequent frames using tracking algorithms. In this paper, a new model for object tracking is proposed, where the image features -- edges, intensity pattern, object motion and initial keyed-in contour (by the user) form the prior and likelihood model of a Markov Random Field (MRF) model. Iterated Conditional Mode (ICM) is used for the minimization of the global energy for the MRF model. The motion segment for each frame is initialized using the segment information from the previous frame. For the initial frame, the motion segment is obtained by manually keying in the object contour. The motion-segments obtained using the proposed model are coherent and accurate. Experimental results on tracking using the proposed algorithm for different sequences -- Bream, Alexis and Claire are presented in this paper. The results obtained are accurate and can be used for a variety of applications including MPEG-4 Video Object Plane (VOP) extraction.

  19. Impact of virtual learning environment (VLE): A technological approach to genetics teaching on high school students' content knowledge, self-efficacy and career goal aspirations

    NASA Astrophysics Data System (ADS)

    Kandi, Kamala M.

    This study examines the effect of a technology-based instructional tool 'Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy, and Career Goal Aspirations among 283 high school learners. The study was conducted in four urban high schools, two of which have achieved Adequate Yearly Progress (AYP) and two have not. Students in both types of schools were taught genetics either through Geniverse, a virtual learning environment or Dragon genetics, a paper-pencil activity embedded in traditional instructional method. Results indicated that students in all schools increased their knowledge of genetics using either type of instructional approach. Students who were taught using Geniverse demonstrated an advantage for genetics knowledge although the effect was small. These increases were more pronounced in the schools that had been meeting the AYP goal. The other significant effect for Geniverse was that students in the technology-enhanced classrooms increased in science Self-Efficacy while students in the non-technology enhanced classrooms decreased. In addition, students from Non-AYP schools showed an improvement in Science and Technology Self-Efficacy; however the effects were small. The implications of these results for the future use of technology-enriched classrooms were discussed. Keywords: Technology-based instruction, Self-Efficacy, career goals and Adequate Yearly Progress (AYP).

  20. Multicultural Teaching in the University.

    ERIC Educational Resources Information Center

    Schoem, David, Ed.; And Others

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

  1. Teaching about Death to Undergraduates.

    ERIC Educational Resources Information Center

    Pine, Vanderlyn R.; And Others

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

  2. Collegiality and Better Science Teaching

    ERIC Educational Resources Information Center

    Weiser, Brenda

    2012-01-01

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

  3. Teaching Photosynthesis with ELL Students

    ERIC Educational Resources Information Center

    Piper, Susan; Shaw, Edward Lewis, Jr.

    2010-01-01

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

  4. Toolbox: Textbook Circles for Teaching Comprehension

    ERIC Educational Resources Information Center

    Reading Teacher, 2010

    2010-01-01

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

  5. Approaches to Teaching Organizational Communication.

    ERIC Educational Resources Information Center

    Applebaum, Ronald L.

    1998-01-01

    Discusses fundamental problems in selecting an approach to organizational communications; the purpose of an organizational communication course; the structure and content of organizational communication coursework; and teaching strategies used in the basic course in organizational communication. (RS)

  6. Adaptive Teaching in STEM: Characteristics for Effectiveness

    ERIC Educational Resources Information Center

    Allen, Melony; Webb, Angela W.; Matthews, Catherine E.

    2016-01-01

    This article defines the process of adaptive teaching in science, technology, engineering, and math (STEM). We assert that teachers who possess a well-developed STEM pedagogical content knowledge, a constructivist paradigm of teaching and learning, and an ability to draw on a vision while reflecting on and during teaching to help negotiate…

  7. How Does Station Teaching Effect Language Learning?

    ERIC Educational Resources Information Center

    Suprabha, K.; Subramonian, G.

    2014-01-01

    All across the nation, general and special education teachers, English as a Second Language teachers, and other service providers, such as speech-language pathologists from all grade levels and all content areas, are taking the plunge into co-teaching. Station or rotation teaching is a co-teaching strategy that calls for the designing of at least…

  8. The Popcorn Book: A Diagnostic Teaching Unit.

    ERIC Educational Resources Information Center

    Bock, Marjorie A.; Barger, Rita.

    1998-01-01

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

  9. Effective Teaching Pedagogies for Undergraduate Computer Science

    ERIC Educational Resources Information Center

    Ali, Sanwar

    2005-01-01

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

  10. The Lure of Learning in Teaching

    ERIC Educational Resources Information Center

    Liston, Daniel P.

    2004-01-01

    Teaching entails the creation of connections among teacher, student, and content so that educational experiences can be had. Powerful teaching engages and recalls a lure of learning. To explore this lure, or love of learning, and its place in teaching, I first evoke a bit of what this attraction feels and looks like. Depicting this lure conveys…

  11. Stating Objectives. Monograph Number 11.

    ERIC Educational Resources Information Center

    Gerlach, Vernon S.; And Others

    A self-instructional film should be learner-oriented rather than content-oriented. Its objectives should be stated in terms of observable, specific behavior. The distinguishing characteristic of such terms is that they are subject to few interpretations. Objectives should be to identify, name, order, describe, and construct. The foregoing may be…

  12. Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

    ERIC Educational Resources Information Center

    Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

    2014-01-01

    The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key…

  13. Content Area Reading and Learning: Instructional Strategies.

    ERIC Educational Resources Information Center

    Lapp, Diane; And Others

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

  14. Design, Development, and Validation of Learning Objects

    ERIC Educational Resources Information Center

    Nugent, Gwen; Soh, Leen-Kiat; Samal, Ashok

    2006-01-01

    A learning object is a small, stand-alone, mediated content resource that can be reused in multiple instructional contexts. In this article, we describe our approach to design, develop, and validate Shareable Content Object Reference Model (SCORM) compliant learning objects for undergraduate computer science education. We discuss the advantages of…

  15. Teaching Mediated Public Relations.

    ERIC Educational Resources Information Center

    Kent, Michael L.

    2001-01-01

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

  16. Development of a burn prevention teaching tool for Amish children.

    PubMed

    Rieman, Mary T; Kagan, Richard J

    2012-01-01

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

  17. SODA: Smart Objects, Dumb Archives

    NASA Technical Reports Server (NTRS)

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

    2004-01-01

    We present the Smart Object, Dumb Archive (SODA) model for digital libraries (DLs). The SODA model transfers functionality traditionally associated with archives to the archived objects themselves. We are exploiting this shift of responsibility to facilitate other DL goals, such as interoperability, object intelligence and mobility, and heterogeneity. Objects in a SODA DL negotiate presentation of content and handle their own terms and conditions. In this paper we present implementations of our smart objects, buckets, and our dumb archive (DA). We discuss the status of buckets and DA and how they are used in a variety of DL projects.

  18. Teaching to Make Disciples in a Higher Education Online Learning Environment: A Comparison of the Literature of Online Learning, the Objectives and Practices of Three Christian Colleges, and the Letters of Paul

    ERIC Educational Resources Information Center

    Morris, Raymond E.

    2012-01-01

    This dissertation explores engaging students in spiritual formation and discipleship in the online environment. This researcher begins with the proposition that the letters of Paul are examples of distance teaching and distance learning. The effectiveness of the letters of Paul in engaging their recipients in spiritual formation and discipleship…

  19. Crime and Criminal Law as a Theme in Education. Paper on the Starting Points, Objectives, and Teaching Matter of a Series of Lessons Called "Crime and Criminal Law," as a Theme for the School Subject of Social and Political Studies.

    ERIC Educational Resources Information Center

    Hooghoff, Hans

    This series of lessons is intended to help high school students in the Netherlands consider how they look at, react to, and judge criminal events. The first part of the publication discusses different teaching approaches used in the lessons. These include: (1) a business analysis--study of the organization and structure of the criminal…

  20. Teaching Shakespeare.

    ERIC Educational Resources Information Center

    Davis, James E., Ed.

    1976-01-01

    This issue of "Focus: Teaching English in Southeastern Ohio" contains articles about teaching Shakespeare, student summaries of a Shakespeare conference held at Ohio University-Zanesville in April 1976, and suggested projects for teaching poetry writing. It also contains lists of materials and articles related to the teaching of Shakespeare, and…