Project Physics Teacher Guide 2, Motion in the Heavens.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Teaching procedures of Project Physics Unit 2 are presented to help teachers make effective use of learning materials. The unit contents are discussed in connection with teaching aid perspectives, multi-media schedules, schedule blocks, and resource charts. Analyses are made for transparencies, 16mm films, and reader articles. Included is…

Project Physics Teacher Guide 6, The Nucleus.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Teaching procedures of Project Physics Unit 6 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resource charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information…

Project Physics Teacher Guide 4, Light and Electromagnetism.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Teaching procedures of Project Physics Unit 4 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resources charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information…

TOP Outdoors: Outdoor and Adventurous Activities for Every Teacher and Child.

ERIC Educational Resources Information Center

Haskins, David; Perry, Frank

1999-01-01

The Youth Sport Trust developed a package of activities to support the teaching of outdoor and adventurous activities, integrated into the British national curriculum through physical education programs for preschool through secondary school age. Activity categories are physical challenges, trails, and orienteering. Teaching resources and their…

[Physical projects atelier: strategy for physical resources administration learning on nursing].

PubMed

Draganov, Patricia Bover; Sanna, Maria Cristina

2011-09-01

The success of learning involves adequate strategies. Those inspired on andragogy, which is the science of teaching adults, seem to be ideal for the nursing undergraduate subject "projects", with a focus on the administration of physical resources for nursing. This study reports teaching strategies that try to estimulate the acquisition of competences that make the nurse capable of a dialogue on projects with a multiprofessional team. The strategy involved a workshop composed by four stages: reading of projects, health assistance institute (HAI) attributions, notions on physical scaling strategies and development of a glossary. The strategy, proposed by a graduate student in the subject "Strategies to the teaching of Administration", was tested through practical application, evaluated and approved by graduate students and teachers. The conditions for its implementation are working with few students, availability of proper classrooms and equipment, and partnership with HAIs.

Teaching medical physics to general audiences.

PubMed Central

Amador, S

1994-01-01

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

Spies: an educational game

NASA Astrophysics Data System (ADS)

Souza, P. V. S.; Morais, L. P.; Girardi, D.

2018-07-01

We present an educational game for teaching physics, Spies. The game is based on the popular boardgame Codenames. It is useful as a didactic tool to promote and improve student engagement. Spies is practical, fast and requires very little physical resources, which makes it ideal for high school teaching and viable in most diverse school realities.

Project Physics Teacher Guide 5, Models of the Atom.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Teaching procedures of Project Physics Unit 5 are presented to help teachers make effective use of learning materials. Unit contents are discussed in connection with teaching aid lists, multi-media schedules, schedule blocks, and resource charts. Brief summaries are made for transparencies, 16mm films, and reader articles. Included is information…

The Audio Description as a Physics Teaching Tool

ERIC Educational Resources Information Center

Cozendey, Sabrina; Costa, Maria da Piedade

2016-01-01

This study analyses the use of audio description in teaching physics concepts, aiming to determine the variables that influence the understanding of the concept. One education resource was audio described. For make the audio description the screen was freezing. The video with and without audio description should be presented to students, so that…

Potential Teachers' Appropriate and Inappropriate Application of Pedagogical Resources in a Model-Based Physics Course: A "Knowledge in Pieces" Perspective on Teacher Learning

ERIC Educational Resources Information Center

Harlow, Danielle B.; Bianchini, Julie A.; Swanson, Lauren H.; Dwyer, Hilary A.

2013-01-01

We used a "knowledge in pieces" perspective on teacher learning to document undergraduates' pedagogical resources in a model-based physics course for potential teachers. We defined pedagogical resources as small, discrete ideas about teaching science that are applied appropriately or inappropriately in specific contexts. Neither…

Teaching Physics for the First Time

ERIC Educational Resources Information Center

Mader, Jan; Winn, Mary

2008-01-01

This book is designed to be a quick and easy resource for anyone teaching physics for the first time. Written after extensive research, this book is filled with reliable labs, demos and activities that work well in the classroom. Also included are lesson plans, diagrams, and teacher notes for every activity. The book is not the end--it is just a…

Language Arts.

ERIC Educational Resources Information Center

Keener, Paul L.

Capitalizing on the resources available in an urban city block, this resource guide for the emotionally handicapped (K-6) presents a resource list and objectives and activities relative to teaching language arts (reading, English, listening, speaking, and writing). The resource list is comprised of approximately 150 physical facilities (e.g.,…

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.

Trained standardized patients can train their peers to provide well-rated, cost-effective physical exam skills training to first-year medical students.

PubMed

Aamodt, Carla B; Virtue, David W; Dobbie, Alison E

2006-05-01

Teaching physical examination skills effectively, consistently, and cost-effectively is challenging. Faculty time is the most expensive resource. One solution is to train medical students using lay physical examination teaching associates. In this study, we investigated the feasibility, acceptability, and cost-effectiveness of training medical students using teaching associates trained by a lay expert instead of a clinician. We used teaching associates to instruct students about techniques of physical examination. We measured students' satisfaction with this teaching approach. We also monitored the financial cost of this approach compared to the previously used approach in which faculty physicians taught physical examination skills. Our program proved practical to accomplish and acceptable to students. Students rated the program highly, and we saved approximately $9,100, compared with our previous faculty-intensive teaching program. We believe that our program is popular with students, cost-effective, and generalizable to other institutions.

Reflections on Teaching a Large Class.

ERIC Educational Resources Information Center

Miner, Rick

1992-01-01

Uses an analysis of small- and large-class differences as a framework for planning for and teaching a large class. Analyzes the process of developing and offering an organizational behavior class to 141 college students. Suggests ways to improve teaching effectiveness by minimizing psychological and physical distances, redistributing resources,…

Resource Letter PCP-1: Pre-college Physics Curriculum Materials

ERIC Educational Resources Information Center

Paldy, Lester G.; Swartz, Clifford E.

1973-01-01

Presents a guide to 101 physics curriculum materials including improvement projects and related articles, reference books, commonly used textbooks, teaching aids, and science education periodicals. (CC)

Report and recommendations on multimedia materials for teaching and learning electricity and magnetism

NASA Astrophysics Data System (ADS)

Dȩbowska, E.; Girwidz, R.; Greczyło, T.; Kohnle, A.; Mason, B.; Mathelitsch, L.; Melder, T.; Michelini, M.; Ruddock, I.; Silva, J.

2013-05-01

This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features.

Exploration of optical classroom teaching by network platform

NASA Astrophysics Data System (ADS)

Jiao, Zheng; Ma, Kun

2017-08-01

The investigation shows that the difficulties students encounter in the course of optics are mainly due to the abstraction of the content of the optical course, and the problem that the description of the physical phenomenon and process is difficult to show in the classroom teaching. We consider to integrate information technology with classroom teaching. Teachers can set up course websites and create more teaching resources, such as videos of experimental processes, design of simulated optical paths, mock demonstration of optical phenomena, and so on. Teachers can use the courseware to link the resources of the website platform, and display the related resources to the students. After class, students are also able to learn through the website, which is helpful to their study.

Teaching light reflection and refraction to the blind

NASA Astrophysics Data System (ADS)

de Azevedo, A. C.; Vieira, L. P.; Aguiar, C. E.; Santos, A. C. F.

2015-01-01

The latest trend in special education policy is to teach students both with and without special needs in the same school system. In the case of students with visual impairment, one of the main problems they face, particularly in physics, is the lack of instructional material adapted for the experimental laboratory. In this paper, we present strategies, activities and resources for instructional use by physics teachers in classrooms with students with visual impairment using laser devices. For the best results, we suggest that teachers use resources from the perspective of building models to stimulate the interest and active involvement of the students.

Reviews

NASA Astrophysics Data System (ADS)

2007-07-01

WE RECOMMEND God: The Failed Hypothesis A book that applies scientific logic to the search for a creator Go with the Flow This CD-ROM proves a great resource for teaching fluids Collins GCSE Student Book for EdExcel 360 Additional Science An attractive update that will sit well in modern classrooms The Rough Guide to Climate Change This book contains a thorough study of the must-teach subject InspireData Presentation software ideal for analysing data in the field WORTH A LOOK Uncertain Science...Uncertain World A book to persuade the public that unanswered questions are not a failure of science or scientists Fisher Space Pen An interesting teaching resource and a nice bit of stationery HANDLE WITH CARE Russian Space Pen A joke gift at best—no physics here IGCSE Physics for EdExcel Dull, old-fashioned approach to teaching the new qualification WEB WATCH How news headlines can prove a valuable tool to get pupils interested in a subject

Teaching conceptions of the use of digital technologies as a teaching resource in physical education in public schools of Minas Gerais, Brazil

NASA Astrophysics Data System (ADS)

Voelzke, M. R.; Paganotti, A.; Assis, A. M. M.

2017-07-01

Increasingly, digital technologies have been invading classrooms, providing more and more attractive teaching methods for both, students and teachers. The arrival of digital technologies in classrooms brings great advances, but also many uncertainties and insecurities to teachers. With current technologies, the school environment can transform into a meaningful learning ambience with a more active and interactive student. This research aimed to analyze the opinion of eleven teachers who teach in four public schools in the interior of Minas Gerais, about the challenges of using digital technologies at school everyday. The data were obtained from the application of a questionnaire with eight questions. One of those asked about the used of digital technologies in the classroom, ten professors claimed to use them, but in another question that inquired about their knowledge about simulation software for physics teaching, only six said they knew about this resource. When questioned about the lecture on the topic of technological development, only seven teachers stated that they use this technique, being a relatively small number. Out of the four surveyed schools, two had digital slates, but the teachers said they did not use them because they did not receive any training. It was concluded that teachers do not feel comfortable teaching physics using digital technological resources, apparently because they lack adequate training. In many schools either there is no equipment or the same exists, but the teachers did not undergo training to use them. It is noticed that in the XXI century teachers insist on the traditional teaching model, contrary to the current trends to which students are immersed in a digital and interactive technological world.

In Search for Instructional Techniques to Maximize the Use of Germane Cognitive Resources: A Case of Teaching Complex Tasks in Physics

ERIC Educational Resources Information Center

Sliva, Yekaterina

2014-01-01

The purpose of this study was to introduce an instructional technique for teaching complex tasks in physics, test its effectiveness and efficiency, and understand cognitive processes taking place in learners' minds while they are exposed to this technique. The study was based primarily on cognitive load theory (CLT). CLT determines the amount of…

Space Science News: from archive to teaching resource, the secret life of newspapers

NASA Astrophysics Data System (ADS)

McClune, Billy; Jarman, Ruth

2004-03-01

This article illustrates the use of newspapers as a resource for teaching and learning about science. Science teachers in Northern Ireland have produced a special edition news magazine, Space Science News, to support the teaching and learning of aspects of space science in secondary school. The resource is based on authentic newspaper articles and was developed in partnership with a local newspaper and with the support of the Particle Physics and Astronomy Research Council (PPARC). Articles have been grouped into curriculum-related 'themes' and are accompanied by a range of classroom activities designed to support learning in this area, to develop literacy skills and to promote awareness of media- and citizenship-related issues.

Teaching Resources

Science.gov Websites

& Legislation Links Discussion Lists Quick Links AAPT eMentoring ComPADRE Review of High School Take Physics" Poster Why Physics Poster Thumbnail Download normal resolution JPEG Download high resolution JPEG Download Spanish Version Recruiting Physics Students in High School (FED newsletter article

A Classroom Teaching and Resource Guide in Conservation Education.

ERIC Educational Resources Information Center

Barnhart, William M.

In this teaching guide the natural and social sciences are integrated with an emphasis on conservation and ecology. The guide contains ten teaching units dealing with various physical and biological aspects of the environment. Unit one deals with the question of what is conservation. Unit two is concerned with the question of what is a natural…

Engineering Design Modules as Physics Teaching Tools

ERIC Educational Resources Information Center

Oliver, Douglas L.; Kane, Jackie

2011-01-01

Pre-engineering is increasingly being taught as a high school subject. This development presents challenges as well as opportunities for the physics education community. If pre-engineering is taught as a separate class, it may divert resources and students from traditional physics classes. However, design modules can be used as physics teaching…

A Resource for Using Real-World Examples in the Physics Classroom

NASA Astrophysics Data System (ADS)

Van Dongen, Janelle; Rieger, Georg

2013-02-01

Physics Teaching for the 21st Century (://c21.phas.ubc.ca) is a free online resource for teachers who are interested in teaching physics concepts in real-world contexts. The materials on this site were developed by a team of physics faculty and graduate and undergraduate students at the Department of Physics & Astronomy, University of British Columbia, based on issues of great current concern—reusable energy, climate change, and medical advancement. Topics on the website also focus on applications of physics in the natural world around us. There are currently about 70 different topics on the website and it is not possible to justly give a sense of the website in total here. Instead we will present one complete example of the resources available on our website and show how it can be used in the classroom or in lecture. The example discussed here is suitable for a first-year university course and focuses on diffraction through a circular aperture and Rayleigh's resolution criterion by looking at the effect of pupil size on the minimum angle of resolution. The original idea came from reading a book on zoological physics,2 and a short example was later found in a first-year physics textbook.3

Book Review: Dolores Knipp’s Understanding Space Weather and the Physics Behind It

NASA Astrophysics Data System (ADS)

Moldwin, Mark

2012-08-01

Delores Knipp's textbook Understanding Space Weather and the Physics Behind It provides a comprehensive resource for space physicists teaching in a variety of academic departments to introduce space weather to advanced undergraduates. The book benefits from Knipp's extensive experience teaching introductory and advanced undergraduate physics courses at the U.S. Air Force Academy. The fundamental physics concepts are clearly explained and are connected directly to the space physics concepts being discussed. To expand upon the relevant basic physics, current research areas and new observations are highlighted, with many of the chapters including contributions from a number of leading space physicists.

A Primer for Education/Outreach to the Classroom and Community

NASA Astrophysics Data System (ADS)

Zaleskiewicz, Ted

2002-11-01

As one example of successful cooperation among major plasma/fusion research laboratories in the United States and Europe, we discuss the development of the well-known classroom teaching chart, "Fusion - Physics of a Fundamental Energy Source", and associated materials produced by the Contemporary Physics Education Project(CPEP). CPEP is a not-for-profit organization of physicists and teachers incorporated to develop teaching materials on contemporary physics topics suitable for use in the introductory (high school and college) classroom. The Fusion Chart is currently available in 7 languages: English, Flemish, French, German, Italian, Portuguese, and Spanish. The series of supporting materials include a Teacher's Guide, 7 hands-on classroom activities, and a Web supplement at http://FusEdWeb.pppl.gov/CPEP/chart.html. All materials are being used successfully in high school teacher training workshops across North America under the auspices of APS/DPP, AAPT, and PTRA (Physics Teaching Resource Agents) programs. Though the materials were developed primarily for use by classroom teachers, they are also valuable resources for individual experts who have the opportunity to make presentations to educational or civic groups. This talk will illustrate various teaching strategies which increase the effectiveness of the materials, including demonstrations of two of the classroom activities, with audience participation invited.

An appraisal of the literature on teaching physical examination skills.

PubMed

Easton, Graham; Stratford-Martin, James; Atherton, Helen

2012-07-01

To discover which models for teaching physical examination skills have been proposed, and to appraise the evidence for each. We conducted a narrative review of relevant literature from 1990-2010. We searched the databases MEDLINE, PsycINFO, and ERIC (The Education Resource Information Centre) for the terms: 'physical examination' AND 'teaching' as both MESH terms and keyword searches. We excluded web-based or video teaching, non-physical examination skills (e.g. communication skills), and articles about simulated patients or models. We identified five relevant articles. These five studies outlined several approaches to teaching physical examination skills, including Peyton's 4-step model, an adaptation of his model to a 6-step model; the silent run through; and collaborative discovery. There was little evidence to support one method over others. One controlled trial suggested that silent run-through could improve performance of complex motor tasks, and another suggested that collaborative discovery improves students' ability to recognise key findings in cardiac examinations. There are several models for teaching physical examinations, but few are designed specifically for that purpose and there is little evidence to back any one model over another. We propose an approach which adopts several key features of these models. Future research could usefully evaluate the effectiveness of the proposed models, or develop innovative practical models for teaching examination skills.

Resource Letter PE-1: Physics and the Environment

ERIC Educational Resources Information Center

Shonle, John I.

1974-01-01

Presents a Resource Letter on air pollution, noise pollution, transportation, and solid waste for the purpose of acquainting college physicists with some of the literature and teaching aids. Included are five bibliographies of which four are annotated. (CC)

Technology for Physics Instruction

ERIC Educational Resources Information Center

Bryan, Joel

2006-01-01

Although technological innovations have the capability to significantly change how scientific investigations are done and greatly enhance the teaching and learning of science, its use is no more effective than any other resource or innovation when researched-based effective teaching practices are not followed. This paper reviews established…

Teachers' perspectives on the challenges of teaching physical education in urban schools: the student emotional filter.

PubMed

McCaughtry, Nate; Barnard, Sara; Martin, Jeffrey; Shen, Bo; Kulinna, Pamela Hodges

2006-12-01

The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development.

Physical Education Lifeline: Curriculum and Instruction Resource for Physical Education Educators

ERIC Educational Resources Information Center

Thissen-Milder, Mary

2006-01-01

Since 1923, Minnesota educators have been engaged in teaching and promoting Physical Education. In 2005, it has become apparent that the 2,500 physical education instructors in Minnesota are in need of a Best Practices document to support quality Physical Education. As a result, this manual has been developed to provide assistance to school…

A Collaboration Between University and High School in Preparing Physics Teachers: Chicago State University's Teacher Immersion Institutea)

NASA Astrophysics Data System (ADS)

Sabella, Mel S.; Van Duzor, Andrea G.; Passehl, Jennie; Weisenburger, Kara

2012-05-01

Because of the diverse character of colleges and universities throughout the United States, it is naive to believe that a one-size-fits-all model of teacher preparation aligns with specific resources and student population needs. Exploring innovative models that challenge traditional programs is now being encouraged by organizations such as the American Association of Physics Teachers and the American Physical Society. Chicago State University (CSU) is now exploring exciting changes to its physics teacher preparation program by utilizing the expertise of Chicago Area teachers and early teaching experiences for students interested in, but not yet committed to, the physics teaching profession.

I CAN Physical Education Curriculum Resource Materials: Primary through Secondary.

ERIC Educational Resources Information Center

Wessel, Janet A.; And Others

The I CAN primary and secondary phsycial education curriculum resource materials were developed, field tested, and published 1971-1979. The Achievement Based Curriculum Model, a systematic training process designed to assist teachers in using the I CAN database resource materials to improve the quality of teaching and instruction, was developed…

Exploring Physics in the Classroom

ERIC Educational Resources Information Center

Amann, George

2005-01-01

The key to learning is student involvement! This American Association of Physics Teachers/Physics Teaching Resource Agents (AAPT/PTRA) manual presents examples of two techniques that are proven to increase student involvement in your classroom. Based on the "5E" model of learning, exploratories are designed to get your students excited about the…

Research-based resources on PhysPort

NASA Astrophysics Data System (ADS)

Sayre, Eleanor

2017-01-01

PhysPort (http://physport.org) is a website that supports physics faculty in implementing research-based teaching practices in their classrooms. We provide expert recommendations and practical information about teaching methods and assessment. The PhysPort Data Explorer is an intuitive online tool for physics faculty to analyze their assessment data. Faculty upload their students' responses using our secure interface. The Data Explorer matches their pre/post data, scores it, compares it to national data, and graphs it in an interactive and intuitive manner. The Periscope collection on Physport brings together classroom video of students working groups with professional development materials for faculty, pre-service teachers, and learning assistants. To support PhysPort's development efforts, we conduct research on faculty needs around teaching and assessment, secondary analysis of published PER studies, and primary analysis of assessment data. In this talk, I'll introduce some of PhysPort's research-based resources and the research results which support them.

The Teaching of Astronomy in Mauritius

NASA Astrophysics Data System (ADS)

Heeralall-Issur, Nalini

In this presentation we describe the present teaching of Astronomy in Mauritius. At present Astronomy is taught mostly at University level as electives (Astrophysics I & II) within our BSc Physics course or the MSc Physics with Astrophysics Specialisation Option. However there are limitations due to both facilities available & staff resources at the higher level. At the lower level very few secondary school students are exposed to (taught) astronomy and even among well educated adults many ignore very basic knowledge of Astronomy. We finally discuss some realistic suggestions for improving the teaching of Astronomy at all levels in Mauritius.

Lesson Plans on African History and Geography: A Teaching Resource.

ERIC Educational Resources Information Center

Hamilton, Robert E., Ed.

This document presents lesson plans for instruction concerning the history and geography of the continent of Africa. Topics include: (1) "The Challenge of Teaching African History and Culture" (Robert Hamilton); (2) "A Physical Overview of Africa" (Robert Hamilton and Kim Lilly); (3) "A Cultural Overview of Africa"…

Teaching Biology to Visually Handicapped Students. Resource Manual.

ERIC Educational Resources Information Center

Ricker, Kenneth S.

This resource manual presents numerous techniques for adapting science activities to the visually handicapped student, applicable to introductory biology courses in which microscopes are used extensively in the laboratory. Chapters include information on the following: alternative microscopic viewing techniques, physical models, tactile diagrams,…

Physical Education in Schools: Preliminary Findings of a Worldwide Survey. Part II.

ERIC Educational Resources Information Center

Hardman, Ken; Marshall, J. Joe

2000-01-01

This second in a two-part article summarizes the preliminary findings of a worldwide survey on physical education in schools. This part focuses on: resources (i.e., finances, facilities and equipment, and qualified teaching personnel); issues and trends in physical education; concluding comments; and selected references covering both parts of the…

Promoting Student Autonomy and Competence Using a Hybrid Model for Teaching Physical Activity

ERIC Educational Resources Information Center

Bachman, Christine; Scherer, Rhonda

2015-01-01

For approximately twenty-years, Web-enhanced learning environments have been popular in higher education. Much research has examined how best practices can integrate technology, pedagogical theories, and resources to enhance learning. Numerous studies of hybrid teaching have revealed mostly positive effects. Yet, very little research has examined…

Albert Einstein's Personal Papers: A Physics Teaching Resource.

ERIC Educational Resources Information Center

Derman, Samuel

2000-01-01

Presents the concept of using Einstein the man as a way of generating interest in the study of physics among students. Finds that it provides an instantly recognizable face for science, thus a gateway to the subject through the discussion of the man. (Author/CCM)

Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya

ERIC Educational Resources Information Center

Kigwilu, Peter Changilwa; Akala, Winston Jumba

2017-01-01

The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18…

Physics in advanced GNVQ Science

NASA Astrophysics Data System (ADS)

Sang, D.

1995-07-01

GNVQ Science is a vocational qualification for students in England, with a demand equivalent to traditional GCE A-levels. This article looks at the approach adopted by GNVQ to physics, and discusses the way in which appropriate teaching resources have been developed by the Nuffield Science in Practice project.

Project Physics Teacher Guide 1, Concepts of Motion.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Teaching procedures of Project Physics Unit 1 are presented in this manual to help teachers make effective use of learning materials. Curriculum objectives are discussed in connection with instructional materials, suggested year time schedules, multi-media schedules, schedule blocks, resource charts, and experiment summaries. Brief analyses are…

Methods and Strategies: It's Child's Play

ERIC Educational Resources Information Center

Leach, Jenay Sharp

2012-01-01

After a few years of teaching high school physics to juniors and seniors, the author decided it was time for a new challenge. That was when she serendipitously saw the opening for an elementary "science resource teacher." Teaching elementary school was going to be messy, in every possible sense. The author realized that what worked for the big…

Product Quality Assurance Project for Teaching of Food Analysis

ERIC Educational Resources Information Center

Nielsen, S. S.

2004-01-01

Two of the challenges in teaching Food Analysis are bringing relevance to the various chemical and physical analyses discussed and exposing students to the realities of quality assurance in the food industry. In a project to help meet those objectives, each student, with the assistance of a "resource person" from the food industry, completes the…

Classroom Materials from the Acoustical Society of America

NASA Astrophysics Data System (ADS)

Adams, W. K.; Clark, A.; Schneider, K.

2013-09-01

As part of the new education initiatives of the Acoustical Society of America (ASA), an activity kit for teachers that includes a variety of lessons addressing acoustics for a range of students (K-12) has been created. The "Sound and Music Activity Kit" is free to K-12 teachers. It includes materials sufficient to teach a class of 30 students plus a USB thumb drive containing 47 research-based, interactive, student-tested lessons, laboratory exercises, several assessments, and video clips of a class using the materials. ASA has also partnered with both the Optical Society of America (OSA) and the American Association of Physics Teachers. AAPT Physics Teaching Resource Agents (PTRA) have reviewed the lessons along with members of the ASA Teacher Activity Kit Committee. Topics include basic learning goals for teaching the physics of sound with examples and applications relating to medical imaging, animal bioacoustics, physical and psychological acoustics, speech, audiology, and architectural acoustics.

Research and Innovation in Physics Education: Transforming Classrooms, Teaching, and Student Learning at the Tertiary Level

NASA Astrophysics Data System (ADS)

Jolly, Pratibha

2009-04-01

It is well recognized that science and technology and the quality of scientifically trained manpower crucially determines the development and economic growth of nations and the future of humankind. At the same time, there is growing global concern about flight of talent from physics in particular, and the need to make physics teaching and learning effective and careers in physics attractive. This presentation presents the findings of seminal physics education research on students' learning that are impacting global praxis and motivating changes in content, context, instruments, and ways of teaching and learning physics, focusing on active learning environments that integrate the use of a variety of resources to create experiences that are both hands-on and minds-on. Initiatives to bring about innovative changes in a university system are described, including a triadic model that entails indigenous development of PHYSARE using low-cost technologies. Transfer of pedagogic innovations into the formal classroom is facilitated by professional development programs that provide experiential learning of research-based innovative teaching practices, catalyze the process of reflection through classroom research, and establish a collaborative network of teachers empowered to usher radical transformation.

Consumer Education. Information Supplements for Physically Disabled Students. Teacher's Guide.

ERIC Educational Resources Information Center

Tipsord, Barbara; And Others

This manual contains supplementary information for use by instructors who teach consumer education and resources management to physically handicapped students in regular classes. It is subdivided according to typical consumer education topics and handicapping conditions. Addressed in the individual sections of the manual are the folowing topics:…

A national survey to explore the willingness of Japanese standardized patients to participate in teaching physical examination skills to undergraduate medical students.

PubMed

Abe, Keiko; Suzuki, Tomio; Fujisaki, Kazuhiki; Ban, Nobutaro

2009-07-01

Standardized patients (SPs) are an increasingly prevalent resource in medical education and evaluation. There is a variety of clinical skills training programs including courses designed to teach and assess communication skills as well as physical examination (PE) skills. In Japan, SPs have contributed enormously to help medical students improve their communication skills. However, there are few SPs who participate in physical examination training and the use of SPs for physical examination is rarely considered as a useful educational resource. The purpose is to explore SPs' perceptions about participating in PE training. A 27-item questionnaire was used to survey 532 SPs in Japan. The response rate was 62% (n = 332). The ratio of females to males was 4:1. SPs perceived PE training using SPs was effective in teaching students physical examination. Eighty percent of SPs were willing to have PE of head, arms, and legs. Twenty-five percent were willing to have PE on their chest, back, and abdomen. Willingness varied by gender and age. SPs perceived that including SPs in physical examination was valuable. Males or people over 50 years old are more willing to participate than females or people under 50. Reluctance to participate in PE may decrease through experience or improved knowledge of PE training and by beginning with examination of head, neck, and legs, then gradually moving to chest, back, and abdomen.

A Resource Guide for Oceanography and Coastal Processes.

ERIC Educational Resources Information Center

Walker, Sharon H., Ed.; Damon-Randall, Kimberly, Ed.; Walters, Howard D., Ed.

This resource guide was developed for elementary, middle, and high school teachers to teach about oceanography and coastal processes. This guide contains information on the program's history and names and contact information for all Operation Pathfinder participants since 1993. The body is divided into 6 topics. Topic 1 is on Physical Parameters,…

Plasma globe revisited

NASA Astrophysics Data System (ADS)

Lincoln, James

2018-01-01

The plasma globe or plasma ball is an underutilized resource for teaching the physics of electricity. It also offers a convenient source of electric field that can be used for demonstrations and experiments. Unlike the Van de Graaff generator, the plasma globe does not shock you and is essentially silent. Other authors have written up some of these activities, but the full potential of the plasma globe is generally not taken advantage of by most teachers. I hope that this article can bring more awareness to how this ubiquitous piece of novelty lighting can be an essential physics teaching apparatus.

Criteria, Methods and Implications. Proceedings of the International Symposium on the Evaluation of Physics Education (Helsinki, Finland, June 25-29, 1990). Research Report 96.

ERIC Educational Resources Information Center

Ahtee, Maija, Ed.; And Others

The main purpose of this symposium was to find new ideas and resources for the evaluation and improvement of physics education on all levels. The papers included in this document are entitled: (1) "Quality of Physics Teaching Through Building Models and Advancing Research Skills"; (2) "Evaluation of Physics Education in Terms of Its…

An Exploration of Higher Education Teaching in Second Life in the Context of Blended Learning

ERIC Educational Resources Information Center

Ata, Ridvan

2016-01-01

This study explores teaching experiences of educators within the virtual world of Second Life (SL) and pedagogical practices adopted. A blended approach is applied by using physical classrooms, BlackboardTM, web-based resources, and the virtual world of SL in an Information Literacy (IL) class for 1st year undergraduate students at an institution…

COMPRES Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.

2012-12-01

The Consortium for Materials Properties Research in Earth Sciences (COMPRES) is a community-based consortium whose goal is to advance and facilitate experimental high pressure research in the Earth Sciences. An important aspect of this goal is sharing our knowledge with the next generation of researchers. To facilitate this, we have created a group of web-based educational modules on mineral physics topics. The modules reside in the On Cutting Edge, Teaching Mineralogy collection on the Science Education Resource Center (SERC) website. Although the modules are designed to function as part of a full semester course, each module can also stand alone. Potential users of the modules include mineral physics faculty teaching "bricks and mortar" classes at their own institutions, or in distance education setting, mineralogy teachers interested in including supplementary material in their mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other sub-disciplines who wish to brush up on a mineral physics topic. We used the modules to teach an on-line course entitled "Introduction to Mineral Physics" during the spring 2012 semester. More than 20 students and postdocs as well as 15 faculty and senior scientists participated in the course which met twice weekly as a webinar. Recordings of faculty lectures and student-led discussions of journal articles are now available upon request and edited versions of the lectures will be incorporated into the educational modules. Our experience in creating the modules and the course indicates that the use of 1) community-generated internet-based resources and 2) webinars to enable shared teaching between faculty at different universities, has the potential to both enrich graduate education and create efficiencies for university faculty.;

Winning with Pinning: Enhancing Health and Physical Education with Pinterest

ERIC Educational Resources Information Center

Franks, Hillary; Krause, Jennifer M.

2017-01-01

Social media can enhance teaching and learning by contributing to a quality health and physical education (HPE) program. Social networking has equipped HPE teachers with many novel resources for use in their classrooms. Pinterest (www.pinterest.com) is a social media website that allows teachers to search and find lesson ideas and professional…

Programmatic Research Project in Physical Education for the Mentally Retarded Child in the Elementary School. Final Report.

ERIC Educational Resources Information Center

Wessel, Janet A.

The project developed and evaluated an individualized physical education curriculum (called I CAN) for trainable mentally retarded children, ages 5-14 years. The instructional system consists of a set of primary psychomotor skills curriculum resource materials for individualizing instruction and a competency-based teaching guide for…

Making Physics Fun: Key Concepts, Classroom Activities, and Everyday Examples, Grades K-8

ERIC Educational Resources Information Center

Prigo, Robert

2007-01-01

Teaching physical science in the elementary and middle grades can be challenging for busy teachers faced with growing science demands and limited classroom resources. Robert Prigo provides fun and engaging activities using safe, available materials that educators can easily incorporate into lesson plans. Extensive examples, sample inquiry…

Understanding ‘human’ waves: exploiting the physics in a viral video

NASA Astrophysics Data System (ADS)

Ferrer-Roca, Chantal

2018-01-01

Waves are a relevant part of physics that students find difficult to grasp, even in those cases in which wave propagation kinematics can be visualized. This may hinder a proper understanding of sound, light or quantum physics phenomena that are explained using a wave model. So-called ‘human’ waves, choreographed by people, have proved to be an advisable way to understand basic wave concepts. Videos are widely used as a teaching resource and can be of considerable help in order to watch and discuss ‘human’ waves provided their quality is reasonably good. In this paper we propose and analyse a video that went viral online and has been revealed to be a useful teaching resource for introductory physics students. It shows a unique and very complete series of wave propagations, including pulses with different polarizations and periodic waves that can hardly be found elsewhere. After a proposal on how to discuss the video qualitatively, a quantitative analysis is carried out (no video-tracker needed), including a determination of the main wave magnitudes such as period, wavelength and propagation speed.

What Qualifications and Skills Are Important for Digital Librarian Positions in Academic Libraries? A Job Advertisement Analysis

ERIC Educational Resources Information Center

Choi, Youngok; Rasmussen, Edie

2009-01-01

As academic library functions and activities continue to evolve, libraries have broadened the traditional library model, which focuses on management of physical resources and activities, to include a digital library model, transforming resources and services into digital formats to support teaching, learning, and research. This transition has…

A few ideas for teaching environmental physics

NASA Astrophysics Data System (ADS)

Forinash, Kyle

2016-11-01

Unlike a typical university physics course there is no standardised syllabus for environmental physics. The topics covered also range beyond what is normally part of the physics curriculum, requiring the instructor to become knowledgeable about fields outside of physics. Some of these issues are complex and, unlike the laws of physics, change rapidly over time. This paper, based on 15 years experience teaching undergraduate environmental physics courses, both for non-science students and for students with strong backgrounds in the sciences, attempts to present a reasonable range of concepts and educational resources which could be included in an environmental physics course or added to an existing physics course as motivation for learning traditional physics concepts. An additional goal is to warn the reader of pitfalls they may encounter in trying to include material with which they may not be familiar. The approach is different from environmental courses taught in the social sciences in that the focus of an environmental physics course is on physical constraints to environmental solutions rather than limitations imposed by culture or politics.

A Case Study of Student Teachers' Learning and Perceptions When Using Tablet Applications Teaching Physical Education

ERIC Educational Resources Information Center

Browne, Tom

2015-01-01

Despite developments in information and communications technology (ICT), current research on the use of ICT in physical education (PE) is limited; research has been confined to investigating the use of visual technology, particularly digital cameras. Student teachers (participants) often use each other as learning resources and the purpose of this…

Physics teacher use of the history of science

NASA Astrophysics Data System (ADS)

Winrich, Charles

The School of Education and the Department of Physics at Boston University offer a sequence of 10 two-credit professional development courses through the Improving the Teaching of Physics (ITOP) project. The ITOP courses combine physics content, readings from the physics education research (PER) literature, and the conceptual history of physics (CHOP). ITOP participants self-report changes to their teaching practices as a result of their participation in ITOP. The purpose of this study was to verify and characterize those changes in the specific area of the participants' use of history after their study of CHOP. Ten recent ITOP participants were observed, interviewed, and asked to provide lesson plans and samples of student work from their classes. Case studies of each participant's teaching were constructed from the data. The individual cases were synthesized to characterize the impact of CHOP on the ITOP participants. The results show that the participants integrate CHOP into their pedagogical content knowledge (PCK) to inform their understanding of: (1) the relationship between physics and other disciplines, (2) the relationship between specific physics concepts, (3) student understanding of physics concepts, (4) student difficulties in learning physics concepts, and (5) methods for teaching physics concepts. The participants use history to teach a variety of topics, although the most common were mechanics and electromagnetism. All of the participants used history to teach aspects of the nature of science (NOS) and to increase student interest in physics, while eight participants taught physics concepts through history. The predominant mode of incorporating history was through adding anecdotes about the scientists who worked on the concepts, but seven participants had their students study the historical development of physical concepts. All the participants discussed a lack of time as a factor that inhibits a greater use of history in their courses. Eight participants discussed a lack of appropriate resources for using history in high school physics classes. Two participants said they did not feel that explicit study of the history of physics would benefit their students until they had better mastery of physics concepts.

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2013 CFR

2013-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2012 CFR

2012-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

7 CFR 3402.2 - Definitions.

Code of Federal Regulations, 2014 CFR

2014-01-01

... agricultural sciences means basic, applied, and developmental research, extension, and teaching activities in the food, agricultural, renewable natural resources, forestry, and physical and social sciences in the... AGRICULTURAL SCIENCES NATIONAL NEEDS GRADUATE AND POSTGRADUATE FELLOWSHIP GRANTS PROGRAM General Introduction...

The Impact of NSF-funded Physics Education Research at the University of Washington

NASA Astrophysics Data System (ADS)

Heron, Paula

2015-03-01

It is now well known that many students who complete introductory physics courses are unable to apply fundamental concepts in situations that involve qualitative reasoning. Systematic investigations have helped researchers understand why so many students fail to develop robust and coherent conceptual frameworks, and have led to the development of new teaching practices and materials that are far more effective than conventional ones. The Physics Education Group at the University of Washington has played a leading role in raising awareness of the need to improve instruction, and in supporting physics faculty in their efforts to do so. With support from the National Science Foundation, the group has helped build a research base that instructors can draw on, and has produced practical, flexible instructional materials that promote deeper learning in physics classrooms. Both ``Tutorials in Introductory Physics'' (Pearson, 2002) and ``Physics by Inquiry'' (Wiley, 1996) have been developed in an iterative process in which ongoing assessment of student learning plays an integral role. These materials have had a widespread and significant impact on physics teaching and on student learning from kindergarten through graduate school. In this talk I will describe the role of research in curriculum development, and speculate on the next generation of tools and resources to support physics teaching and learning.

IN MY OPINION: The how of physics

NASA Astrophysics Data System (ADS)

Kibble, Bob

2000-03-01

In a society such as ours, increasingly concerned as it is with improving quality, it is relatively easy to find data charting the fortunes, good or ill, of the quality of education. League tables are such an example. The `quality' of a school, whatever that means, might be judged by its league table position. A science department might be judged as offering a high quality service if its value-added indices are positive. There is often mention made of the quality of A-level students or postgraduate entrants to the teaching profession. What then of the quality of physics teaching? As an initial trainer/educator of physics teachers I am expected to have a view as to some of the ingredients which might be part of the balanced diet of good physics teaching. School inspectors certainly have a view. I expect that most heads of departments and advisers will also have something to say on the subject. Perhaps there is a consensus within the profession as to what constitutes good physics teaching. Certainly at the IOP Congress two years ago a number of teachers in a discussion session I chaired came up with what appeared to be a shared view of the qualities of good teaching. These qualities included teaching that allowed for pupils to have their say, to articulate their ideas, teachers who listened and encouraged discussion, group work and problem solving tasks, clear lesson structures shared with learners, imaginative use of resources, shared enthusiasm, clear outcomes and much more. If there is a professional consensus then why can many physics lessons be so cripplingly dull? The gradual demise in the status of physics as a desirable subject of choice, post-16, in schools has resulted in fewer young people choosing to study physics and to teach physics. If physics has an image problem, there is all the more reason for the quality of physics teaching to rise above the mediocre. Now one might say that I am speaking from a limited experience and the situation I describe doesn't apply to your teaching. You are probably right on both counts. However, the fact that you are reading this journal indicates that you are likely to be taking a dynamic interest in your own teaching, more interest than most. As far as my sampling goes, you only have to speak to students who watch physics teaching in schools and to inspectors who do the same and to heads of departments who make it their job to get out and about into other classrooms. Yes, there is good teaching but there is so much that is simply as safe as houses, plodding through the syllabus, covering the material in a transmission style but so unimaginatively. Physics teaching looks tired. Is there an initiative to be taken? Recent curriculum developments have forged ahead with new materials for learners. But most of this amounts to developments in the WHAT of physics teaching. They offer either support for learners or new interpretations of syllabus content. There is no doubt that these initiatives are of considerable value and they will help to change the face of physics as a subject but I don't think in themselves they offer solutions that will change the HOW of physics teaching in the way that, for example, the Nuffield initiatives did in the 1970s. The original Nuffield programmes included teacher's handbooks that had pages devoted to teaching strategies. The guides encouraged reflection on such issues as the dangers of teaching theory, students reporting their findings, the value of discussion in helping students to `get ideas inside themselves' etc. There were pages about the HOW alongside pages about the WHAT. There is no doubt that a factor in this equation resides with national issues such as school resources, class sizes, contact hours and the drive to increase pass rates. However, even within these parameters can we identify ways forward that will enable professional change and revitalize classroom experiences? Schools have a long history of in-service professional development but I wonder if development days have lost the plot somewhat. How often are such days devoted to generic, whole school issues and how often do they focus on teachers and teaching? As a teacher I found it a rare luxury to find a forum, both the time and the place, to talk about teaching. Occasionally the ASE local section meetings or the ASE annual meeting provided space for professional reflection, and I often returned from such events with ideas to try out and to share with colleagues. Perhaps better use might be made of subject departments as agents for change. A modest investment in training middle managers as teacher-mentors and leaders might result in change that would be managed from within schools. Teachers helping teachers. I'll end this editorial with a plea to head teachers, advisers, department heads and the physics teaching community. Resurrect the HOW of physics teaching. Let's create space and time for teachers to share, reflect and explore their trade, to observe others teaching, to articulate their strategies for lesson planning and motivating learners and to be brave enough to step out from the stifling atmosphere of their classroom boxes and breathe again.

MO-DE-BRA-05: Developing Effective Medical Physics Knowledge Structures: Models and Methods

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

Sprawls, P

Purpose: Develop a method and supporting online resources to be used by medical physics educators for teaching medical imaging professionals and trainees so they develop highly-effective physics knowledge structures that can contribute to improved diagnostic image quality on a global basis. Methods: The different types of mental knowledge structures were analyzed and modeled with respect to both the learning and teaching process for their development and the functions or tasks that can be performed with the knowledge. While symbolic verbal and mathematical knowledge structures are very important in medical physics for many purposes, the tasks of applying physics in clinicalmore » imaging--especially to optimize image quality and diagnostic accuracy--requires a sensory conceptual knowledge structure, specifically, an interconnected network of visually based concepts. This type of knowledge supports tasks such as analysis, evaluation, problem solving, interacting, and creating solutions. Traditional educational methods including lectures, online modules, and many texts are serial procedures and limited with respect to developing interconnected conceptual networks. A method consisting of the synergistic combination of on-site medical physics teachers and the online resource, CONET (Concept network developer), has been developed and made available for the topic Radiographic Image Quality. This was selected as the inaugural topic, others to follow, because it can be used by medical physicists teaching the large population of medical imaging professionals, such as radiology residents, who can apply the knowledge. Results: Tutorials for medical physics educators on developing effective knowledge structures are being presented and published and CONET is available with open access for all to use. Conclusion: An adjunct to traditional medical physics educational methods with the added focus on sensory concept development provides opportunities for medical physics teachers to share their knowledge and experience at a higher cognitive level and produce medical professionals with the enhanced ability to apply physics to clinical procedures.« less

Planning for the Future: Revealing Underrepresented Stories in the History of Physics and Astronomy

NASA Astrophysics Data System (ADS)

DiTomasso, Victoria; Spytek, Samantha; Neal, Stephen; Burch, Lance; Good, Gregory

2017-01-01

Women and minorities are, and have historically been, underrepresented in the physical sciences. This summer we wrote and revised over 40 teaching guides that highlight the often forgotten contributions of women and minorities to the physical sciences. Of these guides, 18 focus on astronomy/astrophysics specifically. We have ensured that these teaching guides meet national educational standards, fit well into social and natural science curricula, and are available for free online. They include lesson plans, worksheets, PowerPoints and readings. We intend for these resources to be easily integrated into classrooms from the first grade through the college level, and that they provide students with a diverse set of role models while also calling attention to ongoing diversity issues in STEM.

A Spector over the Earth.

ERIC Educational Resources Information Center

Murphy, Michael E.

1990-01-01

Discusses the disciplinary make up of the study of the greenhouse effect, suggesting that physics, chemistry, earth science, social studies, and religion classes are all appropriate arenas for discussions of the topic. Highlights resources available to teach this complex multidisciplinary topic. (DMM)

Investigating and accounting for physics graduate students' tutorial classroom practice

NASA Astrophysics Data System (ADS)

Goertzen, Renee Michelle

Physics Education researchers have been working to understanding how students learn physics, which has led to the creation of a body of research-based curricula. It is equally important to study novice instructors, graduate teaching assistants (TAs), who often teach these students. The study of TAs has similarities to how students have been studied: it is important to identify what preconceptions they often enter the classroom with, what resources they may have that they could apply to their physics teaching, and how both the classroom environment and past experiences affect what they are doing in the classroom. Although TAs are responsible for a significant portion of students' instruction at many universities, science TAs and their teaching have not been the focus of any significant amount of study. This dissertation begins to fill this gap by examining physics graduate students who teach discussion sections for introductory courses using tutorials, which are guided worksheets completed by groups of students. While assisting students with their conceptual understanding of physics, TAs are also expected to convey classroom norms of constructing arguments and listening and responding to the reasoning of others. Physics graduate students enter into the role of tutorial TA having relative content expertise but minimal or no pedagogical expertise. This analysis contends that considering the broader influences on TAs can account for TA behavior. Observations from two institutions (University of Colorado, Boulder and University of Maryland, College Park) show that TAs have different valuations (or buy-in) of the tutorials they teach, which have specific, identifiable consequences in the classroom. These differences can be explained by differences in the TAs' different teaching environments. Next, I examine cases of a behavior shared by three TAs, in which they focus on relatively superficial indicators of knowledge. Because the beliefs that underlie their teaching decisions vary, I argue that understanding and addressing the TAs individual beliefs will lead to more effective professional development. Lastly, this analysis advocates a new perspective on TA professional development: one in which TAs' ideas about teaching are taken to be interesting, plausible, and potentially productive.

Comparison of Two Small-Group Learning Methods in 12th-Grade Physics Classes Focusing on Intrinsic Motivation and Academic Performance

ERIC Educational Resources Information Center

Berger, Roland; Hanze, Martin

2009-01-01

Twelfth-grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the self-determination theory of motivation,…

Methodological pluralism in the teaching of Astronomy

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2015-04-01

This paper discusses the feasibility of using a teaching strategy called methodological pluralism, consisting of the use of various methodological resources in order to provide a meaningful learning. It is part of a doctoral thesis, which aims to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. It was offered an extension course at the "Federal Institution of Education, Science and Technology" in the North of Minas Gerais (FINMG), Campus Januaria, for thirty-two students of licentiate courses in Physics, Mathematics and Biological Sciences, involving themes of Astronomy, in order to search and contribute to improving the training of future teachers. The following aspects are used: the mixed methodology, with pre-experimental design, combined with content analysis. The results indicate the rates of students' prior knowledge in relation to Astronomy was low; meaningful learning indications of concepts related to Astronomy, and the feasibility of using digital resources Involving technologies, articulated with traditional materials in the teaching of Astronomy. This research sought to contribute to the initial teacher training, especially in relation to Astronomy Teaching, proposing new alternatives to promote the teaching of this area of knowledge, extending the methodological options of future teachers.

PEOPLE IN PHYSICS: Albert Einstein's personal papers: a physics teaching resource

NASA Astrophysics Data System (ADS)

Derman, Samuel

2000-01-01

The concept of `Einstein the man' is put forward as a way of generating interest in the study of physics amongst students. Einstein provides an instantly recognizable face for science and thus a gateway into the subject through discussion of the man. Supporting this is the great volume of archive material which is available to students, teachers and the general public and in particular the archives of the Jewish National & University Library in Jerusalem.

Integrating Literature: A Novel Idea!

ERIC Educational Resources Information Center

Smyth, Theoni Soublis; Waid, Brandie

2010-01-01

Content area literacy is a growing trend across the entire secondary school curriculum. Science, history, physical education, and mathematics teachers are being required to teach reading comprehension in their classrooms. Many resources are available to aid students' prereading, reading, and postreading skills. Typical activities include KWL…

National Science Resources Center Project to Improve Science Teaching in Elementary Schools. Appendix D. Science for Children, an Agenda for Action. Appendix E. Science for Children, Resources for Teachers

DTIC Science & Technology

1988-12-01

activities in chemistry tivities for the Visually Impaired/Science and physics: The Acid Test, How Dense?, The Cookie Monster, and The Sugar...baking powder. assembling a Grade(s): 3,4,5,6 gas generator, and learning how dough rises. Adult supervision is necessary for $6.95 these activities. 86

Mineral Physics Educational Modules for Advanced Undergraduates and Graduate Students

NASA Astrophysics Data System (ADS)

Burnley, P. C.; Thomas, S.; Honn, D. K.

2011-12-01

We are assembling a group of web-based educational modules for a course entitled "Introduction to Mineral Physics". Although the modules are designed to function as part of a full semester course, each module will also be able to stand alone. The modules are targeted at entry level graduate students and advanced undergraduate students. Learning outcomes for the course are being developed in consultation with educators throughout the mineral physics community. Potential users include mineral physicists teaching "bricks and mortar" graduate classes at their own institutions, mineral physicists teaching graduate classes in a distance education setting, mineralogy teachers interested in including supplementary material in their undergraduate mineralogy class, undergraduates doing independent study projects and graduate students and colleagues in other subdisciplines who wish to brush up on mineral physics topics. The modules reside on the Science Education Resource Center at Carleton College web site in the On the Cutting Edge - Teaching Mineralogy collection. Links to the materials will be posted on the Consortium for Materials Properties Research in Earth Sciences website. The modules will be piloted in a graduate level distance education course in mineral physics taught from UNLV during the spring 2012 semester. This course and others like it can address the current problems faced by faculty in state universities where rising minimum enrollments are making it difficult to teach a suitable graduate course to incoming students.

News

NASA Astrophysics Data System (ADS)

2004-09-01

Meeting: Brecon hosts 'alternative-style' Education Group Conference Meeting: Schools' Physics Group meeting delivers valuable teaching update Saturn Mission: PPARC’s Saturn school resource goes online Funding: Grant scheme supports Einstein Year activities Meeting: Liverpool Teachers’ Conference revives enthusiasm for physics Loan Scheme: Moon samples loaned to schools Awards: Schoolnet rewards good use of ICT in learning Funding: PPARC provides cash for science projects Workshop: Experts in physics education research share knowledge at international event Bulgaria: Transit of Venus comes to town Conference: CERN weekend provides lessons in particle physics Summer School: Teachers receive the summer-school treatment

Primary and High School resources for teachers and students to improve the space physics education in Chile

NASA Astrophysics Data System (ADS)

Morales, P. V.; Pinto, V. A.; Stepanova, M. V.; Valdivia, J. A.

2011-12-01

Primary and High School educational programs in Chile include a wide geophysical section inside the natural sciences and physics courses. Unfortunately, teacher generally have a lack of preparation and knowledge in this field and there is small amount of available didactical material in the native languaje. This implies that in the reality the geophysical topics are ignored year after year in the school rooms. By the preparation of didactic material and web resources in magnetosphere, solar wind and solar topics, in accordance with the official programs of the Chilean Ministry of Education, we are collaborating to the outreach of the space physics in Chile. As the primary diffusion mechanism is the web, we hope that all the spanish talking community in Latin America can benefit from the public teaching resources that we are developing. There are a growing number of space scientist and graduate students volunteering for this endeavour.

Podiatric Medical Education: The Physical Facilities.

ERIC Educational Resources Information Center

Rubin, Abe

1979-01-01

A gross inventory of the teaching and clinical learning resources of the five U.S. colleges of podiatric medicine is described. A descriptive breakdown is provided along with illustrations of facilities. Some categories included in space allocation data are instructional staff, administrative staff, laboratory, outpatient clinic, learning…

Socially Mainstreaming Handicapped Students.

ERIC Educational Resources Information Center

Miller, Maurice; Loukellis, Irene

The basis for socially mainstreaming handicapped children as well as changing attitudes toward the handicapped are discussed; and a list of teaching activities and resources for introducing students to the mentally retarded, the visually impaired, the physically handicapped, the hearing impaired, and the learning disabled is presented. A summary…

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

Verner, E.; Bruhweiler, F. C.; Long, T.

2011-12-01

We teach an experimental college-level course, directed toward elementary education majors, emphasizing "hands-on" activities that can be easily applied to the elementary classroom. This course, Physics 240: "The Sun-Earth Connection" includes various ways to study selected topics in physics, earth science, and basic astronomy. Our lesson plans and EPO materials make extensive use of NASA imagery and cover topics about magnetism, the solar photospheric, chromospheric, coronal spectra, as well as earth science and climate. In addition we are developing and will cover topics on ecosystem structure, biomass and water on Earth. We strive to free the non-science undergraduate from the "fear of science" and replace it with the excitement of science such that these future teachers will carry this excitement to their future students. Hands-on experiments, computer simulations, analysis of real NASA data, and vigorous seminar discussions are blended in an inquiry-driven curriculum to instill confident understanding of basic physical science and modern, effective methods for teaching it. The course also demonstrates ways how scientific thinking and hands-on activities could be implemented in the classroom. We have designed this course to provide the non-science student a confident basic understanding of physical science and modern, effective methods for teaching it. Most of topics were selected using National Science Standards and National Mathematics Standards that are addressed in grades K-8. The course focuses on helping education majors: 1) Build knowledge of scientific concepts and processes; 2) Understand the measurable attributes of objects and the units and methods of measurements; 3) Conduct data analysis (collecting, organizing, presenting scientific data, and to predict the result); 4) Use hands-on approaches to teach science; 5) Be familiar with Internet science teaching resources. Here we share our experiences and challenges we face while teaching this course.

Can near-peer medical students effectively teach a new curriculum in physical examination?

PubMed Central

2013-01-01

Background Students in German medical schools frequently complain that the subject ‘clinical examination’ is not taught in a satisfying manner due to time constraints and lack of personnel resources. While the effectiveness and efficiency of practice-oriented teaching in small groups using near-peer teaching has been shown, it is rarely used in German medical schools. We investigated whether adding a new near-peer teaching course developed with student input plus patient examination under supervision in small groups improves basic clinical examination skills in third year medical students compared to a traditional clinical examination course alone. Methods Third year medical students registered for the mandatory curricular clinical examination course at the medical faculty of the Technische Universität München were invited to participate in a randomised trial with blinded outcome assessment. Students were randomised to the control group participating in the established curricular physical examination course or to the intervention group, which received additional near-peer teaching for the same content. The learning success was verified by a voluntary objective structured clinical examination (OSCE). Results A total of 84 students were randomised and 53 (63%) participated in the final OSCE. Students in the control group scored a median of 57% (25th percentile 47%, 75th percentile 61%) of the maximum possible total points of the OSCE compared to 77% (73%, 80%; p < 0.001) for students in the intervention group. Only two students in the intervention group received a lower score than the best student in the control group. Conclusion Adding a near-peer teaching course to the routine course significantly improved the clinical examination skills of medical students in an efficient manner in the context of a resource-constrained setting. PMID:24325639

Ideas Exchange: How Do You Use NASPE's Teacher Toolbox to Enhance Professional Activities with Students, Sport or Physical Education Lessons, Faculty Wellness Classes or Community Programs?

ERIC Educational Resources Information Center

Simpkins, Mary Ann; McNeill, Shane; Dieckman, Dale; Sissom, Mark; LoBianco, Judy; Lund, Jackie; Barney, David C.; Manson, Mara; Silva, Betsy

2009-01-01

NASPE's Teacher Toolbox is an instructional resource site which provides educators with a wide variety of teaching tools that focus on physical activity. This service is provided by NASPE to support instructional activities as well as promote quality programs. New monthly issues support NASPE's mission to enhance knowledge, improve professional…

NEWS: TRUMP resources

NASA Astrophysics Data System (ADS)

Swinbank, Elizabeth

2000-05-01

Support for astronomy in A-level physics aslogo Help is at hand for teachers and students choosing astronomy as part of A-level physics. The Teaching Resources Unit for Modern Physics (TRUMP) has produced a resource package covering all the astronomical options in the Edexcel, OCR and AQA (NEAB) syllabuses. The forerunner to TRUMP was the project that produced the highly successful Particle Physics Pack, sponsored by the Institute of Physics, which was instrumental in introducing particle physics into A-level syllabuses. The TRUMP Astrophysics Resource Package fills a gap between the colourful stimulus of popular materials on the one hand, and professional texts on the other. But this is not just another A-level textbook; the six-part resource pack has a similar structure and purpose to the Particle Physics Pack. It provides over 400 pages of comprehensive information for teachers, building on their existing subject knowledge and bringing them up to date as well as giving suggestions for teaching and notes on syllabus coverage. The package includes nearly 40 photocopiable sheets for students. The emphasis is on the physics that underpins the astronomy. There are details of student activities requiring no specialist equipment beyond that normally found in A-level labs, exercises using authentic data, and plenty of questions (all with worked solutions). The development of the TRUMP Astrophysics Package was funded by the Nuffield Foundation, the Particle Physics and Astronomy Research Council, the Institute of Physics and York University. The package is available by mail order, price £48 (inc. UK p&p) from the TRUMP Project, Science Education Group, University of York, Heslington, York YO10 5DD. Some parts may be purchased separately; for details contact the project's director, Elizabeth Swinbank (tel: 01904 434537, fax: 01904 434078, e-mail: es14@york.ac.uk) or consult the web page www.york.ac.uk/org/seg/trump. The BaBar experiment balogo In the spring of 1999, scientists began to collect data from the BaBar experiment - an international collaboration involving the UK, several other European countries and the USA. The experiment is designed to throw light on the puzzling question of why there is so little antimatter in the universe and so much matter. The TRUMP BaBar resource package brings the mystery of antimatter into schools. There are notes and colourful posters on the physics of BaBar, and photocopiable sheets supporting student activities. These include explorations of symmetry, templates for making a scale model of the BaBar detector, and a web-based research project. The pack is designed mainly for A-level physics (particularly those courses that include some particle physics) but parts also relate to GCSE science, Scottish Higher physics and Standard physics. The BaBar resource package is available free from the Particle Physics and Astronomy Research Council, which fully funded its development and production. Contact the Publicity Team, PPARC, Polaris House, North Star Avenue, Swindon, Wiltshire SN2 1SZ (tel: 01973 442123, e-mail: pr_pus@pparc.ac.uk).

A Suggested Resource Unit on the Kinetic Theory of Gases and Associated Heat Energy Theory for the Use of Junior High School Teachers.

ERIC Educational Resources Information Center

Hansen, John R.

The intent of this investigation was to design a resource unit to be used by junior high school science teachers to teach the concept of the kinetic theory of gases. The document was prepared to aid teachers with minimal preparation in physics. The research design consisted of three main subproblems: (1) the identification of the subtopics of the…

The Advanced Labs Website: resources for upper-level laboratories

NASA Astrophysics Data System (ADS)

Torres-Isea, Ramon

2012-03-01

The Advanced Labs web resource collection is an effort to create a central, comprehensive information base for college/university faculty who teach upper-level undergraduate laboratories. The website is produced by the American Association of Physics Teachers (AAPT). It is a part of ComPADRE, the online collection of resources in physics and astronomy education, which itself is a part of the National Science Foundation-funded National Science Digital Library (NSDL). After a brief review of its history, we will discuss the current status of the website while describing the various types of resources available at the site and presenting examples of each. We will detail a step-by-step procedure for submitting resources to the website. The resource collection is designed to be a community effort and thus welcomes input and contributions from its users. We will also present plans, and will seek audience feedback, for additional website services and features. The constraints, roadblocks, and rewards of this project will also be addressed.

Teaching Emotional Intelligence: Making Informed Choices. K-College.

ERIC Educational Resources Information Center

Lewkowicz, Adina Bloom

Teachers can help lessen their students' frustrations, make classroom time more productive, and prevent behavioral and learning problems by providing students with information and skills with which to make informed, positive, and independent choices regarding their emotional, social, physical, and mental well-being. This resource for teachers…

The SUPERCOMET 2 Project: Teacher Seminar and Teacher Guide

NASA Astrophysics Data System (ADS)

Engstrom, V.; Ireson, G.; Latal, H.; Mathelitsch, L.; Michelini, M.; Peeters, W.; Rath, G.

2008-05-01

The Leonardo da Vinci pilot projects SUPERCOMET (2001-2004) and SUPERCOMET 2 (2004-2007) developed and tested teacher training materials for active, minds-on learning of electromagnetism and superconductivity at the level of upper secondary school. New multimedia materials for the pupils supported the teacher materials, including a teacher seminar in 4 half-day modules detailing the scientific contents, teaching methods, using ICT in physics teaching and learning, online collaboration and further resources for exploring the selected topics. The aim of these projects were to improve the quality of physics teaching on a European level, involving a combined total of 45 partners in 16 countries, and conducting trials at 67 schools with approx. 230 teachers, 280 trainee teachers and 2200 pupils. New follow-up projects develop hands-on materials for carrying out the activities described in the teacher guide and seminars and additional teacher materials involving modelling, simulations and data logging.

Resource Letter ALIP-1: Active-Learning Instruction in Physics

NASA Astrophysics Data System (ADS)

Meltzer, David E.; Thornton, Ronald K.

2012-06-01

This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

Evaluation of a multimedia online tool for teaching bronchial hygiene to physical therapy students.

PubMed

Silva, Cibele C B Marques da; Toledo, Sonia L P; Silveira, Paulo S P; Carvalho, Celso R F

2012-01-01

Advances in information technology have been widely used in teaching health care professionals. The use of multimedia resources may be important for clinical learning and we are not aware of previous reports using such technology in respiratory physical therapy education. Our approach was to evaluate a conventional bronchial hygiene techniques (BHTs) course with an interactive online environment, including multimedia resources. Previous developed audiovisual support material comprised: physiology, physiopathology and BHTs, accessible to students through the Internet in conjunction with BHTs classes. Two groups of students were compared and both attended regular classes: the on-line group (n=8) received access to online resources, while the control group (n=8) received conventional written material. Student's performance was evaluated before and after the course. A preliminary test (score 0 to 10) was applied before the beginning of the course, showing that the initial knowledge of both groups was comparable [online, 6.75 (SD=0.88) vs. control, 6.125 (SD=1.35); p>0.05]. Two weeks after the end of the course, a second test showed that the online group performed significantly better than the control group [respectively, 7.75 (SD=1.28) vs. 5.93 (SD=0.72); p>0.05]. The use of a multimedia online resource had a positive impact on student's learning in respiratory therapy field in which instrumental and manual resources are often used and can be explored using this technology.

Teaching Astronomy Using Tracker

ERIC Educational Resources Information Center

Belloni, Mario; Christian, Wolfgang; Brown, Douglas

2013-01-01

A recent paper in this journal presented a set of innovative uses of video analysis for introductory physics using Tracker. In addition, numerous other papers have described how video analysis can be a meaningful part of introductory courses. Yet despite this, there are few resources for using video analysis in introductory astronomy classes. In…

Basic Curriculum Guide--Science. Grades K-6.

ERIC Educational Resources Information Center

Starr, John W., 3rd., Ed.

GRADES OR AGES: K-6. SUBJECT MATTER: Science. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is in two parts--the background, philosophy, and instructional principles of science teaching, including a resource unit model, and the development by grade level of the various basic scientific concepts. The guide also includes information of…

[Violence in Sports].

ERIC Educational Resources Information Center

Degelman, Charles, Ed.; Hayes, Bill, Ed.

1994-01-01

This teaching resource presents articles that draw on young people's natural interest in sports to stimulate their involvement in law-related education. An article on violence in sports explores the causes of this violence--the physical contact inherent in many sports, the desire to win at all costs, the urging of coaches, and the negligence of…

Virtually Exploring A Pillar Of Experimental Physics: The Hertz Experiment

NASA Astrophysics Data System (ADS)

Bonanno, A.; Sapia, P.; Camarca, M.; Oliva, A.

2008-05-01

In the present work we report on the implementation and early assessment of a multimedia learning object, developed using the Java programming language, which also integrates in a creative way some internet freely available educational resources, intended to support the teaching/learning process of the historical Hertz experiment.

Sport Skills (Selected). Curriculum Support Series.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This resource package provides an overview of basic physical education skills. The first section describes the rationale, lists the objectives, and provides a scope and sequence chart indicating the times at which different activities can be introduced. The next three sections contain lists of the basic sport skills as well as teaching and…

A Science Teacher's Handbook to Guam.

ERIC Educational Resources Information Center

Key, Robert E.

Provided are a resource compilation and background information for teaching earth science and ecology in the secondary schools on the island of Guam. Beginning with the genesis and development of the island, the geology and physical environment are discussed. Following are discussions of (1) the various plant communities, (2) the terrestraial…

MO-DE-BRA-02: From Teaching to Learning: Systems-Based-Practice and Practice-Based-Learning Innovations in Medical Physics Education Programs

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

Kapur, A

Purpose: The increasing complexity in the field of radiation medicine and concomitant rise in patient safety concerns call for enhanced systems-level training for future medical physicists and thus commensurate innovations in existing educational program curricula. In this work we report on the introduction of three learning opportunities to augment medical physics educational programs towards building systems-based practice and practice-based learning competencies. Methods: All initiatives were introduced for senior -level graduate students and physics residents in an institution with a newly established medical-physics graduate program and therapeutic-physics residency program. The first, centered on incident learning, was based on a spreadsheet toolmore » that incorporated the reporting structure of the Radiation Oncology-incident Learning System (ROILS), included 120 narratives of published incidents and enabled inter-rater variability calculations. The second, centered on best-practices, was a zero-credit seminar course, where students summarized select presentations from the AAPM virtual library on a weekly basis and moderated class discussions using a point/counterpoint approach. Presentation styles were critiqued. The third; centered on learning-by-teaching, required physics residents to regularly explain fundamental concepts in radiological physics from standard textbooks to board certified physics faculty members. Results: Use of the incident-learning system spreadsheet provided a platform to recast known accidents into the framework of ROILS, thereby increasing awareness of factors contributing to unsafe practice and appreciation for inter-rater variability. The seminar course enhanced awareness of best practices, the effectiveness of presentation styles and encouraged critical thinking. The learn-by-teaching rotation allowed residents to stay abreast of and deepen their knowledge of relevant subjects. Conclusion: The incorporation of systems-driven initiatives broadens comprehension of the wider systems context of medical physics, enhances awareness of resources for innovation, communication and sustained learning while maintaining a metric-driven focus on patient safety within the formative phase of student careers. The initiatives were well-received, feasible, and utilized available or shared-resources translatable across educational programs.« less

Comment

NASA Astrophysics Data System (ADS)

2001-07-01

Good teaching isn't a hardware problem Stuart Robertson, a physics teacher by training, now works to ensure that teachers are fully trained to use Information and Communication Technology (ICT) and that all Scottish students leave school competent with the basics of using computers. He addressed the Stirling meeting of physics teachers at the end of May. So, how do governments measure progress with ICT? They measure the numbers of schools with full internet access, the proportion of teachers with e-mail, the numbers of computers in classrooms and so on. One of England's most successful state schools (by exam results) boasts 26 interactive whiteboards, and in the UK there seems to be a feeling that lots of hardware = good school. Teaching isn't that simple. We don't need expensive research to know that just using a computer won't make teaching necessarily better. Robertson knows this and advises: don't be driven by technology—be driven by what you can do with it. Good teaching has always been about using the resources at hand, and it still is. Our aim at Physics Education is support the teaching of physics by reviewing and discussing new teaching tools— hardware and software (see Reviews). That's not to say that we must all be using expensive electronic boxes of tricks to reinforce every concept. We don't need computers to teach physics. I really doubt that my teachers, back in the 1970s, would have taught me much more physics if we had had computers in our lab. In this issue of Physics Education we have examples of some very straight-forward demonstrations and experiments—with no computer involvement whatsoever. But we also have some computer-interfaced activities and some computer-based investigations. We recognize that some institutions have an erratic electricity supply and few, if any, computers. Others are being driven to use as much electronic gadgetry as possible, following the mistaken assumption that this is, in itself, educationally better. Other schools and colleges are exploring electronic learning through the internet and virtual labs (see Steve Mellema's use of IT in his Lecture for the 21st Century). We aim to provide useful material for everybody at and in between the extremes. But some words of caution, sounded by Robertson in Stirling: today we might find that our classes are motivated and interested when we use computers, but how long will the excitement last? If every lesson faces children with computer screens will they soon get bored and demotivated? Individual learning, through worksheets, was a great success when it was developed in the 70s, but when every lesson faced a child with yet another worksheet, students were turned off. It became known as 'death by a thousand worksheets'. Let's not abuse computers in the same way. Physics for the beach and the igloo Physics is about being cool, as we are always trying to tell our students! In this 'summer' issue we have two papers which allow us to demonstrate this practically. I should also like to remind readers that Physics Education is available online (www.iop.org/Journals/pe) in addition to the paper version. The electronic version has the advantages of hotlinks to websites, search facilities and the ability to download teaching materials. My guess is that we haven't begun to explore the possibilities of the electronic journal as a teaching resource for teachers. If it can be stored electronically, we can include it as a multimedia clip pictures, worksheets, spreadsheets, videos, sounds... But there are also many advantages of paper—convenience and permanence being just two. Physics Education is a worthwhile publication and it feels like that in your hand. Having a journal like this, to put in my bag, or stack on my bookshelf, still feels good to me. And judging by readers' comments, you agree. IOPP will, no doubt, support both formats for a long time to come. So, this summer, enjoy the format you are reading, read Physics Education on screen or on the beach, reflect on your teaching, your students' learning and remind yourself that physics really can be cool. Editor: Kerry Parker

The designing and implementation of PE teaching information resource database based on broadband network

NASA Astrophysics Data System (ADS)

Wang, Jian

2017-01-01

In order to change traditional PE teaching mode and realize the interconnection, interworking and sharing of PE teaching resources, a distance PE teaching platform based on broadband network is designed and PE teaching information resource database is set up. The designing of PE teaching information resource database takes Windows NT 4/2000Server as operating system platform, Microsoft SQL Server 7.0 as RDBMS, and takes NAS technology for data storage and flow technology for video service. The analysis of system designing and implementation shows that the dynamic PE teaching information resource sharing platform based on Web Service can realize loose coupling collaboration, realize dynamic integration and active integration and has good integration, openness and encapsulation. The distance PE teaching platform based on Web Service and the design scheme of PE teaching information resource database can effectively solve and realize the interconnection, interworking and sharing of PE teaching resources and adapt to the informatization development demands of PE teaching.

White Book on Physical and Rehabilitation Medicine (PRM) in Europe. Chapter 6. Knowledge and skills of PRM physicians.

PubMed

2018-04-01

In the context of the White Book of Physical and Rehabilitation Medicine (PRM) in Europe, this paper deals with the fundamentals of PRM from a physiological perspective, looking at the human mechanisms both physical and behavioral which are at the base of PRM physicians' work. After a discussion on the development and evolution of PRM that leads to its unique and specific approach, the mechanisms considered include: - repairing processes (and potential of recovery evaluation): repairing processes are mainly related to the quantity and natural history of diseases and impairments, while potential of recovery is also linked to the individual and environmental factors; PRM physicians work on impairments to favor healing or recovery, and propose rehabilitation if there is a potential of recovery: this is related to the prognostic role of PRM physicians; - learning processes: PRM is the specialty of teaching new physical ways and behavioral approaches to make patients participate at best through improvement of impairments and modification of activities; in this perspective, during repair and rehabilitation processes, PRM physicians and the rehabilitation team are teachers of new motor and behavioral strategies; - compensatory processes (adaptation/habilitation/rehabilitation): PRM physicians teach patients how to adapt to the new (acquired) health condition using compensatory mechanisms based on other body structures/functions, behavioral changes and/or assistive devices (or technical aids) (prosthesis and orthosis); during growth PRM physicians aim at allowing a complete (and compensatory) development of the intact function, not to be impaired by the original disease; compensatory processes are related to activities; - management skills: PRM physicians are managers of people and resources; they manage patients and their caregivers, to teach and allow them to reach the best possible participation, also focusing on maintenance; they lead the team, with the aim to make it function at best for the sake of the patient; finally, they manage resource allocation for the functioning of patients and team; - communication skills: PRM physicians need to develop very good communication skills, so to teach, inform and educate patients and their caregivers: this will allow the proper behavioural changes and also the correct physical compensations.

Foster interaction by the integration of ICT with sociocultural and constructivist learning principles

NASA Astrophysics Data System (ADS)

Nguyen, Nhung; Williams, P. John

2018-01-01

Research shows that it is challenging to introduce an interactive way of teaching and learning into Asian classrooms where Confucian philosophy has considerable influence. This study was conducted within the context of an ASEAN undergraduate physics course. A goal of the study was to use information communication technology (ICT) to integrate sociocultural and constructivist learning principles to foster interaction within the learning environment. Ninety-three students, a lecturer and a teaching assistant participated in the study. The study employed a mixed method approach, using a questionnaire and interviews with students, the lecturer and the teaching assistant to collect the data, to triangulate, complement and explain the findings. Data was also collected from different groups of people in order to investigate, compare and synthesize perspectives from each group (i.e. students, lecturer, and teaching assistant). SPSS was used to analyze quantitative data from the questionnaire, and NVivo was used to analyze qualitative data from the interviews. The findings of this study obtained from the different sources showed that the interactions within the learning environment were enhanced using this framework. Interviews with the lecturer and the teaching assistant showed that interaction was fostered, and the integration of ICT with the learning principles provided opportunities for new ways of teaching and learning. The lecturer designed learning tasks that required the participant students to search and study different learning resources, and then design group presentation on the topic of optics to explain these topics to their classmates. The lecturer also provided support and motivation for this process. In this way, the lecturer believed that he had created opportunities for the students to interact with learning resources, work in groups, discuss physics content and working processes. Data analysis of the students' interviews revealed this undergraduate ASEAN physics course was more interactive than other courses that the participant students was studying. Interaction in this learning environment occurred between students-students, students-learning materials and students-lecturer. Examples of these interactions were found in class discussion, exchange of ideas and solutions for assignments, and explaining concepts to their peers. The students involved in the study worked in groups outside of class to discuss and carry out their learning tasks. In collaboration with each other, they shared the workload among the group members in order to complete their learning tasks. Students' feedback to the questionnaire (reliability 0.7), confirmed the interview findings. T-test result of the questionnaire showed that in this course, the participant students interacted with learning resources, their classmates and their lecturer more frequently than they had in other courses.

UNESCO active learning approach in optics and photonics leads to significant change in Morocco

NASA Astrophysics Data System (ADS)

Berrada, K.; Channa, R.; Outzourhit, A.; Azizan, M.; Oueriagli, A.

2014-07-01

There are many difficulties in teaching science and technology in developing countries. Several different teaching strategies have to be applied in these cases. More specifically, for developing countries competencies in teaching science in the introductory classroom has attracted much attention. As a specific example we will consider the Moroccan system. In most developing countries everything is moving so slowly that the progress stays static for development. Also, any change needs time, effort and engagement. In our case we discovered that many teachers feel uncomfortable when introducing new teaching methods and evaluation in classes at introductory physics. However, the introduction of an Active Learning in our curricula showed difficulties that students have in understanding physics and especially concepts. Students were interested in having Active Learning courses much more than passive and traditional ones. Changing believes on physical phenomena and reality of the world students become more attractive and their way of thinking Science changed. The main philosophy of fostering modern hands-on learning techniques -adapted to local needs and availability of teaching resources- is elaborated. The Active Learning program provides the teachers with a conceptual evaluation instrument, drawn from relevant physics education research, giving teachers an important tool to measure student learning. We will try to describe the UNESCO Chair project in physics created in 2010 at Cadi Ayyad University since our first experience with UNESCO ALOP program. Many efforts have been done so far and the project helps now to develop more national and international collaborations between universities and Regional Academies of Education and Training. As a new result of these actions and according to our local needs, the translation of the ALOP program into Arabic is now available under the auspice of UNESCO and encouragement of international partners SPIE, ICTP, ICO and OSA.

News

NASA Astrophysics Data System (ADS)

2002-03-01

UK Awards: Teacher of Physics Awards Institute Matters: Institute of Physics Education Conference UK Awards: Top SHAP students win prizes Competition: International creative essay competition UK Awards: Kelvin Medal Particle Physics Resources: New poster from PPARC Australia: Physics Students's Day at Adventure World UK Awards: Bragg Medal winners in a FLAP ASE Annual Meeting: Particle Physics at ASE 2002 UK Grants: PPARC Awards AAPT Winter Meeting: Physics First - but do you need maths? UK In-Service Training: The Particle Physics Institutes for A-level teachers Physics on Stage 2: Not too entertaining this time, please! Scotland: A reasoned approach wins reasonable funding Institute Matters: New education manager Germany: Physics gets real: curriculum change for better teaching Research Frontiers: Let there be light - if you hang on a minute

"Let's get physical": advantages of a physical model over 3D computer models and textbooks in learning imaging anatomy.

PubMed

Preece, Daniel; Williams, Sarah B; Lam, Richard; Weller, Renate

2013-01-01

Three-dimensional (3D) information plays an important part in medical and veterinary education. Appreciating complex 3D spatial relationships requires a strong foundational understanding of anatomy and mental 3D visualization skills. Novel learning resources have been introduced to anatomy training to achieve this. Objective evaluation of their comparative efficacies remains scarce in the literature. This study developed and evaluated the use of a physical model in demonstrating the complex spatial relationships of the equine foot. It was hypothesized that the newly developed physical model would be more effective for students to learn magnetic resonance imaging (MRI) anatomy of the foot than textbooks or computer-based 3D models. Third year veterinary medicine students were randomly assigned to one of three teaching aid groups (physical model; textbooks; 3D computer model). The comparative efficacies of the three teaching aids were assessed through students' abilities to identify anatomical structures on MR images. Overall mean MRI assessment scores were significantly higher in students utilizing the physical model (86.39%) compared with students using textbooks (62.61%) and the 3D computer model (63.68%) (P < 0.001), with no significant difference between the textbook and 3D computer model groups (P = 0.685). Student feedback was also more positive in the physical model group compared with both the textbook and 3D computer model groups. Our results suggest that physical models may hold a significant advantage over alternative learning resources in enhancing visuospatial and 3D understanding of complex anatomical architecture, and that 3D computer models have significant limitations with regards to 3D learning. © 2013 American Association of Anatomists.

Shoestring budgets, band-AIDS, and team work: challenges and motivators in the development of a Web-based resource for undergraduate clinical skills teaching.

PubMed

Simmons, Collan; Nyhof-Young, Joyce; Bradley, John

2005-05-24

Learning how to conduct a medical interview and perform a physical examination is fundamental to the practice of medicine; however, when this project began, the methods used to teach these skills to medical students at the University of Toronto (U of T) had not changed significantly since the early 1990s despite increasing outpatient care, shorter hospital stays, and heavy preceptor workloads. In response, a Web-based clinical skills resource was developed for the first-year undergraduate medical course-The Art and Science of Clinical Medicine I (ASCM I). This paper examines our experiences with the development of the ASCM I website and details the challenges and motivators inherent in the production of a Web-based, multimedia medical education tool at a large Canadian medical school. Interviews and a focus group were conducted with the development team to discover the factors that positively and negatively affected the development process. Motivating factors included team attributes such as strong leadership and judicious use of medical students and faculty volunteers as developers. Other motivators included a growing lack of instructional equivalency across diverse clinical teaching sites and financial and resource support by the Faculty of Medicine. Barriers to development included an administrative environment that did not yet fully incorporate information technology into its teaching vision and framework, a lack of academic incentive for faculty participation, and inadequate technical support, space, and equipment. The success of electronic educational resources such as the ASCM I website has caused a significant cultural shift within the Faculty of Medicine, resulting in the provision of more space, resources, and support for IT endeavours in the undergraduate medical curriculum.

Training and Support for Successful Online Instruction

ERIC Educational Resources Information Center

Green, Amy

2012-01-01

Online education is growing rapidly as colleges seek to increase enrollment without investing in physical infrastructure. To keep up with the increasing demand for courses, some colleges are asking faculty to teach classes online with little training, few resources, and minimal support. The purpose of this study was to determine how the training…

Out of Sight, Out of Mind: Do Repeating Students Overlook Online Course Components?

ERIC Educational Resources Information Center

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-01-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who…

Imagine...Opportunities and Resources for Academically Talented Youth, 1996-1997.

ERIC Educational Resources Information Center

Hellerman, Susan B., Ed.

1996-01-01

This document consists of the five consecutive issues of the journal "Imagine..." published during volume year 4. Typical journal articles cover teaching academically talented secondary students in the following focus areas: (1) planning ahead for college; (2) history and archaeology; (3) physics and astronomy; (4) the global society; and (5)…

Teaching Units on Smoking, Grades 4, 5, 6.

ERIC Educational Resources Information Center

Murphy, Helen M.

Smoking, tobacco, and health are presented in this resource unit for grades four, five, and six. One of three units on smoking, drugs, and alcohol, this guide for teachers outlines information about the physiological and socio-economic effects of smoking, effects of smoking on physical performance, man's use of tobacco and tobacco production,…

Organization of Model Systems for Primary Care Practice and Education: Problems and Issues

ERIC Educational Resources Information Center

Seidel, Henry M.

1975-01-01

Lists issues in planning primary care education, e.g. fear of dilution of excellence, competition for resources, delivery of care, the teaching objective, M.D. and new health professional, benefit and service structure, financial structure, physical and administrative locus, marketing. Emphasis is on coordination of educational research, and…

Courses and Resources to Teach Space Physics to Standards

NASA Astrophysics Data System (ADS)

Reiff, P. H.

2008-12-01

We have created four courses for teachers, and inquiry-based materials to go with them, that embed space physics concepts while teaching Space Physics to National and State standards. The state of Texas recently adopted a "4x4" standard, which makes the "recommended" graduation requirement for high school students to include four science and four math courses. Space Physics is not specifically listed as a topic, but falls naturally as part of three of the Texas High School courses: "Physics", "Astronomy" and "Earth and Space Science", a new course whose syllabus is being decided now. The national standards which are most relevant at the high school level are "Change, Constancy and Measurement", "Motions and Forces", "Interactions of Energy and Matter" and "Natural and Human-induced hazards" [National Science Ed Standards, 1996]. The "Texas Essential Knowledge and Skills" includes circuits, electricity and magnetism, and waves in their Physics course syllabus, and include "describe the Sun's effects on the Earth" in the Astronomy class. In the new Earth and Space Science class we expect that additional heliospheric concepts will be included. At Rice we have four Astronomy courses (and four Earth Science courses) for teachers, two of which involve a substantial space physics content. By taking those eight courses, plus a research project and another content or education elective, the teachers can earn a "Masters of Science Teaching" degree. In "Teaching Earth and Space Science" (ASTR 402) we dedicate about 4 weeks on the Sun and the Earth and its environment. The "Physics of Ham Radio" course (PHYS 401) has an even more relevant focus. That class introduces electricity and magnetism, with hands-on activities on circuits and electromagnetic waves. The students earn their "Technician" class amateur license by making at least 75 per cent on the first quiz, which allows them VHF and UHF broadcast privileges. The second half of the course covers more space weather topics including the ionosphere, solar activity, radio propagation and absorption, antennas, etc. Some students pass the more detailed "General" amateur license by the end of the semester, which allows them to transmit at HF frequencies. Ham radio clubs are becoming more interesting to students as internet-based and digital modes allow more extensive communication even with minimum licensing, and amateur radio clubs are an excellent resource to teachers who want to set up a station in their school. A Technician license can also allow even communication with the Space Station.

The Elements of Teaching Nonscientists: Make it Conceptual, Social, Modern, and Interactive

NASA Astrophysics Data System (ADS)

Hobson, Art

2001-03-01

Physics literacy for all students should be a top priority for every physics department. Reasons include each department's self-interest, and the health of our profession. But most importantly, as the American Association for the Adancement of Science puts it, "Without a scientifically literate population, the outlook for a better world is not promising." Because nonscientists have little need and less desire for algebra-based physics problems, these courses should be conceptual (non-algebraic) although they should certainly be numerate. Since 1976, I have developed and taught a course of this type that includes most of the major principles of physics. Its success has stemmed from (1) a conceptual approach, (2) inclusion of relevant societal topics such as energy resources, scientific methodology, pseudoscience, global warming, and technological risk, (3) modern physics topics that occupy 50instruction techniques even in (especially in!) classes of over 200. I will describe this course and present interactive teaching ideas for one socially relevant topic: transportation and energy efficiency. A textbook is available: Physics: Concepts and Connections, by Art Hobson (Prentice Hall, 2nd Edition 1999). Further info: http://www.uark.edu/depts/physics/about/hobson.html

The Elements of Teaching Nonscientists: Make it Conceptual, Social, Modern, and Interactive

NASA Astrophysics Data System (ADS)

Hobson, Art

2000-04-01

Physics literacy for all students should be a top priority for every physics department. Reasons include each department's self-interest, and the health of our profession. But most importantly, as the American Association for the Adancement of Science puts it, "Without a scientifically literate population, the outlook for a better world is not promising." Because nonscientists have little need and less desire for algebra-based physics problems, these courses should be conceptual (non-algebraic) although they should certainly be numerate. Since 1976, I have developed and taught a course of this type that includes most of the major principles of physics. Its success has stemmed from (1) a conceptual approach, (2) inclusion of relevant societal topics such as energy resources, scientific methodology, pseudoscience, global warming, and technological risk, (3) modern physics topics that occupy 50instruction techniques even in (especially in!) classes of over 200. I will describe this course and conduct an "active learning" demonstration of ideas for teaching one socially relevant topic: transportation and energy efficiency. A textbook is available: Physics: Concepts and Connections, by Art Hobson (Prentice Hall, 2nd Edition 1999). Further info: http://www.uark.edu/depts/physics/about/hobson.html

Reviews

NASA Astrophysics Data System (ADS)

2007-05-01

WE RECOMMEND The Snowman's Coat and Other Science Questions A book of problem-solving for the very young An Inconvenient Truth Al Gore's climate change slide show, brought to DVD OCR Physics for GCSE A thorough but interesting high-level textbook 21st Century Science GCSE Resources A full range of resources to suit teacher and pupil WORTH A LOOK Thinking Without Objects - The Transformation of Mechanics in the Seventeenth Century This book covers a fruitful period in the history of science Paper Rollercoasters An intriguing teaching resource that uses paper and sticky tape HANDLE WITH CARE STEAM - Museum of the Great Western Railway The Swindon museum proves lacking in education resources WEB WATCH Games and simulations demonstrating moments and levers

Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

NASA Astrophysics Data System (ADS)

Drumond Vieira, Rodrigo; da Rocha Bernardo, José Roberto; Evagorou, Maria; Florentino de Melo, Viviane

2015-05-01

In this article, we focus on the contributions that a simulated jury-based activity might have for pre-service teachers, especially for their active participation and learning in teacher education. We observed a teacher educator using a series of simulated juries as teaching resources to help pre-service teachers develop their pedagogical knowledge and their argumentation abilities in a physics teacher methods course. For the purposes of this article, we have selected one simulated jury-based activity, comprising two opposed groups of pre-service teachers that presented aspects that hinder the teachers' development of professional knowledge (against group) and aspects that allow this development (favor group). After the groups' presentations, a group of judges was formed to evaluate the discussion. We applied a multi-level method for discourse analysis and the results showed that (1) the simulated jury afforded the pre-service teachers to position themselves as active knowledge producers; (2) the teacher acted as 'animator' of the pre-service teachers' actions, showing responsiveness to the emergence of circumstantial teaching and learning opportunities and (3) the simulated jury culminated in the judges' identification of the pattern 'concrete/obstacles-ideological/possibilities' in the groups' responses, which was elaborated by the teacher for the whole class. Implications from this study include using simulated juries for teaching and learning and for the development of the pre-service teachers' argumentative abilities. The potential of simulated juries to improve teaching and learning needs to be further explored in order to inform the uses and reflections of this resource in science education.

Development of an evidence-informed leisure time physical activity resource for adults with spinal cord injury: the SCI Get Fit Toolkit.

PubMed

Arbour-Nicitopoulos, K P; Martin Ginis, K A; Latimer-Cheung, A E; Bourne, C; Campbell, D; Cappe, S; Ginis, S; Hicks, A L; Pomerleau, P; Smith, K

2013-06-01

To systematically develop an evidence-informed leisure time physical activity (LTPA) resource for adults with spinal cord injury (SCI). Canada. The Appraisal of Guidelines, Research and Evaluation (AGREE) II protocol was used to develop a toolkit to teach and encourage adults with SCI how to make smart and informed choices about being physically active. A multidisciplinary expert panel appraised the evidence and generated specific recommendations for the content of the toolkit. Pilot testing was conducted to refine the toolkit's presentation. Recommendations emanating from the consultation process were that the toolkit be a brief, evidence-based resource that contains images of adults with tetraplegia and paraplegia, and links to more detailed online information. The content of the toolkit should include the physical activity guidelines (PAGs) for adults with SCI, activities tailored to manual and power chair users, the benefits of LTPA, and strategies to overcome common LTPA barriers for adults with SCI. The inclusion of action plans and safety tips was also recommended. These recommendations have resulted in the development of an evidence-informed LTPA resource to assist adults with SCI in meeting the PAGs. This toolkit will have important implications for consumers, health care professionals and policy makers for encouraging LTPA in the SCI community.

Twelve tips for overnight teaching.

PubMed

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

2014-03-01

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

The Possibility of Learning Curved Mirrors' Structure by a Normal Blind Inborn Students

ERIC Educational Resources Information Center

Bulbul, M. Sahin

2009-01-01

To take a physics course blind students must be assisted using teaching methods and aids adapted to their own perception capabilities. Touchable objects are very important for them because they have huge difficulties to visualize the third spatial dimension. However, appropriate resources and methods for blind students are not yet available. In…

Health Education Resource Guide, Grades 1-3.

ERIC Educational Resources Information Center

Federal Way School District 210, WA.

As part of a health education program for K-12, these curriculum guides for grades one, two and three provide: (1) a short overview of health education; (2) a scope and sequence chart which lists specific topics to teach on mental health, physical health, community health, and safety that are appropriate at different grade levels; (3) a list of…

On the Edge: A Case Study and Resources for Mathematics Teachers

ERIC Educational Resources Information Center

Meel, David E.

2011-01-01

A single case study approach was used to provide an in-depth examination of the special events that take place in the experiences of a graduate mathematics teaching assistant (MTA) during adaptation to a variety of physical, emotional, and psychological issues. Through intervention by a faculty member, professional counselor, and medical doctor,…

Fitness and Hygiene Programming for the Severely Handicapped: A Curriculum-Embedded Assessment Guide. User Manual. Project Transition.

ERIC Educational Resources Information Center

Jansma, Paul

Developed by Project Transition, a 3-year project at Ohio State University, this resource guide deals with physical fitness and personal hygiene training of institutionalized mentally retarded adults, to prepare them for transition into community living environments. Included in the guide are recommended teaching strategies, an assessment system,…

From the Ground up: Teaching Catholic Social Principles in Elementary Schools.

ERIC Educational Resources Information Center

Butler, John T.; Carlisle, Kathleen Burgoyne; Davis, William; Hart, Joan; Haney, Regina M.; McGreevy, Anne; Meegan, Elizabeth; Rosenhauer, Joan

The role of the Catholic school educator is to "help each student become the 'new creature' that each one is potentially, and at the same time prepare them for the responsibilities of an adult member of society." The potential referred to includes mental, physical, psychological, and spiritual growth. This resource and planning guide for…

Health Education Resource Guide, Junior High.

ERIC Educational Resources Information Center

Federal Way School District 210, WA.

As part of a health education program for K-12, this curriculum guide for grade eight provides: (1) a short overview of health education; (2) a scope and sequence chart which lists specific topics to teach on mental health, physical health, community health, and safety that are appropriate at different grade levels; (3) a list of objectives; and…

'Posture for Learning': meeting the postural care needs of children with physical disabilities in mainstream primary schools in England--a research into practice exploratory study.

PubMed

Hutton, Eve; Coxon, Kirstie

2011-01-01

 To explore teachers and teaching assistants' (TAs) views of how to manage the postural care needs of children with physical disabilities (PD) in mainstream primary schools, with the aim of developing strategies to support teachers and assistants in this role.  Qualitative data were gathered from a purposive sample of four primary schools in one county in the U.K. Individual and focus group interviews with 36 teachers and TAs were carried out and used to generate an explanatory framework around their experiences of managing the postural care needs of children with PD.  Teachers and TAs in schools were found to have limited understanding of postural management. Very few had personal experience of the benefits of postural care--instead, most appeared to think in terms of 'doing' rather than 'knowing' about postural care. When implementing therapy programmes, teaching staff followed therapists' instructions carefully, but did not understand the purpose of their actions. Participants described the emotional impact of caring for a child with PD and expressed anxieties about causing discomfort when using equipment such as specialist seating and standing frames. Equipment was viewed as bulky, uncomfortable and restrictive and not suited to the school environment. When asked which kinds of support would be valuable, participants identified practical solutions such as additional space or resources. Based on these findings, therapists, specialist teachers and parents developed an 'A-Z of postural care'. This information resource aimed to address the gaps in knowledge and understanding highlighted by teachers and TAs in the interviews and to acknowledge their anxieties when teaching and caring for children with PD. Stakeholder involvement in all aspects of the project from setting the research question to the development of the A-Z resource has assisted in the dissemination of the resource and its integration into the mainstream school system within the county.

AAPT/PTRA -- A Part of the Solution

NASA Astrophysics Data System (ADS)

Amann, George; Mader, Jan; Matsler, Karen Jo; Nelson, Jim

2011-12-01

A train barrels directly toward a stone wall. It looks like a disaster is inevitable. Suddenly, a group of railroad workers run to a switch that changes the direction of the train. They reroute the train onto a new track by throwing the switch just in time. Perhaps you had not known what to do, nor were you strong enough to do it yourself, but you now see that it was not a forgone conclusion that the train had to run into the wall. In this scenario, the train represents precollege physics education in the United States. The wall represents the classroom situation that many teachers find when they are assigned to teach physics. These teachers often find themselves teaching a subject for which they were not adequately prepared. It is not their fault, but rather the result of the necessity of having a teacher assigned to the class. The United States needs students to be prepared for a future in which science and technology will be more and more a part of everyone's life, and there are not enough well-prepared physics teachers graduating from colleges and universities. So the train is headed toward the wall. "Who are the strong railroad workers?" you ask. These are the 200 Physics Teaching Resource Agents (PTRAs), who for the past 25 years have been selected and trained by AAPT to do workshops for practicing physics and physical science teachers. Thus AAPT celebrated the PTRA silver anniversary during the 2010 AAPT meeting in Portland. And APS recognized this achievement with their 2011 Excellence in Physics Education Award.2

Teaching at higher levels

NASA Astrophysics Data System (ADS)

1998-11-01

Undergraduate physics programmes for the 21st century were under discussion at a recent event held in Arlington, USA, open to two or three members of the physics faculties of universities from across the whole country. The conference was organized by the American Association of Physics Teachers with co-sponsorship from the American Institute of Physics, the American Physical Society and Project Kaleidoscope. Among the various aims were to learn about physics departments that have successfully revitalized their undergraduate physics programmes with innovative introductory physics courses and multi-track majors programmes. Engineers and life scientists were to be asked directly how physics programmes can better serve their students, and business leaders would be speaking on how physics departments can help to prepare their students for the diverse careers that they will eventually follow. It was planned to highlight ways that departments could fulfil their responsibilities towards trainee teachers, to identify the resources needed for revitalizing a department's programme, and to develop guidelines and recommendations for a funding programme to support collaborative efforts among physics departments for carrying out the enhancements required. More details about the conference can be found on the AAPT website (see http://www.aapt.org/programs/rupc.html). Meanwhile the UK's Higher Education Funding Council has proposed a two-pronged approach to the promotion of high quality teaching and learning, as well as widening participation in higher education from 1999-2000. A total of £60m should be available to support these initiatives by the year 2001-2002. As part of this scheme the Council will invite bids from institutions to support individual academics in enhancing learning and teaching, as well as in recognition of individual excellence. As with research grants, such awards would enable staff to pursue activities such as the development of teaching materials, textbooks and technology applications, the improvement of delivery methods and work on curriculum and assessment practice. In addition, around half of the funding total will be set aside to widen participation for all students who can benefit from higher education, with assistance to ensure that those students succeed.

Reviews

NASA Astrophysics Data System (ADS)

2005-11-01

WE RECOMMEND Joule and Watt Meter This versatile tool is aimed at low-voltage DC devices. Wireless datalogger Bluetooth enables data to be downloaded to your computer. WORTH A LOOK Amusement Park Physics This handbook contains teaching materials to excite students. Copper in the Curriculum Two free CDs cover aspects of Key Stages 3, 4 and 5. Launchpad A kit for making 25 devices that fire ping-pong balls. Solar water-heating kit This kit provides a good introduction to green energy. Solar voltaic cell The unit is ideal for Key Stages 1, 2 and 3. Wind turbine kit An impressive turbine that has many educational uses. HANDLE WITH CARE Hurdles and Strategies in the Teaching of Algebra A collection of tips that is really just for maths teachers. WEB WATCH A wealth of resources on the Internet support physics activities for students at amusement parks.

Teaching the gravitational redshift: lessons from the history and philosophy of physics

NASA Astrophysics Data System (ADS)

Scott, Robert B.

2015-04-01

The equivalence principle and the notion of an ideal clock running independently of acceleration suggest that clocks are unaffected by gravity. The apparent contradiction with the gravitational redshift points to a subtlety in general relativity theory. Indeed, early attempts for a clear derivation of the gravitational redshift were fraught with errors and ambiguities, and much confusion endured for the next two decades. This suggests that the subject should be treated carefully in introductory textbooks on relativity theory. I analyze the weaknesses of the presentation in five otherwise excellent modern introductory general relativity books (by Rindler, Schutz, Hobson et al., Weinberg, and Carroll). I also present some analysis from an history and philosophy of physics article, which proves to be a great resource to learn about, anticipate, and clarify problems in teaching the redshift.

Out of sight, out of mind: Do repeating students overlook online course components?

PubMed

Holland, Jane; Clarke, Eric; Glynn, Mark

2016-11-01

E-Learning is becoming an integral part of undergraduate medicine, with many curricula incorporating a number of online activities and resources, in addition to more traditional teaching methods. This study examines physical attendance, online activity, and examination outcomes in a first-year undergraduate medical program. All 358 students who completed the Alimentary System module within the first semester of the program were included, 30 of whom were repeating the year, and thus the module. This systems-based, multidisciplinary module incorporated didactic lectures, cadaveric small group tutorials and additional e-Learning resources such as online histology tutorials. Significant differences were demonstrated in physical attendance and utilization of online resources between repeating students and those participating in the module for the first time. Subsequent analyses confirmed that physical attendance, access of online lecture resources, and utilization of online histology tutorials were all significantly correlated. In addition, both physical attendance and utilization of online resources significantly correlated with summative examination performance. While nonattendance may be due to a variety of factors, our data confirm that significant differences exist in both physical attendance and online activity between new entrants and repeating students, such that all students repeating a module or academic year should be routinely interviewed and offered appropriate supports to ensure that they continue to engage with the program. While the development of complex algorithmic models may be resource intensive, using readily available indices from virtual learning environments is a straightforward, albeit less powerful, means to identify struggling students prior to summative examinations. Anat Sci Educ 9: 555-564. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Boosting physics education through mobile augmented reality

NASA Astrophysics Data System (ADS)

Crǎciun, Dana; Bunoiu, Mǎdǎlin

2017-12-01

The integration of collaborative applications, based on modern learning technologies and the Internet, of various visualization techniques and digital strategies in open, flexible modern learning environments which facilitate access to resources, represents a challenge for physics teachers in Romania in general, and for novice teachers in particular. Although large efforts have been made worldwide to invest in educational technologies, their impact on the students' learning outcomes is quite modest. In this paper, we describe and analyze various curricular and extracurricular activities specifically designed for and undertaken by pre-service physics teachers. These activities employ new educational technologies, mobile augmented reality (MAR) and are based on modern teaching and learning theories. MAR is an extension for mobile devices of augmented reality, an interactive and in real time combination, of real and virtual objects overlaid in the real environment. The obtained results show that pre-service physics teachers are confident in using MAR in their teaching and learning activities, and consider that the activities performed helped them develop the skills necessary for science teachers in a technology-based society and to reflect upon the role of technology in the current Romanian educational context.

Pedagogies in Action: A Community Resource Linking Teaching Methods to Examples of their Use

NASA Astrophysics Data System (ADS)

Manduca, C. A.; Fox, S. P.; Iverson, E. A.; Kirk, K.; Ormand, C. J.

2009-12-01

The Pedagogies in Action portal (http://serc.carleton.edu/sp) provides access to information on more than 40 teaching methods with examples of their use in geoscience and beyond. Each method is described with pages addressing what the method is, why or when it is useful, and how it can be implemented. New methods added this year include Teaching with Google Earth, Jigsaw, Teaching the Process of Science, Guided Discovery Problems, Teaching Urban Students, and Using ConceptTests. Examples then show specifically how the method has been used to teach concepts in a variety of disciplines. The example collection now includes 775 teaching activities of which more than 550 are drawn from the geosciences. Geoscience faculty are invited to add their own examples to this collection or to test examples in the collection and provide a review. Evaluation results show that the combination of modules and activities inspires teachers at all levels to use a new pedagogy and increases their confidence that they can use it successfully. In addition, submitting activities to the collection, including writing summary information for other instructors, helps them think more carefully about the design of their activity. The activity collections are used both for ready to use activities and to find ideas for new activities. The portal provides overarching access to materials developed by a wide variety of collaborating partners each of which uses the service to create a customized pedagogic portal addressing a more specific audience. Of interest to AGU members are pedagogic portals on Starting Point: Teaching Introductory Geoscience (http://serc.carleton.edu/introgeo); On the Cutting Edge (http://serc.carleton.edu/NAGTWorkshops); Enduring Resources for Earth System Education (http://earthref.org/ERESE) Microbial Life Educational Resources (http://serc.carleton.edu/microbe_life); the National Numeracy Network (http://serc.carleton.edu/nnn/index.html); CAUSE: The Consortium for Undergraduate Statistics Education (http://causeweb.org); ComPADRE: Digital Resources for Physics and Astronomy Education (http://www.compadre.org) and Project Kaleidoscope (http://pkal.org). Pedagogies in Action is part of the National Science Digital Library (http://nsdl.org). Projects or groups interested in exploring use of the service can find information about using the service on the project website or contact the authors.

The Skeletons in Our Closet: E-Learning Tools and What Happens When One Side Does Not Fit All

ERIC Educational Resources Information Center

Van Nuland, Sonya E.; Rogers, Kem A.

2017-01-01

In the anatomical sciences, e-learning tools have become a critical component of teaching anatomy when physical space and cadaveric resources are limited. However, studies that use empirical evidence to compare their efficacy to visual-kinesthetic learning modalities are scarce. The study examined how a visual-kinesthetic experience, involving a…

Access to ICT for Teaching and Learning: From Single Artefact to Interrelated Resources

ERIC Educational Resources Information Center

Czerniewicz, Laura; Brown, Cheryl

2005-01-01

In the past few years, concepts of the digital divide and theories of access to ICT have evolved beyond a focus on the separation of the "haves" and the "have nots" to include more than just physical access to computers. Researchers have started considering the conditions or criteria for access and broadened the concept by…

Reviews Book: Marie Curie and Her Daughters Resource: Cumulus Equipment: Alpha Particle Scattering Apparatus Equipment: 3D Magnetic Tube Equipment: National Grid Transmission Model Book: Einstein's Physics Equipment: Barton's Pendulums Equipment: Weather Station Web Watch

NASA Astrophysics Data System (ADS)

2013-09-01

WE RECOMMEND Marie Curie and Her Daughters An insightful study of a resilient and ingenious family and their achievements Cumulus Simple to install and operate and with obvious teaching applications, this weather station 'donationware' is as easy to recommend as it is to use Alpha Particle Scattering Apparatus Good design and construction make for good results National Grid Transmission Model Despite its expense, this resource offers excellent value Einstein's Physics A vivid, accurate, compelling and rigorous treatment, but requiring an investment of time and thought WORTH A LOOK 3D Magnetic Tube Magnetic fields in three dimensions at a low cost Barton's Pendulums A neat, well-made and handy variant, but not a replacement for the more traditional version Weather Station Though not as robust or substantial as hoped for, this can be put to good use with the right software WEB WATCH An online experiment and worksheet are useful for teaching motor efficiency, a glance at CERN, and NASA's interesting information on the alpha-magnetic spectrometer and climate change

Teaching Natural Resource Management-Teaching Techniques and Difficulties in Greek Vocational Lyceum: A Case Study

ERIC Educational Resources Information Center

Koutsoukos, Marios; Mouratidis, Antonios

2016-01-01

The aim of the present study is to investigate the teaching techniques applied, as well as the difficulties, with which educators in teaching Natural Resource Management are confronted. For research purposes, a case study was conducted on teaching Natural Resource Management in the Third Grade of Vocational Lyceum (EPAL) in Northern Greece. It was…

Comparison of resource utilization and clinical outcomes between teaching and nonteaching medical services.

PubMed

Khaliq, Amir A; Huang, Chiung-Yu; Ganti, Apar Kishor; Invie, Kristie; Smego, Raymond A

2007-05-01

To compare the resource utilization and clinical outcomes of medical care delivered on general internal medicine inpatient services at teaching and nonteaching services at an academic hospital. From February to October 2002, 2189 patients admitted to a 450-bed university-affiliated community hospital were assigned either to a resident-staffed teaching service (n = 1637) or to a hospitalist- or clinic-based internist nonteaching service (n = 552). We compared total hospital costs per patient, length of hospital stay (LOS), hospital readmission within 30 days, in-hospital mortality, and costs for pharmacy, laboratory, radiology, and others between teaching and nonteaching services. Care on a teaching service was not associated with increased overall patient care costs ($5572 vs. $5576; P = .99), LOS (4.92 days vs. 5.10 days; P = .43), readmission rate (12.3% vs. 10.3%; P = .21), or in-hospital mortality (3.7% vs. 4.5%; P = .40). Mean laboratory and radiology costs were higher on the teaching service, but costs for the pharmacy and for speech therapy, occupational therapy, physical therapy, respiratory therapy, pulmonary function testing, and GI endoscopy procedures were not statistically different between the 2 services, and residents did not order more tests or procedures. Case mix and illness severity, as reflected by the distribution of the most frequent DRGs and mean number of secondary diagnoses per patient and DRG-specific LOS, were similar on the 2 services. At our academic hospital, admission to a general internal medicine teaching service resulted in patient care costs and clinical outcomes comparable to those admitted to a nonteaching service. (c) 2007 Society of Hospital Medicine.

The material co-construction of hard science fiction and physics

NASA Astrophysics Data System (ADS)

Hasse, Cathrine

2015-12-01

This article explores the relationship between hard science fiction and physics and a gendered culture of science. Empirical studies indicate that science fiction references might spur some students' interest in physics and help develop this interest throughout school, into a university education and even further later inspire the practice of doing science. There are many kinds of fiction within the science fiction genre. In the presented empirical exploration physics students seem particularly fond of what is called `hard science fiction': a particular type of science fiction dealing with technological developments (Hartwell and Cramer in The hard SF renaissance, Orb/TOR, New York, 2002). Especially hard science fiction as a motivating fantasy may, however, also come with a gender bias. The locally materialized techno-fantasies spurring dreams of the terraforming of planets like Mars and travels in time and space may not be shared by all physics students. Especially female students express a need for other concerns in science. The entanglement of physics with hard science fiction may thus help develop some students' interest in learning school physics and help create an interest for studying physics at university level. But research indicates that especially female students are not captured by the hard techno-fantasies to the same extent as some of their male colleagues. Other visions (e.g. inspired by soft science fiction) are not materialized as a resource in the local educational culture. It calls for an argument of how teaching science is also teaching cultural values, ethics and concerns, which may be gendered. Teaching materials, like the use of hard science fiction in education, may not just be (yet another) gender bias in science education but also carrier of particular visions for scientific endeavours.

Education Resources Needed to Support the Teaching of Evidence-Based Practices

ERIC Educational Resources Information Center

Edmundson, Eldon; Gallon, Steve; Porter, John

2007-01-01

The Northwest Frontier Addiction Technology Transfer Center surveyed addiction educators, providers and policy makers in Northwest states and Hawaii to define teaching resources and barriers in the teaching of evidence-based practices for the preparation of addiction professionals. The top three teaching resource needs were example student…

Teaching Practical Watershed Science to non-Watershed Science Majors

NASA Astrophysics Data System (ADS)

Fassnacht, S. R.; Laituri, M.; Layden, P.; Coleman, R.

2008-12-01

The Warner College of Natural Resources (WCNR) at Colorado State University (CSU) has had a long tradition of integrating field measurements into the classroom, dating back to the first forestry summer camp held in 1917 at the CSU Pingree Park mountain campus. In the early 1960s, the Cooperative Watershed Management Unit coordinated efforts to understand and analyse the basic resources of the area, with an emphasis on the geology, hydrology, and climate. Much of this understand is now used as the Abiotic (Geology and Watershed) component of a five-credit, four-week course offered twice each summer at Pingree Park. With the exception of Geology students who have their own field course, this Natural Resources Ecology and Measurements course (NR 220) is required for all WCNR undergraduate students. These majors include Watershed Science, Forestry, Rangeland Ecology, Fisheries, Wildlife Biology, Conservation Biology, and Recreation and Tourism. Since most of these are students are much better trained in biological and/or social sciences rather than physical sciences, a challenge for the Watershed professor is to teaching practical Watershed Science to non-Watershed Science majors. This presentation describes how this challenge is met and how this course helps broaden the knowledge base of Natural Resources students.

Transformative practices in secondary school science classrooms: Life histories of Black South African teachers

NASA Astrophysics Data System (ADS)

Jita, Loyiso Currell

1999-11-01

This study investigated the construction of teaching practices that are aimed at including all students in learning the key ideas of science and helping them to develop a voice for participating in the discourses in and outside of the science classroom. Such practices define what in this study is referred to as transformative practice. The study tells the stories of three Black secondary school teachers in South Africa who have worked to construct a transformative practice in their biology and physical science classrooms. Using a life history perspective, the study explored the relationships between teachers' identities and the changes in their classroom practices. Data were collected mainly through periodic interviews with the teachers and observations of their teaching practices over a period of 18 months. An important finding of the study was that the classroom practices of all three teachers were defined by three similar themes of: (1) "covering the content" and preparing their students to succeed in the national examinations, (2) developing deep conceptual understandings of the subject matter, and (3) including all students in their teaching by constructing what other researchers have called a "culturally-relevant" pedagogy. This finding was consistent despite the observed variations of context and personal histories. A major finding of this study on the question of the relationship between identity and teaching practice was that despite the importance of context, subject matter, material and social resources, another category of resources---the "resources of biography"---proved to be crucial for each of the teachers in crafting a transformative pedagogy. These "resources of biography" included such things as the teachers' own experiences of marginalization, the experiences of growing up or living in a particular culture, and the experiences of participating in certain kinds of social, political, religious or professional activities. The study suggests that it is not only the experiences that provide a person with the resources for crafting a transformative practice, but a conscious reflection on and willingness to learn from these experiences that makes them available as resources for crafting such a practice. Further research is needed to better understand what the rubric of "resources of biography" includes and to explore the interactions between these kinds of resources and the material, human, and social resources that teachers need to reform their classroom practices.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education.

PubMed

Whipp, Peter R; Jackson, Ben; Dimmock, James A; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE.

The effects of formalized and trained non-reciprocal peer teaching on psychosocial, behavioral, pedagogical, and motor learning outcomes in physical education

PubMed Central

Whipp, Peter R.; Jackson, Ben; Dimmock, James A.; Soh, Jenny

2015-01-01

Peer teaching is recognized as a powerful instructional method; however, there is a paucity of studies that have evaluated the outcomes experienced by peer-teachers and their student recipients in the context of trained, non-reciprocal, high school physical education (PE). Accordingly, the effectiveness of a formalized and trained non-reciprocal peer teaching (T-PT) program upon psychosocial, behavioral, pedagogical, and student learning outcomes within high school PE classes was investigated. Students from eight intact classes (106 males, 94 females, Mage = 12.46, SD = 0.59) were randomly assigned to either a T-PT intervention group (taught by a volunteer peer-teacher who was trained in line with a tactical games approach) or untrained group (U-PT; where volunteer peer-teachers received no formal training, but did receive guidance on the game concepts to teach). Data were collected over 10 lessons in a 5-week soccer unit. Mixed-model ANOVAs/MANOVAs revealed that, in comparison to U-PT, the T-PT program significantly enhanced in-game performance actions and academic learning time among student recipients. Those in the T-PT also provided greater levels of feedback and structured learning time, as well as reporting more positive feelings about peer teaching and fewer perceived barriers to accessing learning outcomes. These findings show that non-reciprocal peer-teachers who receive formalized support through training and tactical games approach-based teaching resources can enhance behavioral, pedagogical, and motor performance outcomes in PE. PMID:25741309

The astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

de Macedo, Josué Antunes; Voelzke, Marcos Rincon

2014-11-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs

Leveraging Online Learning Resources to Teach Core Research Skills to Undergraduates at a Diverse Research University.

PubMed

McFARLIN, Brian K; Breslin, Whitney L; Carpenter, Katie C; Strohacker, Kelley; Weintraub, Randi J

2010-01-01

Today's students have unique learning needs and lack knowledge of core research skills. In this program report, we describe an online approach that we developed to teach core research skills to freshman and sophomore undergraduates. Specifically, we used two undergraduate kinesiology (KIN) courses designed to target students throughout campus (KIN1304: Public Health Issues in Physical Activity and Obesity) and specifically kinesiology majors (KIN1252: Foundations of Kinesiology). Our program was developed and validated at the 2 nd largest ethnically diverse research university in the United States, thus we believe that it would be effective in a variety of student populations.

SU-E-E-07: When the Old Ways Are the Best Ways: In Defense of Didactic Training

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

Sensakovic, W

2014-06-01

Purpose: Physics education for residents has taken on a more prominent role due to the new ABR examination format. We present a curriculum for a new radiology residency entering its second year. This curriculum favors an extensive traditional didactic teaching approach. The curriculum is designed to minimize the amount of independent learning that is necessary outside the classroom Methods and Materials: idactic training repeats yearly for all four years of residency and consists of two 1-hour lectures per week and several in-class tests. The impact of physics on clinical practice is introduced gradually throughout the residency using specific clinical cases.more » The extensive time spent with the residents allows lectures to be taught at a deep (almost physicist) level and reduces the necessity of learning base concepts outside of lecture. This frees the resident to use resources (e.g., AAPM/RSNA physics modules) to cement concepts through repetition or to learn a slightly confusing concept from a different teaching perspective. Consistent testing reduces the traditional resident studying technique of physics “cramming.” Results: On average, the first year residents scored in the 98th percentile on the American College of Radiology Diagnostic Radiology In-Service Training Exam (ACR DXIT). Feedback from the new first year residents was very positive and suggestions are constantly solicited and incorporated. For example, based on resident feedback, short-format quizzes each lecture were eliminated and replaced interactive questions during lecture. Residents felt they have advanced rapidly and have a better understanding of radiologic physics, though they have expressed concern that the 1-hour lecture block may not be optimal for learning physics. Conclusion: An extensive, physicist-led series of didactic lectures is effective in the teaching of physics to residents.« less

Teaching Interactive Art Lessons with Recycled Waste Materials as Instructional Resources

ERIC Educational Resources Information Center

Yeboah, Rita; Asante, Eric Appau; Opoku-Asare, Nana Afia

2016-01-01

The study examines the use of waste materials as instructional resources in teaching and learning Art lessons. Primary, Junior and Senior High School Art teachers in Ghana mostly teach their lessons without instructional resources because the government is not able to provide materials to create the needed resources. The study therefore explored…

Utilization of the Internet to deliver educational materials to healthcare professionals.

PubMed

Hallgren, R C; Gorbis, S

1997-01-01

We have developed a computer-based learning module which uses three-dimensional animation sequences to enhance the acquisition of physical concepts and skills necessary for clinical evaluation and treatment of the cervical spine. This teaching tool, designed to serve as an adjunct to teaching strategies that faculty may be currently using, is available to students through the Kobiljak Resource Center at Michigan State University College of Osteopathic Medicine (MSUCOM) and via the Internet (http:/(/)hal.bim.msu.edu/EdTech) to individuals and groups who are physically removed from the MSU campus. While we are restricting this initial effort to the upper cervical spine, it is planned that future materials will include other parts of the body and, in addition, will enable students to not only visualize the effects of pathology on motion mechanics, but also give them the ability to interactively control an articulation in three-dimensional space.

Influencing Intended Teaching Practice: Exploring pre-service teachers' perceptions of science teaching resources

NASA Astrophysics Data System (ADS)

Cooper, Grant; Kenny, John; Fraser, Sharon

2012-08-01

Many researchers have identified and expressed concern over the state of science education internationally, but primary teachers face particular obstacles when teaching science due to their poor science background and low confidence with science. Research has suggested that exemplary resources, or units that work, may be an effective way to support primary teachers. This study explores the effect of one such resource on the intentions of pre-service primary teachers to teach science. The resource in question is Primary Connections, a series of learning resources produced by the Australian Academy of Science specifically designed for primary science. Evaluative studies of Primary Connections have indicated its efficacy with practising primary teachers but there is little evidence of its impact upon pre-service teachers. The purpose of this study was to investigate how effective these quality teaching resources were in influencing the intentions of primary pre-service teachers to teach science after they graduated. The theory of planned behaviour highlighted the linkage between the intentions of the pre-service teachers to teach science, and their awareness of and experiences with using Primary Connections during their education studies. This enabled key factors to be identified which influenced the intentions of the pre-service teachers to use Primary Connections to teach science after they graduate. The study also provided evidence of how quality science teaching resources can be effectively embedded in a teacher education programme as a means of encouraging and supporting pre-service teachers to teach science.

Talking with Kids about AIDS: A Program for Parents and Other Adults Who Care. Teaching Guide [and] Resource Manual.

ERIC Educational Resources Information Center

Tiffany, Jennifer; Tobias, Donald; Raqub, Arzeymah; Ziegler, Jerome

The teaching guide and resource manual present information to help parents and other adults talk to children and adolescents about AIDS. The teaching guide is a resource for conducting parent AIDS education programs. It presents step-by-step instructions for facilitators that explain the activities and objectives and the teaching techniques for…

Assessing the cost of a cardiology residency program with a cost construction model.

PubMed

Franzini, L; Chen, S C; McGhie, A I; Low, M D

1999-09-01

Although the total costs of graduate medical education are difficult to quantify, this information is of great importance in planning over the next decade. A cost construction model was used to quantify the costs of teaching faculty, cardiology fellows' salaries and benefits, overhead (physical plant, equipment, and support staff), and other costs associated with the cardiology residency program at the University of Texas-Houston during the 1996 to 1997 academic year. Surveys of cardiology faculty and fellows, checked by the program director, were conducted to determine the time spent in teaching activities; access to institutional and departmental financial records was obtained to quantify associated costs. The model was then developed and examined for a range of assumptions concerning cardiology fellows' productivity, replacement costs, and the cost allocation of activities jointly producing clinical care and education. The instructional cost of training (cost of didactic, direct clinical supervision, preparation for teaching, and teaching-related administration, plus the support of the teaching program) was estimated at $73,939 per cardiology fellow per year. This cost was less than the estimated replacement value of the teaching and clinical services provided by cardiology fellows, $100,937 per cardiology fellow per year. Sensitivity analysis, with different assumptions on cardiology fellows' productivity and replacement costs, varied the cost estimates but generally represented the cardiology residency program as an asset. Cost construction models can be used as a tool to estimate variations in resource requirements resulting from changes in curriculum or educators' costs. In this residency, the value of the teaching and clinical services provided by cardiology fellows exceeded the cost of the resources used in the educational program.

Survey of the learning activities of Australasian radiation oncology specialist trainees.

PubMed

Holt, T; Bydder, S; Bloomfield, L

2008-12-01

Trainee radiation oncologists must master a substantial body of skills and knowledge to become competent specialists. The resources available to support this are limited. We surveyed the 90 registrars enrolled in the Royal Australian and New Zealand College of Surgeons (RANZCR) radiation oncology training programme to obtain a range of information about their learning activities (with a significant focus on part 1 teaching). Responses were received from 59 registrars (66% of those eligible). Trainees reported spending a median 2.5 h per week (range 0-10 h) in formal teaching activities. With regard to part 1 exam preparation, 83% reported having had physics teaching--the median quality was 5/7; 88% had radiobiology teaching--the median quality was 4/7; 52% had anatomy teaching--the median quality was 3/7. Registrars training within the RANZCR radiation oncologists training programme perceive their own clinical learning environment as generally good; however' 50% of respondents felt that more teaching was needed for part 1 subjects. This compared with only 19% of respondents who felt that more teaching was required for part 2 exam preparation. Innovative solutions, such as centralized web-based teaching, may help to address weaknesses in part 1 teaching. With increasing demands on radiation oncologists and trainees it will be important to monitor learning environments.

How should we teach faculty about research-based teaching?

NASA Astrophysics Data System (ADS)

Olmstead, Alice; Turpen, Chandra; Prather, Edward E.

2015-01-01

Faculty professional development (PD) workshops are the primary mechanism used to increase the adoption and adaptation of research-based instructional strategies (RBIS). PD workshops draw in large numbers of physics and astronomy instructors and can serve a critical role in changing instructional practices within our community. Our research focuses on two of the largest and longest-running PD workshops accessible to faculty: the New Physics and Astronomy Faculty Workshop and the Center for Astronomy Education Tier I Teaching Excellence Workshop. We seek to reveal opportunities to improve these workshops through increased awareness of instructors' experiences and prior knowledge, and increased awareness of how these workshops are designed and implemented.Other studies often assume that instructors have coherent theories of teaching and learning, and conclude that many have wrong ideas that need to be confronted or 'fixed'. Our approach is to first investigate the ideas that instructors have about teaching and learning, and identify what we call their 'potentially productive resources'. This approach is better suited to inform respectful PD efforts that build on instructors' intuitions, and we have analyzed interviews with several young astronomy/physics faculty members who were about to attend these PD workshops to demonstrate how this approach can be applied. The primary findings of our first study are: 1) instructors are trying out practices that show some alignment with common RBIS; 2) instructors' values show alignment with common discipline-based education research goals; and 3) instructors often experience dissatisfaction with specific aspects of their instruction. Taken together our findings are poised to inform changes to existing PD efforts.Our ongoing research focuses on the development of a real-time observation tool to document what happens during workshops and what learning opportunities these PD practices create for participants. We will show the preliminary results of this work.

Exploration and Practice of Blended Teaching Model Based Flipped Classroom and SPOC in Higher University

ERIC Educational Resources Information Center

Wang, Xin-Hong; Wang, Jing-Ping; Wen, Fu-Ji; Wang, Jun; Tao, Jian-Qing

2016-01-01

SPOC is characterized by improving teaching effectiveness. Currently open teaching mode is the popular trend, which is mainly related to several aspects: how to carry out teaching practice by using MOOC proprietary, high-quality online teaching resources in open education, that is, deep integration of curriculum resources and teaching design. On…

Astronomy in the Initial Formation of Sciences Teachers

NASA Astrophysics Data System (ADS)

Costa, Samuel; Euzébio, Geison João; Damasio, Felipe

2016-12-01

Although astronomy is considered one of the older sciences of mankind, its teaching in basic education is facing problems. It is the school responsibility the dissemination of correct scientific concepts, including those related to Astronomy. This study was conducted at the Federal Institute of Education, Science and Technology of Santa Catarina, Campus Araranguá. In this article, we aimed to present the activities developed to help the formation of teachers, training undergraduate students in Natural Sciences with specialization in Physics to contribute to the dissemination and improvement of the teaching-learning of Astronomy. This paper presents the process and results of the evaluation of that training program. Analyses of the activity from the perspective of the participants are indicated and additional considerations are made regarding its use as a resource for teaching Astronomy and for teacher training.

Evaluating physical therapists' perception of empowerment using Kanter's theory of structural power in organizations.

PubMed

Miller, P A; Goddard, P; Spence Laschinger, H K

2001-12-01

Little is known about physical therapists' perceptions of empowerment. In this study, Kanter's theory of structural power in organizations was used to examine physical therapists' perceptions of empowerment in a large Canadian urban teaching hospital. Kanter's theory, which has been studied extensively in the nursing profession, proposes that power in organizations is derived from access to information, support, resources, opportunity, and proportions. A convenience sample of physical therapists who had been working in the hospital longer than 3 months was used to determine the scores for the physical therapists' ratings of empowerment using the Conditions of Work Effectiveness Questionnaire. Physical therapists' scores were similar to reported staff nurses' scores for access to support, information, resources, and opportunity (mean=2.89, 2.91, 2.62, 3.25, respectively). Physical therapists' scores were higher than the majority of reported staff nurses' and nurse managers' scores for access to sources of informal and formal power structures (mean=2.81 and 3.29, respectively). There was a relationship between the empowerment score and the physical therapists' global rating of empowerment. Unlike studies of nurses, there were no relationships when demographic attributes and empowerment scores were examined. Evidence for the validity of Kanter's theory of empowerment was found. Kanter's theory can provide physical therapists and their managers with a useful framework for examining critical organizational factors (access to information, support, opportunity, and resources) that contribute to employees' perceptions of empowerment. A baseline measure for comparing future empowerment scores of this sample is available. Further work to examine the application of Kanter's theory to other samples of physical therapists appears to be warranted.

MAUVE: A New Strategy for Solving and Grading Physics Problems

NASA Astrophysics Data System (ADS)

Hill, Nicole Breanne

2016-05-01

MAUVE (magnitude, answer, units, variables, and equations) is a framework and rubric to help students and teachers through the process of clearly solving and assessing solutions to introductory physics problems. Success in introductory physics often derives from an understanding of units, a command over dimensional analysis, and good bookkeeping. I developed MAUVE for an introductory-level environmental physics course as an easy-to-remember checklist to help students construct organized and thoughtful solutions to physics problems. Environmental physics is a core physics course for environmental and sustainability science (ESS) majors that teaches principles of radiation, thermodynamics, and mechanics within the context of the environment and sustainable energy systems. ESS student concentrations include environmental biology, applied ecology, biogeochemistry, and natural resources. The MAUVE rubric, inspired by nature, has encouraged my students to produce legible and tactical work, and has significantly clarified the grading process.

Effect of Availability of Teaching and Learning Resources on the Implementation of Inclusive Education in Pre-School Centers in Nyamira North Sub-County, Nyamira County, Kenya

ERIC Educational Resources Information Center

Okongo, Rachel Bosibori; Ngao, Gladys; Rop, Naftal K.; Nyongesa, Wesonga Justus

2015-01-01

Inclusive education is a process of adjusting the home, school and the larger community to accommodate persons with special needs. In respect to pre-school learners, it is a means by which centers accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic challenges. UNICEF notes that some 150 million…

The application of network teaching in applied optics teaching

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

2017-08-01

Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

SU-A-BRA-02: Making the Most of a One Hour Lecture with Alternative Teaching Methodologies: Implementing Project-Based and Flipped Learning

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

Howell, R.

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in themore » annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.« less

Application of Hellison's Teaching Personal and Social Responsibility Model in physical education to improve self-efficacy for adolescents at risk of dropping-out of school.

PubMed

Escartí, Amparo; Gutiérrez, Melchor; Pascual, Carmina; Marín, Diana

2010-11-01

This study evaluated improvement in self-efficacy and personal and social responsibility among at-risk of dropping-out of school adolescents participating in a program in which Hellison's Teaching Personal and Social Responsibility Model was applied in physical education classes during the course of an academic year. Thirty at-risk adolescents aged 13-14 years old (23 boys, 7 girls) were assigned to an intervention group (12 boys and 3 girls) or a comparison group (11 boys, 4 girls), the latter of which did not participate in the program. Quantitative results showed a significant improvement in the students' self-efficacy for enlisting social resources and in self-efficacy for self-regulated learning. Qualitative results showed an improvement in responsibility behaviors of participants in the intervention group. This suggests that the model could be effective for improving psychological and social development in at-risk adolescents, and that physical education classes may be an appropriate arena for working with these young people.

The production of audiovisual teaching tools in minimally invasive surgery.

PubMed

Tolerton, Sarah K; Hugh, Thomas J; Cosman, Peter H

2012-01-01

Audiovisual learning resources have become valuable adjuncts to formal teaching in surgical training. This report discusses the process and challenges of preparing an audiovisual teaching tool for laparoscopic cholecystectomy. The relative value in surgical education and training, for both the creator and viewer are addressed. This audiovisual teaching resource was prepared as part of the Master of Surgery program at the University of Sydney, Australia. The different methods of video production used to create operative teaching tools are discussed. Collating and editing material for an audiovisual teaching resource can be a time-consuming and technically challenging process. However, quality learning resources can now be produced even with limited prior video editing experience. With minimal cost and suitable guidance to ensure clinically relevant content, most surgeons should be able to produce short, high-quality education videos of both open and minimally invasive surgery. Despite the challenges faced during production of audiovisual teaching tools, these resources are now relatively easy to produce using readily available software. These resources are particularly attractive to surgical trainees when real time operative footage is used. They serve as valuable adjuncts to formal teaching, particularly in the setting of minimally invasive surgery. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

The astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Macedo, Josue

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

Astronomy education through interactive materials

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Antunes de Macêdo, Josué

2015-08-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

Research on the potential use of interactive materials on astronomy education

NASA Astrophysics Data System (ADS)

Voelzke, Marcos Rincon; Macedo, Josue

2016-07-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Sciences, using the mixed methodology, combined with the three pedagogical moments. Among other aspects, the viability of the use of resources was noticed, involving digital technologies and interactive materials on teaching of astronomy, which may contribute to the broadening of methodological options for future teachers and meet their training needs.

Teaching Temperature with Technology

NASA Astrophysics Data System (ADS)

Schillaci, Michael

2010-10-01

In recent years it has become very popular to introduce computational tools and/or simulations into the classroom. While the intention of this classroom addition is often meant to help elucidate a particular physical phenomena, teachers at ALL levels --- whether graduate or undergraduate, secondary- or middle-school --- may miss important teaching moments by either relying upon or struggling with the technology! I will demonstrate this phenomena with a sample teaching module developed at our instiitution that seeks to discover the relationship between temperature and latitude by having students gather data (e.g., average monthly temperature for a chosen city) from various world wide web resources. This task may be very difficult for students and teachers for reasons ranging from slow connection speeds to an inability to plot and interpret data.I will wrap up by demonstarting a simple Maple routine that will produce the graphs easily and discuss ways in which this kind of top-down solution may be the best bet for using and teaching technology at all levels.

TH-E-201-00: Teaching Radiology Residents: What, How, and Expectation

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

NONE

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

The Research on the Construction of Teaching Resources in Ethnic University in China

ERIC Educational Resources Information Center

Ma, Jun

2015-01-01

The construction of teaching resource library should reflect the characteristics about the school and meet the needs of the personnel training; it is particularly significant for the development of ethnic minority colleges and universities. Through the analysis of the present situation of the construction about teaching resources in ethnic…

Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-04-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

Retaining undergrads, and preparing grads for academic jobs: the PFPF program

NASA Astrophysics Data System (ADS)

Stewart, Gay

2001-03-01

When we embarked upon an NSF supported curriculum development project, it became clear that the greatest need for educational reform to be sustained was for future faculty to be prepared to be as professional about roles as educators as roles as researchers. A new faculty member may find themselves preparing to teach a class for the first time, with little guidance. Complaints employers have about those hired for research positions involve interpersonal skills. More researchers are being called upon to do outreach. Teaching and outreach activities develop these skills. We are adding these kinds of activities to the graduate program, with the same sort of mentoring that accompanies the development of research skills, without extending the time to degree. Also, a new MA for those that find themselves unmotivated by research, but still loving physics, provides a route straight into teaching at very low resource cost. These interests helped us become one of four pilot sites for the Preparing Future Physics Faculty program. The early results of our efforts will be presented: increased undergraduate enrollment and satisfaction with the departmental climate, recognition from the university administration for doing a superior job in student preparation, and graduate students more comfortable in the classroom.

Views about Learning Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2012-01-01

Research into teacher thinking offers potential insights into ways of promoting better teaching. A recent qualitative study explored the views about physics, and learning and teaching physics of a group of teachers whose classroom practice was "traditional" and a group who used conceptual change teaching approaches. This paper focuses on the views…

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…

Starting Point: Pedagogic Resources for Teaching and Learning Economics

ERIC Educational Resources Information Center

Maier, Mark H.; McGoldrick, KimMarie; Simkins, Scott P.

2012-01-01

This article describes Starting Point: Teaching and Learning Economics, a Web-based portal that makes innovative pedagogic resources and effective teaching practices easily accessible to economists. Starting Point introduces economists to teaching innovations through 16 online modules, each containing a general description of a specific pedagogic…

TH-E-201-02: Hands-On Physics Teaching of Residents in Diagnostic Radiology

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

Zhang, J.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

TH-E-201-03: A Radiology Resident’s Perspectives of Physics Teaching

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

Key, A.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Basic steps in establishing effective small group teaching sessions in medical schools.

PubMed

Meo, Sultan Ayoub

2013-07-01

Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

Oersted Lecture 2013: How should we think about how our students think?

NASA Astrophysics Data System (ADS)

Redish, Edward F.

2014-06-01

Physics Education Research (PER) applies a scientific approach to the question, "How do our students think about and learn physics?" PER allows us to explore such intellectually engaging questions as "What does it mean to understand something in physics?" and "What skills and competencies do we want our students to learn from our physics classes?" To address questions like these, we need to do more than observe student difficulties and build curricula. We need a theoretical framework—a structure for talking about, making sense of, and modeling how one thinks about, learns, and understands physics. In this paper, I outline some aspects of the Resources Framework, a structure that some of us are using to create a phenomenology of physics learning that ties closely to modern developments in neuroscience, psychology, and linguistics. As an example of how this framework gives new insights, I discuss epistemological framing—the role of students' perceptions of the nature of the knowledge they are learning and what knowledge is appropriate to bring to bear on a given task. I discuss how this foothold idea fits into our theoretical framework, show some classroom data on how it plays out in the classroom, and give some examples of how my awareness of the resources framework influences my approach to teaching.

Development of a Physical Education Teaching Efficacy Scale

ERIC Educational Resources Information Center

Humphries, Charlotte A.; Hebert, Edward; Daigle, Kay; Martin, Jeffrey

2012-01-01

Relationships have been found between teacher efficacy and many teaching and learning variables, but few researchers have examined teaching efficacy in physical education. The instrument reported here, the Physical Education Teaching Efficacy Scale, was developed based on the teaching efficacy literature, existing scales, and National Association…

Views about Physics Held by Physics Teachers with Differing Approaches to Teaching Physics

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2008-01-01

Physics teachers' approaches to teaching physics are generally considered to be linked to their views about physics. In this qualitative study, the views about physics held by a group of physics teachers whose teaching practice was traditional were explored and compared with the views held by physics teachers who used conceptual change approaches.…

TH-E-201-01: Diagnostic Radiology Residents Physics Curriculum and Updates

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

Sensakovic, W.

The ABR Core Examination stresses integrating physics into real-world clinical practice and, accordingly, has shifted its focus from passive recall of facts to active application of physics principles. Physics education of radiology residents poses a challenge. The traditional method of didactic lectures alone is insufficient, yet it is difficult to incorporate physics teaching consistently into clinical rotations due to time constraints. Faced with this challenge, diagnostic medical physicists who teach radiology residents, have been thinking about how to adapt their teaching to the new paradigm, what to teach and meet expectation of the radiology resident and the radiology residency program.more » The proposed lecture attempts to discuss above questions. Newly developed diagnostic radiology residents physics curriculum by the AAPM Imaging Physics Curricula Subcommittee will be reviewed. Initial experience on hands-on physics teaching will be discussed. Radiology resident who will have taken the BAR Core Examination will share the expectation of physics teaching from a resident perspective. The lecture will help develop robust educational approaches to prepare radiology residents for safer and more effective lifelong practice. Learning Objectives: Learn updated physics requirements for radiology residents Pursue effective approaches to teach physics to radiology residents Learn expectation of physics teaching from resident perspective J. Zhang, This topic is partially supported by RSNA Education Scholar Grant.« less

Resource Delivery and Teaching in Live Chat Reference: Comparing Two Libraries

ERIC Educational Resources Information Center

Dempsey, Paula R.

2017-01-01

This study investigates how reference staff at two libraries balance teaching with resource delivery in live chat reference. Analysis of 410 transcripts from one week shows that one library tends to deliver more resources from a wider range of database suggestions, to take more time in chat interactions, and to incorporate more teaching behavior…

Free and Innovative Teaching Resources for STEM Educators

NASA Astrophysics Data System (ADS)

Weber, W. J.; McWhirter, J.; Dirks, D.

2014-12-01

The Unidata Program Center has implemented a teaching resource facility that allows educators to create, access, and share collections of resource material related to atmospheric, oceanic, and other earth system phenomena. While the facility can manage almost any type of electronic resource, it is designed with scientific data and products, teaching tools such as lesson plans and guided exercises, and tools for displaying data in mind. In addition to being very easy for educators and students to access, the facility makes it simple for other educators and scientists to contribute content related to their own areas of expertise to the collection. This allows existing teaching resources to grow in depth and breadth over time, enhancing their relevance and providing insights from multiple disciplines. Based on the open-source RAMADDA content/data management framework, the teaching resource facility provides a variety of built-in services to analyze and display data, as well as support for Unidata's rich 3D client, the Interactive Data Viewer (IDV).

The Development and Preliminary Application Ofplant Quarantine Remote Teaching System Inchina

NASA Astrophysics Data System (ADS)

Wu, Zhigang; Li, Zhihong; Yang, Ding; Zhang, Guozhen

With the development of modern information technology, the traditional teaching mode becomes more deficient for the requirement of modern education. Plant Quarantine has been accepted as the common course for the universities of agriculture in China after the entry of WTO. But the teaching resources of this course are not enough especially for most universities with lack base. The characteristic of e-learning is regarded as one way to solve the problem of short teaching resource. PQRTS (Plant Quarantine Remote Teaching System) was designed and developed with JSP (Java Sever Pages), MySQL and Tomcat in this study. The system included many kinds of plant quarantine teaching resources, such as international glossary, regulations and standards, multimedia information of quarantine process and pests, ppt files of teaching, and training exercise. The system prototype implemented the functions of remote learning, querying, management, examination and remote discussion. It could be a tool for teaching, teaching assistance and learning online.

SU-A-BRA-03: Creative Stimulation: A Flexible Hands-On Approach to Building a Deeper Understanding of Critical Concepts in Radiation Physics

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

Naqvi, S.

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in themore » annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.« less

SU-A-BRA-00: Education Council Symposium: Revitalizing Your Medical Physics Classroom: Some Examples and Thoughts from the Trenches

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

NONE

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in themore » annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.« less

SU-A-BRA-04: Incorporating Active Learning Into Medical Physics Education

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

Burmeister, J.

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in themore » annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.« less

Turkish Physics Teachers' Views about the 2007 Physics Teaching Program and its Implementation

ERIC Educational Resources Information Center

Mercan, Fatih Caglayan

2013-01-01

The renewal of the secondary school physics teaching program was initiated in 2008, however, there is limited research investigating physics teachers' enactment of the teaching program in their classes. The purpose of this study was to identify and describe teachers' views about the official teaching program and its implementation. The…

A Hands-on Physical Analog Demonstration of Real-Time Volcano Deformation Monitoring with GNSS/GPS

NASA Astrophysics Data System (ADS)

Jones, J. R.; Schobelock, J.; Nguyen, T. T.; Rajaonarison, T. A.; Malloy, S.; Njinju, E. A.; Guerra, L.; Stamps, D. S.; Glesener, G. B.

2017-12-01

Teaching about volcano deformation and how scientists study these processes using GNSS/GPS may present some challenge since the volcanoes and/or GNSS/GPS equipment are not quite accessible to most teachers. Educators and curriculum materials specialists have developed and shared a number of activities and demonstrations to help students visualize volcanic processes and ways scientist use GNSS/GPS in their research. From resources provided by MEDL (the Modeling and Educational Demonstrations Laboratory) in the Department of Geosciences at Virginia Tech, we combined multiple materials and techniques from these previous works to produce a hands-on physical analog model from which students can learn about GNSS/GPS studies of volcano deformation. The model functions as both a qualitative and quantitative learning tool with good analogical affordances. In our presentation, we will describe multiple ways of teaching with the model, what kinds of materials can be used to build it, and ways we think the model could be enhanced with the addition of Vernier sensors for data collection.

A peer-led teaching initiative for foundation doctors.

PubMed

Ramsden, Sophie; Abidogun, Abiola; Stringer, Emma; Mahgoub, Sara; Kastrissianakis, Artemis; Baker, Paul

2015-08-01

Peer teaching has been used informally throughout the history of medical education. Formal studies within the medical student and allied health care professional communities have found it to be a popular, and highly effective, method of teaching. Newly qualified doctors are currently an underused resource in terms of teaching one another. A committee, made up of newly qualified doctors and postgraduate education staff, was established. Using only a few resources, this committee organised regular, peer-led tutorials and used educational needs assessment tools, such as questionnaires, to make improvements to early postgraduate training. A realistic and well-received intervention to improve the teaching of newly qualified doctors, which is feasible in the modern, busy health care setting. Other institutions may find this method and its resources valuable. Newly qualified doctors are currently an underused resource in terms of teaching one another. © 2015 John Wiley & Sons Ltd.

Deep learning for teaching university physics to computers

NASA Astrophysics Data System (ADS)

Davis, Jackson P.; Price, Watt A.

2017-04-01

Attempts to improve physics instruction suggest that there is a fundamental barrier to the human learning of physics. We argue that the new capabilities of artificial intelligence justify a reconsideration not of how we teach physics but to whom we teach physics.

Resources and practices to help graduate students and postdoctoral fellows write statements of teaching philosophy.

PubMed

Kearns, Katherine D; Sullivan, Carol Subiño

2011-06-01

Graduate students and postdoctoral fellows currently encounter requests for a statement of teaching philosophy in at least half of academic job announcements in the United States. A systematic process for the development of a teaching statement is required that integrates multiple sources of support, informs writers of the document's purpose and audience, helps writers produce thoughtful statements, and encourages meaningful reflection on teaching and learning. This article for faculty mentors and instructional consultants synthesizes practices for mentoring graduate students, postdoctoral fellows, and junior faculty members as they prepare statements of teaching philosophy. We review background information on purposes and audiences, provide writing resources, and synthesize empirical research on the use of teaching statements in academic job searches. In addition, we integrate these resources into mentoring processes that have helped graduate students in a Health Sciences Pedagogy course to collaboratively and critically examine and write about their teaching. This summary is intended for faculty mentors and instructional consultants who want to refine current resources or establish new mentoring programs. This guide also may be useful to graduate students, postdoctoral fellows, and junior faculty members, especially those who lack mentoring or who seek additional resources, as they consider the many facets of effective teaching.

Alternative and Asset-Based Evaluation and Assessment in Language Teaching and Literacy: Resources for Research, Classroom Instruction and Evaluation of Language Competence

ERIC Educational Resources Information Center

Eaton, Sarah Elaine

2011-01-01

This annotated bibliography surveys key resources and research related specifically to language learning and literacy. It focuses on resources that will be valuable to teaching professionals and researchers who specialize in the areas of foreign and second language teaching, language arts and first and second language literacy. Significant…

A review of Computer Science resources for learning and teaching with K-12 computing curricula: an Australian case study

NASA Astrophysics Data System (ADS)

Falkner, Katrina; Vivian, Rebecca

2015-10-01

To support teachers to implement Computer Science curricula into classrooms from the very first year of school, teachers, schools and organisations seek quality curriculum resources to support implementation and teacher professional development. Until now, many Computer Science resources and outreach initiatives have targeted K-12 school-age children, with the intention to engage children and increase interest, rather than to formally teach concepts and skills. What is the educational quality of existing Computer Science resources and to what extent are they suitable for classroom learning and teaching? In this paper, an assessment framework is presented to evaluate the quality of online Computer Science resources. Further, a semi-systematic review of available online Computer Science resources was conducted to evaluate resources available for classroom learning and teaching and to identify gaps in resource availability, using the Australian curriculum as a case study analysis. The findings reveal a predominance of quality resources, however, a number of critical gaps were identified. This paper provides recommendations and guidance for the development of new and supplementary resources and future research.

SU-A-BRA-05: Panel Discussion

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

Montemayor, V.

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in themore » annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.« less

SU-A-BRA-01: Introduction

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

Montemayor, V.

Vic Montemayor - No one has been more passionate about improving the quality and effectiveness of the teaching of Medical Physics than Bill Hendee. It was in August of 2008 that the first AAPM Workshop on Becoming a Better Teacher of Medical Physics was held, organized and run by Bill Hendee. This was followed up in July of 2010 with a summer school on the same topic, again organized by Bill. There has been continued interest in alternate approaches to teaching medical physics since those initial gatherings. The momentum established by these workshops is made clear each year in themore » annual Innovation in Medical Physics Education session, which highlights work being done in all forms of medical physics education, from one-on-one residencies or classroom presentations to large-scale program revisions and on-line resources for international audiences. This symposium, presented on behalf of the Education Council, highlights the work of three finalists from past Innovation in Education sessions. Each will be presenting their approaches to and innovations in teaching medical physics. It is hoped that audience members interested in trying something new in their teaching of medical physics will find some of these ideas and approaches readily applicable to their own classrooms. Rebecca Howell - The presentation will discuss ways to maximize classroom learning, i.e., increasing the amount of material covered while also enhancing students’ understanding of the broader implications of the course topics. Specifically, the presentation will focus on two teaching methodologies, project based learning and flip learning. These teaching methods will be illustrated using an example of graduate medical physics course where both are used in conjunction with traditional lectures. Additionally, the presentation will focus on our experience implementing these methods including challenges that were overcome. Jay Burmeister - My presentation will discuss the incorporation of active learning techniques into a traditional medical physics classroom course. I will describe these techniques and how they were implemented as well as student performance before and after implementation. Student feedback indicated that these course changes improved their ability to actively assimilate the course content, thus improving their understanding of the material. Shahid Naqvi - My talk will focus on ways to help students visualize crucial concepts that lie at the core of radiation physics. Although particle tracks generated by Monte Carlo simulations have served as an indispensable visualization tool, students often struggle to resolve the underlying physics from a simultaneous jumble of tracks. We can clarify the physics by “coding” the tracks, e.g., by coloring the tracks according to their “starting” or “crossing” regions. The regionally-coded tracks when overlaid with dose distributions help the students see the elusive connection between dose, kerma and electronic disequilibrium. Tracks coded according to local energy or energy-loss rate can illustrate the need for stopping power corrections in electron beams and explain the Bragg peak in a proton beam. Coding tracks according to parent interaction type and order can clarify the often misunderstood distinction between primary and scatter dose. The students can thus see the “whole” simultaneously with the “sum of the parts,” which enhances their physical insight and creates a sustainable foundation for further learning. After the presentations the speakers and moderator will be open to questions and discussion with the audience members. Learning Objectives: Be able to explain Project-Based Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain Flipped Learning and how can it be incorporated into a Medical Physics classroom. Be able to explain active-learning strategies for the teaching of Medical Physics. Be able to explain how Monte Carlo simulations can be used to deepen a student’s understanding of radiation physics and dosimetry.« less

The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics

ERIC Educational Resources Information Center

Masin, Sergio Cesare; Crivellaro, Francesco; Varotto, Diego

2014-01-01

The research field of intuitive physics focuses on discrepancies between theoretical and intuitive physical knowledge. Consideration of these discrepancies can help in the teaching of elementary physics. However, evidence shows that theoretical and intuitive physical knowledge may also be congruent. Physics teaching could further benefit from…

Impact E-Learning Platform Moodle on the Physic's Learning Process in the High School's Students

NASA Astrophysics Data System (ADS)

Torres-Montealban, Jonas; Ruiz-Chavarria, Gregorio; Gomez-Lozoya, Enrique Armando

2011-03-01

As a didactic proposal, moodle e-learning platform was implemented in one of two Physics High School's group at UACH, in order to show how the use of new technologies can improve the learning progress linked to physics concepts. As a result, the first group worked at the same time with inside class activities as well as outside resources from the moodle e-platform. The second group only worked with inside class activities. This teaching application was developed in six sections. Section I defines the educational framework. Section II identifies the key physic's concepts to be studied in each proposed activity. Section III describes the didactic model. Section IV displays the compared results between similarities and differences in both groups. Section VI shows the gathered information in order to be discussed as a topic related on how new technologies improve the Physic's learning process in the high school' students.

A Model for Bilingual Physics Teaching: "The Feynman Lectures "

NASA Astrophysics Data System (ADS)

Metzner, Heqing W.

2006-12-01

Feynman was not only a great physicist but also a remarkably effective educator. The Feynman Lectures on Physics originally published in 1963 were designed to be GUIDES for teachers and for gifted students. More than 40 years later, his peculiar teaching ideas have special application to bilingual physics teaching in China because: (1) Each individual lecture provides a self contained unit for bilingual teaching; (2)The lectures broaden the physics understanding of students; and (3)Feynman's original thought in English is experienced through the bilingual teaching of physics.

Use of interactive teaching techniques to introduce mental health training to medical schools in a resource poor setting.

PubMed

Syed Sheriff, R J; Bass, N; Hughes, P; Ade-Odunlade, P; Ismail, A; Whitwell, S; Jenkins, R

2013-07-01

There are currently no practising psychiatrists in Somaliland. In 2007 the first medical students graduated from universities in Somaliland without mental health training. We aimed to pilot an intensive but flexible package of mental health training to all senior medical students and interns using interactive training techniques and to evaluate its effectiveness by assessing knowledge, skills and attitudes. Teaching techniques included didactic lectures, case based discussion groups and role playing. Informal feedback informed a flexible teaching package. Assessment tools designed specifically for this course included a pre and post course MCQ exam and an OSCE. Changes in students' attitudes were evaluated using a questionnaire administered before and after the course. In addition, a questionnaire administered following the course evaluated the changes students perceived in their knowledge and attitudes to mental health. The MCQ improved from 50.7% pre course to 64.4% post course (p = 9.73 E-08). Students achieved an average overall OSCE mark of 71%. The pre and post attitudes questionnaire was most significantly different for statements relevant to aetiology, stigma and the overlap between mental and physical health. The statement most strongly agreed with after the course was 'I now understand more about the overlap between mental and physical health'. Interactive teaching provided a learning experience for both students and trainers. On site and distance learning based on the teaching described here has widened the scope of the training possible in psychiatry and allowed the provision of regular teaching, supervision and peer support in Somaliland. However, the current lack of local expertise means that important issues of sustainability need to be considered in future work.

Different Habitus: Different Strategies in Teaching Physics? Relationships between Teachers' Social, Economic and Cultural Capital and Strategies in Teaching Physics in Upper Secondary School

ERIC Educational Resources Information Center

Engström, Susanne; Carlhed, Carina

2014-01-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on…

Sources and Resources for Teaching about Ancient Italy.

ERIC Educational Resources Information Center

Dutra, John A.

1979-01-01

Annotates sources and resources to use in teaching secondary students about ancient Roman history, including pedagogical guides, books on various aspects of Roman civilization, reference works, journals, audiovisual and related resources, and organizations. (Author/CK)

Utilizing Social Media and Blogging to Teach Science Communication

NASA Astrophysics Data System (ADS)

Keesee, A. M.

2012-12-01

The National Science Foundation presented the Science: Becoming the Messenger Workshop at my university in Fall 2011. Following the workshop, I started a blog (http://plasma.physics.wvu.edu/), Facebook page (WVU Plasma Physics), and Twitter feed (@WVUPlasma) to promote the West Virginia University Plasma Physics Research Groups. Faculty, postdocs, and graduate students in plasma physics are assigned the task of writing a blog post on a rotating basis as one of three elements for our monthly Journal Club. Our Facebook page and Twitter feed are used to announce new blog posts and accomplishments by group members. We have found this process to be a good way for students to learn to describe their research to people outside of their field of expertise. Details on establishing and maintaining these resources and specific examples will be presented. Follow me @plasmaphysmom.

Life Sciences: Curriculum Resources and Activities for School Librarians and Teachers.

ERIC Educational Resources Information Center

Bain, Amy; Richer, Janet; Weckman, Janet

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Earth Sciences: Curriculum Resources and Activities for School Librarians and Teachers.

ERIC Educational Resources Information Center

Bain, Amy; Richer, Janet; Weckman, Janet

This book provides resources to teachers and librarians for creating thematic units on specific topics targeting grades K-8. Each topic includes key concepts, comprehensive teaching resources, teaching resources (nonfiction children's literature), reading selections (fiction children's literature), science activities, creative writing and art…

Singapore National Medical Image Resource Centre (SN.MIRC): a world wide web resource for radiology education.

PubMed

Yang, Guo-Liang; Lim, C C Tchoyoson

2006-08-01

Radiology education is heavily dependent on visual images, and case-based teaching files comprising medical images can be an important tool for teaching diagnostic radiology. Currently, hardcopy film is being rapidly replaced by digital radiological images in teaching hospitals, and an electronic teaching file (ETF) library would be desirable. Furthermore, a repository of ETFs deployed on the World Wide Web has the potential for e-learning applications to benefit a larger community of learners. In this paper, we describe a Singapore National Medical Image Resource Centre (SN.MIRC) that can serve as a World Wide Web resource for teaching diagnostic radiology. On SN.MIRC, ETFs can be created using a variety of mechanisms including file upload and online form-filling, and users can search for cases using the Medical Image Resource Center (MIRC) query schema developed by the Radiological Society of North America (RSNA). The system can be improved with future enhancements, including multimedia interactive teaching files and distance learning for continuing professional development. However, significant challenges exist when exploring the potential of using the World Wide Web for radiology education.

NEWS: Phased by electricity?

NASA Astrophysics Data System (ADS)

2000-09-01

Magnets and electricity are the topics of the latest issue of Phases published by the Education Department at the UK Institute of Physics. A simple but effective classroom activity shows how magnetic force can be used to measure the thickness of paint, and a worksheet explaining domestic electricity - wiring, plugs, fuses and how a light bulb works - is also featured. A list of resources (publications, courses, workshops, references and websites) complements the activities. Mailed free of charge to all schools in the UK and Ireland, each issue of this lively publication is designed to support the teaching of physics to 11-14 year-olds and covers a particular area of physics along with ideas for lessons and teacher resource information, as well as career information for pupils. In the case of this particular issue, however, it has been pointed out that fuses are used to protect wiring and not appliances. Please note this when using the activities provided with `Grandad's Chair'. If you have not received your copy of Phases, please contact the IOP Education Department (education_schools@iop.org).

Teacher experiences in the use of the "Zoology Zone" multimedia resource in elementary science

NASA Astrophysics Data System (ADS)

Paradis, Lynne Darlene

This interpretive research study explored the experiences of teachers with the use of the Zoology Zone multimedia resource in teaching grade three science. Four generalist teachers used the multimedia resource in the teaching of the Animal Life Cycle topic from the Alberta grade three science program. The experiences of the teachers were examined through individual interviews, classroom visits and group interviews. Three dimensions of the study, as they related to elementary science teaching using the Zoology Zone multimedia resource were examined: (a) technology as a teaching resource, (b) science education and constructivist theory, and (c) teacher learning. In the area of planning for instruction, the teachers found that using the multimedia resource demanded more time and effort than using non-computer resources because of the dependence teachers had on others for ensuring access to computer labs and setting up the multimedia resource to run on school computers. The teachers felt there was value in giving students the opportunity to independently explore the multimedia resource because it captured their attention, included appropriate content, and was designed so that students could navigate through the teaming activities easily and make choices about how to proceed with their own learning. Despite the opportunities for student directed learning, the teachers found that it was also necessary to include some teacher directed learning to ensure that students were learning the mandated curriculum. As the study progressed, it became evident that the teachers valued the social dimensions of learning by making it a priority to include lessons that encouraged student to student interaction, student to teacher interaction, small group and whole class discussion, and peer teaching. When students were engaged with the multimedia resource, the teacher facilitated learning by circulating to each student and discussing student findings. Teachers focussed primarily on the content components of the Alberta science program of studies. They stated that the time allotted for science instruction was insufficient to effectively address the teaching of skills for science inquiry and of the 'big' ideas in science. The teachers stated that they valued inquiry teaching, constructivist teaching and the integration of the Information and Communication Technology (ICT) outcomes but that utilizing these teaching approaches was challenging because of the depth and breadth of the mandated curriculum. It became apparent that science instruction did not meet all the expectations of the mandated science curriculum and that the teachers did not plan for the integration of the ICT outcomes. The teachers in the study stated that they felt that multimedia resources did have a place in the elementary science curriculum and that the ICT outcomes could be achieved as part of science instruction using the Zoology Zone multimedia resource. The study concludes with some implications for teachers, educational policy makers and school administration, related to the use of multimedia resources in the teaching of elementary science and in the teaching of the ICT outcomes.

Should I stay or should I go? Physical education teachers' career intentions.

PubMed

Mäkelä, Kasper; Hirvensalo, Mirja; Whipp, Peter R

2014-06-01

This study investigated Finnish physical education (PE) teachers' intentions to leave the profession and the reasons behind them. A large sample (N = 808) of PE teachers who graduated between 1980 and 2008 (432 women, 376 men) answered a modified job satisfaction and teacher follow-up questionnaire that elicited career perceptions, intentions, and current work duties. In this sample, 26% of the respondents were contemplating leaving their jobs as PE teachers and an additional 13% were actually in the process of transferring from PE teaching but planned to remain in school teaching. To determine the reasons for considering leaving the PE teaching profession, principal axis factoring with direct oblimin rotation was performed on the 35 items of the questionnaire. These factors were labeled as status of the PE teaching profession, pupils, working conditions, colleagues, expertise, workload, administration, and stress. The most influential factors were poor facilities, poor equipment, and isolation from the peers. Additional factors included working conditions, low status of the PE teachers, and workload. For women, workload and stress were more significant reasons for leaving the profession than they were for men (p = .010-.040, d = 0.34-0.43). PE teachers in the age group of 40 to 44 years old constituted the largest group who were considering leaving the profession. Thirty-nine percent of the PE teachers considered leaving the profession. Even though PE teachers face a variety of challenges in their work, the majority intend to remain in the teaching profession. Improved resourcing and collegial support could potentially reduce PE teachers' intention to leave.

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

NASA Astrophysics Data System (ADS)

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

2018-02-01

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

Ideas II. A Sharing of Teaching Practices by Secondary School Physical Education Practitioners.

ERIC Educational Resources Information Center

Carlson, Ronald P., Ed.

This book describes physical education activity teaching ideas for the secondary school level. The first section describes curriculum ideas in such areas as adapted physical education, quality control, elective physical education, and advanced physical education. Section II describes instructional ideas involving peer teaching, skill improvement,…

Diversified integration of practical teaching resources in ideological and political course in colleges and universities

NASA Astrophysics Data System (ADS)

Xu, Jin; Chu, Biao

2018-03-01

To promote diversified integration and integrated use of practical teaching resources in ideological and political education in colleges and universities is helpful to extend the ideological and political teaching activities in colleges and universities, to update and supplement ideological and political knowledge, to build a harmonious learning environment for students and to comprehensively improve their ideological and political accomplishments. This article will analyze of ideological and political practical teaching resources diversified integration and the integration of programs by examples, and put forward personal opinions.

The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about Diversity, Prejudice, the Holocaust, and Human Rights. Volume 1: Grades K-4. Revised [and] The Spirit That Moves Us: A Literature-Based Resource Guide. Teaching about the Holocaust and Human Rights. Volume 2: Grades 5-8.

ERIC Educational Resources Information Center

Petovello, Laura R.; Quenk, Rachel

This two-volume resource guide includes lesson plans and bibliographical references for teaching about the Holocaust. The first volume, revised in 1999, covers grades K-4, and the second volume, published in 1997, covers grades 5-8. Each guide offers age-appropriate strategies and lesson plans for teaching students about the fundamental causes of…

Analytical derivation: An epistemic game for solving mathematically based physics problems

NASA Astrophysics Data System (ADS)

Bajracharya, Rabindra R.; Thompson, John R.

2016-06-01

Problem solving, which often involves multiple steps, is an integral part of physics learning and teaching. Using the perspective of the epistemic game, we documented a specific game that is commonly pursued by students while solving mathematically based physics problems: the analytical derivation game. This game involves deriving an equation through symbolic manipulations and routine mathematical operations, usually without any physical interpretation of the processes. This game often creates cognitive obstacles in students, preventing them from using alternative resources or better approaches during problem solving. We conducted hour-long, semi-structured, individual interviews with fourteen introductory physics students. Students were asked to solve four "pseudophysics" problems containing algebraic and graphical representations. The problems required the application of the fundamental theorem of calculus (FTC), which is one of the most frequently used mathematical concepts in physics problem solving. We show that the analytical derivation game is necessary, but not sufficient, to solve mathematically based physics problems, specifically those involving graphical representations.

Teaching the Teachers: Physical Science for the Non-Scientific

NASA Astrophysics Data System (ADS)

Michels, D. J.; Pickert, S. M.; Montrose, C. J.; Thompson, J. L.

2004-12-01

The Catholic University of America, in collaboration with the Solar Physics Branch of the Naval Research Laboratory and the Goddard Space Flight Center, has begun development of an experimental, inquiry-driven and standards-referenced physical science course for undergraduate, pre-service K-8 teachers. The course is team-taught by faculty from the University's Departments of Education and Physics and NRL solar physics research personnel. Basic physical science concepts are taught in the context of the Sun and Sun-Earth Connections, through direct observation, web-based solar data, and images and movies from ongoing space missions. The Sun can illuminate, in ways that cannot be duplicated with comparable clarity in the laboratory, the basics of magnetic and gravitational force fields, Newton's Laws, and light and optics. The immediacy of the connection to ongoing space research and live mission data serves as well to inspire student interest and curiosity. Teaching objectives include pedagogical methods, especially hands-on and observational experiences appropriate to the physics content and the K-8 classroom. The CUA Program, called TOPS! (Top Teachers of Physical Science!) has completed its first year of classroom experience; the first few batches of Program graduates should be in K-8 classrooms in time to capitalize on the motivational opportunities offered by the 2007-2008 IHY and IPY. We present data on the attitudinal and scientific progress of fifteen pre-service Early Childhood and Elementary Education majors as they experienced, many for the first time, the marvels of attractive and repulsive forces, live observations of solar system dynamics, access to real-time satellite data and NASA educational resources.

Teaching about the Earth Online: Faculty-Sourced Guidance from InTeGrate

NASA Astrophysics Data System (ADS)

McDaris, J. R.; Bralower, T. J.; Anbar, A. D.; Leinbach, A.

2017-12-01

Teaching online is growing in acceptance within the higher education community and its accessibility creates an opportunity to reach students from diverse backgrounds with geoscience content. There is a need to develop best practices for teaching about Earth online as new technologies, pedagogical approaches, and teaching materials that incorporate societal issues and data emerge. In response to this need, the InTeGrate: Teaching about Earth for a Sustainable Future project convened a workshop of interdisciplinary faculty who teach about the Earth online, in a variety of contexts, to develop consensus best-practices, collect online resources, and develop teaching materials to share with the rest of the community. Workshop participants generated five broad categories of guidance for faculty teaching online: develop communication and a sense of community among class participants, stimulate student engagement, develop activity frameworks that scale with class size, include information literacy in the curriculum explicitly, and employ effective management and assessment techniques. Many of the best practices highlighted by the group are not unique to teaching online, but teaching online rather than face-to-face affects how they are or can be implemented. The suite of webpages developed from this work showcase specific strategies in each area, underpinned by examples drawn from the experiences of the participants. This resource can provide a wealth of advice for faculty seeking help for teaching online. Faculty can also provide feedback on the strategies and add their own experiences to the collection. Participants also worked together in teams to develop new or revise existing teaching resources to make available via the InTeGrate website. In addition, they shared insights about online resources they use in their teaching and class management and developed plans for an online repository for next-generation, interactive educational materials and tools for creating them. All of the best practices guidance, teaching materials, and online resources from the workshop can be found via the InTeGrate website - http://serc.carleton.edu/integrate/workshops/online_learning/index.html.

Feminist Teaching in University Physical Education Programs.

ERIC Educational Resources Information Center

Bain, Linda L.; And Others

1991-01-01

Examines feminist teaching in university physical education. Three articles describe the personal experiences of physical educators who try to teach in ways that promote equality. The articles focus on social diversity and justice and feminist pedagogy in the sport sciences and physical education. (SM)

Enhancing the earth-science content and inquiry basis of physical geography education in Singapore schools

NASA Astrophysics Data System (ADS)

McCaughey, J.; Chong, E.

2011-12-01

Singapore has a long tradition of geography education at the secondary and Junior College levels (ages 12-18). Although most geography teachers teach both human and physical geography, many of them have received more extensive university training in human geography. The Earth Obervatory of Singapore (EOS), a newly established research institute at Nanyang Technological University (NTU), is building an education and outreach program to integrate its research across formal and informal education. We are collaborating with the Singapore Ministry of Education to enhance the earth-science content and inquiry basis of physical geography education in Singapore classrooms. EOS is providing input to national curriculum, textbook materials, and teaching resources, as well as providing inquiry-based field seminars and workshops for inservice teachers. An upcoming 5-year "Our Dynamic Earth" exhibit at the Science Centre Singapore will be a centerpoint of outreach to younger students, their teachers and parents, and to the community at large. On a longer time scale, the upcoming undergraduate program in earth science at NTU, the first of its kind in Singapore, will provide a stream of earth scientists into the geography teaching workforce. Developing ties between EOS and the National Institute of Education will further enhance teacher training. With a highly centralized curriculum, small land area, high-performing student population, and key stakeholders eager to collaborate with EOS, Singapore presents an unusual opportunity to impact classrooms on a national scale.

Applying Innovative Educational Principles when Classes Grow and Resources Are Limited: Biochemistry Experiences at Muhimbili University of Allied Health Sciences

ERIC Educational Resources Information Center

Omer, Selma; Hickson, Gilles; Tache, Stephanie; Blind, Raymond; Masters, Susan; Loeser, Helen; Souza, Kevin; Mkony, Charles; Debas, Haile; O'Sullivan, Patricia

2008-01-01

Teaching to large classes is often challenging particularly when the faculty and teaching resources are limited. Innovative, less staff intensive ways need to be explored to enhance teaching and to engage students. We describe our experience teaching biochemistry to 350 students at Muhimbili University of Health and Allied Sciences (MUHAS) under…

ERIC/ChESS: Teaching World History Today.

ERIC Educational Resources Information Center

Seiter, David M.

1989-01-01

Lists and describes some resources on teaching world history that are available from the Educational Resource Information Center (ERIC). Articles cover periodization, humanistic approaches, hierarchical organization of knowledge, skills in world history, teaching about Japan to students in Texas, Oklahoma, and Louisiana, global history, and a…

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy for the teaching operating room. Copyright © 2014 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Physics Teacher Demonstrations for the Classroom

NASA Astrophysics Data System (ADS)

Murfee, Lee

2005-04-01

A sharing of physics and physics teaching demonstrations by Lee Murfee, a teacher of students learning physics and mathematics at Berkeley Preparatory School and the United States Military Academy for 21 years, and active member of the Florida Section of American Association of Physics Teachers (AAPT). Presentation is a fast paced array of physics and physics teaching demonstrations. Topics include who and what we teach, a successful science department philosophy, forces, acceleration, impulse, momentum, observations, pendulums, springs, friction, inclined plane, rotational motion, moment of inertia, teaching description of motion with data, equations and graphing, slope, uniform circular motion, derivatives, integrals, PASCO Data Studio sensor applications, students presenting to students, flashboards, sound, pressure, and sensitivity analysis in determining specific heat. Demonstrations apply to high school and college introductory physics teaching; handouts and some door prizes/gifts will be provided.

Design and implementation of a virtual world training simulation of ICU first hour handover processes.

PubMed

Brown, Ross; Rasmussen, Rune; Baldwin, Ian; Wyeth, Peta

2012-08-01

Nursing training for an Intensive Care Unit (ICU) is a resource intensive process. High demands are made on staff, students and physical resources. Interactive, 3D computer simulations, known as virtual worlds, are increasingly being used to supplement training regimes in the health sciences; especially in areas such as complex hospital ward processes. Such worlds have been found to be very useful in maximising the utilisation of training resources. Our aim is to design and develop a novel virtual world application for teaching and training Intensive Care nurses in the approach and method for shift handover, to provide an independent, but rigorous approach to teaching these important skills. In this paper we present a virtual world simulator for students to practice key steps in handing over the 24/7 care requirements of intensive care patients during the commencing first hour of a shift. We describe the modelling process to provide a convincing interactive simulation of the handover steps involved. The virtual world provides a practice tool for students to test their analytical skills with scenarios previously provided by simple physical simulations, and live on the job training. Additional educational benefits include facilitation of remote learning, high flexibility in study hours and the automatic recording of a reviewable log from the session. To the best of our knowledge, we believe this is a novel and original application of virtual worlds to an ICU handover process. The major outcome of the work was a virtual world environment for training nurses in the shift handover process, designed and developed for use by postgraduate nurses in training. Copyright © 2012 Australian College of Critical Care Nurses Ltd. Published by Elsevier Ltd. All rights reserved.

Teaching Physical Geography with Toys, Household Items, and Food

ERIC Educational Resources Information Center

Carnahan, Laura; Pankratz, Mary Jo; Alberts, Heike

2014-01-01

While many college physical geography instructors already use a wide variety of creative teaching approaches in their classes, others have not yet been exposed to teaching with toys, household items, or food. The goal in this article is to present some ideas for teaching college-level physical geography (weather/climate and geomorphology) for…

Teaching Einsteinian Physics at Schools: Part 2, Models and Analogies for Quantum Physics

ERIC Educational Resources Information Center

Kaur, Tejinder; Blair, David; Moschilla, John; Zadnik, Marjan

2017-01-01

The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the…

ENGAGE: A Game Based Learning and Problem Solving Framework

DTIC Science & Technology

2012-08-15

multiplayer card game Creature Capture now supports an offline multiplayer mode (sharing a single computer), in response to feedback from teachers that a...Planetopia overworld will be ready for use by a number of physical schools as well as integrated into multiple online teaching resources. The games will be...From - To) 7/1/2012 – 7/31/2012 4. TITLE AND SUBTITLE ENGAGE: A Game Based Learning and Problem Solving Framework 5a. CONTRACT NUMBER N/A 5b

Teaching with technology: free Web resources for teaching and learning.

PubMed

Wink, Diane M; Smith-Stoner, Marilyn

2011-01-01

In this bimonthly series, the department editor examines how nurse educators can use Internet and Web-based computer technologies such as search, communication, collaborative writing tools; social networking, and social bookmarking sites; virtual worlds; and Web-based teaching and learning programs. In this article, the department editor and her coauthor describe free Web-based resources that can be used to support teaching and learning.

EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

ERIC Educational Resources Information Center

Gonzalez, Paul F.; Ochoa, Cesar A.; Cabrera, Paola A.; Castillo, Luz M.; Quinonez, Ana L.; Solano, Lida M.; Espinosa, Franklin O.; Ulehlova, Eva; Arias, Maria O.

2015-01-01

Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in…

Physics Teaching in a Rural School.

ERIC Educational Resources Information Center

Wilhite, Lora

1979-01-01

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

The Challenge of Teaching Introductory Physics to Premedical Students

NASA Astrophysics Data System (ADS)

Kortemeyer, Gerd

2007-12-01

Most physics instructors are motivated by a genuine interest in their subject area and in using physics to understand real-world phenomena. While many premedical students may share these interests, most are motivated by fulfilling their degree requirements and gaining admittance into medical school. To achieve this latter goal, they need excellent grades and have to do well on the Medical College Admissions Test (MCAT), which includes a physical sciences section that may not coincide with the learning goals of many physics courses. Too often both sides simply give up, and courses come to some kind of unspoken agreement of how to go through the motions of completing the course with the least amount of mutual aggravation, while real physics falls by the wayside. But how exactly does this discrepancy manifest itself, and what—if anything other than giving up—can be done about it? In this paper, I first survey learner beliefs, expectations, and preferences and then attempt to identify approaches and resources that may partly address the identified issues.

Pre-Service Physics Teachers' Metacognitive Knowledge about Their Instructional Practices

ERIC Educational Resources Information Center

Yerdelen-Damar, Sevda; Özdemir, Ömer Faruk; Ünal, Cezmi

2015-01-01

This study aims to investigate pre-service physics teachers' metacognitive knowledge about their teaching practices. The participants included six pre-service physics teachers. A taxonomy of metacognition for teaching was developed to analyze the level of pre-service physics teachers' metacognitive knowledge about their teaching practices.…

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…

75 FR 3449 - Office of Innovation and Improvement; Overview Information; Teaching American History Grant...

Federal Register 2010, 2011, 2012, 2013, 2014

2010-01-21

... Educational Resources (OER). OER are teaching, learning, and research resources that reside in the public... traditional American history content, proven teaching strategies, and lessons learned in implementing TAH... students. The applicant is encouraged to address how its proposed professional development strategy will...

Resources and Guidelines for Teaching about the Holocaust [and Related Brochures and Poster.

ERIC Educational Resources Information Center

Boas, Jacob

This resource packet presents a variety of ideas, lesson plans and activities to teach about the Holocaust. Lesson plans in this packet include: (1) "Human Behavior"; (2) "The Teachings of Contempt--Entry Points for Examining the Holocaust: Prejudice, Bigotry, Racism, Stereotypes, Scapegoating"; (3) "The Holocaust";…

Integration of Open Educational Resources in Undergraduate Chemistry Teaching--A Mapping Tool and Lecturers' Considerations

ERIC Educational Resources Information Center

Feldman-Maggor, Yael; Rom, Amira; Tuvi-Arad, Inbal

2016-01-01

This study examines chemistry lecturers' considerations for using open educational resources (OER) in their teaching. Recent technological developments provide innovative approaches for teaching chemistry and visualizing chemical phenomena. End users' improved ability to upload information online enables integration of various pedagogical models…

South Carolina Guide for Consumer Education I & II.

ERIC Educational Resources Information Center

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

This guide is designed to provide job-relevant tasks, performance objectives, performance guides, resources, teaching activities, and instructional resources for teaching consumer education I and II in South Carolina. It may be used with any teaching method selected by the instructor. Consumer Education I contains four units: demonstrate…

Teaching and Learning Strategies for Serving Underrepresented Students: A Collection of Resource Documents.

ERIC Educational Resources Information Center

Grosz, Karen S., Comp.

Designed as a resource on teaching and learning strategies geared specifically toward underrepresented community college students, this collection of articles and reports includes the following: (1) "Successful Teaching Strategies: Instruction for Black and Hispanic Students in the California Community Colleges," by Olivia Mercado, Cheryl Fong,…

Education majors' expectations and reported experiences with inquiry-based physics: Implications for student affect

NASA Astrophysics Data System (ADS)

Gaffney, Jon D. H.

2013-06-01

To address a perennial need to provide K-8 teachers with a solid foundation in science, there are many physics content courses throughout the United States. One such course is Physics and Astronomy for Teachers (PAT), which relies heavily on active-learning strategies. Although PAT is successful in teaching physics content, students sometimes report dissatisfaction with the course. Such instances of poor affect are worrisome because they may influence how teachers present science in their own classrooms. Therefore, this study investigates students’ affect in terms of their pedagogical expectations and potential personal learning outcomes with respect to PAT. Two sections of PAT, each containing approximately 40 students, were observed. Students in those sections were surveyed, and a sample were interviewed (N=10). An analysis of the data in terms of an expectancy violation framework shows that while students’ expectations regarding the hands-on and interactive components of PAT were met, they received substantially fewer lectures, class discussions, and opportunities to make class presentations than they had expected, even after they had been presented with the course syllabus and informed about the specific nature of the course. Additionally, students expected PAT to be more directly linked with their future teaching careers and therefore expected more opportunities to practice teaching science than they reported receiving. This investigation serves as a case study to provide insight into why students are sometimes frustrated and confused when first encountering active-learning classes, and it implies that instructors should be cognizant of those feelings and devote resources toward explicit orientation that emphasizes the purpose of the course and reasons behind their pedagogical choices.

A multi-institutional study using simulation to teach cardiopulmonary physical examination and diagnosis skills to physician assistant students.

PubMed

Multak, Nina; Newell, Karen; Spear, Sherrie; Scalese, Ross J; Issenberg, S Barry

2015-06-01

Research demonstrates limitations in the ability of health care trainees/practitioners, including physician assistants (PAs), to identify important cardiopulmonary examination findings and diagnose corresponding conditions. Studies also show that simulation-based training leads to improved performance and that these skills can transfer to real patients. This study evaluated the effectiveness of a newly developed curriculum incorporating simulation with deliberate practice for teaching cardiopulmonary physical examination/bedside diagnosis skills in the PA population. This multi-institutional study used a pretest/posttest design. Participants, PA students from 4 different programs, received a standardized curriculum including instructor-led activities interspersed among small-group/independent self-study time. Didactic sessions and independent study featured practice with the "Harvey" simulator and use of specially developed computer-based multimedia tutorials. Preintervention: participants completed demographic questionnaires, rated self-confidence, and underwent baseline evaluation of knowledge and cardiopulmonary physical examination skills. Students logged self-study time using various learning resources. Postintervention: students again rated self-confidence and underwent repeat cognitive/performance testing using equivalent written/simulator-based assessments. Physician assistant students (N = 56) demonstrated significant gains in knowledge, cardiac examination technique, recognition of total cardiac findings, identification of key auscultatory findings (extra heart sounds, systolic/diastolic murmurs), and the ability to make correct diagnoses. Learner self-confidence also improved significantly. This study demonstrated the effectiveness of a simulation-based curriculum for teaching essential physical examination/bedside diagnosis skills to PA students. Its results reinforce those of similar/previous research, which suggest that simulation-based training is most effective under certain educational conditions. Future research will include subgroup analyses/correlation of other variables to explore best features/uses of simulation technology for training PAs.

Resources for Using a Global Approach in Elementary Social Studies. TeachERIC Resource Series, No. 2.

ERIC Educational Resources Information Center

Social Science Education Consortium, Inc., Boulder, CO.

This annotated bibliography, one of four separate resources in the "Teach ERIC Resource Series," cites materials that will help elementary teachers incorporate a global approach into social studies instruction. All materials listed are available through the ERIC system and in journal articles. The purpose of the Series is to help familiarize…

Using the Internet in Teaching Algebra to Middle School Students: A Study of Teacher Perspectives and Attitudes

ERIC Educational Resources Information Center

Alsaeed, Maha Saad

2017-01-01

During the past decades, technological resources have been improved to support the teaching of mathematics. While the improvement of technological resources, the World Wide Web provides teachers and students many resources that engage students in rich mathematics experiences. There are a vast number of educational resources available through the…

Quality of Teaching and Learning in Resource Quandary: The Case of a University in Zimbabwe

ERIC Educational Resources Information Center

Chidindi, Joseph

2012-01-01

Zimbabwe faced severe economic challenges that impacted on resource accumulation leading to a decline of quality of teaching and learning in a selected university in Zimbabwe yet the Resource Dependence Theory advocates that organizations are dependent on the environment for resources for survival and achievement of their set objectives. The study…

Decentering resources: a phenomenological study of interpretive pedagogies in patient education.

PubMed

Scheckel, Martha; Hedrick-Erickson, Jennifer

2009-01-01

The purpose of this interpretive phenomenological study was to document an innovative approach to teaching patient education where RN-Bachelor of Science in Nursing students, through an online course, learned and applied the interpretive pedagogies in patient education. The online course was the educational intervention which laid the groundwork of the study. Data were then collected from 9 of 18 students who took the course and agreed to participate. Interviews were audiotaped face to face or by telephone and transcribed and interpreted for meanings. Two themes that emerged for teaching patient education included "Decentering Resources: Listening Through Questioning" and "Decentering Resources: Empowering Through Questioning." This study revealed that, as students learned the interpretive pedagogies, resources (brochures, handouts, videos, etc.) took on less importance in their patient education practice. They recognized how resources frequently impeded patient-nurse interactions in teaching and learning encounters. Once students understood that they were perhaps depending too much on resources, they began engaging in questioning practices where significant meanings of listening and empowering in patient education unfolded. This study encourages nurse educators to teach students interpretive pedagogies in patient education to promote pedagogical literacy, which preserves the time-honored tradition of working together with patients during teaching and learning encounters.

Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs.

PubMed

Hall, Susanne E; Birch, Christina

2018-01-01

Creating and teaching successful writing and communication assignments for biology undergraduate students can be challenging for faculty trying to balance the teaching of technical content. The growing body of published research and scholarship on effective teaching of writing and communication in biology can help inform such work, but there are also local resources available to support writing within biology courses that may be unfamiliar to science faculty and instructors. In this article, we discuss common on-campus resources biology faculty can make use of when incorporating writing and communication into their teaching. We present the missions, histories, and potential collaboration outcomes of three major on-campus writing resources: writing across the curriculum and writing in the disciplines initiatives (WAC/WID), writing programs, and writing centers. We explain some of the common misconceptions about these resources in order to help biology faculty understand their uses and limits, and we offer guiding questions faculty might ask the directors of these resources to start productive conversations. Collaboration with these resources will likely save faculty time and effort on curriculum development and, more importantly, will help biology students develop and improve their critical reading, writing, and communication skills.

Creating Successful Campus Partnerships for Teaching Communication in Biology Courses and Labs

PubMed Central

Hall, Susanne E.; Birch, Christina

2018-01-01

Creating and teaching successful writing and communication assignments for biology undergraduate students can be challenging for faculty trying to balance the teaching of technical content. The growing body of published research and scholarship on effective teaching of writing and communication in biology can help inform such work, but there are also local resources available to support writing within biology courses that may be unfamiliar to science faculty and instructors. In this article, we discuss common on-campus resources biology faculty can make use of when incorporating writing and communication into their teaching. We present the missions, histories, and potential collaboration outcomes of three major on-campus writing resources: writing across the curriculum and writing in the disciplines initiatives (WAC/WID), writing programs, and writing centers. We explain some of the common misconceptions about these resources in order to help biology faculty understand their uses and limits, and we offer guiding questions faculty might ask the directors of these resources to start productive conversations. Collaboration with these resources will likely save faculty time and effort on curriculum development and, more importantly, will help biology students develop and improve their critical reading, writing, and communication skills. PMID:29904537

Perceived Social-Ecological Barriers of Generalist Pre-Service Teachers towards Teaching Physical Education: Findings from the GET-PE Study

ERIC Educational Resources Information Center

Hyndman, Brendon P.

2017-01-01

Identifying and understanding the perceptions of pre-service teachers (PSTs) is vital to informing teaching practices. The purpose of the "Generalist Entry into Teaching Physical Education" (GET-PE) study was to investigate Australian generalist PSTs' perceptions of the barriers to teaching physical education (PE) classes. A…

Teachers' approaches to teaching physics

NASA Astrophysics Data System (ADS)

2012-12-01

Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

The Importance of Indirect Teaching Behaviour and Its Educational Effects in Physical Education

ERIC Educational Resources Information Center

Jung, Hyunwoo; Choi, Euichang

2016-01-01

Background: Physical education teacher behaviour has been a subject of study in physical education including physical education teacher education for 30 years. However, the research on teacher behaviour has tended to focus on direct teaching behaviour (DTB) to demonstrate the benefits of effective teaching, centred on a technical understanding of…

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…

Using Internet Resources in Teaching Financial Reporting and Analysis of Multinational Enterprises.

ERIC Educational Resources Information Center

Agami, Abdel M.

2003-01-01

Provides some sources of corporate financial information on the Internet and illustrates how to use these resources in teaching international business and, more specifically, financial reporting and analysis of multinational enterprises. Points out some of the advantages and limitations of these resources. (EV)

Ratio, Proportion and Scaling. Mathematics Resource Project.

ERIC Educational Resources Information Center

Hoffer, Shirley Ann, Ed.

The Mathematics Resource Project has as its goal the production of topical resources for teachers, drawn from the vast amounts of available material. This experimental edition on Ratio, Proportion, and Scaling, contains a teaching emphasis section, a classroom materials section, and teacher commentaries. The teaching emphasis section stresses…

Teaching for Global Perspective: A Resource Handbook.

ERIC Educational Resources Information Center

Roach, Patricia Betts, Ed.

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

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students.

PubMed

Staitieh, Bashar S; Saghafi, Ramin; Kempker, Jordan A; Schulman, David A

2016-04-01

Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the "intervention" group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools.

The practice of problem-based investigative teaching reform in semiconductor physics course

NASA Astrophysics Data System (ADS)

Chen, Aiping; Wu, Gaojian; Gu, Dawei; Jiang, Hongying; Wang, Lei

2017-08-01

Semiconductor physics is an important basic course for the students of the majors of applied physics, optoelectronics, and microelectronics. The authors have been carrying out investigative-teaching reform in semiconductor physics teaching. Firstly, the teaching content was re-structured based on scientific problems. Secondly, the students were placed in groups to discuss different scientific problems and to present a few short science-reports. Thirdly, micro-lesson videos were produced for the students to study and analyze before or after class. With comparative analysis, we find out that the semiconductor-physics curriculum content was greatly enriched. In addition, the students' learning motivation and scientific thinking ability increased, and their innovation ability was improved. Overall, the teaching quality of the semiconductor physics course could be significantly improved.

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

ERIC Educational Resources Information Center

Robertson, Judith P., Ed.

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

Diverse Language Profiles: Leveraging Resources of Potential Bilingual Teachers of Color

ERIC Educational Resources Information Center

Athanases, Steven Z.; Banes, Leslie C.; Wong, Joanna W.

2015-01-01

Bilingual prospective teachers of color may possess experiences and knowledge particularly suitable for teaching linguistically diverse students but may need guidance and support to leverage such resources for teaching. In a class of 76 undergraduates, with a focus on bilingual students of color intending to teach, this study used self-reflexive…

Students as Teaching Resources; A Survey of Teaching Models Using Non-Professionals (Peer Tutoring).

ERIC Educational Resources Information Center

Klaus, David J.

This preliminary survey was designed to explore the possible use of students as teaching resources in the developing countries. In carrying out the survey, available literature was reviewed, visits made to selected ongoing projects in the United States, and interviews conducted overseas with indigenous educational researchers in Ghana, Sierra…

Teach and Reach: An Alternative Guide to Resources for the Classroom.

ERIC Educational Resources Information Center

Barnes, Ellen; And Others

This guide to alternative teaching resources suggests ideas to change the system and self, and it presents new ways of thinking about teaching and learning. A section on programming includes ideas for alternative curricula that are activity based, affective, community based, issue centered, interest centered, and mixed media. A section on…

Resources for Teaching Virginia Government.

ERIC Educational Resources Information Center

Snook, Helen B.

This resource notebook contains information and unit planning ideas for teachers, class activities, and student materials that can be used for teaching a 12th grade course about Virginia state and local governments. Section A features: (1) information about how to use these materials and how to find time to teach about Virginia government; (2) a…

Teaching Lab Science Courses Online: Resources for Best Practices, Tools, and Technology

ERIC Educational Resources Information Center

Jeschofnig, Linda; Jeschofnig, Peter

2011-01-01

"Teaching Lab Science Courses Online" is a practical resource for educators developing and teaching fully online lab science courses. First, it provides guidance for using learning management systems and other web 2.0 technologies such as video presentations, discussion boards, Google apps, Skype, video/web conferencing, and social media…

Teaching for a Tolerant World, Grades 9-12. Essays and Resources.

ERIC Educational Resources Information Center

Danks, Carol, Ed.; Rabinsky, Leatrice B., Ed.

The essays and resources in this book are designed to help high school English teachers adapt their own classroom lessons for teaching about genocide and intolerance. Beginning with guidelines developed by the National Council of teachers of English's Committee on Teaching about Genocide and Intolerance, the 16 essays present approaches to…

On Teaching the Nature of Science: Perspectives and Resources

ERIC Educational Resources Information Center

Radloff, Jeffrey

2016-01-01

In this paper, I present a critical review of the recent book, "On Teaching the Nature of Science: Perspectives and Resources," written by Douglas Allchin (2013). This publication presents an in-depth examination of the nature of science construct, as well as instruction for educators about how to teach it effectively utilizing…

Materials and Techniques for Teaching the Esperanto Language in the Elementary Grades [and] 1996 Packet for Teachers.

ERIC Educational Resources Information Center

Jones, Kent

Materials presented here include a variety of resources for teachers of Esperanto: a brief guide to Esperanto teaching, including suggested teacher qualifications, a listing of instructional materials and resources, including serials, with details of publication, activities in preparation for teaching, grade-level class activities, notes on…

Why Reinvent the Wheel when Earth Science Resources Are Already Available? The GEOTREX and STEGO Resource Banks

ERIC Educational Resources Information Center

Williams, Maggie

2012-01-01

The "issue" of there being only limited time available to teachers for the development of teaching and learning resources has been with us a long time. This article outlines the rationale behind the development of online teaching resources that are freely available on the Earth Science Teachers' Association (ESTA) website and introduces readers to…

Learning about water resource sharing through game play

NASA Astrophysics Data System (ADS)

Ewen, Tracy; Seibert, Jan

2016-10-01

Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels, finds Irrigania to be an effective and easy tool to incorporate into a curriculum. The development of two water games in a course for masters students in geography is also presented as a way to teach and communicate about water resource sharing. Through game development, students learned soft skills, including critical thinking, problem solving, team work, and time management, and overall the process was found to be an effective way to learn about water resource decision outcomes. This paper concludes with a discussion of learning outcomes from both playing and developing water games.

A qualitative study of the meaning of physical examination teaching for patients.

PubMed

Chretien, Katherine C; Goldman, Ellen F; Craven, Katherine E; Faselis, Charles J

2010-08-01

Physical examination teaching using actual patients is an important part of medical training. The patient experience undergoing this type of teaching is not well-understood. To understand the meaning of physical examination teaching for patients. Phenomenological qualitative study using semi-structured interviews. Patients who underwent a physical examination-based teaching session at an urban Veterans Affairs Medical Center. A purposive sampling strategy was used to include a diversity of patient teaching experiences. Multiple interviewers triangulated data collection. Interviews continued until new themes were no longer heard (total of 12 interviews). Interviews were recorded and transcribed verbatim. Coding was performed by two investigators and peer-checked. Themes were identified and meanings extracted from themes. Seven themes emerged from the data: positive impression of students; participation considered part of the program; expect students to do their job: hands-on learning; interaction with students is positive; some aspects of encounter unexpected; range of benefits to participation; improve convenience and interaction. Physical examination teaching had four possible meanings for patients: Tolerance, Helping, Social, and Learning. We found it possible for a patient to move from one meaning to another, based on the teaching session experience. Physical examination teaching can benefit patients. Patients have the potential to gain more value from the experience based on the group interaction.

An Annotated Bibliography of Research into the Teaching and Learning of the Physical Sciences at the Higher Education Level.

ERIC Educational Resources Information Center

Palmer, David

This document contains an annotated bibliography aimed at the teaching of the physical sciences at the tertiary level to those who wish to become more informed about teaching related research evidence and undertake science education research. The bibliography offers an overview of teaching and learning in the physical sciences and key references…

Resources for Teaching about Japan.

ERIC Educational Resources Information Center

Wojtan, Linda S.

This book lists resources for materials and ideas for teaching about Japan. The resource listings are not intended to be encyclopedic and are not intended to be a comprehensive listing of every useful curriculum item. The attempt has been made to highlight especially those organizations that work with kindergarten through grade 12 teachers,…

Online Teaching Resources about Medicinal Plants and Ethnobotany

ERIC Educational Resources Information Center

Straus, Kristina M.; Chudler, Eric H.

2016-01-01

Classroom exploration of plant-based medicines and ethnobotany is a timely and valuable way to engage students in science. This Feature highlights Internet-based resources to help teachers in primary and secondary classrooms incorporate lessons and activities to teach about plant medicines. These Internet resources include curricula, videos, sites…

Learning about the Soviets: Selected Teaching Resources.

ERIC Educational Resources Information Center

Educators for Social Responsibility, Cambridge, MA.

Over 120 resources for teaching secondary and postsecondary level students about the Soviet Union, most of which have been produced since 1980, are listed in this guide. A resource list focusing on "Ten Things Soviets Say You Should Read to Understand Them" precedes annotated citations of articles; books; curricula; organizations…

Let's Teach Safety. A Directory of Classroom Resources.

ERIC Educational Resources Information Center

American Vocational Association, Arlington, VA.

Intended for use by vocational education teachers, this directory contains listings of such classroom resources as films, pamphlets, charts, and transparencies useful for teaching safety awareness and safety habits in seven vocational occupation areas. A total of fifty-one resources relating to agricultural occupations are listed. The section on…

Online Resources for Teaching Units on: Ecological Footprint of Human Food

ERIC Educational Resources Information Center

Marrocco, Aldo T.

2011-01-01

The modern food system involves high consumption of natural resources and other forms of environmental degradation. This paper is a presentation of internet resources such as scientific contributions, graphics, tables, images, animations and interactive atlases that can help to teach this subject. The discussion contains some subjects considered…

Resources for Teaching about Nationalism, 1812 to the Civil War.

ERIC Educational Resources Information Center

Seiter, David

1987-01-01

Highlights five resources for teaching about the rise of U.S. nationalism between 1812 and 1865 available from the Educational Resource Information Center (ERIC). Items included are: (1) the War of 1812; (2) the annexation of Texas; (3) the Kansas-Nebraska Act; and (4) the question of slavery. (BSR)

The Use of MERLOT in Biochemistry and Molecular Biology Education

ERIC Educational Resources Information Center

Cooper, Scott

2005-01-01

The referatory, Multimedia Educational Resources for Learning and Online Teaching (MERLOT), contains links to 1300 electronic teaching resources in biology and chemistry. Approximately 20% have been peer reviewed, and most have user comments or assignments attached. In addition to being a source of educational resources, the MERLOT project seeks…

Teaching about Japan: Lessons and Resources.

ERIC Educational Resources Information Center

Bernson, Mary Hammond, Ed.; Wojtan, Linda S., Ed.

This document is a revised and updated version of two publications: "Modern Japan: An Idea Book for K-12 Teachers" and "Resources for Teaching About Japan." These lesson plans were developed by teachers who participated in a summer institute on Japan, sponsored by the East Asia Resource Center at the Jackson School of…

"Physics and Life" for Europe's Science Teachers

NASA Astrophysics Data System (ADS)

2003-04-01

The EIROforum Contribution to the European Science and Technology Week 2003 [Physics on Stage 3 Logo] What do you know about modern science? Was your school science teacher inspiring and enthusiastic? Or was physics class a good time to take a nap? Unfortunately, many young Europeans don't have the fondest memories of science in school, and the result is a widespread disinterest and lack of understanding of science among adults. This has become a real problem - especially at a time when science is having a growing impact on our daily lives, and when society needs more scientists than ever! What can be done? Some of Europe's leading research organisations, scientists and teachers have put their heads together and come up with a unique approach called "Physics on Stage" . This will be the third year that these institutes, with substantial support from the European Commission, are running this project - attacking the problem at its roots. EIROforum and "Physics on Stage 3" [EIROforum Logo] "Physics On Stage 3" is based on the very successful "Physics On Stage" concept that was introduced in 2000. It is directed towards science teachers and students in Europe's secondary schools. It is a part of the year-long build-up to the European Science and Technology Week 2003 (3-9 November), an initiative by the European Commission, and is run by seven of Europe's leading Intergovernmental Research Organizations (the EIROforum) [1]. The project addresses the content and format of science teaching in European schools , seeking to improve the quality of teaching and to find new ways to stimulate pupils to take an interest in science. Innovative and inspirational science teaching is seen as a key component to attract young people to deal with scientific issues, whether or not they finally choose a career in science. Hence, "Physics On Stage 3" aims to stimulate the interest of young people through the school teachers, who can play a key role in reversing the trend of falling interest in science and current scientific research. The goals of "Physics On Stage 3" [EWST Logo] "Physics on Stage 3" also aims to facilitate the exchange of good practice and innovative ideas among Europe's science teachers and to provide a forum for a broad debate among educators, administrators and policy-makers about the key problems in science education today. Moreover, it will make available the considerable, combined expertise of the EIROforum organisations to the European scientific teaching community, in order to promote the introduction of "fresh" science into the curricula and thus to convey a more realistic image of modern science to the pupils. "Physics on Stage 3" is concerned with basic science and also with the cross-over between different science disciplines - a trend becoming more and more important in today's science, which is not normally reflected in school curricula. A key element of the programme is to give teachers an up-to-date "insiders'" view of what is happening in science and to tell them about new, highly-diverse and interesting career opportunities for their pupils. Theme of the activities The theme of "Physics on Stage" this year is "Physics and Life" , reflecting the decision to broaden the Physics on Stage activities to encompass all the natural sciences. Including other sciences will augment the already successful concept, introducing a mixture of cross-over projects that highlight the multidisciplinary aspects of modern science. Among the many subjects to be presented are radiation, physics and the environment, astrobiology (the search for life beyond earth), complex systems, self-organising systems, sports science, the medical applications of physics, mathematics and epidemiology, etc. The main elements National activities "Physics on Stage 3" has already started and National Steering Committees in 22 countries, composed of eminent science teachers, scientists, administrators and others involved in setting school curricula, are now preparing related programs in their countries. Through these national activities, outstanding individuals will be selected to represent their teachers' communities at the final international event, the "Physics on Stage 3" festival. A list of national contact points is attached below. International festival The high-profile "festival" during the European Science and Technology Week 2003 will stimulate the dissemination of successful education tools and methods, identify the most effective ways to support teachers and motivate novel developments in science education. It will take place at the ESA-ESTEC site in Noordwijk (The Netherlands), from November 8 - 15, 2003 . The climax of the event will be the presentation of the European Science Teaching Awards , in recognition of teaching excellence, inspiration and motivation of young people. Online Resource Archive An online archive of the best teaching materials and practices in Europe will be established, forming a unique 'resource centre', which will make available all of the interesting materials identified through the programme and provide a forum for exchange which will last well beyond the duration of the activity. More information Full information about "Physics on Stage 3" is available at the central website: www.physicsonstage.net From here there is also direct connection to the national websites and the many related activities all over Europe. Be sure to check the site at regular intervals for new information about the developments!

Reviews Website: Online Graphing Calculator Video Clip: Learning From the News Phone App: Graphing Calculator Book: Challenge and Change: A History of the Nuffield A-Level Physics Project Book: SEP Sound Book: Reinventing Schools, Reforming Teaching Book: Physics and Technology for Future Presidents iPhone App: iSeismometer Web Watch

NASA Astrophysics Data System (ADS)

2011-01-01

WE RECOMMEND Online Graphing Calculator Calculator plots online graphs Challenge and Change: A History of the Nuffield A-Level Physics Project Book delves deep into the history of Nuffield physics SEP Sound Booklet has ideas for teaching sound but lacks some basics Reinventing Schools, Reforming Teaching Fascinating book shows how politics impacts on the classroom Physics and Technology for Future Presidents A great book for teaching physics for the modern world iSeismometer iPhone app teaches students about seismic waves WORTH A LOOK Teachers TV Video Clip Lesson plan uses video clip to explore new galaxies Graphing Calculator App A phone app that handles formulae and graphs WEB WATCH Physics.org competition finds the best websites

The Complementary Teaching of Physics and Music Acoustics - The Science of Sound

NASA Astrophysics Data System (ADS)

Milicevic, D.; Markusev, D.; Nesic, Lj.; Djordjevic, G.

2007-04-01

The results of some up-to-date solutions referring to teaching physics as a part of educational reform in Serbia, can be negative in a great deal to content and scope of teaching process which has existed so far. Basic course and characteristics of those solutions mean decreasing the number of classes of full-time physics teaching. Such tendencies are unjustified for many reasons, and the basic one is that physics is the foundation of understanding not only natural science, but also art and music (optics and acoustics respectively) and physical education (statics and dynamics). As a result of all this, there is necessity to have natural lessons of physics with the teachers of subjects such as music, art and physical education. The main objective of it is to conclude one good quality teaching cycle, and make student acquire new as well as revise their knowledge in different subjects.

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

Sprawls, P

Purpose: To enhance the understanding of medical physics concepts and develop higher levels of learning relating to invisible physics phenomena such as radiation. To provide medical physics educators in all countries of the world with understanding of knowledge structures in the human brain, the different levels of learning, and the types of knowledge required for higher level functions such as problem solving, creative innovations, and applied clinical applications. To provide medical physics educators with an open access resource (tool) that they can use in their teaching activities to enrich and elevate the level of learning for their students, residents, etc.more » with respect to the invisible realm of medical physics. Methods: An experienced clinical medical physicist and educator has created and provided with open access three complementary web-based resources to achieve the purposes described above. One is a module focusing on the medical physics learning process with respect to mental knowledge structures, how they relate to outcomes and applications, and learning activities that are required to develop the required knowledge structures. The second is an extensive set of visuals that educators can use in their activities (classes, small group discussions, etc.) to visualize the invisible. The third is an interactive online simulation where learners can adjust factors and visually observe changes in x-radiation.These resources are available online at www.BLINDED FOR REVIEW . Results: Medical physics education, especially for non-physicists, is becoming much more interesting and useful especially with respect to invisible radiation. The global impact is that medical imaging professionals can be more effective in optimizing x-ray imaging procedures and risk management when they have knowledge levels that enhance problem solving, innovation, and creativity. Conclusion: Medical physics educators in all institutions can be much more effective and efficient in the sharing of their knowledge and experience when enhanced with high-quality visuals.« less

Physics Teachers' Future Teaching Plans

ERIC Educational Resources Information Center

Physics Teacher, 2012

2012-01-01

There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first…

Project: "Teach 'n' Reach" Physically Handicapped: Physical and Health Impaired, Visually Impaired. (Book 4 out of 4.)

ERIC Educational Resources Information Center

Kagan, Arleen

The final volume (the fifth in the series and the fourth curriculum guide) in Project Teach 'n' Reach, a program designed to teach nondisabled students about disabilities, focuses on physical disabilities. Information on goals, performance objectives, and activity procedures are presented for topics dealing with physical and health impairments,…

Interactive, Collaborative, Electronic Learning Logs in the Physics Classroom

NASA Astrophysics Data System (ADS)

Gosling, Chris

2006-12-01

I describe my experiences using Hickman's Interactive Collaborative Electronic Learning Logs teaching HS Physics. ICE Learning Logs are written in student groups to answer questions posed by the instructor, who then in turn responds to each group’s entry before the next class. These logs were used with non-physics majors in both algebra and calculus-based introductory physics courses, and also at the high school level. I found ICE Learning Logs were found to be a clear improvement over traditional student journals. Excerpts from group entries will be presented to demonstrate the group identities that formed as well as the utility of the journals to probe for conceptual understanding. In addition, the ICE Learning Logs served as an excellent resource for students to review before exams and also to examine for critical moments to reflect on in formal essays. Hickman, P. (2000). Assessing student understanding with interactive-electronic-collaborative learning logs. ENC Focus, 7(2), 24-27. Sponsored by the National Science Foundation DUE0302097 and SUNY-Buffalo State Physics

Application of the K-W-L Teaching and Learning Method to an Introductory Physics Course

ERIC Educational Resources Information Center

Wrinkle, Cheryl Schaefer; Manivannan, Mani K.

2009-01-01

The K-W-L method of teaching is a simple method that actively engages students in their own learning. It has been used with kindergarten and elementary grades to teach other subjects. The authors have successfully used it to teach physics at the college level. In their introductory physics labs, the K-W-L method helped students think about what…

Academic Relationships and Teaching Resources. Fogarty International Center Series on the Teaching of Preventive Medicine, Volume 6.

ERIC Educational Resources Information Center

Clark, Duncan W., Ed.

The monograph is one of the Fogarty International Center Series on the Teaching of Preventive Medicine, undertaken to: (1) review and evaluate the state of the art of prevention and control of human diseases; (2) identify deficiences in knowledge requiring further research (including analysis of financial resources, preventive techniques, and…

Anthropology and Education Quarterly. Special Issue: Anthropological Resources and Teaching.

ERIC Educational Resources Information Center

Anthropology and Education Quarterly, 1977

1977-01-01

The theme of the journal of the Council on Anthropology and Education focuses on anthropological resources and teaching. Nine major articles comprise the special issue of the journal. The first article traces the development of the academic study and teaching of anthropology beginning in 1501. Although mentioned as early as the 1500s, anthropology…

Crime and Control: Syllabi and Instructional Materials for Criminology and Criminal Justice. Resource Materials for Teaching.

ERIC Educational Resources Information Center

Deutschmann, Linda B., Ed.; Wright, Richard A., Ed.

One of a series of resources for teaching sociology at the postsecondary level, this volume contains syllabi and instructional materials for courses in criminology and criminal justice. Material is divided into four sections. Section 1, innovative approaches to the teaching of criminology, contains four papers which discuss a corrections practicum…

Teaching Texas History: An All-Level Resource Guide. Second Revised Edition.

ERIC Educational Resources Information Center

De Boe, David C.

This annotated resource guide offers scores of teaching aids to enrich the teaching of Texas history and geography. This edition differs from its predecessors in several ways: videocassettes replaced the section on 16mm films; the section on "Traveling Museum Exhibits" was dropped because the items were too costly for use in the typical…

Teaching World Literature for the 21st Century: Online Resources and Interactive Approaches

ERIC Educational Resources Information Center

Bernstein, Lisa

2013-01-01

This paper introduces a pedagogical approach and strategies for using online resources and interactive media to teach in English about writers and writing from around the world without colonizing or excluding other languages and cultures. First, I explain the context and challenges of teaching world literature: the importance of including diverse…

Teachers' self-assessed levels of preparation

NASA Astrophysics Data System (ADS)

White, Susan C.

2016-02-01

Every four years we survey a nationally representative sample of high school physics teachers. We define anyone who teaches at least one physics class to be a "physics teacher." About 40% of these teachers teach a majority of their classes in subjects other than physics. We also ask teachers to rate how well prepared they felt in various aspects of teaching. The response choices are "not adequately prepared," "adequately prepared," and "very well prepared." The accompanying figure shows the proportion of teachers who reported feeling adequately or very well prepared in the following aspects of teaching: • Basic physics knowledge, • Other science knowledge, • Application of physics to everyday experience, • Use of demonstrations, • Instructional laboratory design, • Use of computers in physics instruction and labs, and • Recent developments in physics.

Teaching a Hypothesis-driven Physical Diagnosis Curriculum to Pulmonary Fellows Improves Performance of First-Year Medical Students

PubMed Central

Saghafi, Ramin; Kempker, Jordan A.; Schulman, David A.

2016-01-01

Rationale: Hypothesis-driven physical examination emphasizes the role of bedside examination in the refinement of differential diagnoses and improves diagnostic acumen. This approach has not yet been investigated as a tool to improve the ability of higher-level trainees to teach medical students. Objectives: To assess the effect of teaching hypothesis-driven physical diagnosis to pulmonary fellows on their ability to improve the pulmonary examination skills of first-year medical students. Methods: Fellows and students were assessed on teaching and diagnostic skills by self-rating on a Likert scale. One group of fellows received the hypothesis-driven teaching curriculum (the “intervention” group) and another received instruction on head-to-toe examination. Both groups subsequently taught physical diagnosis to a group of first-year medical students. An oral examination was administered to all students after completion of the course. Measurements and Main Results: Fellows were comfortable teaching physical diagnosis to students. Students in both groups reported a lack of comfort with the pulmonary examination at the beginning of the course and improvement in their comfort by the end. Students trained by intervention group fellows outperformed students trained by control group fellows in the interpretation of physical findings (P < 0.05). Conclusions: Teaching hypothesis-driven physical examination to higher-level trainees who teach medical students improves the ability of students to interpret physical findings. This benefit should be confirmed using validated testing tools. PMID:26730644

Racial and Gender Issues with Physics in the Pacific Region

ERIC Educational Resources Information Center

Aung, Than; Singh, Awnesh; Prasad, Uma

2011-01-01

This paper examines the state of physics teaching and learning in the Pacific Island nations. How have things changed in teaching physics? We believe that some of the goals and many of the challenges faced today have changed very little over the years. This paper is purely based upon the authors' experiences in teaching physics at the first-year…

How medical education can contribute towards the reduction of maternal mortality in Angola: the teaching/learning process of Gynecology and Obstetrics.

PubMed

Mendes, M; Barbosa, J; Loureiro, E; Ferreira, M A

2014-03-01

In Angola the maternal mortality ratio is among the highest in the world. Medical students are an important target for intervention. To evaluate how students perceive the curricular unit of Gynecology and Obstetrics (G&O) in a public institution of reference in Angola. The study involved a sample of 147 students of the faculty of Medicine of the University Agostinho Neto, Luanda, Angola, attending the curricular unit of G&O in the 5th and 6th years of the medical course. Data were obtained through surveys of opinion. The information of the scales was summarized through the construction of scores from the original items using the Principal Components Analysis. Students evaluated positively the curricular unit although emphasizing the lack of human and physical resources. The 5th year scored with higher values Teacher Performance and 6th year Students' Performance. Both years considered to have insufficient skills to meet the learning objectives. Constraints were identified in the outcomes of the teaching/learning program. Several points emerged as crucial from this study: widespread the areas of teaching/learning, increase the number and quality of teaching staff, improve the monitoring of students and provide adequate infrastructures and medical equipment to support the teaching/learning program.

Educating Primary Teachers to Teach Physical Education

ERIC Educational Resources Information Center

Tsangaridou, Niki

2012-01-01

Research evidence suggests that, worldwide, physical education in early years is mainly taught by primary teachers (Graber et al., 2008; Hunter, 2006; Kirk, 2005). Descriptions of primary teachers' experiences of teaching physical education are particularly essential as an avenue for developing better-quality teacher training for teaching primary…

Researching Resistance to Open Education Resource Contribution: An Activity Theory Approach

ERIC Educational Resources Information Center

Cox, Glenda

2013-01-01

Higher education and associated institutions are beginning to share teaching materials known as Open Educational Resources (OER) or open courseware across the globe. Their success depends largely on the willingness of academics at these institutions to add their teaching resources. In a survey of the literature on OER there are several articles…

Will Natural Resources Professionals Volunteer to Teach Youth?

ERIC Educational Resources Information Center

Smith, Sanford S.; Finley, James C.; San Julian, Gary J.

2010-01-01

A unique approach to volunteer marketing research involved a mail survey with natural resources professionals from across Pennsylvania. Previous work identified this group as a source of potential volunteers for the 4-H youth natural resources program. The results give insights into those most likely to volunteer to teach youth through 4-H…

Teaching Sustainable and Integrated Resource Management Using an Interactive Nexus Model

ERIC Educational Resources Information Center

Bajzelj, Bojana; Fenner, Richard A.; Curmi, Elizabeth; Richards, Keith S.

2016-01-01

Purpose: The purpose of this paper was to enhance and complement teaching about resource system feedbacks and environmental modelling. Students were given an interactive exercise based on a research model (ForeseerTM), developed by an inter-disciplinary research team, that explores the interconnectivity of water, energy and land resources. Two…

Critical Evaluation of Internet Resources for Teaching Trend and Variability in Bivariate Data

ERIC Educational Resources Information Center

Forster, Pat

2007-01-01

A search on the Internet for resources for teaching statistics yields multiple sites with data sets, projects, worksheets, applets, and software. Often these are made available without information on how they might benefit learning. This paper addresses potential benefits from resources that target trend and variability relationships in bivariate…

An Evaluation of Electronic Product Design Education Using Hypermedia-Resourced Learning Environments

ERIC Educational Resources Information Center

Page, Tom; Thorsteinsson, Gisli

2006-01-01

The work outlined here provides a comprehensive report and formative observations of the development and implementation of hypermedia resources for learning and teaching used in conjunction with a managed learning environment (MLE). These resources are used to enhance teaching and learning of an electronics module in product design at final year…

Teaching Resource Recovery in Science. Resource Recovery Education Program.

ERIC Educational Resources Information Center

National Center for Resource Recovery, Inc., Washington, DC.

This guide, one component of the Resource Recovery Education Kit (see SO 007 866 for a description), contains ideas and activities for teaching about solid waste disposal in secondary level science classes. Among the course objectives are the following: (1) to understand that sufficient technology exists to recover a greater segment of the…

Educating for Peace and Justice: A Manual for Teachers. Fifth Edition.

ERIC Educational Resources Information Center

Gallagher, Mary Beth; And Others

Background reading resource materials and teaching units for elementary and secondary teachers interested in teaching about peace and justice are presented in this resource manual. The units are designed to help students learn that nonviolent conflict resolution is possible and that war is not inevitable; realize that sharing our resources,…

Nuclear Dangers: A Resource Guide for Secondary School Teachers. Teaching Nuclear Issues.

ERIC Educational Resources Information Center

Meier, Paulette; McPherson, Beth

Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the secondary school. Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms race/disarmament; nuclear…

Science is Elementary, A Science Teaching Resource Publication, 1992-1993.

ERIC Educational Resources Information Center

Science is Elementary, 1993

1993-01-01

These resource magazines for K-6 educators are published to promote the teaching of science, mathematics, and technology through participatory, inquiry-based methods. Each issue provides resources and hands-on activities for educators that focus on one theme. Issues in volume 5 cover the themes of geology, math and science integration, tropical…

The distinction between key ideas in teaching school physics and key ideas in the discipline of physics

NASA Astrophysics Data System (ADS)

Deng, Zongyi

2001-05-01

The distinction between key ideas in teaching a high school science and key ideas in the corresponding discipline of science has been largely ignored in scholarly discourse about what science teachers should teach and about what they should know. This article clarifies this distinction through exploring how and why key ideas in teaching high school physics differ from key ideas in the discipline of physics. Its theoretical underpinnings include Dewey's (1902/1990) distinction between the psychological and the logical and Harré's (1986) epistemology of science. It analyzes how and why the key ideas in teaching color, the speed of light, and light interference at the high school level differ from the key ideas at the disciplinary level. The thesis is that key ideas in teaching high school physics can differ from key ideas in the discipline in some significant ways, and that the differences manifest Dewey's distinction. As a result, the article challenges the assumption of equating key ideas in teaching a high school science with key ideas in the corresponding discipline of science, and the assumption that having a college degree in science is sufficient to teach high school science. Furthermore, the article expands the concept of pedagogical content knowledge by arguing that key ideas in teaching high school physics constitute an essential component.

A Qualitative Study of the Meaning of Physical Examination Teaching for Patients

PubMed Central

Goldman, Ellen F.; Craven, Katherine E.; Faselis, Charles J.

2010-01-01

BACKGROUND Physical examination teaching using actual patients is an important part of medical training. The patient experience undergoing this type of teaching is not well-understood. OBJECTIVE To understand the meaning of physical examination teaching for patients. DESIGN Phenomenological qualitative study using semi-structured interviews. PARTICIPANTS Patients who underwent a physical examination-based teaching session at an urban Veterans Affairs Medical Center. APPROACH A purposive sampling strategy was used to include a diversity of patient teaching experiences. Multiple interviewers triangulated data collection. Interviews continued until new themes were no longer heard (total of 12 interviews). Interviews were recorded and transcribed verbatim. Coding was performed by two investigators and peer-checked. Themes were identified and meanings extracted from themes. KEY RESULTS Seven themes emerged from the data: positive impression of students; participation considered part of the program; expect students to do their job: hands-on learning; interaction with students is positive; some aspects of encounter unexpected; range of benefits to participation; improve convenience and interaction. Physical examination teaching had four possible meanings for patients: Tolerance, Helping, Social, and Learning. We found it possible for a patient to move from one meaning to another, based on the teaching session experience. CONCLUSIONS Physical examination teaching can benefit patients. Patients have the potential to gain more value from the experience based on the group interaction. PMID:20352363

Professional Development at ERESE: Refining the inquiry process and moving towards a modularized templeate

NASA Astrophysics Data System (ADS)

Helly, M.; Massell Symons, C.; Reining, J.; Staudigel, H.; Koppers, A.; Helly, J.; Miller, S.

2005-12-01

The Enduring Resources for Earth Science Education (ERESE) project has now held two professional development workshops to teach and apply the five stage inquiry lesson model for teaching plate tectonics. This development based on a collaborative effort between earth scientists, educators, librarians, and data archive managers, and works towards a classroom practice that focuses on transferring ownership of a classroom inquiry to the learner. The ERESE inquiry model features a modular, five stage approach: (1) a thoughtful orientation to create an environment of physical and intellectual safety for the learner, (2) a carefully chosen provocative phenomenon used to allow the learner to develop a wide range of scientific questions (3) a debriefing that reviews and honors the learners' questions along with the development of a testable hypothesis, (4) learners consult with ERESE resource matrices and the internet to obtain data and other information to test the hypothesis, and (5) the learners present their results in a presentation. The process of ERESE inquiry lessons is guided by a master template and involves a detailed teachers log for documentation of all activities. All products of the process are archived. The master template and teachers log are designed in a modular fashion that ultimately will accommodate a wide range of inquiry lesson styles and the variety of resources available to support the process. Key ERESE modules include: (1) a master template that provides a framework for lesson development, (2) provocative phenomenon for question generation and hypothesis development by the learner, (3) the ERESE resource matrix (which archives text, images and data by expert level for a wide range of scientific questions), and (4) a reflective essay that monitors the ownership transfer to the learner. Modular design of ERESE products allows for the archival of specific types of materials that can be independently accessed and applied to different inquiry styles. The broad appeal is an important step toward a more general product for inquiry based teaching.

Student resources for learning physics

NASA Astrophysics Data System (ADS)

Hammer, David

2015-04-01

Careful observations of learners' reasoning belie simple characterizations of their knowledge or abilities: Students who appear to lack understanding or abilities at one moment show evidence of them at another. Detecting this variability generally requires close examination of what and how students are thinking, moment-to-moment, which makes research difficult. But the findings challenge unitary accounts of intelligence, stages of development, and misconceptions. Joe Redish and others have been working from a more complex theoretical framework of innumerable, fine-grained cognitive structures we call ``resources.'' They are, roughly, ways of thinking people have that may apply or not in any particular moment. (Thinking about energy, for example, may involve resources for understanding location or conservation, or oscillations in time, or differential symmetry.) The variability we observe in student reasoning reflects variability in resource activation. Resources are to models of mind what partons used to be to models of hadrons: We know we should be thinking of entities and dynamics at a smaller scale than we've been considering, even if we don't know their particular properties. Understanding minds in this way has profound implications for research and for teaching.

Teach the Earth: On-line Resources for Teachers and Teachers of Teachers

NASA Astrophysics Data System (ADS)

Manduca, C. A.

2007-12-01

Effective Earth science education depends on excellent teachers: teachers who not only possess a strong grasp of geoscience but are also well-versed in the pedagogic methods they need to connect with their audience. Preparing Earth science teachers is a task no less challenging that also requires strengths in both areas. The Teach the Earth website provides a variety of resources to support preparation of Earth science teachers. Here you can find collections of teaching activities addressing all aspects of the Earth system; discussions of teaching methods linked to examples of their use in geoscience courses; and the Earth Exploration Toolbook, a resource specifically designed for teachers who would like to incorporate data rich activities in their teaching. These resources are suitable for use by teachers, students in courses addressing the methodology of teaching Earth science and science, and faculty designing courses. Faculty working with current and future teachers will find a section on Preparing Teachers to Teach Earth Science with a collection of courses designed specifically to benefit future Earth Science teachers, examples of key activities in these courses, and descriptions of programs for pre-service and in-service teachers. The materials housed in this web-resource demonstrate a wide range of fruitful approaches and exciting opportunities. On the order of 25,000 individuals use the site repeatedly during the year. We estimate that 27 percent of these users are geoscience faculty and 12 percent are teachers. We invite teachers, faculty, researchers, and educators to enhance this resource by contributing descriptions of activities, courses, or programs as a mechanism for sharing their experience with others engaged in similar work.

Relations of didactics of physics and projects of education in physics

NASA Astrophysics Data System (ADS)

Zelenický, Ľubomír; Rakovská, Mária

2017-01-01

Deepening interest in didactical problems of teaching physics can be from the beginning associated with the creation of the subject of physics, especially at secondary schools. In the 20th century it was no longer possible to ignore the rapid development of physical science and application of its results in practice. The subject of physics required the definition of its content, development of textbooks and, amongst others, new ways of teaching in comparison with the past. The interest of teachers focused mainly on increasing the clarity of explanation - the creation of experiments and teaching aids. Since 1926 Association of Mathematicians and Physicists in the first Czechoslovak Republic issued a didactic-methodological annex to the Journal of Mathematics and Physics, as a discussion in order to increase the quality of teaching. However, this action was spontaneous and subjective. In the second half of the 20th century didactics of physics became a study discipline, part of the training of future secondary school teachers and the development of scientific work in the field of Theory of teaching physics started.

[The practice and discussion of the physical knowledge stepping into genetics teaching].

PubMed

Luo, Shen; Luo, Peigao

2014-09-01

Genetics, one of the core courses of biological field, play a key role in biology teaching and research. In fact, there exists high similarity between many genetic knowledge and physical knowledge. Due to strong abstract of genetic contents and the weak basis of genetics, some students lack of interests to study genetics. How to apply the strong physical knowledge which students had been learned in the middle school in genetics teaching is worthwhile for genetics teachers. In this paper, we would like to introduce an infiltrative teaching model on applying physical knowledge into genetic contents by establishing the intrinsic logistic relationship between physical knowledge and genetic knowledge. This teaching model could help students more deeply understand genetic knowledge and enhance students' self-studying ability as well as creating ability.

Physics graduate students' perceptions of the value of teaching

NASA Astrophysics Data System (ADS)

Verley, Jim D.

An exploratory study was undertaken to examine the perceptions of physics graduate students regarding teaching and their institutional and departmental support for their teaching efforts. A Likert survey was developed and distributed to 249 physics graduate students at four Rocky Mountain institutions of higher education. The survey was distributed through individual physics department email lists to prevent spam and virus blockers from removing the survey email. Of those 249 receiving the survey 132 students responded (53%) and of those responding 50% gave written comments about their perceptions of the value of teaching. Two of the institutions surveyed have some level of formal teaching development and assistance programming available to the graduate students and two had no formal programs in place either departmentally or institutionally. Both quantitative and qualitative analysis was utilized to examine the survey questions, demographic information and an open-ended question regarding the students' personal perceptions of teaching. Results of the survey analysis indicate that this group of physics graduate students perceive and place a high value on the importance of teaching. The results of the study also indicate that while there was high awareness by the student population of formal programs to aid in their teaching efforts, it did not translate into a high value placed on teaching by the institutions or departments from the student perspective. Students at those institutions that maintain formal programs for teaching development and support, while aware of those programs, often perceive departmental support for their teaching efforts to be lacking and feel unable to accommodate a personal interest in teaching because of a departmental focus on research. The students attending the institution with no formal institutional or departmental programs for teaching had the highest perceived value on its departmental teaching and support for teaching compared to those institutions with formal programs in place.

The Pedagogical Orientations of South African Physical Sciences Teachers Towards Inquiry or Direct Instructional Approaches

NASA Astrophysics Data System (ADS)

Ramnarain, Umesh; Schuster, David

2014-08-01

In recent years, inquiry-based science instruction has become widely advocated in science education standards in many countries and, hence, in teacher preparation programmes. Nevertheless, in practice, one finds a wide variety of science instructional approaches. In South Africa, as in many countries, there is also a great disparity in school demographic situations, which can also affect teaching practices. This study investigated the pedagogical orientations of in-service physical sciences teachers at a diversity of schools in South Africa. Assessment items in a Pedagogy of Science Teaching Test (POSTT) were used to identify teachers' science teaching orientations, and reasons for pedagogical choices were probed in interviews. The findings reveal remarkable differences between the orientations of teachers at disadvantaged township schools and teachers at more privileged suburban schools. We found that teachers at township schools have a strong `active direct' teaching orientation overall, involving direct exposition of the science followed by confirmatory practical work, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase. The study identified contextual factors such as class size, availability of resources, teacher competence and confidence, time constraints, student ability, school culture and parents' expectations as influencing the methods adopted by teachers. In view of the recent imperative for inquiry-based learning in the new South African curriculum, this study affirms the context specificity of curriculum implementation (Bybee 1993) and suggests situational factors beyond the curriculum mandate that need to be addressed to achieve successful inquiry-based classroom instruction in science.

Coherent Teaching and Need-Based Learning in Science: An Approach to Teach Engineering Students in Basic Physics Courses

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

In the present paper, we propose an alternative, based on constructivism, to the conventional way of teaching basic physics courses at the university level. We call this approach "coherent teaching" and the underlying philosophy of teaching science and engineering "need-based learning". We have been applying this philosophy in…

Teaching Instrumentation and Methodology in Human Motion Analysis

DTIC Science & Technology

2001-10-25

TEACHING INSTRUMENTATION AND METHODOLOGY IN HUMAN MOTION ANALYSIS V. Medved Faculty of Physical Education , University of Zagreb, Zagreb, Croatia...the introducement of teaching curricula to implement the apropriate knowledge. Problems are discussed of educating professionals and disseminating...University of Zagreb, undergraduate teaching of locomotion biomechanics is provided only at the Faculty of Physical Education . Following a need to teach

An instructional design process based on expert knowledge for teaching students how mechanisms are explained.

PubMed

Trujillo, Caleb M; Anderson, Trevor R; Pelaez, Nancy J

2016-06-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. Copyright © 2016 The American Physiological Society.

An instructional design process based on expert knowledge for teaching students how mechanisms are explained

PubMed Central

Anderson, Trevor R.; Pelaez, Nancy J.

2016-01-01

In biology and physiology courses, students face many difficulties when learning to explain mechanisms, a topic that is demanding due to the immense complexity and abstract nature of molecular and cellular mechanisms. To overcome these difficulties, we asked the following question: how does an instructor transform their understanding of biological mechanisms and other difficult-to-learn topics so that students can comprehend them? To address this question, we first reviewed a model of the components used by biologists to explain molecular and cellular mechanisms: the MACH model, with the components of methods (M), analogies (A), context (C), and how (H). Next, instructional materials were developed and the teaching activities were piloted with a physical MACH model. Students who used the MACH model to guide their explanations of mechanisms exhibited both improvements and some new difficulties. Third, a series of design-based research cycles was applied to bring the activities with an improved physical MACH model into biology and biochemistry courses. Finally, a useful rubric was developed to address prevalent student difficulties. Here, we present, for physiology and biology instructors, the knowledge and resources for explaining molecular and cellular mechanisms in undergraduate courses with an instructional design process aimed at realizing pedagogical content knowledge for teaching. Our four-stage process could be adapted to advance instruction with a range of models in the life sciences. PMID:27231262

Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

ERIC Educational Resources Information Center

Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

2012-01-01

This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

Teach Like a Champion Field Guide: A Practical Resource to Make the 49 Techniques Your Own

ERIC Educational Resources Information Center

Lemov, Doug

2012-01-01

In his acclaimed book "Teach Like a Champion", Doug Lemov shared 49 essential techniques used by excellent teachers. In his companion Field Guide, he further explores those techniques in a practical guide. With the "Teach Like a Champion Field Guide", teachers will have an indispensable resource that complements their classroom application of…

An Introduction to the Consumer's Society. An Instruction Manual with Resources for Teaching Limited-English Speaking Students. Consumer Education, Nutrition, Parenting.

ERIC Educational Resources Information Center

Antonelli, Sharon

These three instruction manuals are designed as aids for faculty and staff teaching consumer education, nutrition, and parenting. They include resources for teaching limited English speaking students. A 17-page Vocational English as a Second Language (VESL) annotated bibliography precedes the instruction manuals. Each manual consists of 18 units.…

Improving the Effectiveness and Efficiency of Teaching Large Classes: Development and Evaluation of a Novel e-Resource in Cancer Biology

ERIC Educational Resources Information Center

Hejmadi, Momna V.

2007-01-01

This paper describes the development and evaluation of a blended learning resource in the biosciences, created by combining online learning with formal face-face lectures and supported by formative assessments. In order to improve the effectiveness and efficiency of teaching large classes with mixed student cohorts, teaching was delivered through…

Developing a Deeper Understanding of "Mathematics Teaching Expertise": An Examination of Three Chinese Mathematics Teachers' Resource Systems as Windows into Their Work and Expertise

ERIC Educational Resources Information Center

Pepin, Birgit; Xu, Binyan; Trouche, Luc; Wang, Chongyang

2017-01-01

In order to develop a deeper understanding of mathematics teaching expertise, in this study we use the Documentational Approach to Didactics to explore the resource systems of three Chinese mathematics "expert" teachers. Exploiting the Western and Eastern literature we examine the notion of "mathematics teaching expertise", as…

Analysis of Praxis physics subject assessment examinees and performance: Who are our prospective physics teachers?

NASA Astrophysics Data System (ADS)

Shah, Lisa; Hao, Jie; Rodriguez, Christian A.; Fallin, Rebekah; Linenberger-Cortes, Kimberly; Ray, Herman E.; Rushton, Gregory T.

2018-06-01

A generally agreed upon tenant of the physics teaching community is the centrality of subject-specific expertise in effective teaching. However, studies which assess the content knowledge of incoming K-12 physics teachers in the U.S. have not yet been reported. Similarly lacking are studies on if or how the demographic makeup of aspiring physics educators is different from previously reported analyses of the actual high school physics teaching workforce. Here we present findings about the demographics and subject knowledge of prospective high school physics teachers using data from Praxis physics subject assessments administered between 2006 and 2016. Our analysis reveals significant variations in exam participation and performance between men and women, as well as those with different undergraduate majors and academic performance over the past decade. Findings from this work inform understandings and decisions about the quality, recruitment, and preparation of the high school physics teaching workforce.

Supporting Climate Literacy in the K12 Classroom by Identifying Educators' Perceived Barriers to and Gaps in Resources for Teaching Climate Change

NASA Astrophysics Data System (ADS)

Tayne, K.

2015-12-01

As K12 teachers seek ways to provide meaningful learning opportunities for students to understand climate change, they often face barriers to teaching about climate and/or lack relevant resources on the topic. In an effort to better understand how to support K12 teachers in this role, a survey about "teaching climate change" was created and distributed. The results of the 2015 survey are presented, based on more than 200 teacher responses. Respondents included National Science Teachers Association (NSTA) members, 2015 STEM Teacher and Researcher (STAR) Fellows and science teachers from several U.S. school districts. The survey identifies teachers' perceived barriers to teaching climate change, for example difficulty integrating climate change concepts into specific core courses (i.e., biology), as well as desired classroom resources, such as climate change project-based learning (PBL) units that connect to the Next Generation Science Standards (NGSS). Survey results also indicate possible pathways for federal agencies, non-profits, universities and other organizations to have a more significant impact on climate literacy in the classroom. In response to the survey results, a comprehensive guide is being created to teach climate change in K12 classrooms, addressing barriers and providing resources for teachers. For example, in the survey, some teachers indicated that they lacked confidence in their content knowledge and understanding of climate change, so this guide provides web-based resources to help further an educator's understanding of climate change, as well as opportunities for relevant online and in-person professional development. In this quest for desired resources to teach climate change, gaps in accessible and available online resources are being identified. Information about these "gaps" may help organizations that strive to support climate literacy in the classroom better serve teachers.

Examining the impact of the Guided Constructivist teaching method on students' misconceptions about concepts of Newtonian physics

NASA Astrophysics Data System (ADS)

Ibrahim, Hyatt Abdelhaleem

The effect of Guided Constructivism (Interactivity-Based Learning Environment) and Traditional Expository instructional methods on students' misconceptions about concepts of Newtonian Physics was investigated. Four groups of 79 of University of Central Florida students enrolled in Physics 2048 participated in the study. A quasi-experimental design of nonrandomized, nonequivalent control and experimental groups was employed. The experimental group was exposed to the Guided Constructivist teaching method, while the control group was taught using the Traditional Expository teaching approach. The data collection instruments included the Force Concept Inventory Test (FCI), the Mechanics Baseline Test (MBT), and the Maryland Physics Expectation Survey (MPEX). The Guided Constructivist group had significantly higher means than the Traditional Expository group on the criterion variables of: (1) conceptions of Newtonian Physics, (2) achievement in Newtonian Physics, and (3) beliefs about the content of Physics knowledge, beliefs about the role of Mathematics in learning Physics, and overall beliefs about learning/teaching/appropriate roles of learners and teachers/nature of Physics. Further, significant relationships were found between (1) achievement, conceptual structures, beliefs about the content of Physics knowledge, and beliefs about the role of Mathematics in learning Physics; (2) changes in misconceptions about the physical phenomena, and changes in beliefs about the content of Physics knowledge. No statistically significant difference was found between the two teaching methods on achievement of males and females. These findings suggest that differences in conceptual learning due to the nature of the teaching method used exist. Furthermore, greater conceptual learning is fostered when teachers use interactivity-based teaching strategies to train students to link everyday experience in the real physical world to formal school concepts. The moderate effect size and power of the study suggest that the effect may not be subtle, but reliable. Physics teachers can use these results to inform their decisions about structuring learning environment when conceptual learning is important.

Teaching Resource Recovery in Industrial Arts. Resource Recovery Education Program.

ERIC Educational Resources Information Center

National Center for Resource Recovery, Inc., Washington, DC.

This guide, one component of the Resource Recovery Education Kit (See SO 007 866 for a description), contains ideas and activities for teaching about solid waste disposal in secondary level industrial arts classes. Among the course objectives are the following: (1) to understand that litter represents a small but highly visible portion of our…

Instructional Strategies and Resource Utility in Language Teaching among Basic Educators in 21st Century Nigeria

ERIC Educational Resources Information Center

Ofodu, Graceful Onovughe

2012-01-01

Learning in the twenty-first century demands learning skills, strategies and utilizing resources which learners can deploy when they leave the school environment. The paper investigates the instructional strategies and resources employed by teachers in teaching and learning English Studies at the basic level of Nigeria's educational system. It…

An Evaluation of Student Team Teaching in Sophomore Physics Classes. Final Report.

ERIC Educational Resources Information Center

Thrasher, Paul H.

In the present document the effectiveness of a student team teaching technique is evaluated in comparison with the lecture method. The team teaching technique, previously used for upper division and graduate physics courses, was, for this study, used in a sophomore physics, electricity and magnetism course for engineers, mathematicians, chemists,…

Research and Teaching: Implementation of Interactive Engagement Teaching Methods in a Physical Oceanography Course

ERIC Educational Resources Information Center

Keiner, Louis E.; Gilman, Craig

2015-01-01

This study measures the effects of increased faculty-student engagement on student learning, success rates, and perceptions in a Physical Oceanography course. The study separately implemented two teaching methods that had been shown to be successful in a different discipline, introductory physics. These methods were the use of interactive…

Pendulums in the Physics Education Literature: A Bibliography

ERIC Educational Resources Information Center

Gauld, Colin

2004-01-01

Articles about the pendulum in four journals devoted to the teaching of physics and one general science teaching journal (along with other miscellaneous articles from other journals) are listed in three broad categories--types of pendulums, the contexts in which these pendulums are used in physics teaching at secondary or tertiary levels and a…

Multiculturalism in Teaching Physical Education: A Review of U.S. Based Literature

ERIC Educational Resources Information Center

Choi, Wonseok; Chepyator-Thomson, Rose

2011-01-01

The purpose of this paper was to review extant literature on multicultural education in the context of teaching physical education. More specifically, the article was designed to review the literature on physical education teachers' knowledge and skills related to teaching culturally diverse students. The findings revealed teachers' knowledge and…

Effective Teaching Methods--Project-based Learning in Physics

ERIC Educational Resources Information Center

Holubova, Renata

2008-01-01

The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

Quality Physical Education: A Commentary on Effective Physical Education Teaching

ERIC Educational Resources Information Center

Dyson, Ben

2014-01-01

In my commentary in response to the 3 articles (McKenzie & Lounsbery, 2013; Rink, 2013; Ward, 2013), I focus on 3 areas: (a) content knowledge, (b) a holistic approach to physical education, and (c) policy impact. I use the term "quality teaching" rather than "teacher effectiveness." Quality teaching is a term with the…

A model teaching session for the hypothesis-driven physical examination.

PubMed

Nishigori, Hiroshi; Masuda, Kozo; Kikukawa, Makoto; Kawashima, Atsushi; Yudkowsky, Rachel; Bordage, Georges; Otaki, Junji

2011-01-01

The physical examination is an essential clinical competence for all physicians. Most medical schools have students who learn the physical examination maneuvers using a head-to-toe approach. However, this promotes a rote approach to the physical exam, and it is not uncommon for students later on to fail to appreciate the meaning of abnormal findings and their contribution to the diagnostic reasoning process. The purpose of the project was to develop a model teaching session for the hypothesis-driven physical examination (HDPE) approach in which students could practice the physical examination in the context of diagnostic reasoning. We used an action research methodology to create this HDPE model by developing a teaching session, implementing it over 100 times with approximately 700 students, conducting internal reflection and external evaluations, and making adjustments as needed. A model nine-step HDPE teaching session was developed, including: (1) orientation, (2) anticipation, (3) preparation, (4) role play, (5) discussion-1, (6) answers, (7) discussion-2, (8) demonstration and (9) reflection. A structured model HDPE teaching session and tutor guide were developed into a workable instructional intervention. Faculty members are invited to teach the physical examination using this model.

Manual for Teaching Assistants.

ERIC Educational Resources Information Center

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

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

The Influences on Teaching Perspectives of Australian Physical Education Teacher Education Students: The First-Year Influences on Teaching Perspectives Exploratory (FIT-PE) Study

ERIC Educational Resources Information Center

Hyndman, Brendon P.; Pill, Shane

2016-01-01

There has been a paucity of literature investigating the teaching beliefs and intentions of Australian physical education teacher education (PETE) students that enter teacher training. The First-year Influences on Teaching Perspectives Exploratory (FIT-PE) study explores the teaching perspectives of first year PETE students; including teaching…

SU-E-P-04: Transport Theory Learning Module in the Maple Environment

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

Both, J

2014-06-01

Purpose: The medical physics graduate program at the University of Miami is developing a computerized instructional module which provides an interactive mechanism for students to learn transport theory. While not essential in the medical physics curriculum, transport theory should be taught because the conceptual level of transport theory is fundamental, a substantial literature exists and ought to be accessible, and students should understand commercial software which solves the Boltzmann equation.But conventional teaching and learning of transport theory is challenging. Students may be under prepared to appreciate its methods, results, and relevance, and it is not substantially addressed in textbooks formore » the medical physicists. Other resources an instructor might reasonably use, while excellent, may be too briskly paced for beginning students. The purpose of this work is to render teaching of transport theory more tractable by making learning highly interactive. Methods: The module is being developed in the Maple mathematics environment by instructors and graduate students. It will refresh the students' knowledge of vector calculus and differential equations, and will develop users' intuition for phase space concepts. Scattering concepts will be developed with animated simulations using tunable parameters characterizing interactions, so that students may develop a “feel” for cross section. Transport equations for one and multiple types of radiation will be illustrated with phase space animations. Numerical methods of solution will be illustrated. Results: Attempts to teach rudiments of transport theory in radiation physics and dosimetry courses using conventional classroom techniques at the University of Miami have had small success, because classroom time is limited and the material has been hard for our students to appreciate intuitively. Conclusion: A joint effort of instructor and students to teach and learn transport theory by building an interactive description of it will lead to deeper appreciation of the transport theoretical underpinnings of dosimetry.« less

Is physics worth teaching?

NASA Astrophysics Data System (ADS)

Machold, Dolf K.

1992-09-01

The paper points out that many students and adults are accustomed to solving problems in physics on the basis of everyday concepts; believing that these concepts are very successful, those students are not interested in concepts offered by science teaching. Furthermore, the teaching physics in terms of mathematical descriptions of problems is too early — students don't see the original problem, so they are not interested in solutions. One way to avoid these difficulties is M. Wagenschein's proposal of the ‘Exemplary-genetic Method’. This method and its principles are presented and illustrated with examples taken from history. On the basis of this method educational and pedagogical functions of teaching physics are developed. P.S.: Martin Wagenschein (1896 1989), Professor of physics education at the University of Tübingen, was concerned with finding new methods for successfully teaching science.

Teaching Wellness Concepts Using Mosston's Spectrum of Teaching Styles

ERIC Educational Resources Information Center

Wilkinson, Carol; Pennington, Todd; Zanandrea, Maria

2011-01-01

Teaching wellness principles in secondary physical education classes has become an important aspect of physical education as teachers work to help their students develop lifelong healthy lifestyle habits. Many schools now have a required wellness/fitness component as part of their state core requirements. Having developed their teaching skills by…

Reviews Book: Enjoyable Physics Equipment: SEP Colorimeter Box Book: Pursuing Power and Light Equipment: SEP Bottle Rocket Launcher Equipment: Sciencescope GLE Datalogger Equipment: EDU Logger Book: Physics of Sailing Book: The Lightness of Being Software: Logotron Insight iLog Studio iPhone Apps Lecture: 2010 IOP Schools and Colleges Lecture Web Watch

NASA Astrophysics Data System (ADS)

2010-09-01

WE RECOMMEND Enjoyable Physics Mechanics book makes learning more fun SEP Colorimeter Box A useful and inexpensive colorimeter for the classroom Pursuing Power and Light Account of the development of science in the 19th centuary SEP Bottle Rocket Launcher An excellent resource for teaching about projectiles GLE Datalogger GPS software is combined with a datalogger EDU Logger Remote datalogger has greater sensing abilities Logotron Insight iLog Studio Software enables datlogging, data analysis and modelling iPhone Apps Mobile phone games aid study of gravity WORTH A LOOK Physics of Sailing Book journeys through the importance of physics in sailing The Lightness of Being Study of what the world is made from LECTURE The 2010 IOP Schools and Colleges Lecture presents the physics of fusion WEB WATCH Planet Scicast pushes boundaries of pupil creativity

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

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

Corporate Associate Partnerships: Practitioners' Involvement in the Delivery of an Auditing Course Based on a Case-Study: A Teaching Resource

ERIC Educational Resources Information Center

Slack, Richard; Loughran, Jan; Abrahams, Kirsty

2014-01-01

This Teaching Resource outlines and reflects upon the use of an innovative corporate associate partnership scheme as part of the delivery of an Auditing course to final year undergraduate Accounting students at a university in the UK. It outlines the motivations behind a practitioner's involvement in teaching delivery, along with the formulation,…

On-line Resources for Teaching Sustainability

NASA Astrophysics Data System (ADS)

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

2012-12-01

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

The availability of teaching-pedagogical resources used for promotion of learning in teaching human anatomy.

PubMed

Aragão, José Aderval; Fonseca-Barreto, Ana Terra; Brito, Ciro José; Guerra, Danilo Ribeiro; Nunes-Mota, José Carlos; Reis, Francisco Prado

2013-01-01

Five hundred students attending higher education institutions in northeastern Brazil responded to questionnaires about their anatomy classes; students represented a variety of different health sciences disciplines. Analysis of the responses revealed the participation of teaching assistants in a large percentage of classes and the use of teaching resources, particularly images, from conventional radiographs to magnetic resonance images. The number of classes for cadaver dissection and the number of students with access to that type of class were small. In most cases, dissection was performed according to anatomic regions or systems. Medicine and nursing students had the highest number of practical dissection classes. Most students were assessed using practical and theoretical tests. Findings revealed conditions similar to those found elsewhere. Resources should be renewed and used to improve teaching for students whose courses demand the study of human anatomy.

Teaching Evidence-Based Veterinary Medicine in the US and Canada.

PubMed

Shurtz, Suzanne; Fajt, Virginia; Heyns, Erla P; Norton, Hannah F; Weingart, Sandra

There is no comprehensive review of the extent to which evidence-based veterinary medicine (EBVM) is taught in AVMA-accredited colleges of veterinary medicine in the US and Canada. We surveyed teaching faculty and librarians at these institutions to determine what EBVM skills are currently included in curricula, how they are taught, and to what extent librarians are involved in this process. Librarians appear to be an underused resource, as 59% of respondents did not use librarians/library resources in teaching EBVM. We discovered that there is no standard teaching methodology nor are there common learning activities for EBVM among our survey respondents, who represent 22 institutions. Respondents reported major barriers to inclusion such as a perceived shortage of time in an already-crowded course of study and a lack of high-quality evidence and point-of-care tools. Suggestions for overcoming these barriers include collaborating with librarians and using new EBVM online teaching resources.

Teach English, Teach about the Environment: A Resource for Teachers of Adult English for Speakers of Other Languages

EPA Pesticide Factsheets

The EPA has developed the Teach English, Teach about the Environment curriculum to help you teach English to adult students while introducing basic concepts about the environment and individual environmental responsibility.

Resources for Teaching Astronomy in UK Schools

ERIC Educational Resources Information Center

Roche, Paul; Newsam, Andy; Roberts, Sarah; Mason, Tom; Baruch, John

2012-01-01

This article looks at a selection of resources currently available for use in the teaching of astronomy in UK schools. It is by no means an exhaustive list but it highlights a variety of free resources that can be used in the classroom to help engage students of all ages with astronomy and space science. It also lists several facilities with a…

Creating a Framework of a Resource-Based E-Learning Environment for Science Learning in Primary Classrooms

ERIC Educational Resources Information Center

So, Winnie W. M.

2012-01-01

Advancements in information and communications technology and the rapid expansion of the Internet have changed the nature and the mode of the presentation and delivery of teaching and learning resources. This paper discusses the results of a study aimed at investigating how five teachers planned to integrate online resources in their teaching of…

Teaching Resource Recovery in Social Studies. Resource Recovery Education Program.

ERIC Educational Resources Information Center

National Center for Resource Recovery, Inc., Washington, DC.

This guide, one component of the Resource Recovery Education Kit (see SO 007 866 for a description), contains ideas and activities for teaching about solid waste disposal in secondary level social studies classes. Among the course objectives are the following: (1) to explore the impact of our society on the problem of solid waste and the need for…

Ceramics Studio to Podiatry Clinic: The Impact of Multimedia Resources in the Teaching of Practical Skills across Diverse Disciplines

ERIC Educational Resources Information Center

Matheson, Ruth; Mathieson, Ian

2016-01-01

This paper draws on the experiences of students from two vastly different disciplines to both explore the theoretical background supporting the use of multimedia resources to teach practical skills and provide a qualitative evaluation of student perceptions and experiences of using bespoke resources. Within ceramics and podiatry, practical skills…

Growing Up in a Nuclear World: A Resource Guide for Elementary School Teachers. Teaching Nuclear Issues.

ERIC Educational Resources Information Center

Meier, Paulette; McPherson, Beth

Provided in this guide are annotated lists of teacher and student resources for teaching and learning about nuclear issues in the elementary/junior high school (grades K-8). Resources are grouped into five major sections. The first section (background reading for teachers) contains books and articles focusing on nuclear issues (nuclear war; arms…

Preparing Physics and Chemistry Teachers at the University of Arizona

NASA Astrophysics Data System (ADS)

Novodvorsky, Ingrid

2006-04-01

Beginning in 2000, science majors at the University of Arizona who wish to teach in middle or high schools have enrolled in the College of Science Teacher Preparation Program (CoS TPP). Students in the program take General Education courses, content courses, and science pedagogy courses that make them eligible for teacher certification. Students can remain in their science degree programs, and take the required science pedagogy courses, or they can enroll in a BS in Science Education degree that includes the pedagogy courses, with concentrations available in Biology, Chemistry, Earth Science, and Physics. Science educators from six different departments, two permanent Adjunct Instructors, and two Teachers in Residence teach the program's courses. (One of the Teachers in Residence is supported by the PhysTEC project.) Most of the pedagogy courses include field experiences in area science classrooms; the program works with some 115 mentor teachers from throughout the Tucson area, who host preservice teachers in their field experiences. In the first six years of the program, 14 program graduates have been chemistry and physics teachers. This compares to a total of six chemistry and physics teachers produced by the College of Education program in the four years preceding the creation of the CoS TPP. In this presentation, I will describe the unique features of the courses that prospective chemistry and physics teachers take and the field experiences in which they participate. In addition, I will describe how PhysTEC-supplied resources have been used to improve the program, and the ways in which we are assessing the program's success.

Teaching evidence-based medicine: Impact on students' literature use and inpatient clinical documentation.

PubMed

Sastre, Elizabeth Ann; Denny, Joshua C; McCoy, Jacob A; McCoy, Allison B; Spickard, Anderson

2011-01-01

Effective teaching of evidence-based medicine (EBM) to medical students is important for lifelong self-directed learning. We implemented a brief workshop designed to teach literature searching skills to third-year medical students. We assessed its impact on students' utilization of EBM resources during their clinical rotation and the quality of EBM integration in inpatient notes. We developed a physician-led, hands-on workshop to introduce EBM resources to all internal medicine clerks. Pre- and post-workshop measures included student's attitudes to EBM, citations of EBM resources in their clinical notes, and quality of the EBM component of the discussion in the note. Computer log analysis recorded students' online search attempts. After the workshop, students reported improved comfort using EBM and increased utilization of EBM resources. EBM integration into the discussion component of the notes also showed significant improvement. Computer log analysis of students' searches demonstrated increased utilization of EBM resources following the workshop. We describe the successful implementation of a workshop designed to teach third-year medical students how to perform an efficient EBM literature search. We demonstrated improvements in students' confidence regarding EBM, increased utilization of EBM resources, and improved integration of EBM into inpatient notes.

The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

ERIC Educational Resources Information Center

Erbas, Mustafa Kayihan

2014-01-01

This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

Rethinking Sport Teaching in Physical Education: A Case Study of Research Based Innovation in Teacher Education

ERIC Educational Resources Information Center

Pill, Shane; Penney, Dawn; Swabey, Karen

2012-01-01

This paper focuses on the significance of physical education teacher education (PETE) in the diffusion of "new" thinking about sport teaching in physical education. It explores issues arising from a case study investigation that sought to respond to the critical commentary about the form and substance of sport teaching in physical…

Eight Hundred Years of Physics Teaching.

ERIC Educational Resources Information Center

Bishop, George

This book uses a biographical pattern to trace the history of physics teaching. Whenever possible the story of an influential person or institution is used to tell the story of that period. The book begins with the contributions of the Greeks, the Romans, and the Arabs to physics and its teaching. Chapters include: (1) "The First Beginnings of…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

ERIC Educational Resources Information Center

González-Espada, Wilson J.; Carrasquillo, Rose E.

2017-01-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx,…

Finnish Physical Education Teachers' Self-Reported Use and Perceptions of Mosston and Ashworth's Teaching Styles

ERIC Educational Resources Information Center

Jaakkola, Timo; Watt, Anthony

2011-01-01

The main purpose of the study was to analyze teaching styles used in Finnish physical education. Another aim was to investigate the relationships between background characteristics of teachers and use of teaching styles. The participants of the study were 294 (185 females and 109 males) Finnish physical education teachers. The teachers responded…

Association of Quality Physical Education Teaching with Students’ Physical Fitness

PubMed Central

Chen, Weiyun; Mason, Steve; Hypnar, Andrew; Hammond-Bennett, Austin

2016-01-01

This study examined the extent to which four essential dimensions of quality physical education teaching (QPET) were associated with healthy levels of physical fitness in elementary school students. Participants were nine elementary PE teachers and 1, 201 fourth- and fifth-grade students who were enrolled in nine elementary schools. The students’ physical fitness were assessed using four FITNESSGRAM tests. The PE teachers’ levels of QPET were assessed using the Assessing Quality Teaching Rubrics (AQTR). The AQTR consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Guidance. Codes were confirmed through inter-rater reliability (82.4% and 84.5%). Data were analyzed through descriptive statistics, multiple R-squared regression models, and independent sample t-tests. The four essential teaching dimensions of QPET were significantly associated with the students’ cardiovascular endurance, muscular strength and endurance, and flexibility. However, they accounted for relatively low percentage of the total variance in PACER test, followed by Curl-up test, while explaining very low portions of the total variance in Push-up and Trunk Lift tests. This study indicated that the students who had experienced high level of QPET were more physically fit than their peers who did not have this experience in PACER and Curl-up tests, but not in Push-up and Trunk lift tests. In addition, the significant contribution of the four essential teaching dimensions to physical fitness components was gender-specific. It was concluded that the four teaching dimensions of QPET were significantly associated with students’ health-enhancing physical fitness. Key points Although Task Design, Task Presentation, Class Management, and Instructional Guidance has its unique and critical teaching components, each essential teaching dimensions is intertwined and immersed in teaching practices. Four essential teaching dimensions all significantly contributed to students’ health-enhancing physical fitness. Implementation of QPET in a lesson plays more significant role in contributing to improving girls’ cardiovascular endurance. Implementation of QPET in a lesson contributed significantly to improving boy’s abdominal, upper-body, and back extensor muscular strength and endurance as well as flexibility PMID:27274673

Different habitus: different strategies in teaching physics? Relationships between teachers' social, economic and cultural capital and strategies in teaching physics in upper secondary school

NASA Astrophysics Data System (ADS)

Engström, Susanne; Carlhed, Carina

2014-09-01

With environmental awareness in the societies of today, political steering documents emphasize that all education should include sustainable development. But it seems to be others competing ideals for teaching physics, or why do the physics teachers teach as they do? Physics teachers in secondary school in Sweden have generally, been focused on facts and a strong link with scientific theories and concepts. In general, the curriculum sway the teaching, a standard text book in physics is used, the teaching is organized according to the book and the teacher deals with and demonstrates typical tasks on the whiteboard and group work is common for special issues related to tasks from the textbook or elaborating. The aim with this study is to analyze why physics teachers in upper secondary school choose to teach energy as they do. Data emerging from a questionnaire focused on indicators of the teachers' cultural and economic assets, or capital, according to the work of Pierre Bourdieu's sociology. Especially his concept on life styles and habitus provide a tool for analysis. We focus on physics teachers' positions in the social space, dispositions and standpoints towards the ideal way to teach physics in upper secondary school (n = 268). Our response rate is 29 % and due to the low response rate a non response bias analysis was made. In our analysis we primarily sought for groups, with a cluster analysis based on the teaching practice, revealed common features for both what and how they teach and three different teaching types emerged. Then we reconstructed the group habitus of the teachers by analyzing dispositions and standpoints and related those to the specific polarization of sacred values, that is struggles about the natural order (doxa) in the social space of science education, which is a part of and has boundaries to dominating fields like the natural sciences and the political fields (curriculum etc.). Three teacher-groups' habituses are described and analyzed; (1) The Manager of the Traditional, (2) The Challenger for Technology and (3) The Challenger for Citizenship. By constructing the habitus of the teachers in the different groups we can explain why teachers teach as they do and thereby make a contribution to both science education research and to teaching training, whereas reflective approach which also includes the individual dispositions and representations are paramount. In our paper we elaborate the grounds and implications of these findings further.

Physics: Frightful, but Fun. Pupils' and Teachers' Views of Physics and Physics Teaching

ERIC Educational Resources Information Center

Angell, Carl; Guttersrud, Oystein; Henriksen, Ellen K.; Isnes, Anders

2004-01-01

There is widespread concern for the situation of school physics regarding recruitment, contents, teaching methods, etc. In this study based on questionnaire and focus group data, we explore how upper secondary pupils and teachers perceive physics as a subject, how they experience physics instruction, and how physics compares to other subjects. Our…

BOOK REVIEW: The Expertise and Deployment of Science Teachers at Key Stage 4

NASA Astrophysics Data System (ADS)

Dobson, Ken

2000-03-01

On my bookshelves I have a large collection of the issues of a prestigious research journal dealing with science education. From time to time I dip into the articles in search of enlightenment, applicable ideas or sheer entertainment. It is rare to find success in any of the categories, but I do learn a lot of new words. Or at least how to spell them. It makes me wonder who it is that reads educational research, except other educational researchers. It would be an interesting research project to find out what, if any, practical changes in teaching, learning or the organization of educational establishments resulted from the regular annual supply of research. I would guess that very few practising teachers have access to such learned journals, let alone the time to read them. Another possible readership, Science Advisers, are, as a species, verging on extinction. Of course, `knowledge for its own sake' is not to be despised, but I would rate usable, effective, practicable and knowledge rather higher. Having thus sufficiently annoyed a significant minority of the readership of Physics Education to make them take an interest, I shall go on to review the booklet produced by Donnelly and Jenkins. These two have had the temerity to `explore, in a preliminary way' the topic given in the title. Further, they have dared to expose their work to the common gaze in a short, readable and easily accessible booklet. You might be led to believe from this that they have a strong desire that what they say should have an effect on what really happens in the (south) British educational system. They deal with a topic that anyone with an interest in, and especially with responsibility for, curriculum and its development, in-service education and training and the supply of science teachers should be strongly concerned (i.e. worried) about. Who teaches science? How are they qualified to do so? Are the teachers happy with the match between their qualifications and their teaching roles? And - of particular interest to readers of this journal - how do physics teachers fit into all this? Donnelly and Jenkins sent out questionnaires to 500 secondary schools in England and Wales, most of them comprehensive schools, and about 50% replied. About a third of the science taught at Key Stage 4 is physics (of course), but only 17% of the teachers had physics degrees. At Key Stage 3 most physics (60%) is taught as part of a `cross-disciplinary' science course, but in the pre-GCSE years of Key Stage 4 most physics (56%) is taught as a specialism. At KS4 this is most commonly within a dual-award `coordinated science' GCSE, but it is interesting to find that so many schools, contrary to received opinion, try to keep the subjects clearly separate at this stage. In this brief review it is not possible to summarize the wealth of useful detail the booklet contains. Here are just a few highlights. For teacher training: nearly all initial teacher training in science assumes that their students will need to be flexible science teachers, covering the three main sciences. But most schools do their best to ensure that teachers teach within their specialisms; even at KS3 a third of physics teachers do so. It is suggested that then training should better match the needs of schools. Recruitment of physicists to teaching: over four-fifths of those teaching physics at KS4 do not have an academic (degree) qualification in physics. Although this does not mean that 80% of physics is taught by non-physicists, it does mean that IoP Education initiatives (and this journal, come to think of it) might do more to help these non-physicists who teach physics. Teachers' Views. A particularly interesting section of the booklet deals with what teachers think about the match between their training and their teaching loads. About a fifth were quite happy with how their backgrounds helped them teach - and another fifth were disappointed. The rest, presumably, soldiered on as usual. Some comments: An experienced head of department (biologist) considered himself to be: ... probably a better physics teacher than most physicists for many GCSE candidates. I know their difficulties from personal experience. Another biologist: We operate a detailed scheme of work and have subject advisers within the Faculty to help those less confident in particular disciplines. Most enjoy the variety. In contrast: A chemist: I have no expertise in physics or biology and no training to teach these disciplines at any level. ... I consider [my teaching programme] to be a terrible waste of the school's resources and my expertise. An environmental scientist: I feel that [the pupils] have a raw deal from my lack of physics expertise. However, a common feeling is that there is a good case for teaching science so that pupils benefit from cross-disciplinary links, but that there is a tension between this and what teachers feel professionally confident about being able to do. The authors conclude that: ` ... the shift towards teaching of the sciences by non-specialists has gone too far to be halted.' They discuss what this implies in practice. A major recommendation is that ` ... the recruitment and motivation of young science teachers would be promoted ... by a greater emphasis on their disciplinary specialisms.' The final message is that the kids can tell: `Biology with you is OK. Chemistry is fun. But you like physics don't you?' (my emphasis)

Models and Exemplars of Scholarship in the Teaching of Psychology

ERIC Educational Resources Information Center

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

2008-01-01

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

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,…

Research on Expertise: Guideposts for Expertise and Teacher Education in Physical Education.

ERIC Educational Resources Information Center

O'Sullivan, Mary; Doutis, Panayiotis

1994-01-01

Presents guideposts for thinking about teaching and teacher education in light of recent research on expertise in teaching, particularly teaching in physical education. The paper critiques the concept of expertise, suggesting the term virtuoso as a more appropriate term for teaching expertly. Implications of the redefinition are presented. (SM)

Laboratory-based teaching and the Physics Innovations Centre for Excellence in Teaching and Learning

NASA Astrophysics Data System (ADS)

Lambourne, Robert

2007-05-01

Developments in the laboratory-based teaching of physics and astronomy are resulting from the collaboration between conventional and distance teaching universities. The collaboration, piCETL, is one of the Centres for Excellence in Teaching and Learning established as a result of a broad initiative by the Higher Education Funding Council for England. The initiative, the piCETL collaboration and some of its work on laboratory-based teaching are all described.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

2015-12-25

To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

Sadowski, Cheryl A.; Li, Johnson Ching-hong; Pasay, Darren

2015-01-01

Objective. To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). Design. The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. Assessment. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. Conclusion. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices. PMID:26889067

The student experience of applied equivalence-based instruction for neuroanatomy teaching.

PubMed

Greville, W James; Dymond, Simon; Newton, Philip M

2016-01-01

Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone 'equivalence-based instruction' (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. We used a pre and post test design to assess students' learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding 'rote' vs. 'deep' learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.

Teaching for understanding and/or teaching for the examination in high school physics

NASA Astrophysics Data System (ADS)

Geelan, David R.; Wildy, Helen; Louden, William; Wallace, John

2004-04-01

Literature on the related notions of 'teaching for understanding' and 'exemplary teaching' tends to be interpreted as prescribing certain classroom approaches. These are usually the strategies often identified with constructivist teaching, which involve a redefinition of the teacher's role: rather than being seen as a source of knowledge and control, the teacher is described as the facilitator of a largely student-directed search for understanding. More 'transmissive', teacher-centred approaches are held to lead to poor student understanding, low cognitive engagement and rote learning. This paper reports a case study of physics teaching in a government high school in Perth, Western Australia. This case study is part of a larger project spanning 5 years and eight case investigations in Perth schools. While the pedagogical style of the teacher studied could be labelled as 'transmissive', we tentatively assert that his practice exemplified high-quality physics teaching and led to high-quality understanding on the part of the students. The study suggests that prescriptions for quality teaching must be sensitive to issues of context and content, and that further study in a variety of school contexts is required to expand our understanding of what constitutes good teaching and learning in physics.

Information Literacy--Don't Search the WWW Without It!

NASA Astrophysics Data System (ADS)

Cromer, Donna E.

2002-04-01

Physics and astronomy information resources are proliferating at a rapid pace today. The ability to differentiate between the myriad of resources available and to learn to evaluate them is a necessary skill if students are to succeed in college and beyond. This is not a new problem, in fact, yet it has become more urgent with the proliferation of the World Wide Web and the ability of anyone to put up a webpage. Too often students pay little attention to the authority behind a website, and use whatever they find without questioning the source. It is important, then, to include information literacy skills in the curriculum. Physics and astronomy librarians are uniquely qualified to assist in developing these skills. Even better is cooperation and collaboration between the librarian and the teaching faculty. In practice, this works best when any sort of information seeking assignment, including a research paper, is required for a class. Information literacy is defined and discussed, and an outline of an instruction session that could be used in conjunction with a research paper assignment is given.

American Association of Physics Teachers Annual Report, 2009

ERIC Educational Resources Information Center

American Association of Physics Teachers (NJ1), 2009

2009-01-01

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Embracing the notion that physics understanding is critical to the wellbeing of society, AAPT is committed to serving its members and the larger community by promoting effectiveness in physics teaching for…

An Ecological Examination of an Urban Sixth Grade Physical Education Class

ERIC Educational Resources Information Center

James, Alisa R.; Collier, Douglas

2011-01-01

Background: There are several factors that influence teaching urban physical education. Violence, poverty and irrelevant curricula influence the teaching-learning environment in urban physical education. One approach to urban physical education is to look carefully at the ecology that exists within an urban physical education class. This ecology…

The intricate relationship between a medical school and a teaching hospital: A case study in Uganda.

PubMed

Mubuuke, Aloysius Gonzaga; Businge, Francis; Mukule, Emmanuel

2014-01-01

The relationship between medical schools and teaching hospitals is full of opportunities but also challenges even though they have complementary goals that could enhance each other. Although medical schools and teaching hospitals may face some similar challenges around the world, there could be context-specific observations that differ in resource-rich versus resource-limited settings. The purpose of this study was to investigate factors that are perceived to have influenced the relationship between a medical school and a teaching hospital in Uganda, a resource-limited setting. This was a cross-sectional, descriptive study in which key informant individual interviews were conducted with senior administrators and senior staff members of the Mulago Hospital and Makerere University Medical School. The interviews explored factors perceived to have favoured the working relationship between the two institutions, challenges faced and likely future opportunities. Both quantitative and qualitative data were generated. Thematic analysis was used with the qualitative data. Respondents reported a strained relationship between the two institutions, with unfavourable factors far outweighing the favourable factors influencing the relationship. Key negative reported factors included having different administrative set-ups, limited opportunities to share funds and to forge research collaborations, unexploited potential of sharing human resources to address staff shortages, as well as a lack of a memorandum of understanding between the two institutions. This study identifies barriers in the existing relationship between a teaching hospital and medical college in a resource-poor country. It proposes a collaborative model, rather than competitive model, for the two institutions that may work in both resource-limited and resource-rich settings.

Staff Development Resources, 1990-91.

ERIC Educational Resources Information Center

South Carolina State Dept. of Education, Columbia. Office of Instructional Technology.

This staff development resource guide provides listings of instructional television and radio broadcasts related to major areas of the Total Teaching Act in South Carolina's Program for Effective Teaching (PET). Television program topics include: administration; adult education; the arts; career education; certificate-renewal credit courses;…

Teaching about Our World Community: Guidelines and Resources.

ERIC Educational Resources Information Center

Hoge, John Douglas; Allen, Rodney F.

1991-01-01

Offers guidelines for teaching about foreign countries in elementary school social studies lessons. Explains ways to determine content and goals, build background information, and locate instructional materials/community resources. Suggests activities for beginning, sustaining, and concluding units. Stresses importance of maintaining student…

Building Virtuality into University-Based Human Resources Policy in China's Universities

ERIC Educational Resources Information Center

Guoliang, Zhang

2005-01-01

On the basis of discussing the notion of virtual human resources and its structure, this paper analyzes the necessity of building up virtual university teaching staff and proposes a model for the structural makeup of virtual university teaching staff.

Helping Classroom Staff Teach General Music.

ERIC Educational Resources Information Center

Reynolds, Charles

1979-01-01

In Anchorage, Alaska, classroom teachers are supported in their music teaching by resource teachers who provide in-service, regular demonstration lessons, and locally developed materials. This article describes the program's schedule, costs, and staffing, as well as the role of the music resource teacher. (SJL)

Consumer Education Resource Materials Kit.

ERIC Educational Resources Information Center

Lee, Stewart M.

A variety of teaching resources, learning activities, and instructional materials for preparing secondary consumer education courses are presented in this teaching guide. Suggesting an interdisciplinary approach, the materials are appropriate for economics, home economics, business, and social studies courses. Most of the materials presented are…

A Study on the Necessity of Introducing Teaching-Plan-Telling into Physical Education Undergraduates' Courses in Normal Universities

ERIC Educational Resources Information Center

Sun, Guodong

2011-01-01

The cultivation target of physical education major in normal universities is mainly physical teachers' qualification in basic education. Training of teaching-plan-telling on students of sports teaching major in normal universities has significant meaning to enhance the quality of students in a comprehensive way, realize the target of professional…

Approach-Method Interaction: The Role of Teaching Method on the Effect of Context-Based Approach in Physics Instruction

ERIC Educational Resources Information Center

Pesman, Haki; Ozdemir, Omer Faruk

2012-01-01

The purpose of this study is to explore not only the effect of context-based physics instruction on students' achievement and motivation in physics, but also how the use of different teaching methods influences it (interaction effect). Therefore, two two-level-independent variables were defined, teaching approach (contextual and non-contextual…

Dance for Physically Disabled Persons: A Manual for Teaching Ballroom, Square, and Folk Dances to Users of Wheelchairs and Crutches.

ERIC Educational Resources Information Center

Hill, Kathleen

The final booklet in a series on physical education and sports for the handicapped presents ideas for teaching dance to the physically disabled. Introductory sections consider the rehabilitation role of dance, physiological and psychological benefits, and facilities for dance instruction. Step-by-step suggestions are given for teaching ballroom…

Puerto Rico: Race, Ethnicity, Culture, and Physics Teaching

NASA Astrophysics Data System (ADS)

González-Espada, Wilson J.; Carrasquillo, Rosa E.

2017-09-01

It was a pleasant surprise to see Gary White's call for papers on race and physics teaching. We definitely think that the physics teaching and learning of students from diverse and minority backgrounds is an important issue to discuss, especially given the fact that bias and discrimination are common experiences in the lives of many Latinx, including school-age children and college students.

Prospective High School Physics Teachers' Beliefs about Teaching Practices: From Traditionalist to Constructivist

ERIC Educational Resources Information Center

Demirci, Neset

2015-01-01

The main aim of this study was to determine the teaching practices of prospective high school physics teachers with respect to their preference for teaching as a traditionalist or as a constructivist. To study the beliefs of prospective high school physics teachers on this subject, firstly, the Teacher Belief Survey was administered to 135…

High school physics and socioeconomics

NASA Astrophysics Data System (ADS)

White, Susan C.

2015-11-01

In our September column, we noted that Hispanic and African-American seniors were less likely to have taken a high school physics course than their peers, and we suggested that socioeconomic status (SES) played a role in the lower participation. In the figure, we display the proportion of seniors, of physics teachers, and of physics enrollments at schools by SES. While the number of seniors is roughly one-third in each group, physics enrollments differ dramatically by SES. Furthermore, the disparity in enrollments is greater than the disparity in physics teachers; this means that the teachers teaching physics at "better off" schools teach more physics than the physics teachers at "worse off" schools. Thus, a physics teacher at a "better off" school is more likely to teach a majority of their classes in physics.

Does teaching crisis resource management skills improve resuscitation performance in pediatric residents?*.

PubMed

Blackwood, Jaime; Duff, Jonathan P; Nettel-Aguirre, Alberto; Djogovic, Dennis; Joynt, Chloe

2014-05-01

The effect of teaching crisis resource management skills on the resuscitation performance of pediatric residents is unknown. The primary objective of this pilot study was to determine if teaching crisis resource management to residents leads to improved clinical and crisis resource management performance in simulated pediatric resuscitation scenarios. A prospective, randomized control pilot study. Simulation facility at tertiary pediatric hospital. Junior pediatric residents. Junior pediatric residents were randomized to 1 hour of crisis resource management instruction or no additional training. Time to predetermined resuscitation tasks was noted in simulated resuscitation scenarios immediately after intervention and again 3 months post intervention. Crisis resource management skills were evaluated using the Ottawa Global Rating Scale. Fifteen junior residents participated in the study, of which seven in the intervention group. The intervention crisis resource management group placed monitor leads 24.6 seconds earlier (p = 0.02), placed an IV 47.1 seconds sooner (p = 0.04), called for help 50.4 seconds faster (p = 0.03), and checked for a pulse after noticing a rhythm change 84.9 seconds quicker (p = 0.01). There was no statistically significant difference in time to initiation of cardiopulmonary resuscitation (p = 0.264). The intervention group had overall crisis resource management performance scores 1.15 points higher (Ottawa Global Rating Scale [out of 7]) (p = 0.02). Three months later, these differences between the groups persisted. A 1-hour crisis resource management teaching session improved time to critical initial steps of pediatric resuscitation and crisis resource management performance as measured by the Ottawa Global Rating Scale. The control group did not develop these crisis resource management skills over 3 months of standard training indicating that obtaining these skills requires specific education. Larger studies of crisis resource education are required.

Emotional Component in Teaching and Learning

NASA Astrophysics Data System (ADS)

Ponnambalam, Michael

2018-02-01

The laws of physics are often seen as objective truth, pure and simple. Hence, they tend to appear cerebral and cold. However, their presentation is necessarily subjective and may vary from being boring to being exciting. A detailed analysis of physics education reform efforts over the last three decades finds that interactive instruction results in greater learning gains than the traditional lecture format. In interactive engagement, the emotional component plays a far greater role than acknowledged by many. As an experienced physics teacher [(i) Four decades of teaching and research in four continents (teaching all courses to undergraduate physics majors and algebra-based physics to high school seniors as well as college freshmen), (ii) 11 years of volunteer work in Physics Popularization in six countries to many thousands of students in elementary, middle, and high schools as well as colleges and universities, and (iii) eight years as a Master Teacher and mentor], I feel that the emotional component in teaching and learning physics has been neglected. This paper presents the role of the emotional component in transforming ordinary teaching and learning of physics into an enjoyable and exciting experience for students as well as teachers.

Secondary Students' Attitudes to Animal Research: Examining the Potential of a Resource to Communicate the Scientist's Perspective

ERIC Educational Resources Information Center

France, Bev; Birdsall, Sally

2015-01-01

A DVD resource that provided a scientist's perspective on the use of animals in research and teaching was evaluated with a questionnaire that asked students' views pre and post their access to the resource. Thirty-nine secondary students (Y10-Y13) took part in three different teaching programmes that provided information about animal research and…

Informatics in radiology (infoRAD): multimedia extension of medical imaging resource center teaching files.

PubMed

Yang, Guo Liang; Aziz, Aamer; Narayanaswami, Banukumar; Anand, Ananthasubramaniam; Lim, C C Tchoyoson; Nowinski, Wieslaw Lucjan

2005-01-01

A new method has been developed for multimedia enhancement of electronic teaching files created by using the standard protocols and formats offered by the Medical Imaging Resource Center (MIRC) project of the Radiological Society of North America. The typical MIRC electronic teaching file consists of static pages only; with the new method, audio and visual content may be added to the MIRC electronic teaching file so that the entire image interpretation process can be recorded for teaching purposes. With an efficient system for encoding the audiovisual record of on-screen manipulation of radiologic images, the multimedia teaching files generated are small enough to be transmitted via the Internet with acceptable resolution. Students may respond with the addition of new audio and visual content and thereby participate in a discussion about a particular case. MIRC electronic teaching files with multimedia enhancement have the potential to augment the effectiveness of diagnostic radiology teaching. RSNA, 2005.

Zielstrebiger Einsatz von Unterrichtsmitteln und Ausbau des Fachunterrichtsraumsystems (Goal-oriented Introduction of Teaching Aids and Development of Physical Area for Language Teaching)

ERIC Educational Resources Information Center

Hoffmann, Werner

1974-01-01

Contains remarks concerning lesson orientation in the use of the obligatory instructional aids and of reserves of teaching materials, also in relation to minimal requirements in the development of the physical teaching area for foreign language instruction. (Text is in German.) (IFS/WGA)

From students to researchers: The education of physics graduate students

NASA Astrophysics Data System (ADS)

Lin, Yuhfen

This dissertation aims to make two research contributions: (1) In physics education research, this work aims to advance our understanding of physics student learning at the graduate level. This work attempts to better understand how physics researchers and teachers are produced, and what factors support or encourage the process of becoming a researcher and a teacher. (2) In cognitive science research in the domain of expert/novice differences, researchers are interested in defining and understanding what expertise is. This work aims to provide some insight into some of the components of expertise that go into becoming a competent expert researcher in the domain of physics. This in turn may contribute to our general understanding of expertise across multiple domains. Physics graduate students learn in their classes as students, teach as teaching assistants, and do research with research group as apprentices. They are expected to transition from students to independent researchers and teachers. The three activities of learning, teaching, and research appear to be very different and demand very different skill-sets. In reality, these activities are interrelated and have subtle effects on each other. Understanding how students transition from students to researchers and teachers is important both to PER and physics in general. In physics, an understanding of how physics students become researchers may help us to keep on training physicists who will further advance our understanding of physics. In PER, an understanding of how graduate students learn to teach will help us to train better physics teachers for the future. In this dissertation, I examine physics graduate students' approaches to teaching, learning, and research through semi-structured interviews. The collected data is interpreted and analyzed through a framework that focuses on students' epistemological beliefs and locus of authority. The data show how students' beliefs about knowledge interact with their learning, teaching, and research activities. In many cases, their perception of the learning, teaching, or research environment influences their choice of learning, teaching, or research approach. Physics graduate students learn "the language of physics" from the core courses, but don't learn many transferable research skills from taking courses. Constrained by the teaching environment, many graduate students are not motivated to teach as teaching assistants. Some finishing graduate students have clearly become confident and able researchers, while others remain dependent on their advisors for even the simplest direction. The data also show that it is possible for a single graduate student to hold very distinct beliefs about learning and teaching between classroom and research settings. It is possible for a well-motivated graduate student to take unfavorable approach toward learning when the environment does not support learning for deep understanding. This dissertation attempts to distill out aspects of success in the graduate program and identify features of positive experiences that help graduate students to transition from students to competent and confident researchers. The data suggest that having graduate students treated as legitimate participants is the vital element for them to build their confidence as researchers and teachers.

Virtual experiments in electronics: beyond logistics, budgets, and the art of the possible

NASA Astrophysics Data System (ADS)

Chapman, Brian

1999-09-01

It is common and correct to suppose that computers support flexible delivery of educational resources by offering virtual experiments that replicate and substitute for experiments traditionally offered in conventional teaching laboratories. However, traditional methods are limited by logistics, costs, and what is physically possible to accomplish on a laboratory bench. Virtual experiments allow experimental approaches to teaching and learning to transcend these limits. This paper analyses recent and current developments in educational software for 1st- year physics, 2nd-year electronics engineering and 3rd-year communication engineering, based on three criteria: (1)Is the virtual experiment possible in a real laboratory? (2)How direct is the link between the experimental manipulation and the reinforcement of theoretical learning? (3) What impact might the virtual experiment have on the learner's acquisition of practical measurement skills? Virtual experiments allow more flexibility in the directness of the link between experimental manipulation and the theoretical message. However, increasing the directness of this link may reduce or even abolish the measurement processes associated with traditional experiments. Virtual experiments thus pose educational challenges: (a) expanding the design of experimentally based curricula beyond traditional boundaries and (b) ensuring that the learner acquires sufficient experience in making practical measurements.

Rockets: Physical science teacher's guide with activities

NASA Astrophysics Data System (ADS)

Vogt, Gregory L.; Rosenberg, Carla R.

1993-07-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

Rockets: Physical science teacher's guide with activities

NASA Technical Reports Server (NTRS)

Vogt, Gregory L.; Rosenberg, Carla R. (Editor)

1993-01-01

This guide begins with background information sections on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry are based on Isaac Newton's three laws of motion. These laws explain why rockets work and how to make them more efficient. The background sections are followed with a series of physical science activities that demonstrate the basic science of rocketry. Each activity is designed to be simple and take advantage of inexpensive materials. Construction diagrams, materials and tools lists, and instructions are included. A brief discussion elaborates on the concepts covered in the activities and is followed with teaching notes and discussion questions. The guide concludes with a glossary of terms, suggested reading list, NASA educational resources, and an evaluation questionnaire with a mailer.

Guitars, Keyboards, Strobes, and Motors -- From Vibrational Motion to Active Research

NASA Astrophysics Data System (ADS)

Tagg, Randall; Carlson, John; Asadi-Zeydabadi, Masoud; Busley, Brad; Law-Balding, Katie; Juengel, Mattea

2013-01-01

Physics First is offered to ninth graders at high schools in Aurora, CO. A unique new asset of this school system is an embedded research lab called the "Innovation Hyperlab." The goal of the lab is to connect secondary school teaching to ongoing university scientific research, supporting the school district's aim to create opportunities to integrate P-20 (preschool to graduate school) learning. This paper is an example of how we create research connections in the context of introductory physics lessons on vibrations and waves. Key to the process is the use of several different types of technical resources, hence the name "hyperlab." Students learn many practical experimental techniques, reinforcing their knowledge of fundamentals and preparing them to work effectively on open-ended research or engineering projects.

Spicing up Science: Mini Undergraduate Research Projects in Physics and Chemistry

NASA Astrophysics Data System (ADS)

Devendorf, George

2008-10-01

Individual student research projects are often small pieces of a larger research program and may or may not provide an interesting and satisfying research experience for a student researcher who only is engaged in the project for a limited time. This researcher describes a variety of research activities conducted with advanced high school students in a high school setting. These research projects are limited by the academic experience of the student, facilities and resources and available time. Such limitations however, have shaped some of the research projects into ``mini-projects'' that form interesting scientific questions which can be addressed within a semester or yearlong project. Several of these research ideas have been inspired from teaching introductory courses and though they may not further a continuing research program or spawn significant publications, they do provide an avenue for teaching and inspiring scientific inquiry in the minds of young potential scientists.

Design features of on-line anatomy information resources: a comparison with the Digital Anatomist.

PubMed

Kim, S; Brinkley, J F; Rosse, C

1999-01-01

In order to update the design of the next generation of the Digital Anatomist, we have surveyed teaching assistants who have used the Digital Anatomist for learning and teaching anatomy as medical students, and have also examined available anatomy web sites with sufficient content to support learning. The majority of web sites function in an atlas mode and provide for the identification of structures. These atlases incorporate a variety of features for interactivity with 2D images, some of which are not available in the Digital Anatomist. The surveys suggest that the greatest need is for on-line access to comprehensive and detailed anatomical information and for the development of knowledge-based methods that allow the direct manipulation of segmented 3D graphical models by the user. The requirement for such interactivity is a comprehensive symbolic model of the physical organization of the body that can support inference.

Incorporating learning goals about modeling into an upper-division physics laboratory experiment

NASA Astrophysics Data System (ADS)

Zwickl, Benjamin M.; Finkelstein, Noah; Lewandowski, H. J.

2014-09-01

Implementing a laboratory activity involves a complex interplay among learning goals, available resources, feedback about the existing course, best practices for teaching, and an overall philosophy about teaching labs. Building on our previous work, which described a process of transforming an entire lab course, we now turn our attention to how an individual lab activity on the polarization of light was redesigned to include a renewed emphasis on one broad learning goal: modeling. By using this common optics lab as a concrete case study of a broadly applicable approach, we highlight many aspects of the activity development and show how modeling is used to integrate sophisticated conceptual and quantitative reasoning into the experimental process through the various aspects of modeling: constructing models, making predictions, interpreting data, comparing measurements with predictions, and refining models. One significant outcome is a natural way to integrate an analysis and discussion of systematic error into a lab activity.

Teaching immigrant and refugee health to residents: domestic global health.

PubMed

Asgary, Ramin; Smith, Clyde Lanford; Sckell, Blanca; Paccione, Gerald

2013-01-01

Half a million immigrants enter the United States annually. Clinical providers generally lack training in immigrant health. We developed a curriculum with didactic, clinical, and analytic components to advance residents' skills in immigrant and travel health. The curriculum focused on patients and their countries of origin and encompassed (a) societal, cultural, economical, and human rights profiles; (b) health system/ policies/resources/statistics, and environmental health; and (c) clinical manifestations, tropical and travel health. Residents evaluated sociocultural health beliefs and human rights abuses; performed history and physical examinations while precepted by faculty; developed specific care plans; and discussed patients in a dedicated immigrant health morning report. We assessed resident satisfaction using questionnaires and focus groups. Residents (n=20) found clinical, sociocultural, and epidemiological components the most helpful. Morning reports reinforced peer education. The immigrant health curriculum was useful for residents. Multiple teaching modules, collaboration with grassroot organizations, and an ongoing clinical component were key features.

Factors influencing pre-service physics teachers' skills of writing teaching materials

NASA Astrophysics Data System (ADS)

Sinaga, Parlindungan

2016-02-01

Writing teaching materials is one of the generic pedagogical skills. Teachers and pre-service teachers should be trained to have the skills of writing teaching materials. This study examines the factors that influence the skills of writing in the disciplines among pre-service physics teachers. This study in particular aims to contribute to the development of science writing in the disciplines and to the organization of workshops on writing teaching materials for pre-service teachers. The problems of this research are formulated in the question of what are the factors that influence the skills of pre-service physics teachers in writing teaching materials. The research adopted mixed methods with embedded experimental design. The research subjects were 18 students enrolled in the school physics course. The instruments used consisted of conceptual understanding tests, learning strategy questionnaire, tests of the multiple representation skills, and one-on-one semi- structured interview. Results of data analysis show that the ability and skills of writing physics teaching materials of the pre- service physics teachers are determined by the factors of conceptual understanding of the subject matter with a contribution of 20%, the skills of making multiple representations of concepts with a contribution of 9.8% and students' self-regulation and learning strategy with a contribution of 33.5%. There are other factors that have not been investigated in this study; therefore, it is recommended that future research conduct further investigation on other factors that influence pre-service teachers' skills in writing physics teaching materials.

Tools and resources for neuroanatomy education: a systematic review.

PubMed

Arantes, M; Arantes, J; Ferreira, M A

2018-05-03

The aim of this review was to identify studies exploring neuroanatomy teaching tools and their impact in learning, as a basis towards the implementation of a neuroanatomy program in the context of a curricular reform in medical education. Computer-assisted searches were conducted through March 2017 in the PubMed, Web of Science, Medline, Current Contents Connect, KCI and Scielo Citation Index databases. Four sets of keywords were used, combining "neuroanatomy" with "education", "teaching", "learning" and "student*". Studies were reviewed independently by two readers, and data collected were confirmed by a third reader. Of the 214 studies identified, 29 studies reported data on the impact of using specific neuroanatomy teaching tools. Most of them (83%) were published in the last 8 years and were conducted in the United States of America (65.52%). Regarding the participants, medical students were the most studied sample (37.93%) and the majority of the studies (65.52%) had less than 100 participants. Approximately half of the studies included in this review used digital teaching tools (e.g., 3D computer neuroanatomy models), whereas the remaining used non-digital learning tools (e.g., 3D physical models). Our work highlight the progressive interest in the study of neuroanatomy teaching tools over the last years, as evidenced from the number of publications and highlight the need to consider new tools, coping with technological development in medical education.

Resources for Teaching about Energy in the Social Studies Classroom.

ERIC Educational Resources Information Center

Sherman, Robin; Stone, Kim

1992-01-01

Lists instructional resources for use by social studies teachers in teaching about energy. Includes curriculum materials, videotapes, organizations, government agencies, and industry trade associations that can provide information. Suggests items on energy conservation, global warming, ecology, nuclear power, fossil fuels, oil spills, and…

Numerous Connections.

ERIC Educational Resources Information Center

Western Sydney Inst. of TAFE, Blacktown (Australia).

This resource includes units of work developed by different practitioners that integrate the teaching of literacy with the teaching of numeracy in adult basic education. It is designed to provide models of integration for teachers to develop similar resources on different contexts or themes. The units follow slightly different formats. Unit…

Census Bureau Education Program.

ERIC Educational Resources Information Center

Bureau of the Census (DOC), Washington, DC. Data User Services Div.

This document consists of nine individual booklets published by the Bureau of the Census. "Census Bureau Education Program: Update 1" consists of introductory material and describes the teaching resource series that are presented here and that make up the Bureau's education program. "Census Bureau Teaching Resource 1 - Congressional…

Alice in Computerland: Using the Internet as a Resource for Teaching Reading.

ERIC Educational Resources Information Center

Fresch, Mary Jo

1999-01-01

Discusses numerous valuable resources on the Internet that are useful for teaching reading, including sites with: information on science and history; all of Grimm's fairy tales; and "Alice in Wonderland." Notes good search engines and several exciting literacy-related sites. (SR)

Climate Change and Sustainability Open Educational Resources: Lessons learned and challenges to tackle

NASA Astrophysics Data System (ADS)

Robinson, Zoe; Whitfield, Stephen; Gertisser, Ralf; Krause, Stefan; McKay, Deirdre; Pringle, Jamie; Szkornik, Katie; Waller, Richard

2010-05-01

The UK's Higher Education Academy Subject Centre for Geography, Earth and Environmental Sciences (GEES) is currently running a project entitled ‘C-Change in GEES: Open licensing of climate change and sustainability resources in the Geography, Earth and Environmental Sciences' as part of a national Open Educational Resource project. The C-Change project aims to explore the challenges involved in ‘repurposing' existing teaching materials on the topics of climate change and sustainability to make them open access. This project has produced an open access resource of diverse climate change and sustainability-related teaching materials across the subjects of Geography, Earth and Environmental Sciences. The process of repurposing existing face-to-face teaching resources requires consideration of a wide variety of issues including the Intellectual Property Rights (IPR) associated with images and other material included in the teaching resources, in addition to issues of quality, accessibility and usability of resources. Open access education is an issue that will have implications across the whole of the organizational structure of a university, from legal advisors with commitments to University research and enterprise activities, to the academics wishing to produce open access resources, through to all levels of senior management. The attitudes, concerns and openness to Open Educational Resources of stakeholders from all positions within a HE institution will have implications for the participation of that institution within the OER movement. The many barriers to the whole-scale adoption of Open Educational Resources within the UK Higher Education system and the willingness of UK Higher Education Institutions to engage in the OER movement include institutional perspectives on the IPR of teaching materials developed by members of staff within the institution and financial viability, in addition to more sceptical attitudes of potential contributors. Keele University is one of seven academic partners in the C-Change project and researchers at Keele have produced open access resources across a wide variety of sustainability-related themes from reconstructing past environments (for example sea-level change); regional impacts of predicted climate change (for example implications to permafrost environments); through to strategies for a sustainable future, including topics on greening business and engineering solutions. The resources range from PowerPoint presentations to image banks, reading lists, and suggestions for classroom and coursework activities. These resources are designed to be useful for other higher education practitioners developing teaching resources in this area. This presentation will present the range of open access resources developed at Keele University in addition to the lessons learnt in repurposing resources for open access, and a summary of different attitudes within Higher Education Institutions towards the OER movement.

[Application of portfolio in teaching dermatology clinic: an experience in teaching of medicine].

PubMed

de Cabalier, M E; Chalub, D M

2009-01-01

We present a learning experience conducted in the Chair of Dermatology Clinic of the Faculty of Medical Sciences, National University of Cordoba in the context of curriculum change. For comprehension,present a theoretical framework and practical from the conceptualization of the "portfolio" teaching and its role teaching and learning paradigms sustained constructivist medical education. The portfolio Teach-ing is not a collection of papers, but a coherent set of experiences led thoughtful learning between teachers and students. This resource allows to account for the "qualitative achievements" of students from their work produced, sorted and evaluated in a carefully planned sequence of experiences and case Dermatology Clinic. To introduce the teaching portfolio, the planned new student grouping shapes and a sequence of learning experiences for the construction of this resource, namely: "The development of theoretical material iconographic resources and working guidelines for students. "The clinical reasoning on a case or laboratory experience-Clinical case Discussion and bibliography. -The development of records to from observation of patients. "The study of clinical cases: diagnosis and evolution of clinical cases. Interconsultations-Registration and referrals. "The magazine room and sharing experiences. In each of these, production, tutorial feedback Team teaching and assessment tasks allowed assessment approach to learning and improving he achievements of the students to the approval of the subject.

Teach Astronomy: An Online Textbook for Introductory Astronomy Courses and Resources for Informal Learners

NASA Astrophysics Data System (ADS)

Hardegree-Ullman, Kevin; Impey, C. D.; Patikkal, A.

2012-05-01

This year we implemented Teach Astronomy (www.teachastronomy.com) as a free online resource to be used as a teaching tool for non-science major astronomy courses and for a general audience interested in the subject. The comprehensive content includes: an introductory astronomy text book by Chris Impey, astronomy articles on Wikipedia, images from the Astronomy Picture of the Day, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy, and astronomy news from Science Daily. Teach Astronomy utilizes a novel technology to cluster, display, and navigate search results, called a Wikimap. Steep increases in textbook prices and the unique capabilities of emerging web technology motivated the development of this free online resource. Recent additions to Teach Astronomy include: images and diagrams for the textbook articles, mobile device implementation, and suggested homework assignments for instructors that utilize recent discoveries in astronomy. We present an overview of how Teach Astronomy has been implemented for use in the classroom and informal settings, and suggestions for utilizing the rich content and features of the web site.

Initial Teacher Training Science Nature and Mathematics and the Teaching of Astronomy

NASA Astrophysics Data System (ADS)

Macedo, Josué Antunes de

2014-11-01

Although Astronomy is part of the National Curriculum Parameters, it is rarely taught adequately in basic education. In this regard, this research has been developed aiming to investigate contributions to the use of traditional resources combined with digital technologies, in order to create autonomy for future teachers of Natural Sciences and Mathematics in relation to themes in Astronomy. The following steps were taken: i) analysis of educational pedagogical projects (EPP) from licentiate courses at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (FINMG); ii) analysis of students' preconceptions on Astronomy and digital technologies; iii) elaboration of the course and application, developed under the education modality of blended learning, using the teaching proposal of methological pluralism; iv) application and analysis of the final questionnaire. The research subjects were constituted by thirty-two students of Physics, Mathematics and Biological Sciences courses. A mixed methodology with a pre-experimental delineation, combined with content analysis, has been used. The results showed the following: at the IFNMG, only the licentiate course in physics includes Astronomy content in several curriculum subjects; students´ rates of previous knowledge of Astronomy are low, and there are indications of meaningful learning of concepts related to Astronomy. This research sought to contribute to initial teacher training, particularly in relation to Astronomy teaching, proposing new alternatives to promote the teaching of this knowledge area. Furthermore, the intention was to respond to requests of institutions for implementation of blended learning or distance courses, since during the survey it was verified that, although discussions in forums are important, there is a need for such courses to promote on-site meetings conducting practical and manipulative activities.

Clubes de Ciencia: Intensive science workshops in Mexico provide a unique opportunity for teaching, scientific and cultural exchange

NASA Astrophysics Data System (ADS)

Le Bras, I.; Rosengard, S.; Estefania, M.; Jinich, A.

2016-02-01

Clubes de Ciencia, which translates to "Science Clubs" is an initiative started by a group of graduate students at Harvard University in 2014 to encourage scientific exchange between the US and Mexico. These science clubs are one-week long intensive workshops taught by graduate students and/or postdocs on a subject of their choice in six Mexican cities. Instructors apply to teach a workshop by sending a proposal to the organizing committee, who is looking for workshops that emphasize hands-on, practical ideas. The instructors, primarily graduate students in the US, are paired with local co-instructors who assist and often co-teach the workshop. Local student participants, who are in their last two years of high school and the first two years of college, are selected based on their interest and enthusiasm. Each class has about 15-20 students, so that the classroom setting is intimate and interactive Sponsors, who fund instructor stipends, class supplies and program development, include the Mexican department of energy (SENER), the Mexican national science foundation (CONACYT), Harvard and MIT. Host universities also provide space and resources. In this presentation we focus on clubs that were taught in January 2015 on ocean physics and July 2015 on ocean chemistry, both taught in Ensenada, Baja California at the national autonomous university. Both workshops included a combination of data analysis, lectures, experiments and computational modeling. The ocean physics class was also recorded intermittently and is being used as a test case for an online course. The format provided an intensive teaching and networking experience and could be interesting to implement in other contexts.

Physics Teacher Preparation as a Means for Growth

NASA Astrophysics Data System (ADS)

Henderson, Ron

2013-03-01

Physics departments across the country are experiencing pressures to increase the number of graduates. One response is to improve marketing and recruiting efforts to add students to existing pipelines. A more innovative approach is to create new pathways tied to career paths that are alternatives to graduate school. One occupation that currently needs more graduates than physics departments are supplying is physics teaching. About 3 years ago, MTSU began implementing a strategy to prepare physics majors for careers in high school teaching. These efforts included developing coursework specifically related to physics teaching, creating relationships with the college of education, moving to pedagogies that reflect physics education research (PER)-validated best practices, hiring a tenure-track PER expert, implementing new ways to reach potential majors, and seeking external funding. The cumulative result has not only added a number of physics teaching majors to our roles, but has affected our existing programs in a manner that has yielded further growth. Support provided by the APS/AAPT PhysTEC project.

In harmony: inquiry based learning in a blended physics and music class

NASA Astrophysics Data System (ADS)

Hechter, Richard P.; Bergman, Daniel

2016-11-01

The power of music to resonate within us transcends conventional boundaries established in cultural, geographic, and political contexts. In our world, as physics educators, so does the resonating of physics phenomena. Secondary level physics is a perfect place to blend these two genres. While advocating for STEM-based education is at the forefront of pedagogical reform, seldom do we use this cross-boundary vision as the foundation to teach and learn in true collaboration of science and arts classrooms. As music enthusiasts, and physics educators, we developed new resources for a blended music and physics class through inquiry-based learning activities. Punctuated with modern technology, we aimed our activities for an engaging learning experience towards developing conceptual understandings of sound and harmonics at the grade 11 level. The umbrella activity shared here was designed to engage a wide range of students through the universal language of music, and provide them a hands-on and minds-on experience to explore harmonics through both music and physics lenses. It is our intention to provide readers with an overview of the activity, a description of exemplar student-designed inquiry-based investigations, and helpful suggestions for potential for use in reader’s classrooms.

Investigation of the Attitudes of Physical Education Teacher Candidates toward Teaching Profession and Sense of Competence in Terms of Some Variables

ERIC Educational Resources Information Center

Murathan, Talha; Özdemir, Kübra

2017-01-01

The purpose of this study was to examine the attitudes of physical education teacher candidates toward the teaching profession and the perceptions of professional competence according to some variables. A total of 351 teacher candidates, studying in the last class of Physical Education and Sport Teaching Department in the Faculty of Sports…

Preparing prospective physics teachers to teach integrated science in junior high school

NASA Astrophysics Data System (ADS)

Wiyanto; Hartono; Nugroho, S. E.

2018-03-01

The physics education study program especially prepares its students to teach physics in senior high school, however in reality many its graduates have become science teachers in junior high school. Therefore introducing integrated science to prospective physics teachers is important, because based on the curriculum, science in the junior high school should be taught integratedly. This study analyzed integrated science teaching materials that developed by prospective physics teachers. Results from this study showed that majority of the integration materials that developed by the prospective physics teachers focused on topic with an overlapping concept or theme as connecting between two or three subjects.

Community Resource Curriculum Development: Grades 3-4.

ERIC Educational Resources Information Center

Bentley, Michael L.; And Others

This manual was developed by the Community Resource Curriculum Development Project (CRCDP), a cooperative project to develop multi-disciplinary, multi-ethnic, multi-cultural science/social sciences teaching units based upon the Illinois State Goals for Learning. This manual contains seven teaching units that include several experience-based…

Teaching Tolerance: Resources for Students and Teachers

ERIC Educational Resources Information Center

Moss, Barbara, Ed.

2013-01-01

In this column, the author reviews books and other resources that address issues related to teaching tolerance for those of other religions, races, gender orientations, and cultures. It reviews titles related to Jewish oppression, including Doreen Rappaport's (2012) "Beyond Courage, the Untold Story of Jewish Resistance during the…

Encouraging Gender Analysis in Research Practice

ERIC Educational Resources Information Center

Thien, Deborah

2009-01-01

Few resources for practical teaching or fieldwork exercises exist which address gender in geographical contexts. This paper adds to teaching and fieldwork resources by describing an experience with designing and implementing a "gender intervention" for a large-scale, multi-university, bilingual research project that brought together a group of…

A Teacher Professional Development Model for Teaching Socioscientific Issues

ERIC Educational Resources Information Center

Carson, Katherine; Dawson, Vaille

2016-01-01

This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

Five Resources on Teaching Methods

ERIC Educational Resources Information Center

Simmons, Linda Wright

2009-01-01

This article offers five resources on teaching approaches that enhance learner participation and can be adapted inmost congregational learning contexts. These models emerge from diverse religious and secular perspectives; some are tailored for adult learners and some are ideal for learning in multicultural contexts. In alphabetical order, they are…

Recorder Resources, Part 2

ERIC Educational Resources Information Center

Marshall, Herbert D.; VanHaaren, Peg

2006-01-01

This article provides teaching tips and materials related to recorder lesson. Teaching Recorder in the Music Classroom, by Fred Kersten, compiles more current recorder information than any other resource. In planning instruction, the major determining factor seems to be Rote or Note. This allows instructors to take familiar repertoire that…

Evidence on the coherence-pieces debate from the force concept inventory

NASA Astrophysics Data System (ADS)

Badagnani, D.; Petrucci, D.; Cappannini, O.

2018-01-01

We use force concept inventory (FCI) data to probe the consistency of commonsense physics as a knowledge system. The source of this data is the administration of the FCI to first-year science university students. Data quality was checked using item response theory and studying answer distributions for each question. We find apparently paradoxical results: depending on how the data is analysed, answers seem highly systematic or almost random-like. These results are compatible with others found in the literature and can be construed as arising either from a coherent knowledge system or from knowledge in pieces. We hypothesise as a possible source of this apparent contradiction that predictions and explanations use different resources: the former would use reflex, low-cost cognitive resources while the latter would involve conceptualisations. We show that the articulation of both resources may be crucial for expert thinking productivity (the ability to apply a theory to novel situations). We sketch some consequences of the proposed structure of commonsense thinking for teaching and further research.

Peer Observation of Teaching: Reflections of an Early Career Academic

ERIC Educational Resources Information Center

Eri, Rajaraman

2014-01-01

Peer observation of teaching (POT) is a reciprocal process where a peer observes another's teaching (classroom, virtual, on-line or even teaching resource such as unit outlines, assignments). Peers then provide constructive feedbacks that would enable teaching professional development through the mirror of critical reflection by both the observer…

Teaching at Berkeley: A Guide for Foreign Teaching Assistants.

ERIC Educational Resources Information Center

Cohen, Robby, Ed.; Robin, Ron, Ed.

A handbook for foreign teaching assistants (TAs) is presented by foreign graduate students with teaching experience and other educators who have worked closely with them. Language skills, teaching strategies, cultural issues, resources, and the environment at the University of California, Berkeley, are addressed in 16 articles. Article titles and…

A Survey to Assess Barriers to Urban Teaching Careers

ERIC Educational Resources Information Center

Creasey, Gary; Mays, Jennifer; Lee, Robert; D'Santiago, Verenice

2016-01-01

The "Urban Teaching Barriers" survey was created to assess barriers to urban teaching careers. Pre-service teachers (N = 377) completed this instrument, along with questionnaires that assessed urban teaching intentions and urban teaching self-efficacy. Six barrier domains were identified that tapped concerns over (a) lack of resources,…

Teaching Practice of Physical Education Teachers for Students with Special Needs: An Application of the Theory of Planned Behaviour

ERIC Educational Resources Information Center

Wang, Lijuan; Wang, Min; Wen, Hongwei

2015-01-01

This study examines the teaching behavior of physical education (PE) teachers in teaching students with special needs and the factors that determine their teaching behaviour. An extended theory of planned behaviour (TPB) was utilised as the theoretical framework. Three secondary and two high school PE teachers participated in the study. Data…

Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

2001-01-01

Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

Interactive Materials In The Teaching Of Astronomy

NASA Astrophysics Data System (ADS)

Macêdo, J. A.; Voelzke, M. R.

2014-10-01

This study presents results of a survey conducted at the Federal Institution of Education, Science and Technology in the North of Minas Gerais (IFNMG), and aimed to investigate the potentialities of the use of interactive materials in the teaching of astronomy. An advanced training course with involved learning activities about basic concepts of astronomy was offered to thirty-two Licenciate students in Physics, Mathematics and Biological Science. The following steps were to be taken: i) analysis of the pedagogical projects (PPC) of the licenciates at the IFNMG, research locus of its Campus Januária; ii) analysis of students' preconceptions about astronomy and digital technologies, identified by the application of an initial questionnaire; iii) preparation of the course taking into account the students' previous knowledge; iv) application of the education proposal developed under part-time presence modality, using various interactive tools; v) application and analysis of the final questionnaire. The test was conducted with the qualitative and quantitative methodology, combined with a content analysis. The results indicated that in the IFNMG only the licenciate-course in physics includes astronomy content diluted in various subjects of the curriculum; the rates of students prior knowledge in relation to astronomy was low; an evidence of meaningful learning of the concepts related to astronomy, and of viability of resource use involving digital technologies in the Teaching of astronomy, which may contribute to the broadening of methodological options of future teachers and meet their training needs.

Interprofessional approach for teaching functional knee joint anatomy.

PubMed

Meyer, Jakob J; Obmann, Markus M; Gießler, Marianne; Schuldis, Dominik; Brückner, Ann-Kathrin; Strohm, Peter C; Sandeck, Florian; Spittau, Björn

2017-03-01

Profound knowledge in functional and clinical anatomy is a prerequisite for efficient diagnosis in medical practice. However, anatomy teaching does not always consider functional and clinical aspects. Here we introduce a new interprofessional approach to effectively teach the anatomy of the knee joint. The presented teaching approach involves anatomists, orthopaedists and physical therapists to teach anatomy of the knee joint in small groups under functional and clinical aspects. The knee joint courses were implemented during early stages of the medical curriculum and medical students were grouped with students of physical therapy to sensitize students to the importance of interprofessional work. Evaluation results clearly demonstrate that medical students and physical therapy students appreciated this teaching approach. First evaluations of following curricular anatomy exams suggest a benefit of course participants in knee-related multiple choice questions. Together, the interprofessional approach presented here proves to be a suitable approach to teach functional and clinical anatomy of the knee joint and further trains interprofessional work between prospective physicians and physical therapists as a basis for successful healthcare management. Copyright © 2016 The Authors. Published by Elsevier GmbH.. All rights reserved.

Interactive Radiology teaching file system: the development of a MIRC-compliant and user-centered e-learning resource.

PubMed

dos-Santos, M; Fujino, A

2012-01-01

Radiology teaching usually employs a systematic and comprehensive set of medical images and related information. Databases with representative radiological images and documents are highly desirable and widely used in Radiology teaching programs. Currently, computer-based teaching file systems are widely used in Medicine and Radiology teaching as an educational resource. This work addresses a user-centered radiology electronic teaching file system as an instance of MIRC compliant medical image database. Such as a digital library, the clinical cases are available to access by using a web browser. The system has offered great opportunities to some Radiology residents interact with experts. This has been done by applying user-centered techniques and creating usage context-based tools in order to make available an interactive system.

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

NASA Astrophysics Data System (ADS)

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

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program included keynote talks, small group discussion sessions, interactive demonstrations, and opportunities to network and develop ideas for new instructional resources. The participants also reviewed over 300 teaching activities, and contributed to additional online resources focused on Environmental Geology. Field trips demonstrated teaching activities about environmental issues in local contexts. All workshop presentations, discussion summaries, teaching activity collections and related on-line resources are available on the workshop website. Faculty are encouraged to submit additional examples of Environmental Geology instructional resources.

The student experience of applied equivalence-based instruction for neuroanatomy teaching

PubMed Central

2016-01-01

Purpose Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone ‘equivalence-based instruction’ (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. Methods We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. Results We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. Conclusion These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine. PMID:27649900

Doubling the number of physics majors who teach

NASA Astrophysics Data System (ADS)

Marder, Michael

2009-03-01

The American Physical Society has adopted a doubling initiative to increase the number of physics majors. One of the main motivations is to increase the number of physics majors certified to teach secondary physics. I will review some of the possible strategies for reaching this goal, and discuss some of the steps we have taken with UTeach, the program for secondary science and mathematics teacher preparation at The University of Texas at Austin.I will discuss the roles of curriculum revision, financial support, and community support in convincing majors to teach. Finally, I will talk about the expansion of UTeach into engineering.

Physics Teaching in Times of Change

NASA Astrophysics Data System (ADS)

Dykstra, Dewey

2006-05-01

Powerful political forces have been at play in building a mandate to change the schools. The latest, on-going manifestation is in the No Child Left Behind Act, but the mandate for change was being formulated in the early 1980s in the A Nation at Risk report. As physicists we may feel somewhat removed from such goings on, but our children attend school and their teachers come through our classrooms. Physics education research offers extensive, carefully collected data on the consequences of standard physics teaching. The data challenges conventional beliefs about physics learning. It is said that times of crisis represent both opportunity and danger. Because the mandates to change are up to the individual states, each of us in our own state has the opportunity to shift the focus in physics/science teaching toward something better. We also face the danger that existing physics/science teaching will be even more deeply entrenched than it already is.

Research on Teaching in Physical Education: Questions and Comments.

ERIC Educational Resources Information Center

Lee, Amelia M.

1991-01-01

Reinforces some of the points made in Stephen Silverman's research review on teaching in physical education, examining the process-product paradigm, the measurement of learning and teaching, and the significance of student mediation. The article identifies issues that merit further discussion and analysis. (SM)

Graduate teaching assistants in a reformed introductory physics course: Synthesis of quantitative analyses of instructor action and qualitative analyses of instructor attitudes and perspectives

NASA Astrophysics Data System (ADS)

Calder, Austin Michael

Physics Education Research (PER) has shown us that when students have opportunities to make sense of concepts they tend to remember them better and can apply them more appropriately to new situations. PER has also revealed that an interactive, cooperative, small group environment is more conducive to achieving this than traditional lecture and recitation sections. It is useful to consider the aims of reformed instruction from the point of view of the graduate teaching assistants (GTAs) in physics, who are facilitating the instruction. The data in this dissertation comes from audio-recordings of GTAs teaching in an algebra-based introductory course; I develop a rubric for assessing the teaching practices of the GTAs which separates teaching into five categories according to the reformed practices present. The rubric and technique developed here could be used as a diagnostic for GTAs new to a reformed classroom. I also conducted surveys of the GTA participants, as well as semi-structured interviews to gain more information about the attitudes and perspectives toward reformed physics instruction. Results from this work include: (1) A diagnostic tool for teaching improvement and (2) a detailed understanding of the GTA facilitators' teaching practices in the reformed physics laboratory.

Fostering Disciplinary Literacy? South African Physics Lecturers' Educational Responses to Their Students' Lack of Representational Competence

ERIC Educational Resources Information Center

Linder, Anne; Airey, John; Mayaba, Nokhanyo; Webb, Paul

2014-01-01

Recently, the South African Institute of Physics undertook a major review of university physics education. The report highlighted the necessity for further transformation of the teaching of physics, particularly in relation to the teaching of under-prepared students. In this article we examine how physics lecturers in South Africa reported how…

Sustaining the Progress to Improve Physics Education

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq

2010-01-01

One of the problems we face in teaching introductory physics courses at the college level is that about 2/3 of students never had physics prior coming to college. Thus, many students find it very difficult to learn physics for the first time at the relatively fast-paced teaching of college physics courses. Sometimes the drop/failure/withdrawal…

Designing Learning Environments to Teach Interactive Quantum Physics

ERIC Educational Resources Information Center

Puente, Sonia M. Gomez; Swagten, Henk J. M.

2012-01-01

This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

How Computer-Assisted Teaching in Physics Can Enhance Student Learning

ERIC Educational Resources Information Center

Karamustafaoglu, O.

2012-01-01

Simple harmonic motion (SHM) is an important topic for physics or science students and has wide applications all over the world. Computer simulations are applications of special interest in physics teaching because they support powerful modeling environments involving physics concepts. This article is aimed to compare the effect of…

Fostering Inclusion and Positive Physical Education Experiences for Overweight and Obese Students

ERIC Educational Resources Information Center

Rukavina, Paul B.; Doolittle, Sarah A.

2016-01-01

Overweight and obese students are often socially and instructionally excluded from physical education and school physical activity opportunities. This article describes teaching strategies from a study of middle school physical education teachers who are committed to providing effective teaching and positive experiences for overweight and obese…

Jump Start the Heart: Teaching Children Cardiovascular Fitness

ERIC Educational Resources Information Center

McCollum, Starla; Maina, Michael P.; Maina, Julie Schlegel; Griffin, Mike

2004-01-01

Quality physical education classes are an important avenue for teaching children about lifetime fitness participation. Specific fitness information and habits can be taught as part of physical education classes. Physical education, however, should not be the only source of physical activity for children. Children need opportunities to participate…

Making Visual Illustrations of Physics Accessible to Blind Students

ERIC Educational Resources Information Center

Pereira Torres, Josiane; Gonçalves Mendes, Enicéia

2017-01-01

The teaching of physics often involves the use of illustrations that complement and assist the understanding of a particular situation or physical phenomenon. Overall, the proper use of illustrations can maximize the learning and understanding of concepts and phenomena related to the teaching of science (physics, chemistry, biology) and…

Active Learning Strategies in Physics Teaching

ERIC Educational Resources Information Center

Karamustafaoglu, Orhan

2009-01-01

The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

Learning-Style Responsive Approaches for Teaching Typically Performing and At-Risk Adolescents

ERIC Educational Resources Information Center

Honigsfeld, Andera; Dunn, Rita

2009-01-01

The authors recommend practical techniques and resources for teaching at-risk secondary students, who are often nontraditional learners. The article describes tactual and kinesthetic instructional resources that research has shown are effective for typically performing and at-risk students who do not learn conventionally. (Contains 2 figures.)

A Splendid Torch: Learning and Teaching in Today's Academic Libraries

ERIC Educational Resources Information Center

Eyre, Jodi Reeves, Ed.; Maclachlan, John C., Ed.; Williford, Christa, Ed.

2017-01-01

Six essays, written collaboratively by current and former Council on Library and Information Resources (CLIR) postdoctoral fellows, explore the contributions that today's academic libraries--as providers of resources, professional support, and space--are making to learning and teaching. Topics include the continuing evolution of the learning…

AnthroNotes: Museum of Natural History Publication for Educators, 1998.

ERIC Educational Resources Information Center

Kaupp, P. Ann, Ed.

1998-01-01

This publication for educators offers in-depth articles on current anthropological research, teaching activities, and reviews of new resources. The document aims to disseminate recent research in anthropology; to help those teaching anthropology utilize new materials, approaches, and community resources, as well as integrate anthropology into a…

Politics, Practices, and Possibilities of Open Educational Resources

ERIC Educational Resources Information Center

Phelan, Liam

2012-01-01

In this article, I reflect on the politics, practices and possibilities of the open educational resources (OER). OER raise important implications for current and potential students, for postsecondary education institutions, and for those currently teaching in higher education. The key questions raised by OER centre on the role of teaching in…

Open Educational Resources for Call Teacher Education: The iTILT Interactive Whiteboard Project

ERIC Educational Resources Information Center

Whyte, Shona; Schmid, Euline Cutrim; van Hazebrouck Thompson, Sanderin; Oberhofer, Margret

2014-01-01

This paper discusses challenges and opportunities arising during the development of open educational resources (OERs) to support communicative language teaching (CLT) with interactive whiteboards (IWBs). iTILT (interactive Technologies in Language Teaching), a European Lifelong Learning Project, has two main aims: (a) to promote "best…

Resources for Creative Preschool Teaching.

ERIC Educational Resources Information Center

Flemming, Bonnie, Ed.; And Others

A resource book intended as a teaching aid for preschool teachers, this compilation includes those ideas that have been used with success with children three through five years of age. The curriculum material is presented in outline format under the following headings: Subject of Interest; Basic Understandings; Additional Facts the Teacher Should…

AnthroNotes: Museum of Natural History Publication for Educators, Fall 2001.

ERIC Educational Resources Information Center

Kaupp, P. Ann, Ed.; Selig, Ruth O., Ed.; Brooks, Alison S., Ed.; Lanouette, JoAnne, Ed.

2001-01-01

This publication for educators offers in-depth articles on anthropological research, teaching activities, and reviews of new resources. The publication aims to disseminate recent research in anthropology; to help those teaching anthropology use new materials, approaches, and community resources, as well as integrate anthropology into a variety of…

China: A Resource and Curriculum Guide.

ERIC Educational Resources Information Center

Posner, Arlene, Ed.; de Keijzer, Arne J., Ed.

This publication is intended to help secondary and college level teachers locate textbooks, curriculum units, audiovisuals, and other resources on China. The guide's contents include the following: (1) Teaching Materials on Contemporary China: A Critical Evaluation; (2) Adapting Scholarly Work to the Needs of Educators; (3) Teaching about China in…

Online Resources for Teaching Shakespeare. ERIC Digest.

ERIC Educational Resources Information Center

Stoicheva, Mila

To assist educators in effectively teaching the works of such a critical author as William Shakespeare, this Digest identifies and describes some of the most significant and useful online resources. The digest notes that the sites were chosen on the basis of their technical excellence, purpose, content, authorship, and general usefulness for…

Promoting Reflective Physics Teaching Through the Use of Collaborative Learning Annotation System

NASA Astrophysics Data System (ADS)

Milner-Bolotin, Marina

2018-05-01

Effective physics teaching requires extensive knowledge of physics, relevant pedagogies, and modern educational technologies that can support student learning. Acquiring this knowledge is a challenging task, considering how fast modern technologies and expectations of student learning outcomes and of teaching practices are changing Therefore 21st-century physics teachers should be supported in developing a different way of thinking about technology-enhanced physics teaching and learning. We call it Deliberate Pedagogical Thinking with Technology, and base it on the original Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge frameworks. However, unlike the two aforementioned frameworks, the Deliberate Pedagogical Thinking with Technology emphasizes not only teachers' knowledge, but also their attitudes and dispositions about using digital tools in order to support student learning. This paper examines how an online system that allows an ongoing discussion of videos uploaded on it by the students can support reflection in physics teacher education. Examples of using such a system in physics teacher education and teacher-candidates' feedback on their experiences with it are also discussed.

My Science Is Better than Your Science: Conceptual Change as a Goal in Teaching Science Majors Interested in Teaching Careers about Education

ERIC Educational Resources Information Center

Utter, Brian C.; Paulson, Scott A.; Almarode, John T.; Daniel, David B.

2018-01-01

We argue, based on a multi-year collaboration to develop a pedagogy course for physics majors by experts in physics, education, and the science of learning, that the process of teaching science majors about education and the science of learning, and evidence-based teaching methods in particular, requires conceptual change analogous to that…

The Use of Computer Competencies of Students in the Departments of Physical Education and Sport Teaching, and School Teaching

ERIC Educational Resources Information Center

Okan, Ilyas

2016-01-01

This study aims to reveal the levels of the use of computer, which is nowadays one of the most important technologies, of teacher candidate studying in the departments of Physical Education and Sport Teaching, and School teaching; also aims to research whether there is differences according to various criteria or not. In research, data were…

Teaching Games for Understanding to In-Service Physical Education Teachers: Rewards and Barriers regarding the Changing Model of Teaching Sport

ERIC Educational Resources Information Center

Diaz-Cueto, Mario; Hernandez-Alvarez, Juan Luis; Castejon, Francisco Javier

2010-01-01

The purpose of this study was to understand the perceptions of in-service Physical Education (PE) teachers when using Teaching Games for Understanding (TGfU) in teaching sports. Data were gathered from interviews, work group meetings, and participants' diaries. The results show the difficulties PE teachers had in the planning and implementation of…

The First Shared Online Curriculum Resources for Veterinary Undergraduate Learning and Teaching in Animal Welfare and Ethics in Australia and New Zealand

PubMed Central

Johnson, Jane; Collins, Teresa; Degeling, Christopher; Fawcett, Anne; Fisher, Andrew D.; Freire, Rafael; Hazel, Susan J.; Hood, Jennifer; Lloyd, Janice; Phillips, Clive J. C.; Stafford, Kevin; Tzioumis, Vicky; McGreevy, Paul D.

2015-01-01

Simple Summary There is a need for teaching Animal Welfare and Ethics in veterinary schools and we are developing online resources to meet this need. In this paper we describe how we prioritized the development of these resources by polling experts in the field. Abstract The need for undergraduate teaching of Animal Welfare and Ethics (AWE) in Australian and New Zealand veterinary courses reflects increasing community concerns and expectations about AWE; global pressures regarding food security and sustainability; the demands of veterinary accreditation; and fears that, unless students encounter AWE as part of their formal education, as veterinarians they will be relatively unaware of the discipline of animal welfare science. To address this need we are developing online resources to ensure Australian and New Zealand veterinary graduates have the knowledge, and the research, communication and critical reasoning skills, to fulfill the AWE role demanded of them by contemporary society. To prioritize development of these resources we assembled leaders in the field of AWE education from the eight veterinary schools in Australia and New Zealand and used modified deliberative polling. This paper describes the role of the poll in developing the first shared online curriculum resource for veterinary undergraduate learning and teaching in AWE in Australia and New Zealand. The learning and teaching strategies that ranked highest in the exercise were: scenario-based learning; a quality of animal life assessment tool; the so-called ‘Human Continuum’ discussion platform; and a negotiated curriculum. PMID:26479241

"It's Not Their Job to Share Content": A Case Study of the Role of Senior Students in Adapting Teaching Materials as Open Educational Resources at the University of Cape Town

ERIC Educational Resources Information Center

Hodgkinson-Williams, Cheryl; Paskevicius, Michael

2013-01-01

Inspired by the Massachusetts Institute of Technology's landmark decision to make its teaching and learning materials freely available to the public as OpenCourseWare (OCW), many other higher education institutions have followed suit sharing resources now more generally referred to as Open Educational Resources (OER). The University of Cape Town…

Shall We Dance? A Guide for Teachers with Two Left Feet.

ERIC Educational Resources Information Center

Morris, Grace M.

1996-01-01

Educators who want to make movement a part of their teaching must teach students the basic steps that comprise movement. This involves expanding students' range of locomotion, teaching spatial relationships, and exploring different body shapes. Literature references for teaching movement, a list of resources, and six teaching tips are included.…

Assessing the Effectiveness of Studio Physics in Introductory-Level Courses at Georgia State University

NASA Astrophysics Data System (ADS)

Upton, Brianna; Evans, John; Morrow, Cherilynn; Thoms, Brian

2009-11-01

Previous studies have shown that many students have misconceptions about basic concepts in physics. Moreover, it has been concluded that one of the challenges lies in the teaching methodology. To address this, Georgia State University has begun teaching studio algebra-based physics. Although many institutions have implemented studio physics, most have done so in calculus-based sequences. The effectiveness of the studio approach in an algebra-based introductory physics course needs further investigation. A 3-semester study assessing the effectiveness of studio physics in an algebra-based physics sequence has been performed. This study compares the results of student pre- and post-tests using the Force Concept Inventory. Using the results from this assessment tool, we will discuss the effectiveness of the studio approach to teaching physics at GSU.

Teaching the Teachers To Understand and Teach Indigenous Australian Studies: New Models, Teaching Strategies and Resources To Empower and Educate a Nation.

ERIC Educational Resources Information Center

Craven, Rhonda G.; Mooney, Janet

This review presents a rationale for teaching Australian teachers to understand and teach Aboriginal Studies, describing the structure and development of the Teaching the Teachers: Indigenous Australian Studies Project of National Significance. The project was designed in response to a government recommendation that all teacher training programs…

Learning style and teaching method preferences of Saudi students of physical therapy

PubMed Central

Al Maghraby, Mohamed A.; Alshami, Ali M.

2013-01-01

Context: To the researchers’ knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia. Aim: The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students. Settings and Design: A cross-sectional study design. Materials and Methods: Fifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. Statistical Analysis Used: Percentages were calculated for the learning styles and teaching methods. Pearson’s correlations were performed to investigate the relationship between them. Results: More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: “Advanced organizers,” “demonstrations,” and “multimedia activities.” Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. Conclusions: The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students. PMID:24672278

Innovations in teaching plant pathology.

PubMed

Schumann, G L

2003-01-01

The teaching environment for plant pathology is changing in both positive and negative ways. Teaching expectations are increasing and resources are decreasing, but recent educational research and instructional technology offer new approaches to meet these challenges. Plant pathologists are teaching courses that may attract new students to the discipline or at least improve agricultural awareness. The Internet offers rapid access to information and images for both students and instructors. Instructional technology provides new tools for classroom presentations, communication with students, reaching new audiences, and distance learning, but using these new tools to enhance learning requires skilled and creative instructors. In the past, many plant pathology instructors worked in relative isolation, but new communication technologies and publishing opportunities for teaching scholarship should improve the sharing of instructional resources and methods.

Using Environmental Science as a Motivational Tool to Teach Physics to Non-Science Majors

ERIC Educational Resources Information Center

Busch, Hauke C.

2010-01-01

A traditional physical science course was transformed into an environmental physical science course to teach physics to non-science majors. The objective of the new course was to improve the learning of basic physics principles by applying them to current issues of interest. A new curriculum was developed with new labs, homework assignments,…

High School Physics Teacher Preparation: Results from the 2012-13 Nationwide Survey of High School Physics Teachers. Focus On

ERIC Educational Resources Information Center

White, Susan; Tyler, John

2015-01-01

This report examines teachers' self-assessed preparedness to teach physics, their membership in professional organizations, and where they turn for help when they have questions. Almost every teacher reports feeling at least adequately prepared to teach basic physics knowledge and the application of physics to everyday experience. The smallest…

An Interactive Teddy Bear Clinic Tour: Teaching Veterinary Students How to Interact with Young Children.

PubMed

Dalley, Jessica S; Creary, Patricia R; Durzi, Tiffany; McMurtry, C Meghan

Although there are existing guidelines for teaching and learning skillful client communication, there remains a need to integrate a developmental focus into veterinary medical curricula to prepare students for interactions with children who accompany their companion animals. The objectives of this teaching tip are (1) to describe the use of a Teddy Bear Clinic Tour as an innovative, applied practice method for teaching veterinary students about clinical communication with children, and (2) to provide accompanying resources to enable use of this method to teach clinical communication at other facilities. This paper includes practical guidelines for organizing a Teddy Bear Clinic Tour at training clinics or colleges of veterinary medicine; an anecdotal description of a pilot study at the Ontario Veterinary College Smith Lane Animal Hospital; and printable resources, including a list of specific clinical communication skills, a sample evaluation sheet for supervisors and students, recommendations for creating a child-friendly environment, examples of child-friendly veterinary vocabulary, and a sample script for a Teddy Bear Clinic Tour. Informed by the resources provided in this teaching tip paper, the Teddy Bear Clinic Tour can be used at your facility as a unique teaching method for clinical communication with children and as a community outreach program to advertise the services at the facility.

Use of rich-media resources by engineering undergraduates

NASA Astrophysics Data System (ADS)

Gillie, Martin; Dahli, Ranim; Saunders, Fiona C.; Gibson, Andrew

2017-11-01

The ability to develop and distribute digital teaching resources in higher education has developed rapidly over the last decade but research into how students use such resources has received limited attention. This study uses questionnaire results, Internet analytic data and semi-structured interviews to examine the use of three types of rich-media teaching resources - lecture podcasts, key-concept videos and tutorial solution videos - by engineering undergraduates. It is found that students value all three types of resource, especially for revision and as a supplement to lectures. Students find short, focused resources more useful than longer ones. Non-native English speakers and those with disabilities derive particular benefits from the resources. The effect of rich-media resources on lecture attendance is found to be small, and two-way.

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania.

PubMed

Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin

2014-07-12

Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.

Link Maps and Map Meetings: Scaffolding Student Learning

ERIC Educational Resources Information Center

Lindstrom, Christine; Sharma, Manjula D.

2009-01-01

With student numbers decreasing and traditional teaching methods having been found inefficient, it is widely accepted that alternative teaching methods need to be explored in tertiary physics education. In 2006 a different teaching environment was offered to 244 first year students with little or no prior formal instruction in physics. Students…

Assessing the Quality of Teachers' Teaching Practices

ERIC Educational Resources Information Center

Chen, Weiyun; Mason, Stephen; Staniszewski, Christina; Upton, Ashley; Valley, Megan

2012-01-01

This study assessed the extent to which nine elementary physical education teachers implemented the quality of teaching practices. Thirty physical education lessons taught by the nine teachers to their students in grades K-5 were videotaped. Four investigators coded the taped lessons using the Assessing Quality Teaching Rubric (AQTR) designed and…

Teaching the Physically Handicapped to Swim.

ERIC Educational Resources Information Center

Anderson, William

First principles of teaching swimming to the handicapped are reviewed; attention is given to children with cerebral palsy or muscular dystrophy, physical handicaps, blindness, and deafness. Swimming strokes, suggested exercises, group teaching, and a typical sequence of lessons and exercises are considered. Some case histories and a plan for a…

PHYSICAL EDUCATION FOR BOYS, GRADES 7-12.

ERIC Educational Resources Information Center

LEBOWITZ, GORDON; AND OTHERS

TEACHERS IN THE JUNIOR AND SENIOR HIGH SCHOOLS ARE PROVIDED WITH TEACHING OUTLINES, TEACHING DEVICES, AND OTHER MATERIALS TO DEVELOP PUPILS' SKILLS, APTITUDES, AND PROFICIENCY IN PHYSICAL ACTIVITIES AND SPORTS. A GRADED AND SEQUENTIAL DEVELOPMENT OF ACTIVITIES IN A UNIFIED PROGRAM, BASED UPON THE CONCEPT OF UNIT TEACHING IN SEASONAL ACTIVITIES, IS…

Optimizing Basic French Skills Utilizing Multiple Teaching Techniques.

ERIC Educational Resources Information Center

Skala, Carol

This action research project examined the impact of foreign language teaching techniques on the language acquisition and retention of 19 secondary level French I students, focusing on student perceptions of the effectiveness and ease of four teaching techniques: total physical response, total physical response storytelling, literature approach,…

Teaching Social Skills and Assertiveness to Students with Disabilities

ERIC Educational Resources Information Center

Moffett, Aaron; Alexander, Melissa G. F.; Dummer, Gail M.

2006-01-01

This article discusses teaching social skills and assertiveness to students with disabilities. The National Association for Sport and Physical Education (NASPE) content standards for physical education emphasize teaching responsible personal and social behaviors to students of all abilities, to help them develop an understanding of and respect for…

Promoting Character Development through Teaching Wrestling in Physical Education

ERIC Educational Resources Information Center

Destani, Fitni; Hannon, James C.; Podlog, Leslie; Brusseau, Timothy A.

2014-01-01

Character development has become an important component of physical education that contributes directly to the affective learning domain. However, teaching character development can be challenging. The purpose of this article is to suggest that character development be promoted through the teaching of wrestling, due to the unique moral development…

Turning up the Heat on Online Teaching Evaluations: Does "Hotness" Matter?

ERIC Educational Resources Information Center

Freng, Scott; Webber, David

2009-01-01

Previous research has linked teachers' physical attractiveness and students' evaluations of teaching. We expanded on this literature by using data from RateMyProfessors.com (RMP), a database popular among college students. Additionally, we examined the unique variance that physical attractiveness explains in student evaluations of teaching while…

Teaching Psychology of Women.

ERIC Educational Resources Information Center

Johnson, Marilyn, Ed.

1982-01-01

Presents a theoretical and practical exploration of issues in teaching psychology of women. The eight articles in this special issue deal with the faculty, issues, courses, teaching methods and resources in the field, values and tensions in teaching psychology of women, related research, and the women's movement. (JAC)

A Symposium on Heuristic Teaching.

ERIC Educational Resources Information Center

Snow, Richard E., Ed.

In order to explore diverse philosophical, psychological, and pedagogical views on the concept of heuristic teaching and the question whether basic teaching skills can be "content free," a symposium on the subject of heuristic teaching was organized with resource papers being requested from scholars representing several disciplines and…

Physics teachers' future teaching plans

NASA Astrophysics Data System (ADS)

2012-03-01

There are two sides of the physics teacher turnover equation: teachers leaving and teachers entering. This month we will focus on teachers' future teaching plans. As seen in the figure, about 5% of the 27,000 teachers who taught physics in U.S. high schools in 2008-09 were in their first year of teaching physics (but not necessarily their first year of leaching at the high school level). Of those, about 9% planned to quit teaching; less than 3.5% of the experienced teachers planned to quit at the end of the current school year. The higher attrition rate among first-year teachers is common across all high school teachers—and other careers—as people enter new fields and then leave quickly for various reasons.