Using Next-Generation Sequencing to Explore Genetics and Race in the High School Classroom

PubMed Central

Yang, Xinmiao; Hartman, Mark R.; Harrington, Kristin T.; Etson, Candice M.; Fierman, Matthew B.; Slonim, Donna K.; Walt, David R.

2017-01-01

With the development of new sequencing and bioinformatics technologies, concepts relating to personal genomics play an increasingly important role in our society. To promote interest and understanding of sequencing and bioinformatics in the high school classroom, we developed and implemented a laboratory-based teaching module called “The Genetics of Race.” This module uses the topic of race to engage students with sequencing and genetics. In the experimental portion of this module, students isolate their own mitochondrial DNA using standard biotechnology techniques and collect next-generation sequencing data to determine which of their classmates are most and least genetically similar to themselves. We evaluated the efficacy of this module by administering a pretest/posttest evaluation to measure student knowledge related to sequencing and bioinformatics, and we also conducted a survey at the conclusion of the module to assess student attitudes. Upon completion of our Genetics of Race module, students demonstrated significant learning gains, with lower-performing students obtaining the highest gains, and developed more positive attitudes toward scientific research. PMID:28408407

Educational Resilience: The Relationship between School Protective Factors and Student Achievement

ERIC Educational Resources Information Center

Banatao, Eric J.

2011-01-01

Educators are increasingly pressured to raise standardized test scores. Test-focused school leaders, however, may neglect school climate factors associated with positive student development and increased student achievement. The California Healthy Kids Survey (CHKS) and its Resilience Youth Development Module (RYDM) represent a research-based,…

Incorporating a built environment module into an accelerated second-degree community health nursing course.

PubMed

Hays, Judith C; Davis, Jeffrey A; Miranda, Marie Lynn

2006-01-01

Environmental quality is a leading indicator of population health. Environmental health content has been integrated into the curriculum of an Accelerated Bachelor of Science in Nursing program for second-degree students through development of an environmental health nursing module for the final-semester community health nursing course. The module was developed through collaboration between two professional schools at Duke University (the School of Nursing and the Nicholas School of the Environment and Earth Sciences). It focused on the role of the built environment in community health and featured a mix of teaching strategies, including five components: (1) classroom lecture with associated readings, (2) two rounds of online small-group student discussions, (3) assessment of the built environment in local neighborhoods by student teams, (4) team presentation of the neighborhood assessments, and (5) individual student papers synthesizing the conclusions from all team presentations. The goal of the module was to provide nursing students with an organizing framework for integrating environmental health into clinical practice and an innovative tool for understanding community-level components of public health.

Drosophila genetics in the classroom.

PubMed

Sofer, W; Tompkins, L

1994-01-01

Drosophila has long been useful for demonstrating the principles of classical Mendelian genetics in the classroom. In recent years, the organism has also helped students understand biochemical and behavioral genetics. In this connection, this article describes the development of a set of integrated laboratory exercises and descriptive materials--a laboratory module--in biochemical genetics for use by high-school students. The module focuses on the Adh gene and its product, the alcohol dehydrogenase enzyme. Among other activities, students using the module get to measure alcohol tolerance and to assay alcohol dehydrogenase activity in Adh-negative and -positive flies. To effectively present the module in the classroom, teachers attend a month-long Dissemination Institute in the summer. During this period, they learn about other research activities that can be adapted for classroom use. One such activity that has proved popular with teachers and students utilizes Drosophila to introduce some of the concepts of behavioral genetics to the high-school student. By establishing closer interactions between high-school educators and research scientists, the gulf between the two communities can begin to be bridged. It is anticipated that the result of a closer relationship will be that the excitement and creativity of science will be more effectively conveyed to students.

ESD practice through global approach -7-year practices of developing science lessen modules and fostering integrated decision making ability-

NASA Astrophysics Data System (ADS)

Kajiyama, Kosei

2016-04-01

Hiroshima University High School (HUHS) has devised and carried out overseas exchange programs on ESD issues for 7 years. These programs have been carried out as a part of a government-aided project called SSH (Super Science High School) *1. To start with, we had cooperative study program with a school in Germany in 2009, and next year with a school in Korea, and then gradually have expanded the cooperative schools. Since 2013, we have worked with schools in four countries; Korea, Thailand, Czech and Germany. Science lesson modules here refers to an assembly of a set of lessons, newly developed and improved for the project. These modules characteristically require the students to make decisions by themselves on given problems. In the course of the decision making, students learn what kind of data or facts should be presented as evidence and how they can make their decisions known to others. Among several modules we have designed, the one introduced here deals with the use of solar energy, which we carried out with a school in Korea in 2014-2015. It also includes lessons of the fuel cells using energy from hydrogen gas generated by solar cells. It aims to develop global human resources through carefully planned activities. First, the students of both schools make mixed groups and conduct experiments in physics, chemistry or biology on a given problem related to solar energy. Then they discuss in groups using data obtained from the experiments and through the Internet as evidence. After the thorough discussion, each group gives a presentation on their decision. The analysis of the presentations and the questionnaire to the students revealed the following points: 1) Students have come to have multidimensional perspectives on the utilization of solar energy. 2) Students have come to combine the results of different experiments when making decisions. 3) Students have developed flexible attitudes toward other cultures. 4) Students have developed communication skills in English. *1 SSH: Since 2002, the Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) have designated schools that focus their education on science and math as Super Science High Schools and our school has been designated as one of SSH schools since 2003

FERTILIZERS SALES AND SERVICE. AGRICULTURAL SUPPLY - SALES AND SERVICE OCCUPATIONS, MODULE NUMBER 9.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

THE PURPOSE OF THIS GUIDE IS TO ASSIST TEACHERS IN PREPARING HIGH SCHOOL AND POST-HIGH SCHOOL STUDENTS FOR AGRICULTURAL SUPPLY OCCUPATIONS. ONE OF A SERIES, THIS MODULE WAS DEVELOPED ON THE BASIS OF STATE STUDIES BY A NATIONAL TASK FORCE. THE SPECIFIC OBJECTIVE IS TO PREPARE STUDENTS FOR ENTRY AND ADVANCEMENT IN FERTILIZER SALES AND SERVICE.…

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

PubMed Central

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

2016-01-01

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

The teaching of drug development to medical students: collaboration between the pharmaceutical industry and medical school

PubMed Central

Stanley, A G; Jackson, D; Barnett, D B

2005-01-01

Collaboration between the medical school at Leicester and a local pharmaceutical company, AstraZeneca, led to the design and implementation of an optional third year special science skills module teaching medical students about drug discovery and development. The module includes didactic teaching about the complexities of the drug discovery process leading to development of candidate drugs for clinical investigation as well as practical experience of the processes involved in drug evaluation preclinically and clinically. It highlights the major ethical and regulatory issues concerned with the production and testing of novel therapies in industry and the NHS. In addition it helps to reinforce other areas of the medical school curriculum, particularly the understanding of clinical study design and critical appraisal. The module is assessed on the basis of a written dissertation and the critical appraisal of a drug advertisement. This paper describes the objectives of the module and its content. In addition we outline the results of an initial student evaluation of the module and an assessment of its impact on student knowledge and the opinion of the pharmaceutical industry partner. This module has proven to be popular with medical students, who acquire a greater understanding of the work required for drug development and therefore reflect more favourably on the role of pharmaceutical companies in the UK. PMID:15801942

Introduction of Team-Based Learning (TBL) at Kilimanjaro Christian Medical University College: Experience with the Ectoparasites Module

PubMed Central

Nyindo, Mramba; Kitau, Jovin; Lisasi, Esther; Kapanda, Gibson; Matowo, Johnston; Francis, Patrick; Bartlett, John

2014-01-01

Background Contemporary teaching in sub-Saharan African medical schools is largely through didactic and problem-based approaches. These schools face challenges from burgeoning student numbers, severe faculty shortages, faculty without instruction in teaching methods, and severe infrastructure inadequacies. Team-based learning (TBL) is a pedagogy which may be attractive because it spares faculty time. TBL was piloted in a module on ectoparasites at the Kilimanjaro Christian Medical University College (KCMU Co). Methods TBL orientation began 6 weeks before starting the module. Students were issued background readings and individual and group readiness assessment tests, followed by module application, discussion, and evaluation. At completion, student perceptions of TBL were assessed using a 5-point Likert scale evaluating 6 domains, with a score of 5 being most favorable. Strength of consensus measures (sCns) were applied. Final examination scores were compiled for 2011 (didactic) and 2012 (TBL). Results 158 students participated in the module. The mean student scores across the 6 domains ranged from 4.2–4.5, with a high degree of consensus (range 85–90%). The final examination scores improved between 2011 and 2012 Conclusions KCMU Co student perceptions of TBL were very positive, and final exam grades improved. These observations suggest future promise for TBL applications at KCMU Co and potentially other schools. PMID:24491164

Integrating practice-based learning and improvement into medical student learning: evaluating complex curricular innovations.

PubMed

Ogrinc, Greg; West, Alan; Eliassen, M Scottie; Liuw, Stephen; Schiffman, Jennifer; Cochran, Nan

2007-01-01

Because practice-based learning and improvement (PBLI) is a core competency for residents, the fundamentals of PBLI should be developed in medical school. Evaluate the effects of a PBLI module for 1st-year students at Dartmouth Medical School in 2004-05. Design. Randomized two-group trial (early and late intervention). Intervention. One half of students received the standard curriculum--reviewing student-patient-preceptor reports with their small-group facilitator and student colleagues. The other half received the PBLI-DMEDS module--reviewing student-patient-preceptor reports and applying PBLI methods to history and physical exam skills. The module was assessed on (a) core learning of PBLI (pre- and postmodule); (b) student self-assessed proficiency in PBLI (pre- and postmodule); (c) student, faculty, and course leaders' satisfaction; and (d) time costs. Pretest PBLI knowledge scores were similar in both groups; intervention students scored significantly higher after the PBLI-DMEDS module. satisfaction of students, faculty, and course leaders was mixed. the time cost required to implement the module was excessive. The intervention effectively taught the basics of PBLI but did not integrate well into the core curriculum. Our multifaceted evaluation approach allowed us to amplify aspects of the intervention that worked well and discard those that did not.

Direct short-term effects of EBP teaching: change in knowledge, not in attitude; a cross-cultural comparison among students from European and Asian medical schools

PubMed Central

Widyahening, Indah S.; van der Heijden, Geert J.M.G.; Moy, Foong Ming; van der Graaf, Yolanda; Sastroasmoro, Sudigdo; Bulgiba, Awang

2012-01-01

Introduction We report about the direct short-term effects of a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module on the knowledge, attitude, and behavior of students in the University Medical Center Utrecht (UMCU), Universitas Indonesia (UI), and University of Malaya (UM). Methods We used an adapted version of a 26-item validated questionnaire, including four subscales: knowledge, attitude, behavior, and future use of evidence-based practice (EBP). The four components were compared among the students in the three medical schools before the module using one-way ANOVA. At the end of the module, we measured only knowledge and attitudes. We computed Cronbach's α to assess the reliability of the responses in our population. To assess the change in knowledge and attitudes, we used the paired t-test in the comparison of scores before and after the module. Results In total, 526 students (224 UI, 202 UM, and 100 UMCU) completed the questionnaires. In the three medical schools, Cronbach's α for the pre-module total score and the four subscale scores always exceeded 0.62. UMCU students achieved the highest pre-module scores in all subscales compared to UI and UM with the comparison of average (SD) score as the following: knowledge 5.04 (0.4) vs. 4.73 (0.69) and 4.24 (0.74), p<0.001; attitude 4.52 (0.64) vs. 3.85 (0.68) and 3.55 (0.63), p<0.001; behavior 2.62 (0.55) vs. 2.35 (0.71) and 2.39 (0.92), p=0.016; and future use of EBP 4.32 (0.59) vs. 4.08 (0.62) and 3.7 (0.71), p<0.01. The CE-EBM module increased the knowledge of the UMCU (from average 5.04±0.4 to 5.35±0.51; p<0.001) and UM students (from average 4.24±0.74 to 4.53±0.72; p<0.001) but not UI. The post-module scores for attitude did not change in the three medical schools. Conclusion EBP teaching had direct short-term effects on knowledge, not on attitude. Differences in pre-module scores are most likely related to differences in the system and infrastructure of both medical schools and their curriculum. PMID:23121993

Direct short-term effects of EBP teaching: change in knowledge, not in attitude; a cross-cultural comparison among students from European and Asian medical schools.

PubMed

Widyahening, Indah S; van der Heijden, Geert J M G; Moy, Foong Ming; van der Graaf, Yolanda; Sastroasmoro, Sudigdo; Bulgiba, Awang

2012-10-31

We report about the direct short-term effects of a Clinical Epidemiology and Evidence-based Medicine (CE-EBM) module on the knowledge, attitude, and behavior of students in the University Medical Center Utrecht (UMCU), Universitas Indonesia (UI), and University of Malaya (UM). We used an adapted version of a 26-item validated questionnaire, including four subscales: knowledge, attitude, behavior, and future use of evidence-based practice (EBP). The four components were compared among the students in the three medical schools before the module using one-way ANOVA. At the end of the module, we measured only knowledge and attitudes. We computed Cronbach's α to assess the reliability of the responses in our population. To assess the change in knowledge and attitudes, we used the paired t-test in the comparison of scores before and after the module. In total, 526 students (224 UI, 202 UM, and 100 UMCU) completed the questionnaires. In the three medical schools, Cronbach's α for the pre-module total score and the four subscale scores always exceeded 0.62. UMCU students achieved the highest pre-module scores in all subscales compared to UI and UM with the comparison of average (SD) score as the following: knowledge 5.04 (0.4) vs. 4.73 (0.69) and 4.24 (0.74), p<0.001; attitude 4.52 (0.64) vs. 3.85 (0.68) and 3.55 (0.63), p<0.001; behavior 2.62 (0.55) vs. 2.35 (0.71) and 2.39 (0.92), p=0.016; and future use of EBP 4.32 (0.59) vs. 4.08 (0.62) and 3.7 (0.71), p<0.01. The CE-EBM module increased the knowledge of the UMCU (from average 5.04±0.4 to 5.35±0.51; p<0.001) and UM students (from average 4.24±0.74 to 4.53±0.72; p<0.001) but not UI. The post-module scores for attitude did not change in the three medical schools. EBP teaching had direct short-term effects on knowledge, not on attitude. Differences in pre-module scores are most likely related to differences in the system and infrastructure of both medical schools and their curriculum.

Tornado! An Event-Based Science Module. Teacher's Guide. Meteorology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn about problems with tornadoes and scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning,…

Earthquake!: An Event-Based Science Module. Teacher's Guide. Earth Science Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn about earthquakes and scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Volcano!: An Event-Based Science Module. Teacher's Guide. Geology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event-based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork, independent research,…

Oil Spill!: An Event-Based Science Module. Teacher's Guide. Oceanography Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science or general science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Biomedical and Biochemical Engineering for K-12 Students

ERIC Educational Resources Information Center

Madihally, Sundararajan V.; Maase, Eric L.

2006-01-01

REACH (Reaching Engineering and Architectural Career Heights) is a weeklong summer academy outreach program for high school students interested in engineering, architecture, or technology. Through module-­based instruction, students are introduced to various engineering fields. This report describes one of the modules focused on introducing…

Welding. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

GED Math for Workplace Students.

ERIC Educational Resources Information Center

Goschen, Claire

This curriculum module contains lesson plans and application activities that were developed to help adult students master the mathematics skills needed to earn a general high school equivalency diploma. Included in the module are materials designed to help students improve their understanding of mathematics and achieve the following objectives:…

Integrating pharmacology topics in high school biology and chemistry classes improves performance

NASA Astrophysics Data System (ADS)

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

2003-11-01

Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.

Hands-On Optics science camps and clubs

NASA Astrophysics Data System (ADS)

Walker, Constance E.; Sparks, Robert T.; Pompea, Stephen M.

2007-06-01

Hands-On Optics (HOO) is a National Science Foundation funded program to bring optics education to traditionally underserved middle school students. We have developed six modules that teach students optics concepts through hands-on, inquiry-based activities. The modules have been used extensively in after-school and non-school settings such as in the Boys and Girls Clubs in South Tucson, Arizona and the Boys and Girls Club in Sells, Arizona on the Tohono O'odham reservation. We will describe these programs and the lessons learned in these settings. These modules also form the basis for a week-long optics camp that provides students with approximately 40 hours of instruction time in optics. We will provide an outline of the activities and concepts covered in the camp. These camps provide an ideal way to encourage interest in optics before career choices are developed.

Using WebQLM to Enhance Performance in Argumentative Writing among Year 12 ESL Students

ERIC Educational Resources Information Center

Tan-Ooi, L. C.; Tan, K. E.

2013-01-01

This study investigated the impact of a designed web-based learning module on Year 12 students' learning of argumentative writing. The module known as WebQuest Learning Module or WebQLM comprises four units of learning. The subjects were 68 Year 12 Arts Stream students in an urban school in Penang. The main objective of this study was to…

Fostering successful interprofessional teamwork through an undergraduate student placement in a secondary school.

PubMed

Fortugno, Mariella; Chandra, Smriti; Espin, Sherry; Gucciardi, Enza

2013-07-01

This exploratory case study examined an interprofessional placement of undergraduate students from nutrition, nursing, early childhood education, and child and youth care who collaborated to develop and deliver four healthy-living modules to secondary school students in Canada. An inductive thematic analysis was used to describe the teamwork that occurred between students. Data collected included focus groups with undergraduate students and preceptors, undergraduate students' reflections and secondary school students' evaluations of the modules delivered. Two major themes that emerged from all data sources were "team functioning" and "shift in perspectives". The undergraduate students identified several ways that facilitated their successful and positive teamwork with one another and also expressed how the placement experience improved their interprofessional skills. Findings from this study are discussed in relation to contact theory (Allport, 1954) and self-presentation theory (Goffman, 1963). This study suggests that providing undergraduate students with interprofessional placements in an educational setting can enhance interprofessional teamwork opportunities for students of various disciplines.

Collecting Student Feedback: A Comparison of Questionnaire and Other Methods

ERIC Educational Resources Information Center

Huxham, Mark; Laybourn, Phyllis; Cairncross, Sandra; Gray, Morag; Brown, Norrie; Goldfinch, Judy; Earl, Shirley

2008-01-01

A study was conducted comparing the feedback received from students about teaching obtained using different instruments. Twelve first- and second-year undergraduate modules were selected from seven different schools within a single university. Students studying each module were allocated to "questionnaire" and "comparator" groups. "Questionnaire"…

Bug Talk: A Learning Module on Insect Communication

ERIC Educational Resources Information Center

Bergman, Daniel J.

2008-01-01

The study of insects (entomology) can be used to stimulate students' interest in science and nature. It can develop students' understanding of fundamental science concepts, awareness of interdisciplinary connections, and mastery of science process skills. This teaching module provides opportunities for middle school students (Grades 5-8) to learn…

The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

ERIC Educational Resources Information Center

Lamb, Richard L.; Annetta, Len

2013-01-01

The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure…

The need analysis of chemistry module based on REACT (relating, experiencing, applying, cooperating and transferring) to improve critical thinking ability

NASA Astrophysics Data System (ADS)

Tyffani, D. M.; Utomo, S. B.; Rahardjo, S. B.

2018-05-01

This research was aimed to find out how students’ need of chemistry module based REACT (Relating, Experiencing, Applying, Cooperating and Transferring) to improve students’ critical thinking ability. The subjects of this research was the studentsof XI grade in three school in even semester of academic year 2016-2017 that contained of 48 students of Senior High School 2 Bandar Lampung, 38 students of Senior High School 3 Bandar Lampung and 46 students of Senior High School 12 Bandar Lampung. The data was gathering used non-test method by using open questionnaire with 13 questions. The results showed that 84,84% of students stated that the development of chemistry module based REACT on colloid material is needed. The analysis of hand’s book was used aspects of critical thinking proposed by Facione (2011) are interpretation, analysis, evaluation, conclusion, and explanation. Based on the result of the analysis of hand’s book at Senior High School 12 Bandar Lampung for critical thinking in colloid material that indicate 50% indicator is appropriate, while for indicator of inference and explanation only 16,67% appropriate, then for indicator analysis and evaluation doesn’t have conformity. Based on the results of the analysis shows that the hand’s book used have not empowered critical thinking ability with maximum. The development of chemistry module on colloid material is needed to overcome the problem of hand’s book that hasn’t maximized critical thinking ability, then the development of module oriented to REACT learning model (Relating, Experiencing, Applying, Cooperating, and Transferring).

Reasoning About Nature: Graduate students and teachers integrating historic and modern science in high school math and science classes

NASA Astrophysics Data System (ADS)

Davis, J. B.; Rigsby, C. A.; Muston, C.; Robinson, Z.; Morehead, A.; Stellwag, E. J.; Shinpaugh, J.; Thompson, A.; Teller, J.

2010-12-01

Graduate students and faculty at East Carolina University are working with area high schools to address the common science and mathematics deficiencies of many high school students. Project RaN (Reasoning about Nature), an interdisciplinary science/math/education research project, addresses these deficiencies by focusing on the history of science and the relationship between that history and modern scientific thought and practice. The geological sciences portion of project RaN has three specific goals: (1) to elucidate the relationships among the history of scientific discovery, the geological sciences, and modern scientific thought; (2) to develop, and utilize in the classroom, instructional modules that are relevant to the modern geological sciences curriculum and that relate fundamental scientific discoveries and principles to multiple disciplines and to modern societal issues; and (3) to use these activity-based modules to heighten students’ interest in science disciplines and to generate enthusiasm for doing science in both students and instructors. The educational modules that result from this linkage of modern and historical scientific thought are activity-based, directly related to the National Science Standards for the high school sciences curriculum, and adaptable to fit each state’s standard course of study for the sciences and math. They integrate historic sciences and mathematics with modern science, contain relevant background information on both the concept(s) and scientist(s) involved, present questions that compel students to think more deeply (both qualitatively and quantitatively) about the subject matter, and include threads that branch off to related topics. Modules on topics ranging from the density to cladistics to Kepler’s laws of planetary motion have been developed and tested. Pre- and post-module data suggest that both students and teachers benefit from these interdisciplinary historically based classroom experiences.

Implementation of a Research-Based Lab Module in a High School Chemistry Curriculum: A Study of Classroom Dynamics

ERIC Educational Resources Information Center

Pilarz, Matthew

2013-01-01

For this study, a research-based lab module was implemented in two high school chemistry classes for the purpose of examining classroom dynamics throughout the process of students completing the module. A research-based lab module developed for use in undergraduate laboratories by the Center for Authentic Science Practice in Education (CASPiE) was…

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts To Educate High School Students about Alcohol

PubMed Central

2015-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional development either at a conference-based workshop (NSTA or NCSTA) or via distance learning to learn how to incorporate the APEP modules into their teaching. They field-tested the modules in their classes during the following year. Teacher knowledge of chemistry and biology concepts increased significantly following professional development, and was maintained for at least a year. Their students (n = 14 014) demonstrated significantly higher scores when assessed for knowledge of both basic and advanced chemistry and biology concepts compared to students not using APEP modules in their classes the previous year. Higher scores were achieved as the number of modules used increased. These findings are consistent with our previous studies, demonstrating higher scores in chemistry and biology after students use modules that integrate topics interesting to them, such as drugs (the Pharmacology Education Partnership). PMID:24803686

Blight! An Event-Based Science Module. Teacher's Guide. Plants and Plant Diseases Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school life science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Fire!: An Event-Based Science Module. Teacher's Guide. Chemistry and Fire Ecology Module.

ERIC Educational Resources Information Center

Wright, Russell G.

This book is designed for middle school earth science or physical science teachers to help their students learn scientific literacy through event-based science. Unlike traditional curricula, the event- based earth science module is a student-centered, interdisciplinary, inquiry-oriented program that emphasizes cooperative learning, teamwork,…

Teaching Experimental Methods: A Framework for Hands-On Modules

ERIC Educational Resources Information Center

Doherty, David

2011-01-01

Experiments provide a simple and engaging framework for familiarizing students with the process of quantitative social research. In this article, I illustrate how experiments can be used in the classroom environment by describing a module that was implemented in four high school classrooms. The module familiarized students with how the scientific…

Advanced Mathematics 305--Optional Half Credit. Interim Guide.

ERIC Educational Resources Information Center

Manitoba Dept. of Education, Winnipeg.

This manual outlines an advanced mathematics course for secondary school students in Manitoba (Canada). Included are eight different topics for a total of ten modules, with each module accounting for 18 40-minute periods. Teachers, or teachers and students cooperatively, should select the equivalent of five modules from the eight topics covered.…

Safe Driving and Road Signs. Fordson Bilingual Demonstration Project.

ERIC Educational Resources Information Center

Stanyar, Angela

This vocational instructional module on safe driving and road signs is one of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the student preparing for driver's education to recognize,…

Parallel Processing at the High School Level.

ERIC Educational Resources Information Center

Sheary, Kathryn Anne

This study investigated the ability of high school students to cognitively understand and implement parallel processing. Data indicates that most parallel processing is being taught at the university level. Instructional modules on C, Linux, and the parallel processing language, P4, were designed to show that high school students are highly…

Development of contextual teaching and learning based science module for junior high school for increasing creativity of students

NASA Astrophysics Data System (ADS)

Kurniasari, H.; Sukarmin; Sarwanto

2018-03-01

The purpose of this research are to analyze the the properness of contextual teaching and learning (CTL)-based science module for Junior High School for increasing students’ creativity and using CTL-based science module to increase students’ learning creativity. Development of CTL-based science module for Junior High School is Research and Development (R&D) using 4D Model consist of 4 steps: define, design, develop, and disseminate. Module is validated by 3 expert validators (Material, media, and language experts), 2 reviewer and 1 peer reviewer. . Based on the results of data analysis, it can be concluded that: the results of the validation, the average score of CTL-based science module is 88.28%, the value exceeded the value of the cut off score of 87.5%, so the media declared eligible for the study. Research shows that the gain creativity class that uses CTL-based science module has a gain of 0.72. Based on the results of the study showed that CTL-based science module effectively promotes creativity of students

Impacts of an Enhanced Family Health and Sexuality Module of the HealthTeacher Middle School Curriculum: A Cluster Randomized Trial

PubMed Central

Scott, Mindy E.; Cook, Elizabeth

2016-01-01

Objectives. To evaluate the impacts of an enhanced version of the Family Life and Sexuality Module of the HealthTeacher middle school curriculum. Methods. We conducted a cluster randomized trial of Chicago, Illinois, middle schools. We randomly assigned schools to a treatment group that received the intervention during the 2010–2011 school year or a control group that did not. The primary analysis sample included 595 students (7 schools) in the treatment group and 594 students (7 schools) in the control group. Results. Students in the treatment schools reported greater exposure to information on reproductive health topics such as sexually transmitted infections (STIs; 78% vs 60%; P < .01), abstinence (64% vs 37%; P < .01), and birth control (45% vs 29%; P < .01). They also reported higher average scores on an index of knowledge of contraceptive methods and STI transmission (0.5 vs 0.3; P = .02). We found no statistically significant differences in rates of sexual intercourse (12% vs 12%; P = .99), oral sex (12% vs 9%; P = .18), or other intermediate outcomes. Conclusions. The program had modest effects when tested among Chicago middle school students. PMID:27689479

Multimedia Educational Program Increases Science Achievement Among Inner-City Non-Asian Minority Middle-School Students

PubMed Central

Murray, Nancy G.; Opuni, Kwame A.; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M.; Hobbs, Mary

2011-01-01

This study tested the effectiveness of a middle-school, multi-media health-sciences educational program called HEADS UP in non-Asian–minority (Hispanic and African American), inner-city students. The program was designed to increase the number of non-Asian minority students entering the academic health-sciences pipeline. Students of Asian ethnicity were excluded because they are not underrepresented in science professions. The curriculum modules include video role-model stories featuring minority scientists and students, hands-on classroom activities, and teacher resources. The modules (evaluated from 2004-2007) were developed through collaboration among The University of Texas Health Sciences Center, the Spring Branch Independent School District, and the Health Museum, Houston. A quasi-experimental, two-group pre-test/post-test design was used to assess program effects on students' performance, interest, and confidence in their ability to perform well in science; fear of science; and confidence in their ability to pursue science-related careers. An intervention school was matched to a comparison school by test scores, school demographics, and student demographics. Then, pairs of sixth-grade students (428 students) were matched by fifth-grade scores in science and by gender, ethnicity, and poverty status (free or reduced lunch) and followed up for three years. At eighth grade, students from the intervention school scored significantly higher (F=12.38, p<0.001) on the Stanford 10 Achievement Test in science and reported higher interest in science (F=11.08, p<0.001) than their matched pairs from the comparison school. HEADS UP shows potential for improving inner-city minority middle school students' performance and interest in science and is an innovative example of translating health-sciences research to the community. PMID:19474564

Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

NASA Astrophysics Data System (ADS)

Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

2013-12-01

A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE modules should be included in the Alabama secondary curriculum. Eventually, the NICE program has the potential to reach over 200,000 students when the modules are fully implemented in every school in the state of Alabama. The project can give these students access to expertise and equipment, thereby strengthening the connections between the universities, state education administrators, and the community.

Effects of Agricultural Sales CDE Modules on Content Knowledge and Argumentation Skill

ERIC Educational Resources Information Center

Sapp, Sarah B.; Thoron, Andrew C.

2014-01-01

The purpose of this study was to determine the effects of the type of training module on argumentation skill, student content knowledge achievement, and performance in an agricultural sales practicum completed by secondary school agriculture students. Current research has concluded that most students do not possess the academic or transferable…

Teaching High School Students Machine Learning Algorithms to Analyze Flood Risk Factors in River Deltas

NASA Astrophysics Data System (ADS)

Rose, R.; Aizenman, H.; Mei, E.; Choudhury, N.

2013-12-01

High School students interested in the STEM fields benefit most when actively participating, so I created a series of learning modules on how to analyze complex systems using machine-learning that give automated feedback to students. The automated feedbacks give timely responses that will encourage the students to continue testing and enhancing their programs. I have designed my modules to take the tactical learning approach in conveying the concepts behind correlation, linear regression, and vector distance based classification and clustering. On successful completion of these modules, students will learn how to calculate linear regression, Pearson's correlation, and apply classification and clustering techniques to a dataset. Working on these modules will allow the students to take back to the classroom what they've learned and then apply it to the Earth Science curriculum. During my research this summer, we applied these lessons to analyzing river deltas; we looked at trends in the different variables over time, looked for similarities in NDVI, precipitation, inundation, runoff and discharge, and attempted to predict floods based on the precipitation, waves mean, area of discharge, NDVI, and inundation.

Into Adolescence: Becoming a Health-Wise Consumer. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Hisgen, Jon W.

The "Contemporary Health Series" covers critical health and family life topics in a sequence of modules with two curricular divisions: "Into Adolescence" for middle school teachers and "Entering Adulthood" for high school teachers. This module presents middle school students with the information they need to become knowledgeable, concerned…

Development, implementation and evaluation of a terminal and hospice care educational online module for preclinical students.

PubMed

Tse, Chung Sang; Ellman, Matthew S

2017-03-01

To explore the application of an online learning tool to teach preclinical medical students terminal and hospice care in a blended curricula. We created and evaluated a 30 min interactive online module at the Yale School of Medicine. Second-year medical students were randomly assigned to complete the online module or not (control group) prior to attending a required half-day hospice clinical experience. We assessed the students' knowledge and attitudes with a 23-item survey. 152 students (response rate 51%) participated in this study from 2012 to 2014. 56% (n=85) completed the online module, 37% (n=56) did not and 7% (n=11) did not indicate whether they had completed the module or not. Students who completed the online module prior to the hospice experience scored higher (p<0.05, two-way analysis of variance) on 5 out of 8 of the multiple choice questions pertaining to hospice and palliative care, but their attitudes were similar to those who did not complete the online module. Overall, the students felt somewhat uncomfortable caring for dying patients although they regarded it as a physician's duty and felt that palliative/hospice care education is important in medical school. When combined with a mentored clinical hospice experience, an online module appears to enhance the teaching of the dying process and terminal care for preclinical medical students. This online module may prove useful for other institutions. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Interlocking Toy Building Blocks as Hands-On Learning Modules for Blind and Visually Impaired Chemistry Students

ERIC Educational Resources Information Center

Melaku, Samuel; Schreck, James O.; Griffin, Kameron; Dabke, Rajeev B.

2016-01-01

Interlocking toy building blocks (e.g., Lego) as chemistry learning modules for blind and visually impaired (BVI) students in high school and undergraduate introductory or general chemistry courses are presented. Building blocks were assembled on a baseplate to depict the relative changes in the periodic properties of elements. Modules depicting…

Sexuality in the Doctor/Patient Relationship: Learning Module for Medical Students.

ERIC Educational Resources Information Center

Moy, Caryl; Wingrove, Sue

This paper describes a module incorporated into the curriculum at Southern Illinois University School of Medicine. The module helps the medical students see how their own feelings are inevitably involved in the doctor/patient relationship. A distinction between sex and sexuality is made and discussed. Sex is used as a limited term referring to…

An Innovative Context-Based Module to Introduce Students to the Optical Properties of Materials

ERIC Educational Resources Information Center

Testa, I.; Lombardi, S.; Monroy, G.; Sassi, E.

2011-01-01

A context-based module to introduce secondary school students to the study of the optical properties of materials and geometric optics is presented. The module implements an innovative teaching approach in which the behaviour of the chosen application, in this article, the optical fibre, is iteratively explored and modelled by means of a…

The Student Experience of a Collaborative E-Learning University Module

ERIC Educational Resources Information Center

Biasutti, Michele

2011-01-01

The aim of this paper is to present a picture of student experience of a collaborative e-learning module in an asynchronous e-learning environment. A distance learning module on music education worth five credit points for a bachelor online degree for primary school educating teachers was assessed using a self-evaluation questionnaire that…

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

PubMed Central

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2014-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers were provided professional development for the Pharmacology Education Partnership (PEP) in an onsite venue (either five-day or one-day workshop). Given financial difficulties to travel, teachers have asked for alternatives for professional development. Thus, we developed the same PEP training workshop using a distance learning (DL) (two-way live video) approach. In this way, 121 chemistry and biology teachers participated in the DL workshops to learn how to incorporate the PEP modules into their teaching. They field-tested the modules over the year in high school chemistry and biology classes. Teacher knowledge of chemistry and biology increased significantly after the workshop and was maintained for at least a year. Their students (N = 2309) demonstrated a significant increase in knowledge of chemistry and biology concepts, with higher scores as the number of modules used increased. The increase in both teacher and student knowledge in these subjects was similar to that found previously when teachers were provided with onsite professional development. PMID:24882881

School-to-Work and Inclusion in General Education Teacher Preparation Programs: Instructional Modules for Middle Childhood Subject Area Methods Courses.

ERIC Educational Resources Information Center

Hamill, Lee B.; Geer, Cindy H.

Six instructional modules for middle childhood subject area methods courses are designed to target students in preservice middle childhood general education programs. The modules have been developed for each of the content area methods courses to ensure all preservice teachers have ample exposure to the school-to-work (STW) philosophy and…

Using Interactive Technology to Support Students' Understanding of the Greenhouse Effect and Global Warming

ERIC Educational Resources Information Center

Varma, Keisha; Linn, Marcia C.

2012-01-01

In this work, we examine middle school students' understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called "Global Warming: Virtual Earth". In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw…

School Climate: Applied to Integration and Access of Special Education Children in Full Learning Environments. A Ho'okoho Module.

ERIC Educational Resources Information Center

Levy, Irena; Yoneshige, Dora

The module is intended to help educators understand the components of school climate and its influence on the integration of students with handicaps. Three competencies are addressed: (1) to develop an understanding of the concept of school climate, identify its components and analyze its relationship to educational goals; (2) to develop an…

Carpentry. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains 17 modules for completing a course in carpentry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

Masonry. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains nine modules for completing a course in masonry. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student…

DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum

ERIC Educational Resources Information Center

Campbell, A. Malcolm; Zanta, Carolyn A.; Heyer, Laurie J.; Kittinger, Ben; Gabric, Kathleen M.; Adler, Leslie

2006-01-01

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH…

Middle School Engineering Problem Solving Using Traditional vs. E-PBL Module Instruction

ERIC Educational Resources Information Center

Baele, Loren C.

2017-01-01

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions.…

Enhancing Intergenerational Contact.

ERIC Educational Resources Information Center

Ralston, Penny A.; And Others

This document is a curriculum module designed to assist secondary school home economic teachers in teaching students about aging. The three major purposes of this module are to provide data-based information on aging related to needs of students to enhance intergenerational contact; to facilitate the expansion of intergenerational contacts by…

Ecology: A Teaching Module. Occasional Paper No. 94.

ERIC Educational Resources Information Center

Brehm, Shirley; And Others

Designed to address conceptual problems associated with ecology, this module can be used with high school students or college nonscience majors including those in elementary education. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for…

Kaua'i: Streams and Estuaries.

ERIC Educational Resources Information Center

Hawkins, John, Ed.; Murakami, Colleen, Ed.

Designed to help teachers develop students' awareness and understanding of some of Hawaii's endangered aquatic resources, this module contains activities and instructional suggestions for use with intermediate as well as high school students. The module is divided into two sections which explore the streams and estuaries of Kauai. Activities in…

Validity And Practicality of Experiment Integrated Guided Inquiry-Based Module on Topic of Colloidal Chemistry for Senior High School Learning

NASA Astrophysics Data System (ADS)

Andromeda, A.; Lufri; Festiyed; Ellizar, E.; Iryani, I.; Guspatni, G.; Fitri, L.

2018-04-01

This Research & Development study aims to produce a valid and practical experiment integrated guided inquiry based module on topic of colloidal chemistry. 4D instructional design model was selected in this study. Limited trial of the product was conducted at SMAN 7 Padang. Instruments used were validity and practicality questionnaires. Validity and practicality data were analyzed using Kappa moment. Analysis of the data shows that Kappa moment for validity was 0.88 indicating a very high degree of validity. Kappa moments for the practicality from students and teachers were 0.89 and 0.95 respectively indicating high degree of practicality. Analysis on the module filled in by students shows that 91.37% students could correctly answer critical thinking, exercise, prelab, postlab and worksheet questions asked in the module. These findings indicate that the integrated guided inquiry based module on topic of colloidal chemistry was valid and practical for chemistry learning in senior high school.

Think, Speak, Succeed!...Applied Oral Communications Activities for High School Students.

ERIC Educational Resources Information Center

Turlington, Anita; Timms, Keith

This module contains speaking assignments for high school students that are taken from six different career areas. Each career section begins with a brief introduction to the career and a communications profile of the person interviewed. These pages can be copied and given to students as handouts. Each section also contains some assignments…

"The Strawberry Caper": Using Scenario-Based Problem Solving to Integrate Middle School Science Topics

ERIC Educational Resources Information Center

Gonda, Rebecca L.; DeHart, Kyle; Ashman, Tia-Lynn; Legg, Alison Slinskey

2015-01-01

Achieving a deep understanding of the many topics covered in middle school biology classes is difficult for many students. One way to help students learn these topics is through scenario-based learning, which enhances students' performance. The scenario-based problem-solving module presented here, "The Strawberry Caper," not only…

Zebrafish as a Model System for Environmental Health Studies in the Grade 9–12 Classroom

PubMed Central

Hesselbach, Renee; Carvan, Michael John; Goldberg, Barbara; Berg, Craig A.; Petering, David H.

2014-01-01

Abstract Developing zebrafish embryos were used as a model system for high school students to conduct scientific investigations that reveal features of normal development and to test how different environmental toxicants impact the developmental process. The primary goal of the module was to engage students from a wide range of socio-economic backgrounds, with particular focus on underserved inner-city high schools, in inquiry-based learning and hands-on experimentation. In addition, the module served as a platform for both teachers and students to design additional inquiry-based experiments. In this module, students spawned adult zebrafish to generate developing embryos, exposed the embryos to various toxicants, then gathered, and analyzed data obtained from control and experimental embryos. The module provided a flexible, experimental framework for students to test the effects of numerous environmental toxicants, such as ethanol, caffeine, and nicotine, on the development of a model vertebrate organism. Students also observed the effects of dose on experimental outcomes. From observations of the effects of the chemical agents on vertebrate embryos, students drew conclusions on how these chemicals could impact human development and health. Results of pre-tests and post-tests completed by participating students indicate statistically significant changes in awareness of the impact of environmental agents on fish and human beings In addition, the program's evaluator concluded that participation in the module resulted in significant changes in the attitude of students and teachers toward science in general and environmental health in particular. PMID:24941301

Individualized Learning through Computerized Modular Scheduling, Second Report of Scheduling Project at Virgin Valley High School, Mesquite, Nevada.

ERIC Educational Resources Information Center

Allan, Blaine W.

In 1963 Stanford University selected Virgin Valley High School in southern Nevada as one of four pilot schools to use computerized modular scheduling. Schedules for 165 students and assignments for 14 teachers were developed at the Stanford University Computer Computation Center using 30-minute modules with a total of 80 modules per week. After…

University Undergraduate Projects Can Enhance Sixth-Form Science Teaching

ERIC Educational Resources Information Center

James, Esther; Vinten, Claire; Wood, Eleanor; Merrick, Deborah

2011-01-01

All medical and veterinary students at the University of Nottingham carry out a third-year dissertation module. This module allows students to spend time experiencing contemporary research methods by engaging in research activities. In 2010, academic staff from the Medical and Veterinary Schools initiated educational research projects that enabled…

Commercial Foods and Culinary Arts. Student Learning Guide.

ERIC Educational Resources Information Center

Palm Beach County Board of Public Instruction, West Palm Beach, FL.

This student learning guide contains one module for completing a course in commercial foods and culinary arts. It is designed especially for use in secondary schools in Palm Beach County, Florida. The module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information…

SENSE IT: Student Enabled Network of Sensors for the Environment using Innovative Technology

NASA Astrophysics Data System (ADS)

Hotaling, L. A.; Stolkin, R.; Kirkey, W.; Bonner, J. S.; Lowes, S.; Lin, P.; Ojo, T.

2010-12-01

SENSE IT is a project funded by the National Science Foundation (NSF) which strives to enrich science, technology, engineering and mathematics (STEM) education by providing teacher professional development and classroom projects in which high school students build from first principles, program, test and deploy sensors for water quality monitoring. Sensor development is a broad and interdisciplinary area, providing motivating scenarios in which to teach a multitude of STEM subjects, from mathematics and physics to biology and environmental science, while engaging students with hands on problems that reinforce conventional classroom learning by re-presenting theory as practical tools for building real-life working devices. The SENSE IT program is currently developing and implementing a set of high school educational modules which teach environmental science and basic engineering through the lens of fundamental STEM principles, at the same time introducing students to a new set of technologies that are increasingly important in the world of environmental research. Specifically, the project provides students with the opportunity to learn the engineering design process through the design, construction, programming and testing of a student-implemented water monitoring network in the Hudson and St. Lawrence Rivers in New York. These educational modules are aligned to state and national technology and science content standards and are designed to be compatible with standard classroom curricula to support a variety of core science, technology and mathematics classroom material. For example, while designing, programming and calibrating the sensors, the students are led through a series of tasks in which they must use core mathematics and physics theory to solve the real problems of making their sensors work. In later modules, students can explore environmental science and environmental engineering curricula while deploying and monitoring their sensors in local rivers. This presentation will provide an overview of the educational modules. A variety of sensors will be described, which are suitably simple for design and construction from first principles by high school students while being accurate enough for students to make meaningful environmental measurements. The presentation will also describe how the sensor building activities can be tied to core curricula classroom theory, enabling the modules to be utilized in regular classes by mathematics, science and computing teachers without disrupting their semester’s teaching goals. Furthermore, the presentation will address of the first two years of the SENSE IT project, during which 39 teachers have been equipped, trained on these materials, and have implemented the modules with around approximately 2,000 high school students.

Validity of Scientific Based Chemistry Android Module to Empower Science Process Skills (SPS) in Solubility Equilibrium

NASA Astrophysics Data System (ADS)

Antrakusuma, B.; Masykuri, M.; Ulfa, M.

2018-04-01

Evolution of Android technology can be applied to chemistry learning, one of the complex chemistry concept was solubility equilibrium. this concept required the science process skills (SPS). This study aims to: 1) Characteristic scientific based chemistry Android module to empowering SPS, and 2) Validity of the module based on content validity and feasibility test. This research uses a Research and Development approach (RnD). Research subjects were 135 s1tudents and three teachers at three high schools in Boyolali, Central of Java. Content validity of the module was tested by seven experts using Aiken’s V technique, and the module feasibility was tested to students and teachers in each school. Characteristics of chemistry module can be accessed using the Android device. The result of validation of the module contents got V = 0.89 (Valid), and the results of the feasibility test Obtained 81.63% (by the student) and 73.98% (by the teacher) indicates this module got good criteria.

Teaching About "Brain and Learning" in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence.

PubMed

Dekker, Sanne; Jolles, Jelle

2015-01-01

This study evaluated a new teaching module about "Brain and Learning" using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in "Brain and Learning" and 1241 students in grades 8-9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of "Brain and Learning" had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into "Brain and Learning," and for changing students' beliefs about intelligence.

Self-Directed Digital Learning: When Do Dental Students Study?

PubMed

Jackson, Tate H; Zhong, James; Phillips, Ceib; Koroluk, Lorne D

2018-04-01

The Growth and Development (G&D) curriculum at the University of North Carolina at Chapel Hill School of Dentistry uses self-directed web-based learning modules in the place of lectures and includes scheduled self-study times during the 8 am-5 pm school hours. The aim of this study was to use direct observation to evaluate dental students' access patterns with the self-directed, web-based learning modules in relation to planned self-study time allocated across the curriculum, proximity to course examinations, and course performance. Module access for all 80 students in the DDS Class of 2014 was recorded for date and time across the four G&D courses. Module access data were used to determine likelihood of usage during scheduled time and frequency of usage in three timeframes: >7, 3 to 7, and 0 to 2 days before the final exam. The results showed a statistically significant difference in the likelihood of module access during scheduled time across the curriculum (p<0.0001). Among the students, 64% accessed modules at least once during scheduled time in G&D1, but only 10%, 19%, and 18% in G&D2, G&D3, and G&D4, respectively. For all courses, the proportion of module accesses was significantly higher 0-2 days before an exam compared to the other two timeframes. Module access also differed significantly within each timeframe across all four courses (p<0.001). There was no association between module access and course performance. In this non-traditional, non-lecture, self-directed curriculum, students rarely accessed learning modules during syllabus-budgeted self-study time and accessed modules more frequently as course exams approached.

Development and Implementation of High School Chemistry Modules Using Touch-Screen Technologies

ERIC Educational Resources Information Center

Lewis, Maurica S.; Zhao, Jinhui; Montclare, Jin Kim

2012-01-01

Technology was employed to motivate and captivate students while enriching their in-class education. An outreach program is described that involved college mentors introducing touch-screen technology into a high school chemistry classroom. Three modules were developed, with two of them specifically tailored to encourage comprehension of molecular…

The Effect of Educational Modules Strategy on the Direct and Postponed Study's Achievement of Seventh Primary Grade Students in Science, in Comparison with the Conventional Approach

ERIC Educational Resources Information Center

Alelaimat, Abeer Rashed; Ghoneem, Khowla Abd Al Raheem

2012-01-01

This study aimed at revealing the effect of educational modules strategy on the direct and postponed study's achievement of seventh primary grade students in science, in comparison with the conventional approach. The sample of the study consists of (174) male and female students randomly chosen from schools in the city of Mafraq, students are…

EarthLabs Modules: Engaging Students In Extended, Rigorous Investigations Of The Ocean, Climate and Weather

NASA Astrophysics Data System (ADS)

Manley, J.; Chegwidden, D.; Mote, A. S.; Ledley, T. S.; Lynds, S. E.; Haddad, N.; Ellins, K.

2016-02-01

EarthLabs, envisioned as a national model for high school Earth or Environmental Science lab courses, is adaptable for both undergraduate middle school students. The collection includes ten online modules that combine to feature a global view of our planet as a dynamic, interconnected system, by engaging learners in extended investigations. EarthLabs support state and national guidelines, including the NGSS, for science content. Four modules directly guide students to discover vital aspects of the oceans while five other modules incorporate ocean sciences in order to complete an understanding of Earth's climate system. Students gain a broad perspective on the key role oceans play in fishing industry, droughts, coral reefs, hurricanes, the carbon cycle, as well as life on land and in the seas to drive our changing climate by interacting with scientific research data, manipulating satellite imagery, numerical data, computer visualizations, experiments, and video tutorials. Students explore Earth system processes and build quantitative skills that enable them to objectively evaluate scientific findings for themselves as they move through ordered sequences that guide the learning. As a robust collection, EarthLabs modules engage students in extended, rigorous investigations allowing a deeper understanding of the ocean, climate and weather. This presentation provides an overview of the ten curriculum modules that comprise the EarthLabs collection developed by TERC and found at http://serc.carleton.edu/earthlabs/index.html. Evaluation data on the effectiveness and use in secondary education classrooms will be summarized.

Understanding Taxes 1985 [and] Teacher's Guide to Understanding Taxes 1985.

ERIC Educational Resources Information Center

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

The major objective of this booklet and guide is to help high school students understand the U.S. tax system. The student booklet consists of eight modules. The first module discusses taxpayer responsibilities and rights. Methods of paying taxes are discussed, privacy rights are described, and the functions of the Collection and Criminal…

Development of Scientific Approach Based on Discovery Learning Module

NASA Astrophysics Data System (ADS)

Ellizar, E.; Hardeli, H.; Beltris, S.; Suharni, R.

2018-04-01

Scientific Approach is a learning process, designed to make the students actively construct their own knowledge through stages of scientific method. The scientific approach in learning process can be done by using learning modules. One of the learning model is discovery based learning. Discovery learning is a learning model for the valuable things in learning through various activities, such as observation, experience, and reasoning. In fact, the students’ activity to construct their own knowledge were not optimal. It’s because the available learning modules were not in line with the scientific approach. The purpose of this study was to develop a scientific approach discovery based learning module on Acid Based, also on electrolyte and non-electrolyte solution. The developing process of this chemistry modules use the Plomp Model with three main stages. The stages are preliminary research, prototyping stage, and the assessment stage. The subject of this research was the 10th and 11th Grade of Senior High School students (SMAN 2 Padang). Validation were tested by the experts of Chemistry lecturers and teachers. Practicality of these modules had been tested through questionnaire. The effectiveness had been tested through experimental procedure by comparing student achievement between experiment and control groups. Based on the findings, it can be concluded that the developed scientific approach discovery based learning module significantly improve the students’ learning in Acid-based and Electrolyte solution. The result of the data analysis indicated that the chemistry module was valid in content, construct, and presentation. Chemistry module also has a good practicality level and also accordance with the available time. This chemistry module was also effective, because it can help the students to understand the content of the learning material. That’s proved by the result of learning student. Based on the result can conclude that chemistry module based on discovery learning and scientific approach in electrolyte and non-electrolyte solution and Acid Based for the 10th and 11th grade of senior high school students were valid, practice, and effective.

An Evaluative Study of an ICT Module for a School Leadership and Management Preparation Program

ERIC Educational Resources Information Center

Musgrave, Sarietjie; De Wet, Corene

2017-01-01

This study reports on findings of an evaluative study on the effectiveness of an information and communication technology (ICT) module that forms part of the Advanced Certificate in Education: School Leadership and Management program. The study was carried out among distance education (DE) students from the University of the Free State enrolled…

The Impact of Active and Context-Based Learning in Introductory Chemistry Courses: An Early Evaluation of the Modular Approach

NASA Astrophysics Data System (ADS)

Gutwill-Wise, Joshua P.

2001-05-01

This study evaluates new materials, "modules", for teaching introductory chemistry courses. The modules, under development by faculty from two NSF-funded consortia, employ real-world contexts and an interactive class format to foster conceptual understanding, scientific thinking, and improved attitudes toward science. The evaluation studies were conducted at two institutions, a small college and a large university. The experimental design at each school compared students in a course section taught with modules to those in a section that used a textbook and lecture format. At both schools, students in the modular section outperformed the control group on conceptual problems in chemistry and on scientific thinking problems. Modular section students at the large university also outperformed their peers on the first midterm exam in the subsequent organic chemistry course. Regarding attitudes, the modular section students were more positive about chemistry and the course than their peers in the control section at the small college. However, at the large school, the opposite attitudinal pattern was found. An analysis of informal focus group data provides insight into the negative attitudes in the modular section of the large course. Possible remedies for the issues raised are discussed.

Validity of Learning Module Natural Sciences Oriented Constructivism with the Contain of Character Education for Students of Class VIII at Yunior Hight School

NASA Astrophysics Data System (ADS)

Oktarina, K.; Lufri, L.; Chatri, M.

2018-04-01

Referring to primary data collected through observation and interview to natural science teachers and some students, it is found that there is no natural science teaching materials in the form of learning modules that can make learners learn independently, build their own knowledge, and construct good character in themselves. In order to address this problem, then it is developed natural science learning module oriented to constructivism with the contain of character education. The purpose of this study is to reconstruct valid module of natural science learning materials. This type of research is a development research using the Plomp model. The development phase of the Plomp model consists of 3 stages, namely 1) preliminary research phase, 2) development or prototyping phase, and 3) assessment phase. The result of the study shows that natural science learning module oriented to constructivism with the contain of character education for students class VIII of Yunior High School 11 Sungai Penuh is valid. In future work, practicality and effectiveness will be investigated.

University of New Hampshire's Project SMART 2017: Marine and Environmental Science for High School Students

NASA Astrophysics Data System (ADS)

Goelzer, J.; Varner, R. K.; Levergood, R.; Sullivan, F.; Palace, M. W.; Haney, J. F.; Rock, B. N.; Smith, C. W.

2017-12-01

The month long residential Marine and Environmental Science research program for high school students at the University of New Hampshire connects students with university researchers. This educational program provides upper level high school students who are considering majors in the earth and environmental sciences with the opportunity to perform field work and conduct authentic research. This year's program introduced students to four modules exploring topics ranging from forest ecology to island ecosystems. The unifying theme between modules was the use of spectroscopy and remote sensing as a method of assessing the characteristics of ecosystems. Students constructed their own photometers utilizing eight specific Light Emitting Diodes (LEDs) spanning a wavelength range from 400 to 1200 nm. An Ultra Violet (UV) LED, four visible LEDs, and three different infrared LEDs were selected to detect light reflected by plant pigments and tissues. Students collected data using their photometers and compared results to an actual Analytical Spectral Device (ASD) reflectance data, mounted eight photometers on an unmanned aerial system (UAS) to collect forest canopy data and collected data from island rock pools. The students compared their photometer readings to data collected using a fluorometer to identify the presence of phycocyanin produced by cyanobacteria and chlorophyll produced by algae in the rock pools. Students found that the photometer data were comparable to the ASD data for several wavelengths, but recommended several changes. It was determined that to be useful for forest health assessment, two of the three infrared LEDs had the incorrect gain settings, and that for rock pool studies, the infrared LEDs were not necessary. Based on the student findings, we will refine the photometers for next year's program. The photometers constructed this summer will be utilized in high schools classes during the 2017-2018 school year. This low cost project will bring what is normally a university level STEM experience into the high school classroom with university faculty, students and staff collaborating with high school teachers and students.

Teaching dental students about patient communication following an adverse event: a pilot educational module.

PubMed

Raja, Sheela; Rajagopalan, Chelsea F; Patel, Janki; Van Kanegan, Kevin

2014-05-01

Adverse events are an important but understudied area in dentistry. Most dentists will face the issue of an adverse event several times in their clinical careers. The authors implemented a six-hour pilot educational module at one dental school to improve fourth-year dental students' knowledge and confidence in communicating with patients about adverse events. Based on results from the twenty-nine students who completed both the pre- and posttests, the module significantly increased the students' knowledge of the key concepts involved in adverse events. However, the module did not improve the students' confidence that they would be able to implement these communication skills in clinical situations. Based on these results, this article discusses how future educational efforts can be modified to better prepare students for the communication challenges associated with adverse events.

High School Students’ Learning and Perceptions of Phylogenetics of Flowering Plants

PubMed Central

Landis, Jacob B.; Crippen, Kent J.

2014-01-01

Basic phylogenetics and associated “tree thinking” are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K–12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels. PMID:25452488

Adaptation and Psychometric Evaluation of a Resilience Measure in Greek Elementary School Students

ERIC Educational Resources Information Center

Nearchou, Finiki A.; Stogiannidou, Ariadni; Kiosseoglou, Grigoris

2014-01-01

This study aimed to adapt the Resilience Youth Development Module (RYDM) and assess its psychometric properties in terms of internal consistency and convergent validity in Greek elementary students. Participants (N = 346) completed a battery of self-report questionnaires, including the RYDM, School Connectedness Scale, and Strengths and…

Implementation of Ptechls Modules in Rural Malaysian Secondary School: A Needs Analysis

ERIC Educational Resources Information Center

Alias, Norlidah; DeWitt, Dorothy; Siraj, Saedah; Rahman, Mohd Nazri Abdul; Gelamdin, Rashidah Begum; Rauf, Rose Amnah Abd

2014-01-01

Research has shown that the strategy of matching learning style with certain technology enhances students' learning experience. This study seeks to identify the learning styles among students in a rural secondary school, based on the Felder Silverman Model (1988) which comprises four dimensions (visual/verbal, active/reflective, sequential/global,…

School-Based Screening to Identify At-Risk Students Not Already Known to School Professionals: The Columbia Suicide Screen

PubMed Central

Wilcox, Holly C.; Schonfeld, Irvin Sam; Davies, Mark; Hicks, Roger C.; Turner, J. Blake; Shaffer, David

2009-01-01

Objectives. We sought to determine the degree of overlap between students identified through school-based suicide screening and those thought to be at risk by school administrative and clinical professionals. Methods. Students from 7 high schools in the New York metropolitan area completed the Columbia Suicide Screen; 489 of the 1729 students screened had positive results. The clinical status of 641 students (73% of those who had screened positive and 23% of those who had screened negative) was assessed with modules from the Diagnostic Interview Schedule for Children. School professionals nominated by their principal and unaware of students' screening and diagnostic status were asked to indicate whether they were concerned about the emotional well-being of each participating student. Results. Approximately 34% of students with significant mental health problems were identified only through screening, 13.0% were identified only by school professionals, 34.9% were identified both through screening and by school professionals, and 18.3% were identified neither through screening nor by school professionals. The corresponding percentages among students without mental health problems were 9.1%, 24.0%, 5.5%, and 61.3%. Conclusions. School-based screening can identify suicidal and emotionally troubled students not recognized by school professionals. PMID:19059865

A Subject Matter Expert View of Curriculum Development.

NASA Astrophysics Data System (ADS)

Milazzo, M. P.; Anderson, R. B.; Edgar, L. A.; Gaither, T. A.; Vaughan, R. G.

2017-12-01

In 2015, NASA selected for funding the PLANETS project: Planetary Learning that Advances the Nexus of Engineering, Technology, and Science. The PLANETS partnership develops planetary science and engineering curricula for out of classroom time (OST) education settings. This partnership is between planetary science Subject Matter Experts (SMEs) at the US Geological Survey (USGS), curriculum developers at the Boston Museum of Science (MOS) Engineering is Everywhere (EiE), science and engineering teacher professional development experts at Northern Arizona University (NAU) Center for Science Teaching and Learning (CSTL), and OST teacher networks across the world. For the 2016 and 2017 Fiscal Years, our focus was on creating science material for two OST modules designed for middle school students. We have begun development of a third module for elementary school students. The first model teaches about the science and engineering of the availability of water in the Solar System, finding accessible water, evaluating it for quality, treating it for impurities, initial use, a cycle of greywater treatment and re-use, and final treatment of blackwater. This module is described in more detail in the abstract by L. Edgar et al., Water in the Solar System: The Development of Science Education Curriculum Focused on Planetary Exploration (233008) The second module involves the science and engineering of remote sensing in planetary exploration. This includes discussion and activities related to the electromagnetic spectrum, spectroscopy and various remote sensing systems and techniques. In these activities and discussions, we include observation and measurement techniques and tools as well as collection and use of specific data of interest to scientists. This module is described in more detail in the abstract by R. Anderson et al., Remote Sensing Mars Landing Sites: An Out-of-School Time Planetary Science Education Activity for Middle School Students (232683) The third module, described by R.G. Vaughan, Hazards in the Solar System: Out-of-School Time Student Activities Focused on Engineering Protective Space Gloves (262143), focuses on hazards in the Solar System and the engineering approach to designing space gloves to protect against those hazards.

Developing Reading Comprehension Modules to Facilitate Reading Comprehension among Malaysian Secondary School ESL Students

ERIC Educational Resources Information Center

Javed, Muhammad; Eng, Lin Siew; Mohamed, Abdul Rashid

2015-01-01

The study aims to develop a set of 6 Reading Comprehension Modules (RCMs) for Malaysian ESL teachers to facilitate different reading abilities of ESL students effectively. Different skill categories were selected for developing the RCMs. This article describes how and why diverse texts of varying length were adopted and adapted from various…

Problem Manual for Instructional Decision-Making Module; Volume 2: A Computer Assisted Instruction Module. Document Number 4.

ERIC Educational Resources Information Center

Bessent, E. Wailand; And Others

Provided in the manual are background material, problems, and worksheets designed for graduate students involved in a computer assisted instruction (CAI) approach to supervisor training. Included are a faculty handbook for a simulated school in a mythical community, a practice problem to familiarize the student with terminal operation, and eight…

Evaluation on the Usability of Physics Module in a Secondary School in Malaysia: Students' Retrospective

ERIC Educational Resources Information Center

Alias, Norlidah; Siraj, Saedah; DeWitt, Dorothy; Attaran, Mohammad; Nordin, Abu Bakar

2013-01-01

The main objective of this study is to implement and evaluate the Physics module based on technology and learning style using students' retrospective evaluation. Physics has always been thought of as the most difficult subject as it involves abstract concepts. Research has shown that technology has the potential to increase understanding of…

Transportation. Teacher's Guide and Student Guide. Net Energy Unit. Draft.

ERIC Educational Resources Information Center

Treagust, David F.

This module is intended to increase the students' comprehension of costs, in terms of money and in energy, involved in various modes of transportation. Four main inquiries are covered in the module: (1) money saved by car pooling to school; (2) reductions in fuel consumption possible without car pooling; (3) comparisons of inter-city and urban…

Probability & Statistics: Modular Learning Exercises. Teacher Edition

ERIC Educational Resources Information Center

Actuarial Foundation, 2012

2012-01-01

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and…

Retail Flower Shop Salesperson and Floral Designer. Student's Manual.

ERIC Educational Resources Information Center

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

This document consists of the student manual for a course in retail flower shop sales and floral design for use in vocational education courses in high schools in South Carolina. The guide consists of 22 learning modules that incorporate the subject matter needed by workers in these jobs. Each learning module consists of an introduction,…

EXPLORING OCCUPATIONAL OPPORTUNITIES IN ORNAMENTAL HORTICULTURE. HORTICULTURE-SERVICE OCCUPATIONS, MODULE NO. 1.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

THE MAJOR OBJECTIVE OF THIS MODULE IS TO DEVELOP STUDENT UNDERSTANDING OF OCCUPATIONAL OPPORTUNITIES AVAILABLE IN ORNAMENTAL HORTICULTURE. IT IS ONE OF A SERIES DESIGNED TO PREPARE HIGH SCHOOL STUDENTS FOR HORTICULTURE SERVICE OCCUPATIONS. IT WAS DEVELOPED BY A NATIONAL TASK FORCE ON THE BASIS OF RESEARCH FROM STATE STUDIES. SUGGESTIONS FOR…

A Randomized Crossover Design to Assess Learning Impact and Student Preference for Active and Passive Online Learning Modules.

PubMed

Prunuske, Amy J; Henn, Lisa; Brearley, Ann M; Prunuske, Jacob

Medical education increasingly involves online learning experiences to facilitate the standardization of curriculum across time and space. In class, delivering material by lecture is less effective at promoting student learning than engaging students in active learning experience and it is unclear whether this difference also exists online. We sought to evaluate medical student preferences for online lecture or online active learning formats and the impact of format on short- and long-term learning gains. Students participated online in either lecture or constructivist learning activities in a first year neurologic sciences course at a US medical school. In 2012, students selected which format to complete and in 2013, students were randomly assigned in a crossover fashion to the modules. In the first iteration, students strongly preferred the lecture modules and valued being told "what they need to know" rather than figuring it out independently. In the crossover iteration, learning gains and knowledge retention were found to be equivalent regardless of format, and students uniformly demonstrated a strong preference for the lecture format, which also on average took less time to complete. When given a choice for online modules, students prefer passive lecture rather than completing constructivist activities, and in the time-limited environment of medical school, this choice results in similar performance on multiple-choice examinations with less time invested. Instructors need to look more carefully at whether assessments and learning strategies are helping students to obtain self-directed learning skills and to consider strategies to help students learn to value active learning in an online environment.

Unified Technical Concepts. Module 10: Transducers.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on transducers is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system.…

Unified Technical Concepts. Module 13: Radiation.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on radiation is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system.…

Unified Technical Concepts. Module 5: Resistance.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on resistance is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system.…

Unified Technical Concepts. Module 12: Time Constants.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on time constants is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 11: Vibrations and Waves.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on vibrations and waves is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 9: Energy Convertors.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on energy convertors is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 8: Force Transformers.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on force transformers is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy…

Unified Technical Concepts. Module 1: Force.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on force is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This…

Unified Technical Concepts. Module 6: Power.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on power is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. In this…

Unified Technical Concepts. Module 7: Potential and Kinetic Energy.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on potential and kinetic energy is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each…

Unified Technical Concepts. Module 2: Work.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on work is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. In this…

Unified Technical Concepts. Module 3: Rate.

ERIC Educational Resources Information Center

Technical Education Research Center, Waco, TX.

This concept module on rate is one of thirteen modules that provide a flexible, laboratory-based physics instructional package designed to meet the specialized needs of students in two-year, postsecondary technical schools. Each of the thirteen concept modules discusses a single physics concept and how it is applied to each energy system. This…

Supporting High School Student Accomplishment of Biology Content Using Interactive Computer-Based Curricular Case Studies

NASA Astrophysics Data System (ADS)

Oliver, Joseph Steve; Hodges, Georgia W.; Moore, James N.; Cohen, Allan; Jang, Yoonsun; Brown, Scott A.; Kwon, Kyung A.; Jeong, Sophia; Raven, Sara P.; Jurkiewicz, Melissa; Robertson, Tom P.

2017-11-01

Research into the efficacy of modules featuring dynamic visualizations, case studies, and interactive learning environments is reported here. This quasi-experimental 2-year study examined the implementation of three interactive computer-based instructional modules within a curricular unit covering cellular biology concepts in an introductory high school biology course. The modules featured dynamic visualizations and focused on three processes that underlie much of cellular biology: diffusion, osmosis, and filtration. Pre-tests and post-tests were used to assess knowledge growth across the unit. A mixture Rasch model analysis of the post-test data revealed two groups of students. In both years of the study, a large proportion of the students were classified as low-achieving based on their pre-test scores. The use of the modules in the Cell Unit in year 2 was associated with a much larger proportion of the students having transitioned to the high-achieving group than in year 1. In year 2, the same teachers taught the same concepts as year 1 but incorporated the interactive computer-based modules into the cell biology unit of the curriculum. In year 2, 67% of students initially classified as low-achieving were classified as high-achieving at the end of the unit. Examination of responses to assessments embedded within the modules as well as post-test items linked transition to the high-achieving group with correct responses to items that both referenced the visualization and the contextualization of that visualization within the module. This study points to the importance of dynamic visualization within contextualized case studies as a means to support student knowledge acquisition in biology.

Skills Acquisition in Plantain Flour Processing Enterprises: A Validation of Training Modules for Senior Secondary Schools

ERIC Educational Resources Information Center

Udofia, Nsikak-Abasi; Nlebem, Bernard S.

2013-01-01

This study was to validate training modules that can help provide requisite skills for Senior Secondary school students in plantain flour processing enterprises for self-employment and to enable them pass their examination. The study covered Rivers State. Purposive sampling technique was used to select a sample size of 205. Two sets of structured…

Teaching About “Brain and Learning” in High School Biology Classes: Effects on Teachers' Knowledge and Students' Theory of Intelligence

PubMed Central

Dekker, Sanne; Jolles, Jelle

2015-01-01

This study evaluated a new teaching module about “Brain and Learning” using a controlled design. The module was implemented in high school biology classes and comprised three lessons: (1) brain processes underlying learning; (2) neuropsychological development during adolescence; and (3) lifestyle factors that influence learning performance. Participants were 32 biology teachers who were interested in “Brain and Learning” and 1241 students in grades 8–9. Teachers' knowledge and students' beliefs about learning potential were examined using online questionnaires. Results indicated that before intervention, biology teachers were significantly less familiar with how the brain functions and develops than with its structure and with basic neuroscientific concepts (46 vs. 75% correct answers). After intervention, teachers' knowledge of “Brain and Learning” had significantly increased (64%), and more students believed that intelligence is malleable (incremental theory). This emphasizes the potential value of a short teaching module, both for improving biology teachers' insights into “Brain and Learning,” and for changing students' beliefs about intelligence. PMID:26648900

Asthma in the community: Designing instruction to help students explore scientific dilemmas that impact their lives

NASA Astrophysics Data System (ADS)

Tate, Erika Dawn

School science instruction that connects to students' diverse home, cultural, or linguistic experiences can encourage lifelong participation in the scientific dilemmas that impact students' lives. This dissertation seeks effective ways to support high school students as they learn complex science topics and use their knowledge to transform their personal and community environments. Applying the knowledge integration perspective, I collaborated with education, science, and community partners to design a technology enhanced science module, Improving Your Community's Asthma Problem. This exemplar community science curriculum afforded students the opportunity to (a) investigate a local community health issue, (b) interact with relevant evidence related to physiology, clinical management, and environmental risks, and (c) construct an integrated understanding of the asthma problem in their community. To identify effective instructional scaffolds that engage students in the knowledge integration process and prepare them to participate in community science, I conducted 2 years of research that included 5 schools, 10 teachers, and over 500 students. This dissertation reports on four studies that analyzed student responses on pre-, post-, and embedded assessments. Researching across four design stages, the iterative design study investigated how to best embed the visualizations of the physiological processes breathing, asthma attack, and the allergic immune response in an inquiry activity and informed evidence-based revisions to the module. The evaluation study investigated the impact of this revised Asthma module across multiple classrooms and differences in students' prior knowledge. Combining evidence of student learning from the iterative and evaluation studies with classroom observations and teacher interviews, the longitudinal study explored the impact of teacher practices on student learning in years 1 and 2. In the final chapter, I studied how the Asthma module and students' local community influenced students as they integrated their ideas related to perspectives, evidence use, the consideration of tradeoffs, and localization to construct explanations and decision justifications regarding their community's asthma problem. In the end, this dissertation offers evidence that informs the future design of community science instruction that successfully engages students in the knowledge integration process and has implications for creating multiple opportunities for students to meaningfully participate in community science.

Alcohol Pharmacology Education Partnership: Using Chemistry and Biology Concepts to Educate High School Students about Alcohol

ERIC Educational Resources Information Center

Godin, Elizabeth A.; Kwiek, Nicole; Sikes, Suzanne S.; Halpin, Myra J.; Weinbaum, Carolyn A.; Burgette, Lane F.; Reiter, Jerome P.; Schwartz-Bloom, Rochelle D.

2014-01-01

We developed the Alcohol Pharmacology Education Partnership (APEP), a set of modules designed to integrate a topic of interest (alcohol) with concepts in chemistry and biology for high school students. Chemistry and biology teachers (n = 156) were recruited nationally to field-test APEP in a controlled study. Teachers obtained professional…

Curriculum for Junior High School Students: Dairy Food Consumption Self-Efficacy

ERIC Educational Resources Information Center

Pobocik, Rebecca S.; Haar, Christine M.; Dawson, Erin E.; Coleman, Priscilla; Bakies, Karen

2009-01-01

A nutrition education module for a family and consumer sciences curriculum was developed and evaluated with junior high school students (n = 63) using a quasi-experimental design. The multivariate interaction between time of measurement and intervention was significant, F (2, 50) = 8.68, p = 0.001.The univariate interaction between pre and post…

Learning Quantum Chemistry via a Visual-Conceptual Approach: Students' Bidirectional Textual and Visual Understanding

ERIC Educational Resources Information Center

Dangur, Vered; Avargil, Shirly; Peskin, Uri; Dori, Yehudit Judy

2014-01-01

Most undergraduate chemistry courses and a few high school honors courses, which focus on physical chemistry and quantum mechanics, are highly mathematically-oriented. At the Technion, Israel Institute of Technology, we developed a new module for high school students, titled "Chemistry--From 'the Hole' to 'the Whole': From the Nanoscale to…

A Computer Program To Increase Comprehension of the Cartesian Rectangular Coordinate System in High School Pre-Algebra Students.

ERIC Educational Resources Information Center

Exley, I. Sheck

The high percentage of high school pre-algebra students having difficulty learning the abstract concept of graphing ordered pairs on the Cartesian rectangular coordinate system was addressed by the creation and implementation of a computer-managed instructional program. Modules consisted of a pretest, instruction, two practice sessions, and a…

Inspiring Inquiry: Scientists, science teachers, and GK-12 students learning climate science together

NASA Astrophysics Data System (ADS)

Stwertka, C.; Blonquist, J.; Feener, D.

2010-12-01

A major communication gap exists between climate scientists, educators, and society. As a result, findings from climate research, potential implications of climate change, and possible mitigation strategies are not fully understood and accepted outside of the climate science community. A good way to begin bridging the gap is to teach climate science to students in public schools. TGLL (Think Globally, Learn Locally) is an NSF GK-12 program based at the University of Utah, which partners graduate students in the biological, geological and atmospheric sciences with middle and high school teachers in the Salt Lake City School District to improve the communication skills of Fellows and enhance inquiry-based science teaching and learning in the classroom. Each TGLL Fellow works in the same classroom(s) throughout the year, developing his or her scientific communication skills while providing teachers with content knowledge, resources, classroom support, and enhancing the experience of students such that science becomes an interesting and accessible tool for acquiring knowledge. The TGLL Fellows work closely as a group to develop inquiry-based teaching modules (a series of lessons) and a field trip that involve students in doing authentic science. Lessons are designed to apply national and Utah core curriculum concepts to broader scientific issues such as habitat alteration, pollution and disturbance, invasive species, and infectious disease, with the focus of the 2010-2011 school year being climate change. The TGLL Global Climate Change module contains lesson plans on climate temporal and spatial scales, temperature variation, energy balance, the carbon cycle, the greenhouse effect, climate feedback loops, anthropogenic climate change indicators, climate change consequences and impacts, and actions students can take to reduce greenhouse gas emissions. The capstone experience for the module is a “Backyard Climate Change” field trip to a local pristine canyon. Students will map and measure the carbon dioxide flux of various ecosystem components, measure the albedo of various surfaces, learn about micro-scale climates and atmospheric pollen transport, measure water and air quality, and observe habitat alteration. Through the module and fieldtrip, TGLL Fellows aim to build student and teacher knowledge about climate change and create lasting projects that are adapted into the core science curriculum.

Interprofessional learning modules at Dalhousie University.

PubMed

Johnston, G; Banks, S

2000-01-01

Interprofessional education has been advocated to improve teamwork in the health sector. This paper reports on the first two years of operational experience by a School of Health Services Administration (SHSA) with three-hour interprofessional learning modules (IPLMs). SHSA students participated along with students from nursing, medicine, social work, physiotherapy, occupational therapy, pharmacy, speech language pathology, audiology, dental hygiene, dentistry, leisure studies, health education and kinesiology. The five IPLMs required for SHSA students were: professional roles and values, integrity in scholarly activity, disability, interpersonal violence and HIV/AIDS. This article describes the development, delivery and evaluation of these modules from an SHSA perspective. The IPLMs' evaluation findings indicated that IPLMs are worthwhile, but have taken years and ongoing senior management support to operationalize; inclusion of health services administration is worthwhile but challenging; vigilance is needed to retain an IP rather than module content focus; and faculty and facilitator development, along with student preparation and debriefing, is required. Student feedback was favourable; faculty members have gained by their involvement; and field practitioner support has been sustained. Evaluation and reflection are critical to IPLM evolution. The norms, strengths and constraints of the university must be taken into account, and thus IPLMs must be adapted for each educational setting. Schools of health services administration must decide whether they wish to be involved in interprofessional learning.

Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

NASA Astrophysics Data System (ADS)

Suwono, H.; Susanti, S.; Lestari, U.

2017-04-01

The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in the modules is limited. It is suggested that for the better utilisation of the online activities, students should be present at every meeting of the activities, so as to make all the students participate actively. It is also suggested that school set up facilities to support blended learning.

A Firefly Learning Module for Environmental Sustainable Development in Samutsongkhram Province, Thailand

ERIC Educational Resources Information Center

To-Im, Jongdee; Klunklueng, Arunwan

2012-01-01

A firefly learning module for the sustainable development was developed for Thai secondary school students in the study province. A deeper connection between environment, social and economic dimensions, which lies at the core of sustainability, became the key issue for this learning module. Also an important dimension of the module was the…

A Solid Earth educational module, co-operatively developed by scientists and high school teachers through the Scripps Classroom Connection GK12 Program

NASA Astrophysics Data System (ADS)

Ziegler, L. B.; van Dusen, D.; Benedict, R.; Chojnacki, P. R.; Peach, C. L.; Staudigel, H.; Constable, C.; Laske, G.

2010-12-01

The Scripps Classroom Connection, funded through the NSF GK-12 program, pairs local high school teachers with Scripps Institution of Oceanography (SIO) graduate students in the earth and ocean sciences for their mutual professional development. An integral goal of the program is the collaborative production of quality earth science educational modules that are tested in the classroom and subsequently made freely available online for use by other educators. We present a brief overview of the program structure in place to support this goal and illustrate a module that we have developed on the Solid Earth & Plate Tectonics for a 9th grade Earth Science classroom. The unit includes 1) an exercise in constructing a geomagnetic polarity timescale which exposes students to authentic scientific data; 2) activities, labs, lectures and worksheets that support the scientific content; and 3) use of online resources such as Google Earth and interactive animations that help students better understand the concepts. The educational unit is being implemented in two separate local area high schools for Fall 2010 and we will report on our experiences. The co-operative efforts of teachers and scientists lead to educational materials which expose students to the scientific process and current science research, while teaching basic concepts using an engaging inquiry-based approach. In turn, graduate students involved gain experience communicating their science to non-science audiences.

Chattanooga Math Trail: Community Mathematics Modules, Volume 1.

ERIC Educational Resources Information Center

McAllister, Deborah A.; Mealer, Adrian; Moyer, Peggy S.; McDonald, Shirley A.; Peoples, John B.

This collection of community mathematics modules, or "math trail", is appropriate for middle grades and high school students (grades 5-12). Collectively, the modules pay attention to all 10 of the National Council of Teachers of Mathematics (NCTM) standards which include five content standards (Number and Operations, Algebra, Geometry,…

Incorporating Calculators into the Accounting Curriculum. Accounting I.

ERIC Educational Resources Information Center

Clayton, John

This document is a guide to aid teachers in incorporating the use of calculators in the high school Accounting Curriculum. The guide contains four learning modules. Each module consists of an introductory explanation, student performance objectives, content of the module, and teaching suggestions for using calculators in each application of course…

Incorporating Calculators into the Recordkeeping Curriculum. Recordkeeping II.

ERIC Educational Resources Information Center

Marcellino, Sal

This document is a guide to aid teachers in incorporating the use of calculators in the high school Recordkeeping II curriculum. The guide contains nine learning modules. Each module consists of an introductory explanation, student performance objectives, content of the module, and teaching suggestions for using calculators in each application of…

Making Authentic Data Accessible: The Sensing the Environment Inquiry Module

ERIC Educational Resources Information Center

Griffis, Kathy; Thadani, Vandana; Wise, Joe

2008-01-01

We report on the development of a middle school life sciences inquiry module, Sensing the Environment. This "data-enriched" inquiry module includes a series of activities exploring the nature of science, photosynthesis, transpiration, and natural selection, which culminates in students' querying authentic environmental data to support a scientific…

Incorporating Calculators into the Accounting Curriculum. Accounting II.

ERIC Educational Resources Information Center

Clayton, John

This document is a guide to aid teachers in incorporating the use of calculators in the high school Accounting II curriculum. The guide contains 16 learning modules. Each module consists of an introductory explanation, student performance objectives, content of the module, and teaching suggestions for using calculators in each application of…

Improving education in primary care: development of an online curriculum using the blended learning model.

PubMed

Lewin, Linda Orkin; Singh, Mamta; Bateman, Betzi L; Glover, Pamela Bligh

2009-06-10

Standardizing the experiences of medical students in a community preceptorship where clinical sites vary by geography and discipline can be challenging. Computer-assisted learning is prevalent in medical education and can help standardize experiences, but often is not used to its fullest advantage. A blended learning curriculum combining web-based modules with face-to-face learning can ensure students obtain core curricular principles. This course was developed and used at The Case Western Reserve University School of Medicine and its associated preceptorship sites in the greater Cleveland area. Leaders of a two-year elective continuity experience at the Case Western Reserve School of Medicine used adult learning principles to develop four interactive online modules presenting basics of office practice, difficult patient interviews, common primary care diagnoses, and disease prevention. They can be viewed at (http://casemed.case.edu/cpcp/curriculum). Students completed surveys rating the content and technical performance of each module and completed a Generalist OSCE exam at the end of the course. Participating students rated all aspects of the course highly; particularly those related to charting and direct patient care. Additionally, they scored very well on the Generalist OSCE exam. Students found the web-based modules to be valuable and to enhance their clinical learning. The blended learning model is a useful tool in designing web-based curriculum for enhancing the clinical curriculum of medical students.

Constructing Knowledge of Marine Sediments in Introductory Geology and Oceanography Courses Using DSDP, ODP, and IODP Data

NASA Astrophysics Data System (ADS)

St. John, K. E.; Leckie, R. M.; Jones, M. H.; Pound, K. S.; Pyle, E. J.

2008-12-01

Lithologic data from 40 DSDP, ODP, and IODP scientific ocean drilling cores from the Pacific and North Atlantic oceans are the basis for an inquiry-based classroom exercise module for college introductory geology and oceanography courses. Part 1 of this exercise module is designed as an initial inquiry aimed at drawing out student beliefs and prior knowledge. In Parts 2-3 students observe and describe the physical characteristics of sediment cores using digital core photos, and determine the sediment composition using smear slide data and a decision tree. In Part 4 students combine their individual site data to construct a map showing the distribution of the primary marine sediment types of the Pacific and North Atlantic Oceans, and develop hypotheses to explain the distribution of the sediment types shown on their map. The transportable skills of observation, forming questions, plotting data, interpreting data, and scientific synthesis are embedded in this module, benefitting non-majors as well as majors. The exercise module was tested in the 2008 School of Rock program and the 2008 Urbino Summer School for Paleoceanography, and is currently being tested in undergraduate courses at James Madison University, North Hennipen Community College, St. Cloud State University and University of Massachusetts, Amherst in classes that range in size from 16 students to >150 students. The student worksheets, instructor guide, and preliminary evaluation data will be presented.

Arctic Connections, an Interactive CD-ROM Program for Middle School Science

NASA Astrophysics Data System (ADS)

Elias, S. A.

2003-12-01

In this project we developed an interactive CD-ROM program for middle school students, accompanied by an interactive web site. The project was sponsored by a grant from the NSF ESIE Instructional Materials Development program. One of the major goals of this project was to involve middle school students in inquiry-based science education, using topics that are of interest to students in Arctic communities. Native Alaskan students have traditionally done poorly in science at the secondary level, and few have gone on to major in the sciences in college or to pursue scientific careers. Part of the problem is a perceived dichotomy between science and traditional Native ways of knowing about the natural world. Hence some students reject the scientific method as being foreign to their native culture. Our goal was to help bridge this cultural barrier, and to demonstrate to native students that the scientific method is not antithetical to their traditional way of life. The program uses story modules that discuss both scientific and Native ways of understanding, through the use of action-adventure stories and brief learning modules. The aim was to show students the relevance of science to their daily lives, and to convince them that scientific methods are a vital tool in solving major problems in arctic communities. Each action-adventure story contains a series of problems that the program user must solve through interactive participation, in order for the story to progress. The interactive elements include answering quiz questions correctly, measuring pH by comparing litmus paper colors, measuring archaeological artifact dimensions, finding the location of fossil bones in a photograph, and correctly identifying photographs of whale species, arctic plants, and fish. The stories contain a mixture of live-action film sequences and voice-over sketch art story boards. The ten modules include such topics as arctic flora and fauna (including terrestrial and sea mammals), arctic solar phenomena, the archaeology and ice-age history of Alaska, water quality, sea ice, permafrost, and climatology. The topics are designed to show connections between the past, present, and future of the Arctic, highlighting problems that can be addressed by scientific inquiry. The accompanying teacher's guide contains a series of hands-on experiments and additional learning materials for each module. The scientific information contained in the modules was refereed by a team of experts who have also volunteered to respond to student questions via e-mail. During the last three years, the program has been field tested in middle schools in Barrow, Kotzebue, Fairbanks, and Anchorage, Alaska. These tests have brought many suggestions for improvements from both teachers and students. The program is in its final evaluation phase, and will be available to schools early in 2004.

Module Cluster: TLA-004.00 (GSC) Teaching Language Arts in the Elementary School.

ERIC Educational Resources Information Center

Mignogna, William D.

The purpose of this module cluster is to enable students to a) identify the areas that the language arts focus on in the elementary school; b) analyze and synthesize expressive and receptive skills as they relate to the language arts program; c) demonstrate a knowledge of and skill in the use of a variety of techniques and materials for teaching…

Development Module Oriented Science Technology Society Indue Science Literacy Assessment for 7th-Grade Junior High School Students in 2nd -Semester

NASA Astrophysics Data System (ADS)

Arbi, Y. R.; Sumarmin, R.; Putri, D. H.

2018-04-01

The problem in the science learning process is the application of the scientific approach takes a long time in order to provide conceptual understanding to the students, there is no teaching materials that can measure students reasoning and thinking ability, and the assessment has not measured students reasoning and literacy skills.The effort can be done is to develop science technology society module indue science literacy assessment. The purpose of the research was to produce a module oriented society indue science science technology literacy assessment. The research is development research using Plomp model, consist of preliminary, prototyping, and assessment phase. Data collect by questionnare and documantion. The result there is science technology society module indue science literacy assessment is very valid.

Validity and Practitality of Acid-Base Module Based on Guided Discovery Learning for Senior High School

NASA Astrophysics Data System (ADS)

Yerimadesi; Bayharti; Jannah, S. M.; Lufri; Festiyed; Kiram, Y.

2018-04-01

This Research and Development(R&D) aims to produce guided discovery learning based module on topic of acid-base and determine its validity and practicality in learning. Module development used Four D (4-D) model (define, design, develop and disseminate).This research was performed until development stage. Research’s instruments were validity and practicality questionnaires. Module was validated by five experts (three chemistry lecturers of Universitas Negeri Padang and two chemistry teachers of SMAN 9 Padang). Practicality test was done by two chemistry teachers and 30 students of SMAN 9 Padang. Kappa Cohen’s was used to analyze validity and practicality. The average moment kappa was 0.86 for validity and those for practicality were 0.85 by teachers and 0.76 by students revealing high category. It can be concluded that validity and practicality was proven for high school chemistry learning.

Development of “OQALE” Based Reference Module for School Geometry Subject and Analysis of Mathematical Creative Thinking Skills

NASA Astrophysics Data System (ADS)

Wulandari, N. A. D.; Sukestiyarno, Y. L.

2017-04-01

This research aims to develop an OQALE based reference module for school geometry subject that meets the criteria of a valid and practical. OQALE approach is learning by of O = observation, Q = question, A = Analyze, L = Logic, E = Express. Geometry subject presented in the module are a triangle, the Pythagorean theorem, and rectangular. Mathematical skills of creative thinking shown from four aspects: fluency, flexibility, originality and elaboration. Research procedures in the development of reference module using a strategy of the investigation and development described by [2], which is limited to the sixth stage is leading field testing. The focus of this research is to develop a reference module that is valid, practical and able to increase the mathematical creative thinking skills of students. The testing is limited to three teachers, nine students and two mathematic readers using purposive sampling technique. The data validity, practicality, and creative thinking skills upgrading collected through questionnaires, observations, and interviews and analysed with a valid test, practical test, gain test and qualitative descriptive. The results were obtained (1) the validity of the module = 4.52, which is 4.20 ≤ Vm< 5.00 included in the category of very valid; (2) the results of the questionnaire responses of teachers = 4.53, which is 4.20 ≤ Rg< 5.00 included in the category of very good; (3) the results of the survey responses of students = 3.13, which is 2.80 ≤ Rpd< 3.40 included in the category of good with an average percentage of 78%; and (4) increasing skills of creative thinking mathematically nine students through the test of the gain included in the high and medium category. The conclusions of this research are the generated OQALE based reference module for school geometry subjectis valid and practical.

Interdisciplinary Integration of the CVS Module and Its Effect on Faculty and Student Satisfaction as Well as Student Performance

PubMed Central

2012-01-01

Background Beyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia. Methods This interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness. Results Many challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores. Conclusion The fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable. PMID:22747781

Beyond PowerPoint: Visual Presentation Tools for Online Learning

ERIC Educational Resources Information Center

Howerton, Bruce

2005-01-01

In the mid-1990s, the University Of North Carolina (UNC) School of Dentistry entered the digital era by publishing curricula, syllabi, and modules on the Web. The School took this step in part to give students greater access to materials that supplement the lecture-based courses in the program, and in part to help students prepare for examinations…

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

ERIC Educational Resources Information Center

Tsai, Chin-Chung; Liang, Jyh-Chong

2009-01-01

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

Educational Technology: Transitioning from Business Continuity to Mission Continuity

ERIC Educational Resources Information Center

Mekdeci, Kelly Broyles

2011-01-01

United States schools and American Overseas (A/OS) schools depend upon educational technology (ET) to support business operations and student learning experiences. Schools rely upon administrative software, on-line course modules, information databases, digital communications systems, and many other ET processes. However, ET's fragility compared…

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

ERIC Educational Resources Information Center

Santoso, Harry B.; Lawanto, Oenardi; Becker, Kurt; Fang, Ning; Reeve, Edward M.

2014-01-01

The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with…

Outreach Education Modules on Space Sciences in Taiwan

NASA Astrophysics Data System (ADS)

Lee, I.-Te; Tiger Liu, Jann-Yeng; Chen, Chao-Yen

2013-04-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Meanwhile, scientific camps are given to lead students a better understanding and interesting on space science. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

Automobile Engine: Basic Ignition Timing. Fordson Bilingual Demonstration Project.

ERIC Educational Resources Information Center

Vick, James E.

These two vocational instructional modules on basic automobile ignition timing and on engine operation, four-stroke cycle, are two of eight such modules designed to assist recently arrived Arab students, limited in English proficiency (LEP), in critical instructional areas in a comprehensive high school. Goal stated for this module is for the…

Communicating and Teaching Languages: A Module for Life

ERIC Educational Resources Information Center

Koglbauer, René; Andersen, Elizabeth; Stewart, Sophie

2016-01-01

This case study introduces a final year undergraduate module in the School of Modern Languages at Newcastle University. The module offers a model for embedding careers in modern languages teaching into the curriculum, and thereby enhancing student employability. The case study gives an insight into the various strands of activity undertaken by the…

Transdisciplinary Teaming. Module 5. Bilingual/ESOL Special Education Collaboration and Reform Project.

ERIC Educational Resources Information Center

Fradd, Sandra H.

This instructional module is part of a project to reform current school curricula, improve instructional services for handicapped and at-risk limited-English-proficient (LEP) and language minority students, and provide innovative leadership in higher education related to programs for LEP persons. The materials contained in the module are designed…

School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014.

PubMed

Everett Jones, Sherry; Sliwa, Sarah

2016-05-12

Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. We analyzed data from the Centers for Disease Control and Prevention's 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9-6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2-5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7-5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools.

School Bus Rider Safety Education Modules for Use with Drills on School Buses.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Div. of Physical Education, Fitness, Health, Nutrition and Safety Services.

Developed for teachers and members of the pupil transportation staff who conduct school bus drills, these 10 lesson outlines are intended for classroom instruction on school bus safety. Lessons may be adapted to fit the grade level, intelligence, and special needs of students. Topics covered are: preparing to ride the bus, boarding and proceeding…

Instructional Efficiency of Changing Cognitive Load in an Out-of-School Laboratory

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2010-04-01

Our research objective focused on monitoring students' mental effort and cognitive achievement to unveil potential effects of an instructional change in an out-of-school laboratory offering gene technology modules. Altogether, 231 students (12th graders) attended our day-long hands-on module. Within a quasi-experimental design, a treatment group followed the newly developed two-step approach derived from cognitive load theory while a control group applied experimentation in a conventional one-step mode. The difference consisted of additional focused discussions combined with noting students' ideas (Step 1) prior to starting any experimental procedure (Step 2). We monitored mental effort (nine times during the teaching unit) and cognitive achievement (in a pre-post-design with follow-up test). The treatment demonstrated a change in instructional efficiency (by combining mental effort and cognitive achievement data), especially for intrinsically high-loaded students. Conclusions for optimizing individual cognitive load in science teaching were drawn.

Canisius College Summer Science Camp: Combining Science and Education Experts to Increase Middle School Students' Interest in Science

ERIC Educational Resources Information Center

Sheridan, Phillip M.; Szczepankiewicz, Steven H.; Mekelburg, Christopher R.; Schwabel, Kara M.

2011-01-01

The Canisius College Summer Science Camp is a successful and effective annual outreach program that specifically targets middle school students in an effort to increase their interest in science. Five broadly defined science topics are explored in a camp-like atmosphere filled with hands-on activities. A 2010 module focused on chemistry topics of…

Constant Perimeter, Varying Area: A Case Study of Teaching and Learning Mathematics to Design a Fish Rack

ERIC Educational Resources Information Center

Rickard, Anthony

2005-01-01

This case study examines a sixth-grade teacher and her students in an urban school district in Alaska, engaging in an activity from a module that is part of the Math in a Cultural Context (MCC) series. By analyzing the module, the teacher's practice, classroom discourse, and students' work, the case shows that the teacher and the MCC module…

Bringing the human genome and the revolution in bioinformatics to the medical school classroom: a case report from Washington University School of Medicine.

PubMed

Magee, J; Gordon, J I; Whelan, A

2001-08-01

The human genome project is revolutionizing medical research and the practice of clinical medicine. To understand and participate in this revolution, physicians must be fluent in human genomics and bioinformatics. At Washington University School of Medicine (WUSM), the authors designed a module for teaching these skills to first-year students. The module uses clinical cases as a platform for accessing information stored in GenBank, Online Mendelian Inheritance in Man (OMIM), and PubMed databases at the National Center for Biotechnology Information (NCBI). This module, which is also designed to reinforce problem-solving skills, has been integrated into WUSM's first-year medical genetics course.

Maximizing the Production of Biogas in an Instructional Manipulative Designed to Teach Energy Concepts to High School Students

NASA Astrophysics Data System (ADS)

McCall, Shakira Renee

In an effort to stress the benefits of the application of renewable energy to the next generation of science, technology, engineering, arts, and mathematics (STEAM) professionals, instructional modules on energy and biogas were integrated into a summer camp curriculum that challenged students to apply STEAM concepts in the design and development of chain reaction machines. Each module comprised an interactive presentations and a hands-on component where students operated a manipulative relevant to the content. During summer 2013, this camp was implemented at two high schools in Arizona and one in Trinidad and Tobago. Assessments showed that the overall modules were effective in helping students learn and retain the information presented on energy and biogas production. To improve future implementations of these modules, specifically the module on biogas production, the anaerobic digester was redesigned. In addition, a designed experiment was conducted to determine how to optimize the influent and operational environment that is available in an average high school classroom to generate maximum biogas yield. Eight plug-flow anaerobic digesters made of PVC piping and fixtures were used in a 2x3 factorial design assessing: co-digestion (20mL or 50mL) used cooking oil, temperature (25°C or 40°C), and addition of inoculum (0mL or 200mL). Biogas production was captured at two intervals over a 30-day period, and the experiments were replicated three times. Results showed that temperature at 40°C significantly increased biogas production and should be used over 25°C when using anaerobic digesters. Other factors that may potentially increase biogas production are combination of temperature at 40°C and 50mL of used cooking oil. In the future, the improvements made in the design of the anaerobic digester, and the applications of the finding from the experimental design, are expected to lead to an improved manipulative for teaching students about biogas production.

Star Power: Providing for the Gifted & Talented. Module 1. Characteristics of the Gifted/Talented.

ERIC Educational Resources Information Center

Heinemann, Alison

The document presents Module 1, characteristics of the gifted/talented student, of the Star Power modules, developed for school personnel who have an interest in or a need to explore the area of gifted and talented education. It is explained in an introductory section that the modules can be used for independent study, for small group interaction,…

High school students' learning and perceptions of phylogenetics of flowering plants.

PubMed

Bokor, Julie R; Landis, Jacob B; Crippen, Kent J

2014-01-01

Basic phylogenetics and associated "tree thinking" are often minimized or excluded in formal school curricula. Informal settings provide an opportunity to extend the K-12 school curriculum, introducing learners to new ideas, piquing interest in science, and fostering scientific literacy. Similarly, university researchers participating in science, technology, engineering, and mathematics (STEM) outreach activities increase awareness of college and career options and highlight interdisciplinary fields of science research and augment the science curriculum. To aid in this effort, we designed a 6-h module in which students utilized 12 flowering plant species to generate morphological and molecular phylogenies using biological techniques and bioinformatics tools. The phylogenetics module was implemented with 83 high school students during a weeklong university STEM immersion program and aimed to increase student understanding of phylogenetics and coevolution of plants and pollinators. Student response reflected positive engagement and learning gains as evidenced through content assessments, program evaluation surveys, and program artifacts. We present the results of the first year of implementation and discuss modifications for future use in our immersion programs as well as in multiple course settings at the high school and undergraduate levels. © 2014 J. R. Bokor et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Teenage Health Teaching Modules Evaluation.

ERIC Educational Resources Information Center

Ross, James G.; And Others

1991-01-01

Six articles describe the background, design, methods, findings, and implications of the 1986-89 Teenage Health Teaching Modules Evaluation study which (1) determined whether one comprehensive secondary school health education curriculum could positively affect student health knowledge, attitudes, practices, and self-reported behaviors; and (2)…

Impacts of an Enhanced Family Health and Sexuality Module of the "HealthTeacher" Middle School Curriculum

ERIC Educational Resources Information Center

Goesling, Brian; Colman, Silvie; Scott, Mindy; Cook, Elizabeth

2014-01-01

In 2010, Chicago Public Schools (CPS) was facing a dilemma--how to deliver a consistent sex education program in a complex and diverse school district. Four years earlier, the school board had adopted a policy calling for students in grades 5 through 12 to receive family life and comprehensive sex education. To help support schools in meeting this…

Systems Concepts Effectively Taught Using Systems Practices

ERIC Educational Resources Information Center

Ludwig, Claudia; Baliga, Nitin S.

2008-01-01

This article describes two lessons within the authors' education module entitled, Ecological Networks, that successfully teaches introductory systems content to middle and high school students. To catch students' attention when teaching these new concepts, they decided to use a network that was familiar and fun for students--a cell-phone…

Occupational Home Economics Education Series. Window Treatment Services. Competency Based Teaching Module.

ERIC Educational Resources Information Center

Lowe, Phyllis; And Others

This module, one of ten competency based modules developed for vocational home economics teachers, is based on a job cluster in window treatment services. It can be used for various types of learners such as the handicapped, slowlearners, high school students, and adults including senior citizens. Focusing on the specific job title of window…

Planning Educational Activities and Teaching Strategies on Constructing a Conservation Educational Module

ERIC Educational Resources Information Center

Dimopoulos, Dimitrios I.; Paraskevopoulos, Stefanos; Pantis, John D.

2009-01-01

This paper describes the design of an educational module which aims to raise awareness and change the attitudes of elementary school students about focal endangered species in protected areas. The proposed design builds on, and extends the General Teaching Model. The educational module which was developed through this approach was pilot-tested in…

Economic Education in the Social Studies Methods Course. A 12-Hour Instructional Module for Secondary Methods Professors.

ERIC Educational Resources Information Center

Williams, Elmer; Dalton, Don

This 12-hour module of instruction is designed to help undergraduates in social studies methods courses integrate economics education into the secondary school social studies curriculum. The major purposes of the module are to (1) reinforce or extend teacher education students' understanding of selected basic economic concepts, (2) develop an…

Total Quality Management (TQM): Training Module on "Focus on Processes."

ERIC Educational Resources Information Center

Leigh, David

This module for a 1-semester Total Quality Management (TQM) course for high school or community college students contains a brief overview of the definition of processes, a section on process flow diagrams, and a section on process management as well as a description of process variation. Examples are used throughout the module to make processes…

Retailing. Instructor's Guide Sheets and Instructor's Package, Modules R 1-45. Competency-Based Education.

ERIC Educational Resources Information Center

Kentucky State Dept. of Education, Frankfort.

This package contains instructor's guide sheets and student task assignment sheets for Modules R 1-45 of the competency-based curriculum in retailing developed for use in secondary and postsecondary schools in Kentucky. Some of the topics covered in the modules include the following: retailing--past, present, and future; retailing occupations;…

Performance Based Traffic Safety Education Course. Two-Phase Program.

ERIC Educational Resources Information Center

Washington State Board of Education, Olympia.

This course for high school highway traffic safety education is intended to help students learn to make good driving decisions. It consists of twenty-one modules--ten sequenced, two not in specific sequence but intended to be completed in the earlier part of the course, and nine non-sequenced modules. Each module begins with an outline providing…

The Adopt-A-Buoy Project: A Firsthand Experience for Students in Collecting, Processing and Analyzing Environmental Data

NASA Astrophysics Data System (ADS)

Richter-Menge, J.; Stott, G.; Harriman, C.; Perovich, D. K.; Elder, B. C.; Polashenski, C.

2013-12-01

Over the past 4 school years, our team of Arctic sea ice researchers and middle school teachers has collaborated in an educational outreach activity to develop a series of earth science classes aimed at 8th grade science students. Central to the effort is an environmental observation site installed at the school, designed to closely mimic sea ice mass balance buoys deployed as part of an NSF-sponsored Arctic Observing Network (AON) project. The site located at the school collects data on air temperature, barometric pressure, snow depth, and snow and ground temperatures. Working directly with the research team over the course of the school year, students learn to collect, process, and analyze the local environmental data. Key to the experience is the students' opportunity to pose and address open-ended questions about a set of scientific data that is inherently familiar to them, since it reflects the seasonal conditions they are witnessing (e.g. the 2011-12 New England winter with no snow). During the series of classes, students are also exposed to the similar set of environmental data collected in the Arctic, via a sea ice mass balance buoy they ';adopt.' The arctic data set opens the door to discussions about climate change and its particularly dramatic affect on the arctic environment. Efforts are underway to transform this outreach project into an expanded earth science classroom module for use at other schools. Portability will require an approach that makes connections to the Arctic without a reliance on the multiple visits to the classroom by the research team (e.g. forming and facilitating partnerships with Arctic schools and field researchers via the internet). We are also evaluating the possibility of constructing low cost, portable weather stations to be used with the module.

New Curricular Material for Science Classes: How Do Students Evaluate It?

NASA Astrophysics Data System (ADS)

Freire, Sofia; Faria, Cláudia; Galvão, Cecília; Reis, Pedro

2013-02-01

Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in order to make science classes more popular and relevant in the eyes of the students and as such to increase their interest with school science. The goal of this study was to understand how students evaluate those innovative modules. This paper presents data concerning 134 secondary students, collected through interviews, questionnaires and written documents. A quantitative analysis of the data collected through questionnaires was complemented by a qualitative analysis of the data collected by interviews and written documents. Results show that understanding the relationship between science and daily life, participating in practical activities based on problem solving and developing critical thinking and reasoning were the issues most valued by students.

The Impact of Project-Based Climate Change Learning Experiences on Students' Broad Climate Literacy

NASA Astrophysics Data System (ADS)

DeWaters, J.; Powers, S. E.; Dhaniyala, S.

2014-12-01

Evidence-based pedagogical approaches such as project- and inquiry-based techniques have been shown to promote effective learning in science and engineering. The impact of project-based learning experiences on middle school (MS), high school (HS), and undergraduate (UG) students' climate literacy was investigated as part of a NASA Innovations in Climate Education (NICE) project. Project-based modules were developed and taught by MS and HS teachers who participated in climate change education workshops. UG students enrolled in a climate science course completed independent research projects that provided the basis for several of the HS/MS modules. All modules required students to acquire and analyze historical temperature data and future climate predictions, and apply their analysis to the solution of a societal or environmental problem related to our changing climate. Three versions of a quantitative survey were developed and used in a pre-test/post-test research design to help evaluate the project's impact on MS, HS, and UG students' climate literacy, which includes broad climate knowledge as well as affective and behavioral aspects. Content objectives were guided primarily by the 2009 document, Climate Literacy: The Essential Principles of Climate Sciences. All three groups of students made modest but statistically significant cognitive (p<<0.001) and affective (p<0.01) gains; UG students also showed an increase in behavior scores (p=0.001). Results of an ANCOVA showed significant differences in students' cognitive (p<0.001), behavioral (p=0.005) and self-efficacy (p=0.012) outcomes among the 9 participating MS and HS classrooms, where both teacher and module content varied. The presentation will include a description of some key aspects of the project-based curricula developed and used in this research, the development and content of the climate literacy survey, and the interpretation of specific pre/post changes in participating students relative to the content of and approach used in the project-based modules.

A Prospective Cohort Study Using e-Learning Modules as a Supplemental Teaching Resource for Obstetrics and Gynaecology Clerkship Students.

PubMed

Kim, Jason; Coolen, Jillian

2015-09-01

Increasing enrolment in medical schools in Canada has necessitated the development of distributed clinical learning sites to provide appropriate clinical experience. The Faculty of Medicine at Dalhousie University has clinical clerkship sites distributed across Nova Scotia, New Brunswick, and Prince Edward Island, with diverse educational exposures. This study was designed to examine the influence of online learning modules, developed to standardize learning across education sites during the clinical clerkship, on the acquisition of knowledge by medical students during their obstetrics and gynaecology clerkship rotation. The third year medical school class was divided into two natural cohorts for the purposes of this study. Group 1 had their obstetrics and gynaecology rotation from September 2012 to March 2013 (n = 54), and Group 2 had their rotation from April to September 2013 (n = 60). All students were given the opportunity to complete an online formative examination before their summative multiple choice examination; only Group 2 students had access to six obstetrics and gynaecology e-learning modules, upon which the formative examination was based. Forty-seven students in Group 1 (87%) and 45 students in Group 2 (75%) completed the formative examination, with an overall participation rate of 81%. There was no difference in median scores between Group 1 (score 9, IQR 8 to 10) and Group 2 (score 9, IQR 8 to 11, P = 0.08). Having access to six e-learning modules did not improve the third year medical students' scores on a formative examination completed before their summative multiple choice examination.

Preventing Childhood Bullying: Findings and Lessons from the Denver Public Schools Trial

ERIC Educational Resources Information Center

Jenson, Jeffrey M.; Dieterich, William A.; Brisson, Daniel; Bender, Kimberly A.; Powell, Anne

2010-01-01

Twelve-month follow-up outcomes from a group-randomized trial (GRT) of a classroom curriculum aimed at preventing bullying and victimization among elementary students in the Denver, Colorado, public school system are presented. Twenty-eight elementary schools were randomly assigned to receive selected modules of "Youth Matters" (YM), a…

Project Real World: Economic Living Skills for High School Students. Module I, The Canadian Marketplace and You.

ERIC Educational Resources Information Center

Federal/Provincial Consumer Education and Plain Language Task Force (Canada).

Project Real World, a self-contained, activity-based Canadian consumer science program, provides students with systematic instruction in economic living skills. It gives students in grades 10-12 an orientation to the economic realities and opportunities in society. The program helps students function effectively within the rapidly changing…

Project Real World: Economic Living Skills for High School Students. Module IV, Entrepreneurship and the World of Work.

ERIC Educational Resources Information Center

Federal/Provincial Consumer Education and Plain Language Task Force (Canada).

Project Real World, a self-contained, activity-based Canadian consumer science program, provides students with systematic instruction in economic living skills. It gives students in grades 10-12 an orientation to the economic realities and opportunities in society. The program helps students understand the marketplace; manage resources; apply…

Project Real World: Economic Living Skills for High School Students. Module V, Citizen Participation in Canada's Market-Based Society.

ERIC Educational Resources Information Center

Federal/Provincial Consumer Education and Plain Language Task Force (Canada).

Project Real World, a self-contained, activity-based Canadian consumer science program, provides students with systematic instruction in economic living skills. It gives students in grades 10-12 an orientation to the economic realities and opportunities in society. The program helps students understand the marketplace; manage resources; apply…

Project Real World: Economic Living Skills for High School Students. Module II, Your Economic Decisions and You.

ERIC Educational Resources Information Center

Federal/Provincial Consumer Education and Plain Language Task Force (Canada).

Project Real World, a self-contained, activity-based Canadian consumer science program, provides students with systematic instruction in economic living skills. It gives students in grades 10-12 an orientation to the economic realities and opportunities in society. The program helps students function effectively within the rapidly changing…

School Factors Associated With the Percentage of Students Who Walk or Bike to School, School Health Policies and Practices Study, 2014

PubMed Central

Sliwa, Sarah

2016-01-01

Introduction Active school transport, such as by walking or biking, increases physical activity levels, which has health and academic benefits for children. We examined school demographic and other characteristics to determine their association with the percentage of students who walk or bike to school. Methods We analyzed data from the Centers for Disease Control and Prevention’s 2014 School Health Policies and Practices Study. The response rate for the module containing questions about transportation was 70% (N = 577). Multivariate logistic regression models examined whether certain school characteristics were associated with a school having 26% or more of students who walk or bike to school in the morning on an average school day. Results In most (61.5%) schools, 10% or fewer students walked or biked to school in the morning on an average school day; in 22.7% of schools, 26% or more students did so. Although having crossing guards (adjusted odds ratio [AOR] = 3.3; 95% confidence interval [CI], 1.9–6.0), having bicycle racks (AOR = 2.7; 95% CI, 1.2–5.8), and providing promotional materials to students or families on walking or biking to school (AOR = 2.9; 95% CI, 1.7–5.1) were associated with having 26% or more students who walk or bike to school, only 47.7% of schools had crossing guards, 62.4% had bicycle racks, and 33.3% provided promotional materials. Conclusion Several low-cost or no-cost strategies were associated with having 26% or more students who walked or biked to school, but these strategies are not commonly used in schools. PMID:27172258

Blending online techniques with traditional face to face teaching methods to deliver final year undergraduate radiology learning content.

PubMed

Howlett, David; Vincent, Tim; Watson, Gillian; Owens, Emma; Webb, Richard; Gainsborough, Nicola; Fairclough, Jil; Taylor, Nick; Miles, Ken; Cohen, Jon; Vincent, Richard

2011-06-01

To review the initial experience of blending a variety of online educational techniques with traditional face to face or contact-based teaching methods to deliver final year undergraduate radiology content at a UK Medical School. The Brighton and Sussex Medical School opened in 2003 and offers a 5-year undergraduate programme, with the final 5 spent in several regional centres. Year 5 involves several core clinical specialities with onsite radiology teaching provided at regional centres in the form of small-group tutorials, imaging seminars and also a one-day course. An online educational module was introduced in 2007 to facilitate equitable delivery of the year 5 curriculum between the regional centres and to support students on placement. This module had a strong radiological emphasis, with a combination of imaging integrated into clinical cases to reflect everyday practice and also dedicated radiology cases. For the second cohort of year 5 students in 2008 two additional online media-rich initiatives were introduced, to complement the online module, comprising imaging tutorials and an online case discussion room. In the first year for the 2007/2008 cohort, 490 cases were written, edited and delivered via the Medical School managed learning environment as part of the online module. 253 cases contained a form of image media, of which 195 cases had a radiological component with a total of 325 radiology images. Important aspects of radiology practice (e.g. consent, patient safety, contrast toxicity, ionising radiation) were also covered. There were 274,000 student hits on cases the first year, with students completing a mean of 169 cases each. High levels of student satisfaction were recorded in relation to the online module and also additional online radiology teaching initiatives. Online educational techniques can be effectively blended with other forms of teaching to allow successful undergraduate delivery of radiology. Efficient IT links and good image quality are essential ingredients for successful student/clinician engagement. Copyright © 2009 Elsevier Ireland Ltd. All rights reserved.

Development of Chemistry Triangle Oriented Module on Topic of Reaction Rate for Senior High School Level Grade XI Chemistry Learning.

NASA Astrophysics Data System (ADS)

Sari, D. R.; Hardeli; Bayharti

2018-04-01

This study aims to produce chemistry triangle oriented module on topic of reaction rate, and to reveal the validity and practicality level of the generated module. The type of research used is EducationalDesign Research (EDR) with development model is Plompmodel. This model consists of three phases, which are preliminary research, prototyping phase, and assessment phase. The instrument used in this research is questionnaire validity and practicality. The data of the research were analyzed by using Kappa Cohen formula. The chemistry triangle oriented module validation sheet was given to 5 validators consisting of 3 chemistry lecturers and 2 high school chemistry teachers, while the practicality sheet was given to 2 chemistry teachers, 6 students of SMAN 10 Padang grade XII MIA 5 on the small groupevaluation and 25 students of SMAN 10 Padang grade XII MIA 6 on the field test. Based on the questionnaire validity analysis, the validity level of the module is very high with the value of kappa moment 0.87. The level of practicality based on teacher questionnaire response is very high category with a kappa moment value 0.96. Based on the questionnaire of student responses on small group evaluation, the level of practicality is very high category with a kappa moment 0.81, and the practicality is very high category with kappa moment value 0.83 based on questionnaire of student response on field test.

Energy Awareness Curriculum, 1980.

ERIC Educational Resources Information Center

Seward County Community Coll., Liberal, KS.

This curriculum guide contains course content for a series of "mini-courses" that can be presented in an adult continuing education program in area technical-vocational schools and community colleges. The program consists of nine modules, each divided into units and including learning objectives and student handouts. The modules cover the…

Learning to Be an Information Architect

ERIC Educational Resources Information Center

Wusteman, Judith

2013-01-01

This article describes a recently introduced module at University College Dublin School of Information and Library Studies (SILS), entitled "Information Architecture: Designing the Web." The module provides students with a realistic experience of how information architects apply their skills to produce usable web sites, via a project to…

Multi-school collaboration to develop and test nutrition computer modules for pediatric residents.

PubMed

Roche, Patricia L; Ciccarelli, Mary R; Gupta, Sandeep K; Hayes, Barbara M; Molleston, Jean P

2007-09-01

The provision of essential nutrition-related content in US medical education has been deficient, despite efforts of the federal government and multiple professional organizations. Novel and efficient approaches are needed. A multi-department project was developed to create and pilot a computer-based compact disc instructional program covering the nutrition topics of oral rehydration therapy, calcium, and vitamins. Funded by an internal medical school grant, the content of the modules was written by Department of Pediatrics faculty. The modules were built by School of Informatics faculty and students, and were tested on a convenience sampling of 38 pediatric residents in a randomized controlled trial performed by a registered dietitian/School of Health and Rehabilitation Sciences Master's degree candidate. The modules were reviewed for content by the pediatric faculty principal investigator and the registered dietitian/School of Health and Rehabilitation Sciences graduate student. Residents completed a pretest of nutrition knowledge and attitude toward nutrition and Web-based instruction. Half the group was given three programs (oral rehydration therapy, calcium, and vitamins) on compact disc for study over 6 weeks. Both study and control groups completed a posttest. Pre- and postintervention objective test results in study vs control groups and attitudinal survey results before and after intervention in the study group were compared. The experimental group demonstrated significantly better posttrial objective test performance compared to the control group (P=0.0005). The study group tended toward improvement, whereas the control group performance declined substantially between pre- and posttests. Study group resident attitudes toward computer-based instruction improved. Use of these computer modules prompted almost half of the residents in the study group to independently pursue relevant nutrition-related information. This inexpensive, collaborative, multi-department effort to design a computer-based nutrition curriculum positively impacted both resident knowledge and attitudes.

Associations between school violence, military connection, and gang membership in California secondary schools.

PubMed

Estrada, Joey Nuñez; Gilreath, Tamika D; Sanchez, Cathia Y; Astor, Ron Avi

2017-01-01

Recent studies have found that military-connected students confront many challenges-such as secondary traumatization-that may stem from a parent's deployment and frequent relocations. It is possible that multiple moves and deployments of family service members are associated with military-connected students' gang membership and involvement with school violence behaviors. In this study, a total of 13,484 students completed the core and military modules of the California Healthy Kids Survey. Logistic regressions examined the odds of a student being a member of a gang given their grade, gender, race/ethnicity, school violence behaviors, military-connectedness, changes in schools, and familial deployments. Results indicated that of the nearly 8% of students sampled who reported being in a gang, those with a parent or sibling currently serving in the military reported a higher prevalence rate of gang membership than students with no military connection. Students who reported being in fights or carrying weapons to school were at least twice more likely to be a gang member than students who reported not having been in fights or carrying weapons. Changing schools 4 or more times in a 5-year period and experiencing at least 1 familial deployment were also associated with an increased likelihood of gang membership. The findings of this study offer incentive to further explicate the gang and school violence experiences of military-connected students. This study supports schools in understanding the characteristics of the military-connected students and families they serve so they can implement appropriate interventions to curb gang and school violence behaviors. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Experimenting with Extinction

ERIC Educational Resources Information Center

DeSantis, Larisa; DeSantis, Derek

2017-01-01

This article describes a lesson in which high school biology, ecology, environmental science, anatomy, and physiology students can devise hypotheses and test them with scientific data, identify unanswered questions, and design an additional study to answer those questions. This module connects students with exciting research and current science…

Project Real World: Economic Living Skills for High School Students. Module III, Resource Management Skills--What Money Can't Buy.

ERIC Educational Resources Information Center

Federal/Provincial Consumer Education and Plain Language Task Force (Canada).

Project Real World, a self-contained, activity-based Canadian consumer science program, provides students with systematic instruction in economic living skills. It gives students in grades 10-12 an orientation to the economic realities and opportunities in society. The program helps students function effectively within the rapidly changing…

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

ERIC Educational Resources Information Center

Laing, Susan J.

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

A Support Program: Audiological Counseling.

ERIC Educational Resources Information Center

Grunblatt, Henna; Daar, Lisa

1994-01-01

A program was developed by a school audiologist and school counselor to provide information to children (ages 3-15) about their deafness. The program consists of informational classes addressing basic audiology, hearing aids, frequency modulation (FM) systems, audiograms, and student concerns; and individualized counseling sessions. (Author/JDD)

An Interprofessional Learning Module on Asthma Health Promotion

PubMed Central

Shah, Smita; Kearey, Phoebe; Bosnic-Anticevich, Sinthia; Grootjans, John; Armour, Carol

2011-01-01

Objective To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Design Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Assessment Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Conclusion Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students. PMID:21519420

An interprofessional learning module on asthma health promotion.

PubMed

Saini, Bandana; Shah, Smita; Kearey, Phoebe; Bosnic-Anticevich, Sinthia; Grootjans, John; Armour, Carol

2011-03-10

To develop, implement, and evaluate a new interprofessional learning module that focused on asthma health promotion called Taking Action Together for Asthma. Faculty members in medicine, nursing, and pharmacy courses recruited 10 students each to participate in a 3-day interprofessional learning module. Students received extensive materials including a workbook to document their expectations and experience; completed a 1-day interprofessional workshop; received training in the Triple A (Adolescent Asthma Action) program; and went into high schools and taught the Triple A program to students in interprofessional teams. Before and after participating in the module, students completed a questionnaire consisting of 3 previously validated instruments: the Asthma Knowledge for Health Professionals Scale, Attitudes Toward Health Care Teams Scale, and Readiness for Interprofessional Learning Scale (RIPLS). Seventeen students completed both the pre- and post-module scales and significant changes were seen only in means scores for the Attitude Toward Healthcare Teams (81.0 ± 4.7 to 85.2 ± 5.9) and the Teamwork and Collaboration subscale of the RIPLS (41.4 ± 2.7 to 43.2 ± 2.7). Health promotion activities offer a viable mechanism for fostering interprofessional learning among health professions students.

The impact of instructional design in a case-based, computer-assisted instruction module on learning liver pathology in a medical school pathology course

NASA Astrophysics Data System (ADS)

Latham, Patricia S.

The purpose of this quantitative experimental study was to test the impact of three learning interventions on student learning and satisfaction when the interventions were embedded in the instructional design of case-based, Computer-Assisted Instruction (CAI) modules for learning liver pathology in an in-class, self-study, laboratory exercise during a Year-2 medical school Pathology course. The hypothesis was that inclusion of the learning interventions would enhance student satisfaction in using the CAI and improve subsequent CAI-directed exam performance. Three learning interventions were studied, including the use of microscopic virtual slides instead of only static images, the use of interactive image annotations instead of only still annotations, and the use of guiding questions before presenting new information. Students were randomly assigned to with one of eight CAI learning modules configured to control for each of the three learning interventions. Effectiveness of the CAI for student learning was assessed by student performance on questions included in subsequent CAI-directed exams in a pretest and on posttests immediately after the lab exercise, at two weeks and two months. Student satisfaction and perceived learning was assessed by a student survey. Results showed that the learning interventions did not improve subsequent student exam performance, although satisfaction and perceived learning with use of the CAI learning modules was enhanced. Student class rank was evaluated to determine if the learning interventions might have a differential effect based on class rank, but there were no significant differences. Class rank at the time of the lab exercise was itself the strongest predictor of exam performance. The findings suggest that the addition of virtual slides, interactive annotations and guiding questions as learning interventions in self-study, case-based CAI for learning liver pathology in a medical class room setting are not likely to increase performance on subsequent MCQ-based exams, but student satisfaction with use of the CAI can be enhanced, which could provide to be an incentive for students to use similar CAI learning modules for future self-directed learning.

Mind-set interventions are a scalable treatment for academic underachievement.

PubMed

Paunesku, David; Walton, Gregory M; Romero, Carissa; Smith, Eric N; Yeager, David S; Dweck, Carol S

2015-06-01

The efficacy of academic-mind-set interventions has been demonstrated by small-scale, proof-of-concept interventions, generally delivered in person in one school at a time. Whether this approach could be a practical way to raise school achievement on a large scale remains unknown. We therefore delivered brief growth-mind-set and sense-of-purpose interventions through online modules to 1,594 students in 13 geographically diverse high schools. Both interventions were intended to help students persist when they experienced academic difficulty; thus, both were predicted to be most beneficial for poorly performing students. This was the case. Among students at risk of dropping out of high school (one third of the sample), each intervention raised students' semester grade point averages in core academic courses and increased the rate at which students performed satisfactorily in core courses by 6.4 percentage points. We discuss implications for the pipeline from theory to practice and for education reform. © The Author(s) 2015.

DNA Microarray Wet Lab Simulation Brings Genomics into the High School Curriculum

PubMed Central

Zanta, Carolyn A.; Heyer, Laurie J.; Kittinger, Ben; Gabric, Kathleen M.; Adler, Leslie

2006-01-01

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula. PMID:17146040

DNA microarray wet lab simulation brings genomics into the high school curriculum.

PubMed

Campbell, A Malcolm; Zanta, Carolyn A; Heyer, Laurie J; Kittinger, Ben; Gabric, Kathleen M; Adler, Leslie; Schulz, Barbara

2006-01-01

We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula.

Death and dignity through fresh eyes.

PubMed

Phillips, Matthew; Pilkington, Ruth; Patterson, Aileen; Hennessy, Martina

2011-12-01

Trinity College Dublin remains one of the Medical Schools that uses traditional dissection to teach anatomy, exposing students from the first week of entry to cadavers. This early exposure makes it imperative that issues surrounding death and donor remains are explored early on within the main structure of the curriculum. The School of Medicine began a programme of Medical Humanities student-selected modules (SSMs) in 2010, and the opportunity to offer a module on medical ethics regarding death and dignity was taken. A course was devised that touched only lightly on subjects such as palliative care and the concept of a good death. The course focused much more strongly on the reality of death as part of cultural and societal identity and placement. This was facilitated by field trips to settings where discussions regarding death, dying and dignity were commonplace and authentic experiences, rather than classroom discussions based on theoretical circumstances that may not yet have been experienced by the student. The module ran very well, with students feeling that they had had a chance to think critically about the role of death as an event with significance within society and culture, rather than purely in a medico-legal framework. Options to extend the module to the compulsory element of the course, to be built upon in later years looking at more technical aspects surrounding death, are being explored. © Blackwell Publishing Ltd 2011.

Project VISION (Very Intensive Scientific Intercurricular On-Site Education

NASA Technical Reports Server (NTRS)

Roig, Gustavo A.

1999-01-01

Project VISION (Very Intensive Scientific Intercurricular On-Site Education) is a joint effort among NASA/John F. Kennedy Space Center, Florida International University, Universidad del Turabo, Miami-Dade County Public Schools and the Caguas/Gurabo Public Schools in Puerto Rico. The project's main mission is to institutionalize change among the elementary and middle school science and math teachers at participating schools so that their students receive continuously enriched instruction in the principles of science and math through the use of hands-on and minds-on experiments called learning modules. These leaming modules incorporate the national science and math education standards provided by the National Committee on Science Education Standards and Assessments and the National Council of Teachers of Mathematics, respectively. The use of learning modules that require hands-on and minds-on activities in a classroom setting garners great enthusiasm and motivation on the part of the target students for the understanding of the lesson's underlying math and science principles. With this enthusiasm and motivation, comes acceptance, attention, participation, discipline, acquiescence, and collaboration. Additionally, the use of hands-on activities may also require learning through a gamut of senses. Not only can the student use his/her eyes and ears during these activities, but most times, they can also use their senses of touch, smell, and taste, as well as intuition. Learning is, therefore, achieved using most or all the human senses. The combination of motivation/enthusiasm and the use of multiple senses creates an ideal environment conducive to leaming at a profound level.

ScienceFEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.

2005-05-01

Funded by the National Science Foundation, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and middle school teachers design a comprehensive module in astronomy that is inquiry-based and reflects the national and state science standards. Project participants then teach their modules in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The session presenters will share some of the instructional materials developed by the college students and how their experiences in Science FEST have enhanced their pre-professional development. The project's website can be found at www.science-fest.org.

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…

Radiation safety and medical education: development and integration of a dedicated educational module into a radiology clerkship, outcomes assessment, and survey of medical students' perceptions.

PubMed

Koontz, Nicholas A; Gunderman, Richard B

2012-04-01

This study assesses the effect on medical student understanding of a new radiobiology and radiation safety module in a fourth-year radiology clerkship. A dedicated radiobiology and radiation safety module was incorporated into the fourth-year medical school radiology clerkship at our institution. Student understanding of the material was assessed via pretest and posttest. Statistical analysis was performed to assess significance of changes in student performance. In addition, we surveyed student perceptions of the importance of this material in medical education and practice. Monthly pretest mean scores ranged from 47.8% to 55.6%, with an average monthly pretest score of 50.3%. Monthly posttest mean scores ranged from 77.3% to 91.2%, with an average monthly posttest score of 83.9%. The improvement in exam scores after the educational intervention was statistically significant (all P < .01). The introduction of a new educational module can significantly improve medical student understanding of radiobiology and radiation safety. Copyright © 2012 AUR. Published by Elsevier Inc. All rights reserved.

DrivAbility: teaching medical aspects of driving.

PubMed

Gibson, Jeremy; Whiteman, Liz

2012-06-01

Teaching medical aspects of fitness to drive (FTD) is currently inconsistent across UK medical schools, with almost one-third of UK medical schools offering no tuition on medical aspects of FTD. It is, therefore, not surprising to find that medical students and doctors tend to lack confidence regarding the medical aspects of FTD and Driver and Vehicle Licensing Agency (DVLA) medical standards. In response to this inconsistency we developed an innovative new learning module to teach our medical students the importance of giving appropriate advice to patients about driving, the role of the DVLA regarding medical aspects of FTD, how to recognise when patients should be referred to a driving assessment centre and what adaptations are available to allow patients with physical disabilities to drive safely. As far as we are aware Derby is the first centre in the world to incorporate the practical experience of driving adapted vehicles (at a driving assessment centre) into the undergraduate medical curriculum as an aid to teaching medical aspects of FTD. This practical learning module has proven popular with the students. Driving these adapted vehicles has allowed our students to appreciate some of the practical difficulties disabled drivers experience when learning new driving techniques. However, as only 18 driving assessment centres exist within the UK, an exact replication of this learning module will be limited elsewhere. Nevertheless, we would encourage other medical schools to evaluate the local resources that could enhance the delivery of their undergraduate curricula. © Blackwell Publishing Ltd 2012.

A Stitch in Time: Strategic Self-Control in High School and College Students.

PubMed

Duckworth, Angela L; White, Rachel E; Matteucci, Alyssa J; Shearer, Annie; Gross, James J

2016-04-01

A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address these issues, we conducted a naturalistic investigation of self-control strategies (Study 1) and two field experiments (Studies 2 and 3). In Study 1, high school students described the strategies they use to manage interpersonal conflicts, get academic work done, eat healthfully, and manage other everyday self-control challenges. The majority of strategies in these self-nominated incidents as well as in three hypothetical academic scenarios (e.g., studying instead of texting friends) were reliably classified using the process model of self-control. As predicted by the process model, students rated strategies deployed early in the impulse-generation process (situation selection, situation modification) as being dramatically more effective than strategies deployed later (attentional deployment, cognitive change, response modulation). In Study 2, high school students randomly assigned to implement situation modification were more likely to meet their academic goals during the following week than students assigned either to implement response modulation or no strategy at all. In Study 3, college students randomly assigned to implement situation modification were also more successful in meeting their academic goals, and this effect was partially mediated by decreased feelings of temptation throughout the week. Collectively, these findings suggest that students might benefit from learning to initiate self-control when their impulses are still nascent.

A Stitch in Time: Strategic Self-Control in High School and College Students

PubMed Central

Duckworth, Angela L.; White, Rachel E.; Matteucci, Alyssa J.; Shearer, Annie; Gross, James J.

2015-01-01

A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address these issues, we conducted a naturalistic investigation of self-control strategies (Study 1) and two field experiments (Studies 2 and 3). In Study 1, high school students described the strategies they use to manage interpersonal conflicts, get academic work done, eat healthfully, and manage other everyday self-control challenges. The majority of strategies in these self-nominated incidents as well as in three hypothetical academic scenarios (e.g., studying instead of texting friends) were reliably classified using the process model of self-control. As predicted by the process model, students rated strategies deployed early in the impulse-generation process (situation selection, situation modification) as being dramatically more effective than strategies deployed later (attentional deployment, cognitive change, response modulation). In Study 2, high school students randomly assigned to implement situation modification were more likely to meet their academic goals during the following week than students assigned either to implement response modulation or no strategy at all. In Study 3, college students randomly assigned to implement situation modification were also more successful in meeting their academic goals, and this effect was partially mediated by decreased feelings of temptation throughout the week. Collectively, these findings suggest that students might benefit from learning to initiate self-control when their impulses are still nascent. PMID:27158155

Assessment of a new undergraduate module in musculoskeletal medicine.

PubMed

Queally, Joseph M; Cummins, Fionnan; Brennan, Stephen A; Shelly, Martin J; O'Byrne, John M

2011-02-02

Despite the high prevalence of musculoskeletal disorders seen by primary care physicians, numerous studies have demonstrated deficiencies in the adequacy of musculoskeletal education at multiple stages of medical education. The aim of this study was to assess a newly developed module in musculoskeletal medicine for use at European undergraduate level (i.e., the medical-school level). A two-week module in musculoskeletal medicine was designed to cover common musculoskeletal disorders that are typically seen in primary care. The module incorporated an integrated approach, including core lectures, bedside clinical examination, and demonstration of basic practical procedures. A previously validated examination in musculoskeletal medicine was used to assess the cognitive knowledge of ninety-two students on completion of the module. A historical control group (seventy-two students) from a prior course was used for comparison. The new module group (2009) performed significantly better than the historical (2006) control group in terms of score (62.3% versus 54.3%, respectively; p < 0.001) and pass rate (38.4% versus 12.5%, respectively; p = 0.0002). In a subgroup analysis of the new module group, students who enrolled in the graduate entry program (an accelerated four-year curriculum consisting of students who have already completed an undergraduate university degree) were more likely to perform better in terms of average score (72.2% versus 57%, respectively; p < 0.001) and pass rates (70.9% versus 21.4%, respectively; p < 0.001) compared with students who had enrolled via the traditional undergraduate route. In terms of satisfaction rates, the new module group reported a significantly higher satisfaction rate than that reported by the historical control group (63% versus 15%, respectively; p < 0.001). In conclusion, the musculoskeletal module described in this paper represents an educational advance at undergraduate (i.e., medical-school) level as demonstrated by the improvement in scores in a validated examination. As pressure on medical curricula grows to accommodate advancing medical knowledge, it is important to continue to improve, assess, and consolidate the position of musculoskeletal medicine in contemporary medical education.

Best Practices in Working with Students with Emotion Dysregulation

ERIC Educational Resources Information Center

Cunningham, Jennifer; Mendez, Linda M. Raffaele; Sundman-Wheat, Ashley N.

2011-01-01

Students with emotion dysregulation have significant difficulty modulating emotional reactions, particularly in response to frustration or challenge. These children can present with a variety of DSM diagnoses in schools, including attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), major depressive disorder (MDD),…

Nursing faculty teaching a module in clinical skills to medical students: a Lebanese experience.

PubMed

Abdallah, Bahia; Irani, Jihad; Sailian, Silva Dakessian; Gebran, Vicky George; Rizk, Ursula

2014-01-01

Nursing faculty teaching medical students a module in clinical skills is a relatively new trend. Collaboration in education among medical and nursing professions can improve students' performance in clinical skills and consequently positively impact the quality of care delivery. In 2011, the Faculty of Medicine in collaboration with the Faculty of Health Sciences at the University of Balamand, Beirut, Lebanon, launched a module in clinical skills as part of clinical skills teaching to first-year medical students. The module is prepared and delivered by nursing faculty in a laboratory setting. It consists of informative lectures as well as hands-on clinical practice. The clinical competencies taught are hand-washing, medication administration, intravenous initiation and removal, and nasogastric tube insertion and removal. Around sixty-five medical students attend this module every year. A Likert scale-based questionnaire is used to evaluate their experience. Medical students agree that the module provides adequate opportunities to enhance clinical skills and knowledge and favor cross-professional education between nursing and medical disciplines. Most of the respondents report that this experience prepares them better for clinical rotations while increasing their confidence and decreasing anxiety level. Medical students highly appreciate the nursing faculties' expertise and perceive them as knowledgeable and resourceful. Nursing faculty participating in medical students' skills teaching is well perceived, has a positive impact, and shows nurses are proficient teachers to medical students. Cross professional education is an attractive model when it comes to teaching clinical skills in medical school.

Rationale, design and methods of the HEALTHY study behavior intervention component

PubMed Central

Venditti, EM; Elliot, DL; Faith, MS; Firrell, LS; Giles, CM; Goldberg, L; Marcus, MD; Schneider, M; Solomon, S; Thompson, D; Yin, Z

2009-01-01

HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States. PMID:19623189

Rationale, design and methods of the HEALTHY study behavior intervention component.

PubMed

Venditti, E M; Elliot, D L; Faith, M S; Firrell, L S; Giles, C M; Goldberg, L; Marcus, M D; Schneider, M; Solomon, S; Thompson, D; Yin, Z

2009-08-01

HEALTHY was a multi-center primary prevention trial designed to reduce risk factors for type 2 diabetes in adolescents. Seven centers each recruited six middle schools that were randomized to either intervention or control. The HEALTHY intervention integrated multiple components in nutrition, physical education, behavior change and communications and promotion. The conceptual rationale as well as the design and development of the behavior intervention component are described. Pilot study data informed the development of the behavior intervention component. Principles of social learning and health-related behavior change were incorporated. One element of the behavior intervention component was a sequence of peer-led, teacher-facilitated learning activities known as FLASH (Fun Learning Activities for Student Health). Five FLASH modules were implemented over five semesters of the HEALTHY study, with the first module delivered in the second semester of the sixth grade and the last module in the second semester of the eighth grade. Each module contained sessions that were designed to be delivered on a weekly basis to foster self-awareness, knowledge, decision-making skills and peer involvement for health behavior change. FLASH behavioral practice incorporated individual and group self-monitoring challenges for eating and activity. Another element of the behavior intervention component was the family outreach strategy for extending changes in physical activity and healthy eating beyond the school day and for supporting the student's lifestyle change choices. Family outreach strategies included the delivery of newsletters and supplemental packages with materials to promote healthy behavior in the home environment during school summer and winter holiday breaks. In conclusion, the HEALTHY behavior intervention component, when integrated with total school food and physical education environmental changes enhanced by communications and promotional campaigns, is a feasible and acceptable mechanism for delivering age-appropriate social learning for healthy eating and physical activity among an ethnically diverse group of middle school students across the United States.

BioSIGHT: Interactive Visualization Modules for Science Education

NASA Technical Reports Server (NTRS)

Wong, Wee Ling

1998-01-01

Redefining science education to harness emerging integrated media technologies with innovative pedagogical goals represents a unique challenge. The Integrated Media Systems Center (IMSC) is the only engineering research center in the area of multimedia and creative technologies sponsored by the National Science Foundation. The research program at IMSC is focused on developing advanced technologies that address human-computer interfaces, database management, and high- speed network capabilities. The BioSIGHT project at IMSC is a demonstration technology project in the area of education that seeks to address how such emerging multimedia technologies can make an impact on science education. The scope of this project will help solidify NASA's commitment for the development of innovative educational resources that promotes science literacy for our students and the general population as well. These issues must be addressed as NASA marches towards the goal of enabling human space exploration that requires an understanding of life sciences in space. The IMSC BioSIGHT lab was established with the purpose of developing a novel methodology that will map a high school biology curriculum into a series of interactive visualization modules that can be easily incorporated into a space biology curriculum. Fundamental concepts in general biology must be mastered in order to allow a better understanding and application for space biology. Interactive visualization is a powerful component that can capture the students' imagination, facilitate their assimilation of complex ideas, and help them develop integrated views of biology. These modules will augment the role of the teacher and will establish the value of student-centered interactivity, both in an individual setting as well as in a collaborative learning environment. Students will be able to interact with the content material, explore new challenges, and perform virtual laboratory simulations. The BioSIGHT effort is truly cross-disciplinary in nature and requires expertise from many areas including Biology, Computer Science, Electrical Engineering, Education, and the Cognitive Sciences. The BioSIGHT team includes a scientific illustrator, educational software designer, computer programmers as well as IMSC graduate and undergraduate students. Our collaborators include TERC, a research and education organization with extensive k-12 math and science curricula development from Cambridge, MA.; SRI International of Menlo Park, CA.; teachers and students from local area high schools (Newbury Park High School, USC's Family of Five schools, Chadwick School, and Pasadena Polytechnic High School).

Understanding Sexuality: Unit 3. Parent Education Workbook for Mainstreamed Students. Part I: Relationships. Contemporary Parenting Choices. Module 4.

ERIC Educational Resources Information Center

Iowa State Univ. of Science and Technology, Ames. Dept. of Home Economics Education.

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the third in the Relationships part of the workbook, focuses on understanding sexuality with…

Piquing Student Interest with Pharmacology: An Interdisciplinary Program Helps High School Students Learn Biology and Chemistry Principles

ERIC Educational Resources Information Center

Halpin, Myra J.; Hoeffler, Leanne; Schwartz-Bloom, Rochelle D.

2005-01-01

To help students learn science concepts, Pharmacology Education Partnership (PEP)--a science education program that incorporates relevant topics related to drugs and drug abuse into standard biology and chemistry curricula was developed. The interdisciplinary PEP curriculum provides six modules to teach biology and chemistry principles within the…

A multimedia educational program that increases science achievement among inner-city non-Asian minority middle-school students.

PubMed

Murray, Nancy G; Opuni, Kwame A; Reininger, Belinda; Sessions, Nathalie; Mowry, Melanie M; Hobbs, Mary

2009-06-01

To test the effectiveness of a middle school, multimedia health sciences educational program called HEADS UP in non-Asian-minority (Hispanic and African American), inner-city students. The program designers hope to increase the number of these students entering the health sciences pipeline. The program includes video role-model stories featuring minority scientists and students, hands-on activities, and teacher resources. Collaborators from The University of Texas Health Science Center at Houston, Spring Branch Independent School District, and the Health Museum developed the modules. From 2004 to 2007, the authors used a quasi-experimental, two-group pretest/posttest design to assess program effects on students' performance and interest in science, their science self-efficacy, their fear of science, and their science-related careers self-efficacy. An independent third party matched the intervention school to a comparison school by test scores, school demographics, and student demographics and then matched pairs of sixth-grade students (N = 428) by fifth-grade science scores, gender, ethnicity, and participation in the free or reduced lunch program. The authors collected data on these students for three years. At eighth grade (2007), the intervention school students scored significantly higher (F = 12.38, P < .001) on the Stanford Achievement Test 10 in science and reported higher interest in science (F = 11.08, P < .001) than their matched, comparison-school pairs. Students in neither group reported an increase in their confidence to choose a science-related career, but students in one high-implementing teacher's class reported decreased fear of science. HEADS UP shows potential for improving inner-city, non-Asian-minority middle school students' performance and interest in science.

Who will study HSC physics? Relationships between motivation, engagement and choice

NASA Astrophysics Data System (ADS)

Abraham, Jessy

This study investigates the relationship between students' achievement motivation, sustained engagement and sustained enrolment intentions, in relation to senior secondary physics. Specifically, this study sought to determine the motivational factors that predict students' sustained engagement and sustained enrolment intentions in four physics modules, and tested whether there were gender differences. These issues were addressed through a multi-occasional exploration among senior secondary students in New South Wales during their first year of elective physics. This study pioneered an innovative approach to exploring sustained enrolment intentions in the enacted physics curriculum, since students were asked about their enrolment plans at a time when they were actually studying physics modules, rather than before they had studied the subject, which as has been the case for most research on science enrolment. An achievement motivation theoretical framework was employed to provide a more comprehensive explanation of students' sustained physics engagement and enrolment plans. A significant feature of this exploration is the topic (module) specificity of motivation. This study, based on Expectancy-Value (EV) theoretical underpinnings, has implications for strengthening physics enrolment research, and makes a significant contribution to advancing research and practice. While the declining trend in physics enrolment and the widening gender imbalance in physics participation have been explored widely, the retention of students in physics courses remains largely unexplored. The existing research mainly focuses on the main exit point from physics education, which is the transition from a general science course to non-compulsory, more specialised science courses that takes place during the transition from junior high school to senior high school in Australia. Another major exit point from physics education is the transition from senior high school to tertiary level. However, the Australian senior high school structure, where students can opt out of physics after the first year of senior secondary physics if they do not want to continue it to the final year, provides a unique exit point from physics education. This investigation examines the sustained enrolment intentions of students during their senior high school, and this adds an innovative variation to the enrolment research tradition. It further makes an original contribution to educational theory by fine-grained analysis of the retention motivations of physics students while they are studying the subject. The purpose of the study is to contribute to theory, practice and research knowledge of students' sustained engagement and enrolment plans in physics. The findings of the study inform educational practitioners and policy makers. A reliable, valid and gender invariant scale to measure the motivational and behavioural patterns of adolescent students across four physics modules was developed and tested specifically for this study. This provides researchers and educational practitioners with a sensitive measuring instrument of physics enrolment motivation. Furthermore, this study extends the current understanding of gender differences in major achievement motivational constructs and engagement constructs in relation to physics. Findings from this research hold important implications for understanding the motivational factors that affect student engagement, and also for educational practice and research relating to students' enrolment in physics.

Pupils as GIS-Experts in the Context of Flood Risk - An Interactive Learning Environment for Secondary Schools

NASA Astrophysics Data System (ADS)

Goetzke, Roland; Hodam, Henryk; Rienow, Andreas; Voß, Kerstin

2013-04-01

Floods and their destructive consequences for local residents are distributed in the media periodically and are, accordingly, noticed by students. Especially the discussion about the impacts of an anthropogenic climate change on the frequency of extreme events reinforces the importance of addressing the subject in school curricula. Remote sensing and GIS offer a wide range of methods for analyzing problems of vulnerability and risk, but are normally not recognized in school education. Reasons for this are: teachers have not been taught how to use and interpret remote sensing data, and there is only little material or software which can be integrated into school lessons without considerable effort. The main goal of the German FIS-project ("Fernerkundung in Schulen" - "Remote Sensing in Schools") is the development of easy-to-use e-learning material in order to apply remote sensing methods in schools and thereby enforcing learning mechanisms based on the moderate constructivist learning theory. The interactive learning unit "Floods - Dealing with a constant threat" is a learning module for a double lesson that enables young students from age 12 to 16 to use geo data for a site analysis especially focusing on the threat of floods. Following a guiding question from a real-world situation, the students are in demand as experts for site analyses and, in the process, need to identify problems arising with a location decision. Their investigation includes measurements in the three-dimensional space of a study area near the Rhine River. Therefore the students are provided with data from a Digital Elevation Model (DEM), a satellite image and several GIS-layers. The different data sets have to be combined in order to achieve valuable results. At certain points the pupils need to reflect their decisions after incorporating new information against the background of flood risk. The presented learning module is designed in Flash and, thus, is platform-independent. It is freely available on the project's website. While animations impart background information, e.g. the generation of a DEM, the main module relies on real-time simulation. The learning module incorporates elements of game-based learning by making use of interactive simulations and design elements appealing to children and adolescents in order to engage them with the story, but it has a strong focus on the appropriate use of geo data in a scientific context all the same.

Nontraditional inheritance: Genetics and the nature of science, now titled, The puzzle of inheritance: Genetics and the methods of science. Final report

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

McInerney, J.D.

1998-08-31

This project led to the development of an instructional module designed for use in high school biology classes. The module contains two major components. The first is an overview for teachers, which introduces the module, describes the Human Genome Project, and addresses issues in the philosophy of science and some of the ethical, legal, and social implications of research in genetics. It provides a survey of fundamental genetics concepts and of new, nontraditional concepts of inheritance. The second component provides six instructional activities appropriate for high school or introductory college students.

Integrated Design of Basic Training, Practicum and End-of-Course Assignment Modules in the Teacher Training Degree: Perception of University Teachers, Students, and School Teachers

NASA Astrophysics Data System (ADS)

Torremorell, Maria Carme Boqué; de Nicolás, Montserrat Alguacil; Valls, Mercè Pañellas

Teacher training at the Blanquerna Faculty of Psychology and Educational and Sports Sciences (FPCEE), in Barcelona, has a long pedagogical tradition based on teaching innovation. Its educational style is characterised by methods focused on the students' involvement and on close collaboration with teaching practice centres. Within a core subject in the Teacher Training diploma course, students were asked to assess different methodological proposals aimed at promoting the development of their personal, social, and professional competences. In the assessment surveys, from a sample of 145 students, scores for variables very satisfactory or satisfactory ranged from 95.8 % to 83.4 % for the entire set of methodological actions under analysis. Data obtained in this first research phase were very useful to design basic training modules for the new Teacher Training Degree. In the second phase (in process), active teachers are asked for their perception on the orientation of the practicum, its connection with the end-of-course assignment, and the in-service student's incidence on innovation processes at school.

An LED solar simulator for student labs

NASA Astrophysics Data System (ADS)

González, Manuel I.

2017-05-01

Measuring voltage-current and voltage-power curves of a photovoltaic module is a nice experiment for high school and undergraduate students. In labs where real sunlight is not available this experiment requires a solar simulator. A prototype of a simulator using LED lamps has been manufactured and tested, and a comparison with classical halogen simulators has been performed. It is found that LED light offers lower levels of irradiance, but much better performance in terms of module output for a given irradiance.

Nematodes: Model Organisms in High School Biology

ERIC Educational Resources Information Center

Bliss, TJ; Anderson, Margery; Dillman, Adler; Yourick, Debra; Jett, Marti; Adams, Byron J.; Russell, RevaBeth

2007-01-01

In a collaborative effort between university researchers and high school science teachers, an inquiry-based laboratory module was designed using two species of insecticidal nematodes to help students apply scientific inquiry and elements of thoughtful experimental design. The learning experience and model are described in this article. (Contains 4…

Computer Lab Modules as Problem Solving Tools. Final Report.

ERIC Educational Resources Information Center

Ignatz, Mila E.; Ignatz, Milton

There are many problems involved in upgrading scientific literacy in high schools: poorly qualified teachers, the lack of good instructional materials, and economic and academic disadvantages all contribute to the problem. This document describes a project designed to increase the opportunities available to the high school science student to…

Efficacy of a smoking prevention programme in Catalan secondary schools: a cluster-randomized controlled trial in Spain.

PubMed

Valdivieso López, Empar; Rey-Reñones, Cristina; Rodriguez-Blanco, Teresa; Ferre Grau, Carmen; Arija, Victoria; Barrera Uriarte, Maria Luisa; Granado-Font, Esther; Flores-Mateo, Gemma

2015-05-01

To evaluate the efficacy of a school-based educational programme in reducing the incidence and prevalence of smoking in secondary school students (compulsory secondary education: CSE) in Catalonia (Spain). Cluster-randomized controlled trial. Schools in the Tarragona Health Care Region of Spain. All students enrolled in the first year of CSE during the 2007-08 school year in the 29 participating schools (n = 2245); 1583 students completed the follow-up over the 4-year study period (804 and 779 in the control and intervention groups, respectively). Self-reported questionnaires were administered during the first quarter of the 2007, 2008, 2009 and 2010 school years. A smoker was defined as 'smoking cigarettes daily or occasionally within the past 30 days'. Multi-level logistic regression analysis was conducted to analyse the prevalence and incidence of smoking between the intervention and control groups. A school-based educational programme comprising seven modules, each with a different approach to smoking habits. Each module included activities, work-shops and/or class sessions. The initial prevalence of smokers in the control and intervention groups who completed the follow-up was 3.9% and 4.2%, respectively. At the end of the study, the prevalence of smokers was 24.4% in the control group and 19.9% in the intervention group. The accumulated incidence of new smokers was 230.57/1000 in the control group and 183.65/1000 in the intervention group. The adjusted odds ratio (OR) comparing the intervention group with the control group was 0.75 [95% confidence interval (CI) = 0.49, 1.15] for smoking prevalence, and 0.74 (95% CI = 0.48, 1.14) for smoking incidence. A school-based educational intervention for secondary school students in Catalonia, Spain was not found to lead to a statistically significant reduction of smoking prevalence and incidence. © 2015 Society for the Study of Addiction.

Cultural sensitivity or professional acculturation in early clinical experience?

PubMed

Whitford, David L; Hubail, Amal Redha

2014-11-01

This study aimed to explore the early clinical experience of medical students following the adaptation of an Early Patient Contact curriculum from a European culture in Ireland to an Arab culture in Bahrain. Medical students in Bahrain took part in an Early Patient Contact module modelled on a similar module from a partner medical school in Ireland. We used a qualitative approach employing thematic analysis of 54 student reflective logbooks. Particular attention was placed on reflections of cultural influences of experience in the course. Medical students undergoing this module received reported documented benefits of early clinical experience. However, students in Bahrain were exposed to cultural norms of the local Arab society including gender values, visiting the homes of strangers, language barriers and generous hospitality that led to additional challenges and learning for the medical students in acculturating to norms of the medical profession. Modules intended for curriculum adaptation between two cultures would be best served by a group of "core" learning outcomes with "secondary" outcomes culturally appropriate to each site. Within the context of the Arab culture, early clinical experience has the added benefit of allowing students to learn about both local and professional cultural norms, thereby facilitating integration of these two cultures.

Middle School Engineering Problem Solving Using Traditional vs. e-PBL Module Instruction

NASA Astrophysics Data System (ADS)

Baele, Loren C.

This multiple methods (Denzin, 1978) study investigated two instructional approaches, traditional module and electronic Problem-Based Learning instruction (e-PBL), used within a middle school engineering classroom focused on the variables of engagement, content knowledge, student self-assessment and teacher assessment of problem solving solutions. A non-equivalent group quasi-experimental research design (Creswell, 2015) was used on middle school students (N = 100) between those that received traditional module instruction (n = 51) and e-PBL instruction (n = 49). The qualitative approach of triangulation (Jick, 1979) was used to identify emergent themes for both between and within methods of data analysis on student engagement survey responses, two days of field observations notes, and six student interview transcripts. The quantitative results identified that students who received e-PBL instruction self-reported significantly greater engagement than those who received traditional module instruction. Further, there was a significant interaction effect between engineering content knowledge by group and gender as males who received e-PBL instruction had greater growth of content knowledge scores than males receiving traditional instruction, while females who received traditional instruction had greater growth of content knowledge scores than females in the e-PBL group. Through triangulation of the qualitative data, the emergent themes of the study suggest that hands-on learning produces higher levels of reported engagement independent of instructional method. The emergence of problem solving fatigue developed when both study groups reported a decline in engagement when entering into the final phase of the quantitative study suggesting that too many complex, ill-structured problems in rapid succession may negatively impact student engagement. Although females within the treatment group were most engaged, they did not achieve the knowledge growth of the females in the control group, who were the least engaged. Males presented with e-PBL instruction not only had better engagement, they had the greatest content knowledge growth of any group. Females were likely to have a greater negative difference between self-assessment scores and teacher assessment scores, while males self-assessed themselves closer to the teacher assessment score. Challenges to e-PBL implementation were identified including time, teacher training, and the strict school schedule. A learning management system (LMS) was found to effectively facilitate an e-PBL learning environment.

Implementation of InTeGrate Modules into Introductory Courses in the El Paso Higher Education Community

NASA Astrophysics Data System (ADS)

Doser, D. I.; Villalobos, J. I.; Henry, I. E.

2014-12-01

InTeGrate (Interdisciplinary Teaching about Earth for a Sustainable Future) has developed teaching modules that focus on Earth sustainability and Earth-centered societal issues. We have begun to implement modules on climate change, earth materials and freshwater into introductory geology and environmental science courses taught at the University of Texas at El Paso (UTEP), El Paso Community College (EPCC) and local early college high schools (ECHS) for classes of 20 to 220 students. Our eventual goal is to insure students taking introductory classes at any institution will be exposed to comparable content and be similarly prepared for advanced courses. Our initial results suggest that the modules' use of case studies and analysis of authentic data sets are very appealing to our student body (over 70% Hispanic). Since many students do not speak English at home, they were challenged by vocabulary presented in some modules. Modules containing glossaries and extensive background material (such as concept maps and annotated figures) proved very helpful to these students. The use of pre-activity quizzes insured that the students had mastered basic concepts needed for in-class activities. Modifications required to teach these modules in larger classes included condensing materials and reducing the amount of color figures to save paper and printer costs, streamlining dissemination/collection of in-class group assignments, and adapting assignments such as jigsaws and gallery walks to the confines of a large lecture hall with fixed seating. Student reflections indicated students were able to make connections to societal issues and retain these ideas through the end of the courses.

Respiration and Photosynthesis: A Teaching Module. Occasional Paper No. 90.

ERIC Educational Resources Information Center

Bishop, Beth A.; And Others

Designed to address the major conceptual problems associated with respiration and photosynthesis, this module can be used with high school students or college nonscience majors including those in elementary education. It is one in a series developed by the project Overcoming Critical Barriers to Learning in Nonmajors' Science Courses. The…

Module Cluster: TTP-003.00 (GSC) Modifying Academic Behavior.

ERIC Educational Resources Information Center

Brent, George

The purpose of this module cluster is to enable students to demonstrate that they can plan for changes in the academic behavior of their elementary school pupils and then change the behavior. The cluster is intended for use after the completion of normal college entrance competencies, liberal arts requirements, practicum experience, methods…

Meteorology Meets Engineering: An Interdisciplinary STEM Module for Middle and Early Secondary School Students

ERIC Educational Resources Information Center

Barrett, Bradford S.; Moran, Angela L.; Woods, John E.

2014-01-01

Background: Given the continued need to educate the public on both the meteorological and engineering hazards posed by the severe winds of a tornado, an interdisciplinary science, technology, engineering, and mathematics (STEM) module designed by the faculty from the Oceanography and Mechanical Engineering Departments at the United States Naval…

Introduction to Agricultural Products and Processing. Teacher Edition.

ERIC Educational Resources Information Center

Oklahoma State Dept. of Vocational and Technical Education, Stillwater. Curriculum and Instructional Materials Center.

This document consists of the teacher's guide to a module designed to teach high school students entry-level job competencies in the new areas of agriculture that are now emerging. The module, one of a series of publications designed to identify these new competencies, contains 11 instructional units that cover the following topics: trends in…

Intermolecular Forces as a Key to Understanding the Environmental Fate of Organic Xenobiotics

ERIC Educational Resources Information Center

Casey, Ryan E.; Pittman, Faith A.

2005-01-01

A module that can be incorporated into chemistry or environmental science classes at the high school or undergraduate level is described. The module is divided into a series of segments, each of which incorporates several concepts and results in students making significant predictions about the behavior of organic xenobiotics.

National Assessment Program--ICT Literacy Years 6 & 10 School Assessment Exemplars, 2005

ERIC Educational Resources Information Center

Ministerial Council on Education, Employment, Training and Youth Affairs (NJ1), 2005

2005-01-01

In 2005, the Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) conducted an assessment of Year 6 and Year 10 students across Australia to assess their proficiency in ICT literacy. The 2005 ICT literacy assessment instrument consisted of seven discrete thematic modules. One module, the General Skills Test, included…

Perceptions of D.M.D. student readiness for basic science courses in the United States: can online review modules help?

PubMed

Miller, C J; Aiken, S A; Metz, M J

2015-02-01

There can be a disconnect between the level of content covered in undergraduate coursework and the expectations of professional-level faculty of their incoming students. Some basic science faculty members may assume that students have a good knowledge base in the material and neglect to appropriately review, whilst others may spend too much class time reviewing basic material. It was hypothesised that the replacement of introductory didactic physiology lectures with interactive online modules could improve student preparedness prior to lectures. These modules would also allow faculty members to analyse incoming student abilities and save valuable face-to-face class time for alternative teaching strategies. Results indicated that the performance levels of incoming U.S. students were poor (57% average on a pre-test), and students often under-predicted their abilities (by 13% on average). Faculty expectations varied greatly between the different content areas and did not appear to correlate with the actual student performance. Three review modules were created which produced a statistically significant increase in post-test scores (46% increase, P < 0.0001, n = 114-115). The positive results of this study suggest a need to incorporate online review units in the basic science dental school courses and revise introductory material tailored to students' strengths and needs.

Classroom virtual lab experiments as teaching tools for explaining how we understand planetary processes

NASA Astrophysics Data System (ADS)

Hill, C. N.; Schools, H.; Research Team Members

2012-12-01

This presentation will report on a classroom pilot study in which we teamed with school teachers in four middle school classes to develop and deploy course modules that connect the real-world to virtual forms of laboratory experiments.The broad goal is to help students realize that seemingly complex Earth system processes can be connected to basic properties of the planet and that this can be illustrated through idealized experiment. Specifically the presentation will describe virtual modules based on on-demand cloud computing technologies that allow students to test the notion that pole equator gradients in radiative forcing together with rotation can explain characteristic patterns of flow in the atmosphere. The module developed aligns with new Massachusetts science standard requirements regarding understanding of weather and climate processes. These new standards emphasize an appreciation of differential solar heating and a qualitative understanding of the significance of rotation. In our preliminary classroom pilot studies we employed pre and post evaluation tests to establish that the modules had increased student knowledge of phenomenology and terms. We will describe the results of these tests as well as results from anecdotal measures of student response. This pilot study suggests that one way to help make Earth science concepts more tractable to a wider audience is through virtual experiments that distill phenomena down, but still retain enough detail that students can see the connection to the real world. Modern computer technology and developments in research models appear to provide an opportunity for more work in this area. We will describe some follow-up possibilities that we envisage.

A teaching module about stellar structure and evolution

NASA Astrophysics Data System (ADS)

Colantonio, Arturo; Galano, Silvia; Leccia, Silvio; Puddu, Emanuella; Testa, Italo

2017-01-01

In this paper, we present a teaching module about stellar structure, functioning and evolution. Drawing from literature in astronomy education, we designed the activities around three key ideas: spectral analysis, mechanical and thermal equilibrium, energy and nuclear reactions. The module is divided into four phases, in which the key ideas for describing stars' functioning and physical mechanisms are gradually introduced. The activities (20 hours) build on previously learned laws in mechanics, thermodynamics, and electromagnetism and help students combine them meaningfully in order to get a complete picture of processes that happens in stars. The module was piloted with two intact classes of secondary school students (N = 59 students, 17-18 years old), using a ten-question multiple-choice questionnaire as research instrument. Results support the effectiveness of the proposed activities. Implications for the teaching of advanced physics topics using stars as fruitful context are briefly discussed.

Student Performance Evaluation. Physical Educators for Equity. Module 7.

ERIC Educational Resources Information Center

Uhlir, Ann

Guidelines are presented to aid secondary school physical education teachers in evaluating student performance in a way that avoids sex-role stereotyping and sex discrimination. Suggestions made for conducting testing in a bias-free setting include: (1) avoid sex-differentiated role tasks; (2) organize motor-performance testing procedures so that…

Greenhouse Management and Operations. Teacher Edition.

ERIC Educational Resources Information Center

Gowdy, Mary Ann Schwartz

This document is the teacher's edition of a module containing 16 instructional units covering competencies for students with career aspirations in horticulture. It is designed to provide high school students with an in-depth perspective of both the technical and the commercial aspects of running a greenhouse. The 16 units cover the following…

Understanding Ocean Acidification

ERIC Educational Resources Information Center

National Oceanic and Atmospheric Administration, 2011

2011-01-01

This curriculum module is designed for students who are taking high school chemistry. Students should already have some experience with the following: (1) Understanding and reading the pH scale; (2) Knowledge of the carbon cycle; (3) Using scientific notation to express large and small values; and (4) Reading chemical equations. This curriculum…

Online Assessment Feedback: Competitive, Individualistic, or? Preferred Form!

ERIC Educational Resources Information Center

Bower, Matt

2005-01-01

This study investigated the "the effects of receiving the preferred form of online assessment feedback upon middle school mathematics students." Students completed a Web-based quadratics equations learning module followed by a randomly generated online quiz that they could practise as often as they liked. The effect of receiving their preferred…

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

ERIC Educational Resources Information Center

Post, Jory

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

Enhancing Students' Interest in Science and Technology through Cross-Disciplinary Collaboration and Active Learning Techniques

ERIC Educational Resources Information Center

Grant, Donna M.; Malloy, Alisha D.; Hollowell, Gail P.

2013-01-01

Twenty-nine rising high school 12th grade students participated in a 4-week summer program designed to increase their interest in science and technology. The program was a blend of hands-on biology, chemistry, and technology modules that addressed the global issue of obesity. Student groups developed websites to address obesity in one of five…

Understanding Life Styles: Unit 4. Parent Education Workbook for Mainstreamed Students. Part I: Relationships. Contemporary Parenting Choices. Module 4.

ERIC Educational Resources Information Center

Iowa State Univ. of Science and Technology, Ames. Dept. of Home Economics Education.

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the fourth in the Relationships part of the workbook, focuses on understanding the married and…

Into Adolescence: Actions for Wellpower. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Waters, Mae; Hocker, Anita

This module on wellness includes eight lessons, and is oriented toward middle school students in grades 5-8. Students choose partners to support them in achieving their goals for improving health in several areas. In lesson 1, health and wellness are defined. Students are introduced to a wellness continuum and the physical, mental/emotional, and…

Understanding Pregnancy: Unit 7. Parent Education Workbook for Mainstreamed Students. Part II: Child Care. Contemporary Parenting Choices. Module 4.

ERIC Educational Resources Information Center

Iowa State Univ. of Science and Technology, Ames. Dept. of Home Economics Education.

The 2-part student workbook for mainstreamed learning and mentally disabled high school students contains 12 units intended to provide supplementary instruction in the Contemporary Parenting Choices Curriculum in the home economics class. This unit, the first in the Child Care part of the workbook, focuses on understanding pregnancy and includes…

The development of a low-cost laser communication system for the classroom

NASA Astrophysics Data System (ADS)

Sparks, Robert T.; Pompea, Stephen M.; Walker, Constance E.

2007-06-01

Hands-On Optics (HOO) is a National Science Foundation funded program to bring optics education to underserved middle school students. We have developed the culminating module (Module 6) on laser communication. Students learn how lasers can be modulated to carry information. The main activity of this module is the construction of a low-cost laser communication system. The system can be built using parts readily available at a local electronics store for approximately US $60. The system can be used to transmit a person's voice or music from sources such as an mp3 player or radio over a distance of 350 feet. We will provide detailed plans on how to build the system in this paper.

Research-Based Astronomy Workshops for Secondary School Students in Thailand

NASA Astrophysics Data System (ADS)

Rujopakarn, Wiphu; Kirdkao, Thagoon

We present the results of the Learning Center for Earth Sciences and Astronomy (LESA). Thai-land organizes a series of research-based astronomical workshops for secondary school students in the country during 2006 present. The goal of LESA is to apply the research-based learn-ing approach to complement astronomy education, which has been included in the national curriculum since 2002, and to let students gain first-hand experience in astronomical research. Realization of research-based astronomical education in Thailand has long been held back by the limited availability of astronomical facilities in the country. We therefore developed work-shop modules for students using professional astronomical data generously made available to us through various collaborations and on-line archives. Two major difficulties we have overcame in developing these modules are, first, to seek research topics that are meaningful, inspiring, and can demonstrate the process of astronomical research with minimal background in astrophysics, and second, to find the software capable of processing large amounts of astronomical data, yet easily accessible for students. Our workshop modules centered on the basic research methods in observational astronomy, including astrometry, photometry, and spectroscopy. Data for these analysis modules were obtained through collaboration with various research groups, such as re-mote robotic telescopes access from the Robotic Optical Transient Search Experiment and the Las Cumbres Observatory Global Telescope Network, archival images from the Catalina Sky Survey, archival spectra from the Observatoire de Haute-Provence, and imaging and spectral data from the Sloan Digital Sky Survey. We adapt the raw data such that they can be accessed and analyzed with freely-available astronomical software such as the Iris or SAOImage ds9 and VSpec for imaging and spectral data, respectively. In each of the past five years, we have organized year-round workshops for students to carry out research projects using these modules and present their work in poster and oral presentations at our annual meetings. Examples of student projects are the search for variable stars and minor planets, light curve analyzes of variable stars and type Ia supernovae, spectral analyzes of stars and galaxies, and exoplanet searches using the radial velocity technique. To date, more than 80 students from 25 schools in Thailand have participated in our workshops. Our results demonstrate the feasibility of adapt-ing astronomical data or remotely available telescopes to carry out research-based education, despite the lack of locally available astronomical infrastructures.

Measuring the Effects of an On-Line Training Module for School Psychologists Working with Traumatized Children: A Pilot Study

ERIC Educational Resources Information Center

Dezen, Kristin

2012-01-01

The present study was designed to address the current lack of trauma training provided to school psychologists. Specifically, this study employed a randomized, controlled design to test the efficacy of an on-line training targeting school psychology graduate student trainees' awareness of the signs and symptoms of child abuse as well as their…

Economics from a Different Point of View--Good Practice in Teacher Training: How to Handle, Use and Judge External Standardized Tests in Schools

ERIC Educational Resources Information Center

Prieß-Buchheit, Julia

2015-01-01

The Economic Actions in Education training module (EAE) teaches how to handle, use and judge external standardized tests in schools. The EAE programme was implemented in teacher training at the University of Kiel, because teachers are increasingly under external scrutiny and are being held accountable for student and school achievements. The EAE…

Designing electronic module based on learning content development system in fostering students’ multi representation skills

NASA Astrophysics Data System (ADS)

Resita, I.; Ertikanto, C.

2018-05-01

This study aims to develop electronic module design based on Learning Content Development System (LCDS) to foster students’ multi representation skills in physics subject material. This study uses research and development method to the product design. This study involves 90 students and 6 physics teachers who were randomly chosen from 3 different Senior High Schools in Lampung Province. The data were collected by using questionnaires and analyzed by using quantitative descriptive method. Based on the data, 95% of the students only use one form of representation in solving physics problems. Representation which is tend to be used by students is symbolic representation. Students are considered to understand the concept of physics if they are able to change from one form to the other forms of representation. Product design of LCDS-based electronic module presents text, image, symbolic, video, and animation representation.

A cross-sectional examination of school characteristics associated with overweight and obesity among grade 1 to 4 students

PubMed Central

2013-01-01

Background Excessive weight gain among youth is an ongoing public health concern. Despite evidence linking both policies and the built environment to adolescent and adult overweight, the association between health policies or the built environment and overweight are often overlooked in research with children. The purpose of this study was to examine if school-based physical activity policies and the built environment surrounding a school are associated with weight status among children. Methods Objectively measured height and weight data were available for 2,331 grade 1 to 4 students (aged 6 to 9 years) attending 30 elementary schools in Ontario, Canada. Student-level data were collected using parent reports and the PLAY-On questionnaire administered to students by study nurses. School-level policy data were collected from school administrators using the Physical Activity Module of the Healthy School Planner tool, and built environment data were provided by the Enhanced Points of Interest data resource. Multi-level logistic regression models were used to examine the school- and student-level characteristics associated with the odds of a student being overweight or obese. Results There was significant between-school random variation in the odds of a student being overweight [σ2μ0 = 0.274(0.106), p < 0.001], but not for being obese [σ2μ0 = 0.115(0.089)]. If a student attended a school that provided student access to a variety of facilities on and off school grounds during school hours or supported active transportation to and from school, he/she was less likely to overweight than a similar student attending a school without these policies. Characteristics of the built environment were not associated with overweight or obesity among this large cross-sectional sample of children. Conclusions This new evidence suggests that it may be wise to target obesity prevention efforts to schools that do not provide student access to recreation facilities during school hours or schools that do not support active transportation for students. Future research should evaluate if school-based overweight and obesity prevention programming might be improved if interventions selectively targeted the school characteristics that are putting students at the greatest risk. PMID:24139176

Independent learning modules enhance student performance and understanding of anatomy.

PubMed

Serrat, Maria A; Dom, Aaron M; Buchanan, James T; Williams, Alison R; Efaw, Morgan L; Richardson, Laura L

2014-01-01

Didactic lessons are only one part of the multimodal teaching strategies used in gross anatomy courses today. Increased emphasis is placed on providing more opportunities for students to develop lifelong learning and critical thinking skills during medical training. In a pilot program designed to promote more engaged and independent learning in anatomy, self-study modules were introduced to supplement human gross anatomy instruction at Joan C. Edwards School of Medicine at Marshall University. Modules use three-dimensional constructs to help students understand complex anatomical regions. Resources are self-contained in portable bins and are accessible at any time. Students use modules individually or in groups in a structured self-study format that augments material presented in lecture and laboratory. Pilot outcome data, measured by feedback surveys and examination performance statistics, suggest that the activity may be improving learning in gross anatomy. Positive feedback on both pre- and post-examination surveys showed that students felt the activity helped to increase their understanding of the topic. In concordance with student perception, average examination scores on module-related laboratory and lecture questions were higher in the two years of the pilot program compared with the year before its initiation. Modules can be fabricated on a modest budget using minimal resources, making implementation practical for smaller institutions. Upper level medical students assist in module design and upkeep, enabling continuous opportunities for vertical integration across the curriculum. This resource offers a feasible mechanism for enhancing independent and lifelong learning competencies, which could be a valuable complement to any gross anatomy curriculum. © 2014 American Association of Anatomists.

College-Mentored Polymer/Materials Science Modules for Middle and High School Students

ERIC Educational Resources Information Center

Lorenzini, Robert G.; Lewis, Maurica S.; Montclare, Jin Kim

2011-01-01

Polymers are materials with vast environmental and economic ramifications, yet are generally not discussed in secondary education science curricula. We describe a program in which college mentors develop and implement hands-on, polymer-related experiments to supplement a standard, state regents-prescribed high school chemistry course, as well as a…

General Atomics Sciences Education Foundation Outreach Programs

NASA Astrophysics Data System (ADS)

Winter, Patricia S.

1997-11-01

Scientific literacy for all students is a national goal. The General Atomics (GA) Foundation Outreach Program is committed to playing a major role in enhancing pre-college education in science, engineering and new technologies. GA has received wide recognition for its Sciences Education Program, a volunteer effort of GA employees and San Diego science teachers. GA teacher/scientist teams have developed inquiry-based education modules and associated workshops based on areas of core competency at GA: Fusion -- Energy of the Stars; Explorations in Materials Science; Portrait of an Atom; DNA Technology. [http://www.sci-ed-ga.org]. Workshops [teachers receive printed materials and laboratory kits for ``hands-on" modules] have been presented for 700+ teachers from 200+ area schools. Additional workshops include: University of Denver for Denver Public Schools; National Educators Workshop; Standard Experiments in Engineering Materials; Update '96 in Los Alamos; Newspapers in Education Workshop (LA Times); American Chemical Society Regional/National meetings, and California Science Teachers Association Conference. Other outreach includes High School Science Day, school partnerships, teacher and student mentoring and the San Diego Science Alliance [http://www.sdsa.org].

WebCT: integrating computer-mediated communication and resource delivery into a new problem-based curriculum.

PubMed

McLean, Michelle; Murrell, Kathy

2002-03-01

WebCT, front-end software for Internet-delivered material, became an integral part of a problem-based learning, student-centred curriculum introduced in January 2001 at the Nelson R. Mandela School of Medicine (South Africa). A template for six curriculum and two supplementary modules was developed. Organiser and Tool pages were added and files uploaded as each module progressed. This study provides feedback from students with regard to the value of WebCT in their curriculum, as well as discussing the value of WebCT for the delivery of digitized material (e.g., images, videos, PowerPoint presentations). In an anonymous survey following the completion of the first module, students, apparently irrespective of their level of computer literacy, responded positively to the communication facility between staff and students and amongst students, the resources and the URLs. Based on these preliminary responses, WebCT courses for all six modules were developed during 2001. With Faculty support, WebCT will probably be integrated into the rest of the MBChB programme. It will be particularly useful when students are off campus, undertaking electives and community service in the later years.

Data-driven Inquiry in Environmental Restoration Studies

NASA Astrophysics Data System (ADS)

Zalles, D. R.; Montgomery, D. R.

2008-12-01

Place-based field work has been recognized as an important component of geoscience education programs for engaging students. Field work helps students appreciate the spatial extent of data and the systems operating in a locale. Data collected in a place has a temporal aspect that can be explored through representations such as photographs and maps and also though numerical data sets that capture characteristics of place. Yet, experiencing authentic geoscience research in an educational setting requires going beyond fieldwork: students must develop data literacy skills that will enable them to connect abstract representations of spatio-temporal data with place. Educational researchers at SRI International led by Dr. Daniel Zalles, developer of inquiry-based geoscience curricula, and geoscientists at the University of Washington (UW) led by Dr. David Montgomery, Professor of Earth and Space Sciences, are building educational curriculum modules that help students make these connections. The modules concern the environmental history of the Puget Sound area in Washington State and its relevance for the American Indians living there. This collaborative project relies on environmental data collected in the Puget Sound Regional Synthesis Model (PRISM) and Puget Sound River History Project. The data sets are being applied to inquiry-based geoscience investigations at the undergraduate and high school level. The modules consist of problem-based units centered on the data sets, plus geographic and other data representations. The modules will rely on educational "design patterns" that characterize geoscientific inquiry tasks. Use of design patterns will enable other modules to be built that align to the modes of student thinking and practice articulated in the design patterns. The modules will be accompanied by performance assessments that measure student learning from their data investigations. The design principles that drive this project have already been used effectively in a prior SRI project reported about at AGU 2007 called Data Sets and Inquiry in Geoscience Education. The modules are being readied for pilot-testing with undergraduate students in a new environmental history course at the University of Washington and with students taking science courses in high schools serving American Indian students in the Puget Sound area. This NSF-funded project is contributing to our knowledge base about how students can become more engaged and more skilled in geoscience inquiry and data analysis and what variations in educational supports and expectations need to exist to build successful experiences for the students with the materials. It is also expanding our knowledge of how to better connect place-based education to inquiry tasks that expand students" quantitative reasoning skills. Lastly, it is providing a model of how scientists can work effectively with educational researchers to provide educational outlets for their research. We will report on the progress of the project so far, which is in its first year of funding.

Integrating STEM education through Project-Based Inquiry Learning (PIL) in topic space among year one pupils

NASA Astrophysics Data System (ADS)

Ng, Chee Hoe; Adnan, M.

2018-01-01

This research aims to investigate the effect of integrating STEM education through Project-based Inquiry Learning (PIL) and the users of the STEM modules which consists of five projects on topic Space in Year One Mathematics Syllabus in Kurikulum Standard Sekolah Rendah (KSSR) of Malaysia. STEM education in primary school focuses on the introduces and awareness of students about the importance of STEM education. The projects in STEM modules are covering the different ethnic cultures in Malaysia. The modules are designed using the four phases in PIL. Concepts and the explanation of STEM education on each project are emphasized and provided in the modules so the teachers able to carry out the projects by using the modules. By using the modules in primary Mathematics, the students and teachers will be more understanding on how to integrate the Mathematics’ concepts in STEM education.

Education and Outreach on Space Sciences and Technologies in Taiwan

NASA Astrophysics Data System (ADS)

Tiger Liu, Jann-Yeng; Chen, hao-Yen; Lee, I.-Te

2014-05-01

The Ionospheric Radio Science Laboratory (IRSL) at Institute of Space Science, National Central University in Taiwan has been conducting a program for public outreach educations on space science by giving lectures, organizing camps, touring exhibits, and experiencing hand-on experiments to elementary school, high school, and college students as well as general public since 1991. The program began with a topic of traveling/living in space, and was followed by space environment, space mission, and space weather monitoring, etc. and a series of course module and experiment (i.e. experiencing activity) module was carried out. For past decadal, the course modules have been developed to cover the space environment of the Sun, interplanetary space, and geospace, as well as the space technology of the rocket, satellite, space shuttle (plane), space station, living in space, observing the Earth from space, and weather observation. Each course module highlights the current status and latest new finding as well as discusses 1-3 key/core issues/concepts and equip with 2-3 activity/experiment modules to make students more easily to understand the topics/issues. Regarding the space technologies, we focus on remote sensing of Earth's surface by FORMOSAT-2 and occultation sounding by FORMOSAT-3/COSMIC of Taiwan space mission. Moreover, scientific camps are given to lead students a better understanding and interesting on space sciences/ technologies. Currently, a visualized image projecting system, Dagik Earth, is developed to demonstrate the scientific results on a sphere together with the course modules. This system will dramatically improve the educational skill and increase interests of participators.

Continuities and Discontinuities in Accounting Systems: 1998 Survey of ASBO International Membership in North America.

ERIC Educational Resources Information Center

Henstock, Thomas F.

1999-01-01

Based on a survey of Association of School Business Officials members, this article focuses on 10 accounting system modules and how respondents felt about their system's operation and integration. Results showed solid continuity among general ledger, accounts payable, and payroll modules and discontinuities among fixed-asset and student accounting…

Computer Programmed Milling Machine Operations. High-Technology Training Module.

ERIC Educational Resources Information Center

Leonard, Dennis

This learning module for a high school metals and manufacturing course is designed to introduce the concept of computer-assisted machining (CAM). Through it, students learn how to set up and put data into the controller to machine a part. They also become familiar with computer-aided manufacturing and learn the advantages of computer numerical…

Of Animals, Nature and People. [Student's Guide.] Preparing for Tomorrow's World.

ERIC Educational Resources Information Center

Iozzi, Louis A.; And Others

Developing an awareness of the need to evolve an environmental ethic is the intent of this module, designed for the senior high school level (grades 10-11). The module is divided into two sections. Section 1 contains a series of dilemma/discussion activities raising issues regarding human behavior toward animals and the natural environment.…

Total Quality Management (TQM): Training Module on "Empowerment/Teamwork."

ERIC Educational Resources Information Center

Leigh, David

This module for a 1-semester Total Quality Management (TQM) course for high school or community college students covers the topics of empowerment and teamwork. It includes the following components: (1) a narrative summary of the topics; (2) a discussion of employee empowerment; (3) a discussion of teamwork and self-directed teams; (4) a discussion…

Physics, Dyslexia and Learning: A Collaboration for Disabled Students

NASA Astrophysics Data System (ADS)

Moskal, Barbara M.; Wright, Lyndsey; Taylor, P. C.

2014-03-01

Researchers have found that children with dyslexia reason differently with respect to language from those who do not have dyslexia. Dyslexic students' brains work differently than do students without dyslexia. Some researchers speculate that these differences provide dyslexic students with an advantage in science. The presentation will describe an outreach activity which developed and delivered instructional modules in physics to students in grades kindergarten through sixth. These modules were tested on thirty students who attended a summer camp designed for students who have been diagnosed with dyslexia. Eighty percent of students who have learning disabilities have dyslexia. Many of the students who attended this camp have experienced repeated failure in the traditional school system, which emphasizes literacy with little attention to science. A number of science and engineering professors collaborated with this camp to build instructional modules that were delivered one hour per day, during two weeks of this five week summer camp (ten hours of hands-on physics instruction). Both quantitative and qualitative data were collected with respect to the impact that this camp had on students' understanding and interests in science. The results of these efforts will be presented.

Advanced Waste Treatment, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume VI.

ERIC Educational Resources Information Center

Gearheart, Robert A.; And Others

This document is one in a series which outlines performance objectives and instructional modules for a course of study which explains the relationship and functions of the process units in a wastewater treatment plant. The modules are arranged in order appropriate for teaching students with no experience. The modules can also be rearranged and…

The NARCONON drug education curriculum for high school students: a non-randomized, controlled prevention trial.

PubMed

Lennox, Richard D; Cecchini, Marie A

2008-03-19

An estimated 13 million youths aged 12 to 17 become involved with alcohol, tobacco and other drugs annually. The number of 12- to 17-year olds abusing controlled prescription drugs increased an alarming 212 percent between 1992 and 2003. For many youths, substance abuse precedes academic and health problems including lower grades, higher truancy, drop out decisions, delayed or damaged physical, cognitive, and emotional development, or a variety of other costly consequences. For thirty years the Narconon program has worked with schools and community groups providing single educational modules aimed at supplementing existing classroom-based prevention activities. In 2004, Narconon International developed a multi-module, universal prevention curriculum for high school ages based on drug abuse etiology, program quality management data, prevention theory and best practices. We review the curriculum and its rationale and test its ability to change drug use behavior, perceptions of risk/benefits, and general knowledge. After informed parental consent, approximately 1000 Oklahoma and Hawai'i high school students completed a modified Center for Substance Abuse Prevention (CSAP) Participant Outcome Measures for Discretionary Programs survey at three testing points: baseline, one month later, and six month follow-up. Schools assigned to experimental conditions scheduled the Narconon curriculum between the baseline and one-month follow-up test; schools in control conditions received drug education after the six-month follow-up. Student responses were analyzed controlling for baseline differences using analysis of covariance. At six month follow-up, youths who received the Narconon drug education curriculum showed reduced drug use compared with controls across all drug categories tested. The strongest effects were seen in all tobacco products and cigarette frequency followed by marijuana. There were also significant reductions measured for alcohol and amphetamines. The program also produced changes in knowledge, attitudes and perception of risk. The eight-module Narconon curriculum has thorough grounding in substance abuse etiology and prevention theory. Incorporating several historically successful prevention strategies this curriculum reduced drug use among youths.

E-Learning and North-South collaboration: the experience of two public health schools in France and Benin.

PubMed

Edouard, Guévart; Dominique, Billot; Moussiliou, Paraïso Noël; Francis, Guillemin; Khaled, Bessaoud; Serge, Briançon

2009-10-14

Distance learning (e-learning) can facilitate access to training. Yet few public health E-learning experiments have been reported; institutes in developing countries experience difficulties in establishing on-line curricula, while developed countries struggle with adapting existing curricula to realities on the ground. In 2005, two schools of public health, one in France and one in Benin, began collaborating through contact sessions organised for Nancy University distance-learning students. This experience gave rise to a partnership aimed at developing training materials for e-Learning for African students. The distance-learning public health course at Nancy teaches public health professionals through a module entitled "Health and Development." The module is specifically tailored for professionals from developing countries. To promote student-teacher exchanges, clarify content and supervise dissertations, contact sessions are organized in centres proximate and accessible to African students. The Benin Institute's main feature is residential team learning; distance-learning courses are currently being prepared. The two collaborating institutions have developed a joint distance-learning module geared toward developing countries. The collaboration provides for the development, diffusion, and joint delivery of teaching modules featuring issues that are familiar to African staff, gives the French Institute credibility in assessing research work produced, and enables modules on specific African issues and approaches to be put online. While E-learning is a viable educational option for public health professionals, periodic contact can be advantageous. Our analysis showed that the benefit of the collaboration between the two institutions is mutual; the French Institute extends its geographical, cultural and contextual reach and expands its pool of teaching staff. The Benin Institute benefits from the technical partnership and expertise, which allow it to offer distance learning for Africa-specific contexts and applications.

Kids as Airborne Mission Scientists: Designing PBL To Inspire Kids.

ERIC Educational Resources Information Center

Koszalka, Tiffany A.; Grabowski, Barbara L.; Kim, Younghoon

Problem-based learning (PBL) has great potential for inspiring K-12 learning. KaAMS, a NASA funded project and an example of PBL, was designed to help teachers inspire middle school students to learn science. The students participate as scientists investigating environmental problems using NASA airborne remote sensing data. Two PBL modules were…

A Communication Skills Training Course for Dental Students.

ERIC Educational Resources Information Center

Brown, James C.

A course in communication skills that is provided to all freshmen dental students at the University of Mississippi School of Dentistry is described. The course is based primarily on the human relations training models of Blakeman (1975), Carkhuff (1969), and Egan (1975), and consists of six modules devoted to the skills of structuring, attending,…

An LED Solar Simulator for Student Labs

ERIC Educational Resources Information Center

González, Manuel I.

2017-01-01

Measuring voltage-current and voltage-power curves of a photovoltaic module is a nice experiment for high school and undergraduate students. In labs where real sunlight is not available this experiment requires a solar simulator. A prototype of a simulator using LED lamps has been manufactured and tested, and a comparison with classical halogen…

The NORSTAR Program: Space shuttle to space station

NASA Technical Reports Server (NTRS)

Fortunato, Ronald C.

1988-01-01

The development of G-325, the first high school student-run space flight project, is updated. An overview is presented of a new international program, which involves students from space station countries who will be utilizing Get Away Special technology to cooperatively develop a prototype experiment for controlling a space station research module environment.

Probability & Statistics: Modular Learning Exercises. Student Edition

ERIC Educational Resources Information Center

Actuarial Foundation, 2012

2012-01-01

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The materials are centered on the fictional town of Happy Shores, a coastal community which is at risk for hurricanes. Actuaries at an insurance company figure out the risks and…

Collecting Solar Energy. Solar Energy Education Project.

ERIC Educational Resources Information Center

O'Brien, Alexander

This solar energy learning module for use with junior high school students offers a list of activities, a pre-post test, job titles, basic solar energy vocabulary, and diagrams of solar energy collectors and installations. The purpose is to familiarize students with applications of solar energy and titles of jobs where this knowledge could be…

A Module for the Administration of Homebound Instructional Programs

ERIC Educational Resources Information Center

Wasserman, Lewis

2008-01-01

Special program and other school administrators regularly confront the issue of whether students under their charge are entitled to receive homebound instruction and if so, what procedures and criteria they should apply in coming to a proper decision. Where a student is entitled to such services the administrator must decide what subjects must be…

An Adaptive Web-Based Learning Environment for the Application of Remote Sensing in Schools

NASA Astrophysics Data System (ADS)

Wolf, N.; Fuchsgruber, V.; Riembauer, G.; Siegmund, A.

2016-06-01

Satellite images have great educational potential for teaching on environmental issues and can promote the motivation of young people to enter careers in natural science and technology. Due to the importance and ubiquity of remote sensing in science, industry and the public, the use of satellite imagery has been included into many school curricular in Germany. However, its implementation into school practice is still hesitant, mainly due to lack of teachers' know-how and education materials that align with the curricula. In the project "Space4Geography" a web-based learning platform is developed with the aim to facilitate the application of satellite imagery in secondary school teaching and to foster effective student learning experiences in geography and other related subjects in an interdisciplinary way. The platform features ten learning modules demonstrating the exemplary application of original high spatial resolution remote sensing data (RapidEye and TerraSAR-X) to examine current environmental issues such as droughts, deforestation and urban sprawl. In this way, students will be introduced into the versatile applications of spaceborne earth observation and geospatial technologies. The integrated web-based remote sensing software "BLIF" equips the students with a toolset to explore, process and analyze the satellite images, thereby fostering the competence of students to work on geographical and environmental questions without requiring prior knowledge of remote sensing. This contribution presents the educational concept of the learning environment and its realization by the example of the learning module "Deforestation of the rainforest in Brasil".

Using Interactive Technology to Support Students' Understanding of the Greenhouse Effect and Global Warming

NASA Astrophysics Data System (ADS)

Varma, Keisha; Linn, Marcia C.

2012-08-01

In this work, we examine middle school students' understanding of the greenhouse effect and global warming. We designed and refined a technology-enhanced curriculum module called Global Warming: Virtual Earth. In the module activities, students conduct virtual experiments with a visualization of the greenhouse effect. They analyze data and draw conclusions about how individual variables effect changes in the Earth's temperature. They also carry out inquiry activities to make connections between scientific processes, the socio-scientific issues, and ideas presented in the media. Results show that participating in the unit increases students' understanding of the science. We discuss how students integrate their ideas about global climate change as a result of using virtual experiments that allow them to explore meaningful complexities of the climate system.

The Keys to Success in Doctoral Studies: A Preimmersion Course.

PubMed

Salani, Deborah; Albuja, Laura Dean; Azaiza, Khitam

2016-01-01

This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology. Doctoral studies may pose challenges to students studying nursing, in regard to academic rigor and experiencing on-line education for the first time, especially for students who have been out of school for an extended amount of time or are not accustomed to a nontraditional classroom; thus, having a preimmersion course established may facilitate a smooth transition to rigorous academic studies in a hybrid program. The course, which was developed and delivered through Blackboard, a learning management system, includes the following 9 preimmersion modules: academic strategies (learning styles, creating an effective PowerPoint presentation), library support (introduction to the university library, literature review tutorial, and citation styles), mindfulness, wellness, statistics essentials, writing express, DNP capstone, netiquette, and DNP/doctor of philosophy mentorship. Each module consists of various tools that may promote student success in specific courses and the programs in general. The purpose of designing the preimmersion course is to decrease attrition rates and increase success of the students. While the majority of students have succeeded in their coursework and been graduated from the program, the authors of this article found that many students struggled with the work, life, and school balance. Future work will include the evaluation of results from graduate students enrolled in the program. Copyright © 2016 Elsevier Inc. All rights reserved.

Electronic Module Design with Scientifically Character-Charged Approach on Kinematics Material Learning to Improve Holistic Competence of High School Students in 10th Grade

NASA Astrophysics Data System (ADS)

Anggraini, R.; Darvina, Y.; Amir, H.; Murtiani, M.; Yulkifli, Y.

2018-04-01

The availability of modules in schools is currently lacking. Learners have not used the module as a source in the learning process. In accordance with the demands of the 2013 curriculum, that learning should be conducted using a scientific approach and loaded with character values as well as learning using interactive learning resources. The solution of this problem is to create an interactive module with a scientifically charged character approach. This interactive module can be used by learners outside the classroom or in the classroom. This interactive module contains straight motion material, parabolic motion and circular motion of high school physics class X semester 1. The purpose of this research is to produce an interactive module with a scientific approach charged with character and determine the validity and practicality. The research is Research and Development. This study was conducted only until the validity test and practice test. The validity test was conducted by three lecturers of Physics of FMIPA UNP as experts. The instruments used in this research are validation sheet and worksheet sheet. Data analysis technique used is product validity analysis. The object of this research is electronic module, while the subject of this research is three validator.

Fog Studies for University Students and High School Teachers

NASA Astrophysics Data System (ADS)

Witiw, M.; Ladochy, S.

2010-07-01

Over the past few years, fog studies have been introduced as part of courses in Earth system science for both university students and high school teachers at Seattle Pacific University. In the undergraduate course, about three hours are devoted to the study of fog starting with a discussion on sustainable water systems. This is followed by presentations on types of fog, the role of fog in the biosphere, biogeochemical cycles and fog, human influences on fog and fog intensity, and remote sensing of fog. We end with a description of fog collection. Fog education efforts increased for students when our campus was able to obtain fog collecting equipment from Richard Jagels at the University of Maine. The equipment included active and passive fog collectors as well as infrared-beam fog detectors. Two graduating students took on fog collection as their senior project. After setting up the newly acquired equipment, the students designed a fog collection project for the University’s Whidby Island location on Puget Sound, an area that experiences frequent advection fog. They built a passive fog detector and determined where to place it on the Island. Future projects planned include implementing a water system based upon fog collection on Whidby Island. We have also implemented a new module on fog for the Earth System Science Education Alliance (ESSEA) - The Camanchaca: Fog in the Earth System (available at: http://essea.strategies.org/module.php?module_id=54). Aspects of fog in the Earth system are discussed and participants are led to see the important role fog has throughout the Earth system. This module was successfully piloted as part of an Earth system science course for teachers offered in June-July, 2009.

The impact of international experience on student nurses' personal and professional development.

PubMed

Lee, N-J

2004-06-01

Many student nurses undertake international clinical experience during their education programmes, which raises the question 'How do these experiences impact on students nurses' personal and professional development?' A case study was conducted in one School of Nursing in the United Kingdom. Student nurses participating in a new module, International Nursing and Health Care, which included clinical experience overseas, gave qualitative accounts of their international experiences and subsequent learning. Their accounts were also compared with the perceptions and expectations of the module facilitators. While there were some similarities in student experience and facilitator expectations, there were also notable differences. The students believed that their international experiences had a deep impact on their personal development, helping them make the transition from student to qualified nurse. The case study raised further questions about the acquisition of cultural knowledge and the facilitation and provision of learning from experience.

Librarians in the Lab: Toward Radically Re-Engineering Data Curation Services at the Research Coalface

ERIC Educational Resources Information Center

Lyon, Liz

2016-01-01

This article presents a case study where students aspiring to professional library roles who need to understand diverse disciplinary research data practices are placed in a laboratory with domain researchers during an immersive module within graduate MLIS programs at the School of Information Sciences (iSchool), University of Pittsburgh. A…

Motivational Meteorology.

ERIC Educational Resources Information Center

Benjamin, Lee

1993-01-01

Describes an introductory meteorology course for nonacademic high school students. The course is made hands-on by the use of an educational software program offered by Accu-Weather. The program contains a meteorology database and instructional modules. (PR)

Hands-on optics: an informal science education initiative

NASA Astrophysics Data System (ADS)

Johnson, Anthony M.; Pompea, Stephen M.; Arthurs, Eugene G.; Walker, Constance E.; Sparks, Robert T.

2007-09-01

The project is collaboration between two scientific societies, the Optical Society of America (OSA) and SPIE - The International Society for Optical Engineering and the National Optical Astronomy Observatory (NOAO). The program is designed to bring science education enrichment to thousands of underrepresented middle school students in more than ten states, including female and minority students, who typically have not been the beneficiaries of science and engineering resources and investments. HOO provides each teacher with up to six activity modules, each containing enough materials for up to 30 students to participate in 6-8 hours of hands-on optics-related activities. Sample activities, developed by education specialists at NOAO, include building kaleidoscopes and telescopes, communicating with a beam of light, and a hit-the-target laser beam challenge. Teachers engage in two days of training and, where possible, are partnered with a local optics professional (drawn from the local rosters of SPIE and OSA members) who volunteers to spend time with the teacher and students as they explore the module activities. Through these activities, students gain experience and understanding of optics principles, as well as learning the basics of inquiry, critical thinking, and problem solving skills involving optics, and how optics interfaces with other disciplines. While the modules were designed for use in informal after- school or weekend sessions, the number of venues has expanded to large and small science centers, Boys and Girls Clubs, Girl Scouts, summer camps, family workshops, and use in the classroom.

A learning progression based teaching module on the causes of seasons

NASA Astrophysics Data System (ADS)

Galano, S.

2016-03-01

In this paper, we report about designing and validating a teaching learning module based on a learning progression and focused on the causes of seasons. An initial learning progression about the Celestial Motion big idea -causes of seasons, lunar and solar eclipse and Moon phases- was developed and validated. Existing curricula, research studies on alternative conceptions about these phenomena, and students' answers to an open questionnaire were the starting point to develop initial learning progressions; then, a two-tier multiple-choice questionnaire was designed to validate and improve it. The questionnaire was submitted to about 300 secondary-school students whose answers were used to revise the hypothesized learning progressions. This improved version of the learning progression was used to design a module focused on the causes of seasons in which students were engaged in quantitative measurements with a photovoltaic panel to explain changes of the Sun rays' flow on the Earth's surface over the year. The efficacy of our module in improving students' understanding of the phenomenon of the seasons was tested using our questionnaire as pre- and post-test.

Management and Supervision Procedures for Wastewater Facilities, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume IV.

ERIC Educational Resources Information Center

Mason, George J.; And Others

This document is one in a series which outlines performance objectives and instructional modules for a course of study in the management of wastewater treatment plants. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and adapted for courses to upgrade personnel moving…

Process Interaction for Wastewater Facilities, Wastewater Technology: A Two-Year Post High School Instructional Program. An Instructor's Guide for Use of Instructional Material in Wastewater Technology Training Programs. Volume V.

ERIC Educational Resources Information Center

Gearheart, Robert A.; And Others

This document is one in a series which outlines performance objectives and instructional modules for a course of study which explains the relationships and functions of the process units in a wastewater treatment plant. The modules are arranged in an order appropriate for teaching students with no experience. The modules can also be rearranged and…

USING SOIL AND OTHER PLANT GROWING MEDIA EFFECTIVELY. HORTICULTURE-SERVICE OCCUPATIONS, MODULE NO. 5.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

ONE OF A SERIES DESIGNED TO PREPARE HIGH SCHOOL STUDENTS FOR HORTICULTURE SERVICE OCCUPATIONS, THIS MODULE HAS AS ITS MAJOR OBJECTIVE TO DEVELOP THE APPRECIATIONS, UNDERSTANDINGS, AND ABILITIES NEEDED TO USE PLANT GROWING MEDIA IN GROWING HORTICULTURAL PLANTS. IT WAS DEVELOPED BY A NATIONAL TASK FORCE ON THE BASIS OF DATA FROM STATE STUDIES.…

OPERATING, REPAIRING, AND MAINTAINING SMALL POWER EQUIPMENT. HORTICULTURE-SERVICE OCCUPATIONS, MODULE NO. 10.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

ONE OF A SERIES DESIGNED TO PREPARE HIGH SCHOOL STUDENTS FOR HORTICULTURE SERVICE OCCUPATIONS, THIS MODULE HAS AS ITS MAJOR OBJECTIVE TO DEVELOP A PROFICIENCY IN THE OPERATION, MAINTENANCE, AND REPAIR OF SMALL POWER EQUIPMENT USED IN HORTICULTURAL ENTERPRISES. IT WAS DEVELOPED BY A NATIONAL TASK FORCE ON THE BASIS OF DATA FROM STATE STUDIES.…

ESTABLISHING AND CARING FOR LAWNS AND TURF. HORTICULTURE-SERVICE OCCUPATIONS, MODULE NO. 9.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

ONE OF A SERIES DESIGNED TO PREPARE HIGH SCHOOL STUDENTS FOR HORTICULTURE SERVICE OCCUPATIONS, THIS MODULE HAS AS ITS MAJOR OBJECTIVE TO DEVELOP THE ABILITY TO ESTABLISH AND MAINTAIN LAWNS AND TURF. IT WAS DEVELOPED ON THE BASIS OF DATA FROM STATE STUDIES BY A NATIONAL TASK FORCE. SUBJECT MATTER AREAS ARE NEW LAWN ESTABLISHMENT, LAWN MAINTENANCE,…

Consumer Problems of the Poor. Expanded Programs of Consumer Education. (Series)

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

The fourth in a series of modules--Expanded Programs of Consumer Education--this material is designed to help the poor make better use of their income and to stimulate those of high income to a greater understanding of the problems of their fellow-citizens. The modules are prepared for high school students as separate publications to provide…

An assessment of the feasibility and effectiveness of an e-learning module in delivering a curriculum in radiation protection to undergraduate medical students.

PubMed

Leong, Sum; Mc Laughlin, Patrick; O'Connor, Owen J; O'Flynn, Siun; Maher, Michael M

2012-03-01

Integrating radiation protection (RP) education in the undergraduate medical curriculum is gaining importance and is mandatory in certain jurisdictions. An e-learning module for RP was developed at the authors' medical school and was integrated into year 4 of the 5-year undergraduate medical program. The aim of this study was to investigate its impact on RP knowledge, student preferences for various teaching methods, self-assessment of RP knowledge, and perceptions of career prospects in radiology. Likert-type 5-point scale evaluations and general comments about the RP module and various methods of teaching were also obtained. An e-learning module in RP was designed and presented to year 4 medical undergraduates. All students were required to complete premodule and postmodule questionnaires. Eighty-nine percent (n = 113) and 99% (n = 126) of the 127 medical students successfully completed and returned the premodule and postmodule questionnaires, respectively. After the e-learning module, students' postmodule RP knowledge had improved significantly. Analysis of postmodule RP knowledge suggested that a favorable self-assessment of knowledge of RP, perception of career prospects in radiology, and completion of the e-learning module with an increased number of sessions were factors predictive of improved RP knowledge. Students expressed a preference for didactic lectures and clinical attachment for instruction in RP over e-learning. The development of an e-learning module in RP is feasible and results in improved knowledge of RP among medical undergraduates. Combining e-learning and more traditional educational programs such as a clinical radiology rotation is likely to improve student experience. Copyright © 2012 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Integrated learning in dentistry: baseline data and first evaluation at the Dental School of Basel.

PubMed

Neuhaus, K W; Schegg, R; Krastl, G; Amato, M; Weiger, R; Walter, C

2008-08-01

Integrated learning modules were introduced and baseline information was collected, in order to identify the expectations regarding e-learning. Furthermore, first formative evaluation of fourth-year dental students was conducted and the experience gained with summative online assessment was reported. Questionnaires designed by Infratest dimap (Berlin, Germany) were distributed to undergraduate students (n = 72) of the School of Dentistry. The fourth-year dental students went through a preliminary evaluation process. An online test was evaluated and compared with a traditional examination. Sixty-three questionnaires were returned. Sixty-five per cent of the students were already familiar with e-learning. All but one student owned at least one personal computer or laptop. Ninety-one per cent of the students expected positive effects from the integration of online modules. Enhanced flexibility regarding time and location as well as comfortable access to learning materials were mentioned most frequently. Ninety per cent of the students expected to achieve better results by finding it easier to understand learning materials produced with multimedia tools. Sixty per cent of the students feared technical complications when using an online platform. The online test was successfully performed. A formative evaluation process demonstrated agreement between expectations and first experiences with e-learning. Most students expect the quality of their studies to improve by implementation of e-learning. Students appreciating regularly updated learning materials particularly emphasise the importance of its visualisation. Online tests might be an option for student's self-performance rating.

Climate Literacy: Supporting Teacher Professional Development

NASA Astrophysics Data System (ADS)

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

2012-12-01

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

How we launched a developmental student-as-teacher (SAT) program for all medical students.

PubMed

Blanco, Maria A; Maderer, Ann; Oriel, Amanda; Epstein, Scott K

2014-05-01

Teaching is a necessary skill for medical trainees and physicians. We designed and launched a developmental Student-as-Teacher program for all students, beginning with the class of 2016. A task force of faculty and students designed the program. The goal is to enable all students to acquire basic principles of teaching and learning at different stages in their four-year medical school career. Upon completion, students will achieve twenty-eight learning objectives grouped within four competency domains: (1) Adult and Practice-Based Learning; (2) Learning Environment; (3) Instructional Design and Performance; and, (4) Learner's Assessment and Evaluation. The program combines online learning modules and a field teaching experience. The entire class of 2016 (N = 200) completed the first online module. Students found the module effective, and 70% reported an increase in their level of knowledge. Although most students are expected to complete their field teaching experience in fourth year, twelve students completed their field experience in first year. Reported strengths of these experiences include reinforcement of their medical knowledge and improvement of their adult teaching skills. The program was successfully launched, and students are already experiencing the benefits of training in basic teaching skills in the first year of the program.

Quantitative experiments to explain the change of seasons

NASA Astrophysics Data System (ADS)

Testa, Italo; Busarello, Gianni; Puddu, Emanuella; Leccia, Silvio; Merluzzi, Paola; Colantonio, Arturo; Moretti, Maria Ida; Galano, Silvia; Zappia, Alessandro

2015-03-01

The science education literature shows that students have difficulty understanding what causes the seasons. Incorrect explanations are often due to a lack of knowledge about the physical mechanisms underlying this phenomenon. To address this, we present a module in which the students engage in quantitative measurements with a photovoltaic panel to explain changes to the sunray flow on Earth’s surface over the year. The activities also provide examples of energy transfers between the incoming radiation and the environment to introduce basic features of Earth’s climate. The module was evaluated with 45 secondary school students (aged 17-18) and a pre-/post-test research design. Analysis of students’ learning outcomes supports the effectiveness of the proposed activities.

Critical Thinking Synergism: Combining Therapeutic and Vocational Approaches to Teaching Medical Humanities

ERIC Educational Resources Information Center

Dempsey, Owen P.; Lucas, Beverley J.

2006-01-01

This article explores a qualitative evaluation of student and tutor perceptions of the educational aims, methods and impact of undertaking a new medical humanities student selected module (SSM) within one medical school in the United Kingdom. The findings of the study build on previous work within this subject area and provide insight of learning…

Le Hockey [Hockey]. Teacher's Guide.

ERIC Educational Resources Information Center

Balchunas, Martha; Ullmann, Rebecca

A resource kit for the teaching of French at the intermediate level is represented by a teacher's guide and the duplicating master for a tape transcript. The aim of this module is to make the elementary or secondary school student of French familiar with basic hockey terms in French, and to enable the student to understand hockey games broadcast…

DNA Replication and Transcription: An Innovative Teaching Strategy

ERIC Educational Resources Information Center

Fossey, Annabel; Hancock, Carolyn

2005-01-01

First-year students in genetics at the University of KwaZulu-Natal, South Africa, attend two general biology modules, one in each semester. Teaching involves four formal lectures per week of 45 min each, one 3-h practical, and one lecture period tutorial. These students, graduating from secondary education, are well schooled in rote learning but…

Exploring Asian Students' Citizenship Values and Their Relationship to Civic Knowledge and School Participation

ERIC Educational Resources Information Center

Kennedy, Kerry J.; Kuang, Xiaoxue; Chow, Joseph Kui Foon

2013-01-01

Empirical evidence of Asian students' traditional citizenship values was provided in the Asian Regional Module (ARM) of the International Civic and Citizenship Study. This paper is based on a secondary analysis of the ARM data. Three issues are addressed. First, a theoretical analysis of the ARM constructs contributes to their construct validity.…

Human Growth: Guide to a Healthier You. A Middle School Science Curriculum. Instructor's Manual.

ERIC Educational Resources Information Center

Huba, Jeanne C.; Crow, Tracy L.

This instructor's manual contains information and activities related to human growth processes. The curriculum focuses on choices students can make for a healthy lifestyle and is based on the most up-to-date research about human growth and development. Students generate and test their hypotheses throughout each of five modules which include…

Validity of High School Physic Module With Character Values Using Process Skill Approach In STKIP PGRI West Sumatera

NASA Astrophysics Data System (ADS)

Anaperta, M.; Helendra, H.; Zulva, R.

2018-04-01

This study aims to describe the validity of physics module with Character Oriented Values Using Process Approach Skills at Dynamic Electrical Material in high school physics / MA and SMK. The type of research is development research. The module development model uses the development model proposed by Plomp which consists of (1) preliminary research phase, (2) the prototyping phase, and (3) assessment phase. In this research is done is initial investigation phase and designing. Data collecting technique to know validation is observation and questionnaire. In the initial investigative phase, curriculum analysis, student analysis, and concept analysis were conducted. In the design phase and the realization of module design for SMA / MA and SMK subjects in dynamic electrical materials. After that, the formative evaluation which include self evaluation, prototyping (expert reviews, one-to-one, and small group. At this stage validity is performed. This research data is obtained through the module validation sheet, which then generates a valid module.

An Evaluation Quality Framework for Analysing School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

The paper presents the results from a quality framework to measure the effectiveness of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Technical and Vocational Education (TVE) system in Bahrain. The framework is an extended version of existing information quality frameworks with respect to pedagogical and technological contexts. It incorporates specific pedagogical and technological dimensions as per the Bahrain modern industry requirements. Users' views questionnaire on the effectiveness of the new transition module was distributed to various stakeholders including TVE teachers and students. The aim was to receive critical information in diagnosing, monitoring and evaluating different views and perceptions about the effectiveness of the new module. The analysis categorised the quality dimensions by their relative importance. This was carried out using the principal component analysis available in SPSS. The analysis clearly identified the most important quality dimensions integrated in the new module for SBL-to-WBL transition. It was also apparent that the new module contains workplace proficiencies, prepares TVE students for work placement, provides effective teaching and learning methodologies, integrates innovative technology in the process of learning, meets modern industrial needs, and presents a cooperative learning environment for TVE students. From the principal component analysis finding, to calculate the percentage of relative importance of each factor and its quality dimensions, was significant. The percentage comparison would justify the most important factor as well as the most important quality dimensions. Also, the new, re-arranged quality dimensions from the finding with an extended number of factors tended to improve the extended version of the quality information framework to a revised quality framework.

An evaluation of outcomes following the replacement of traditional histology laboratories with self-study modules.

PubMed

Thompson, Andrew R; Lowrie, Donald J

2017-06-01

Changes in medical school curricula often require educators to develop teaching strategies that decrease contact hours while maintaining effective pedagogical methods. When faced with this challenge, faculty at the University of Cincinnati College of Medicine converted the majority of in-person histology laboratory sessions to self-study modules that utilize multiple audiovisual modalities and a virtual microscope platform. Outcomes related to this shift were investigated through performance on in-house examinations, results of the United States Medical Licensing Examination ® (USMLE ® ) Step 1 Examination, and student feedback. Medical School College Admissions Test ® (MCAT ® ) scores were used as a covariate when comparing in-house examinations. Results revealed no significant change in performance on in-house examinations when the content being assessed was controlled (F(2, 506) = 0.676, P = 0.51). A significant improvement in overall practical examination grade averages was associated with the self-study modules (F(6, 1164) = 10.213, P < 0.01), but gradual changes in examination content may explain this finding. The histology and cell biology portion of USMLE Step 1 Examination remained consistent throughout the time period that was investigated. Student feedback regarding the self-study modules was positive and suggested that features such as instructor narrated videos were an important component of the self-study modules because they helped recreate the experience of in-person laboratory sessions. Positive outcomes from the student perspective and no drop in examination performance suggests that utilizing self-study modules for histology laboratory content may be an option for educators faced with the challenge of reducing contact hours without eliminating content. Anat Sci Educ 10: 276-285. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Self-reported tobacco smoking practices among medical students and their perceptions towards training about tobacco smoking in medical curricula: A cross-sectional, questionnaire survey in Malaysia, India, Pakistan, Nepal, and Bangladesh.

PubMed

Sreeramareddy, Chandrashekhar T; Suri, Sushil; Menezes, Ritesh G; Kumar, H N Harsha; Rahman, Mahbubur; Islam, Md R; Pereira, Xavier V; Shah, Mohsin; Sathian, Brijesh; Shetty, Ullasa; Vaswani, Vina R

2010-11-16

Tobacco smoking issues in developing countries are usually taught non-systematically as and when the topic arose. The World Health Organisation and Global Health Professional Student Survey (GHPSS) have suggested introducing a separate integrated tobacco module into medical school curricula. Our aim was to assess medical students' tobacco smoking habits, their practices towards patients' smoking habits and attitude towards teaching about smoking in medical schools. A cross-sectional questionnaire survey was carried out among final year undergraduate medical students in Malaysia, India, Nepal, Pakistan, and Bangladesh. An anonymous, self-administered questionnaire included items on demographic information, students' current practices about patients' tobacco smoking habits, their perception towards tobacco education in medical schools on a five point Likert scale. Questions about tobacco smoking habits were adapted from GHPSS questionnaire. An 'ever smoker' was defined as one who had smoked during lifetime, even if had tried a few puffs once or twice. 'Current smoker' was defined as those who had smoked tobacco product on one or more days in the preceding month of the survey. Descriptive statistics were calculated. Overall response rate was 81.6% (922/1130). Median age was 22 years while 50.7% were males and 48.2% were females. The overall prevalence of 'ever smokers' and 'current smokers' was 31.7% and 13.1% respectively. A majority (> 80%) of students asked the patients about their smoking habits during clinical postings/clerkships. Only a third of them did counselling, and assessed the patients' willingness to quit. Majority of the students agreed about doctors' role in tobacco control as being role models, competence in smoking cessation methods, counseling, and the need for training about tobacco cessation in medical schools. About 50% agreed that current curriculum teaches about tobacco smoking but not systematically and should be included as a separate module. Majority of the students indicated that topics about health effects, nicotine addiction and its treatment, counselling, prevention of relapse were important or very important in training about tobacco smoking. Medical educators should consider revising medical curricula to improve training about tobacco smoking cessation in medical schools. Our results should be supported by surveys from other medical schools in developing countries of Asia.

[Is it Possible to Arouse Interest in a Career in Traumatology with a Curricular Course in Medical School?

PubMed

Meder, A; Lammerding-Köppel, M; Zundel, S; Stöckle, U; Bahrs, C; Gonser, C

2016-12-01

Background: There is a serious lack of young doctors in trauma surgery, which has intensified in recent years. The reasons are complex. Studies have shown that the interest in starting a career in surgery significantly decreases during medical school. To counteract the lack of young talent in the clinic, interest in the subject should be aroused in medical school. The aim of the present study was to evaluate current teaching at our university, where trauma surgery is a curricular subject with mandatory attendance for all medical students. Material and Methods: The current curriculum is intended for medicine students in their fifth year. The curriculum comprises lectures, practical courses and observation modules held in small groups. Students are provided with an experienced surgeon as teacher and mentor for the whole week. A teaching and training centre is available for the practical courses. In an anonymised questionnaire, students were asked about their overall assessment and the training success of practical and theory-oriented modules, as well as their specific interest in traumatology. Results: The evaluated curriculum gave very good results, with an overall rating of 1.53 (average) on a 6-point Likert scale in the overall assessment. It could be shown that students previously not interested in starting a career in trauma surgery showed significantly more interest in the subject after the curriculum. The practical parts scored best in the individual assessment. Conclusion: We showed that intensive teaching can arouse interest in traumatology in students who had been indifferent to orthopaedics and traumatology. Georg Thieme Verlag KG Stuttgart · New York.

Developing a fully online course for senior medical students

PubMed Central

Chapman, Chris; White, Casey B.; Engleberg, Cary; Fantone, Joseph C.; Cinti, Sandro K.

2011-01-01

In 2002 the University of Michigan Medical School created a one-month course in advanced medical therapeutics (AMT). All senior medical students were required to complete the course. To provide some flexibility for students who were interviewing for residency positions the AMT course was created using a distance-learning model, and in the 2008–2009 academic year it was offered in a fully online format. The components of the course are weekly case-based modules, a weekly online seminar, quizzes based on modules and seminars, and a research project based on a therapeutic question. The paper discusses the development and components of the AMT course, a survey of fourth-year medical students who participated in the course between 2007 and 2010, and how the course evolved over three years. PMID:21566733

A Comparison of Astronomy/Science Attitudes Among Students and Secondary Teachers

NASA Astrophysics Data System (ADS)

Kareva, Anna; Miller, S.; Foster, A.; James, C. R.

2014-01-01

The Astronomy Summer School of East Texas was designed to address the needs of rural schools in the Walker County region of East Texas. This region is populated by poorer schools with fewer science resources and underperforming students on standardized tests, resulting in many of the school districts being rated as “academically unacceptable”. The goal of the workshop was to provide a suite of active learning modules to regional 6 - 12 grade teachers, which they can then use in their classrooms to actively engage their students in the use of real science data. As part of the workshop, we administered Zeilik’s pre/post attitude survey towards astronomy/science to assess whether the participant’s attitudes changed over the course of the two-week workshop. While we found no statistically significant shift in attitudes, we were surprised at some of the attitudes that secondary science teachers held. We will summarize their attitudes and compare them with attitude data gathered from their students, along with those of college students enrolled in introductory astronomy courses at Sam Houston State University. With this data, we will present the differences in attitudes with age between middle school, high school and college students, along with difference in attitudes between teachers and students. This project is supported by the NASA Science Mission Directorate Education and Public Outreach for Earth and Space Science (EPOESS), which is part of the Research Opportunities in Space and Earth Sciences (ROSES), Grant Number NNX12AH11G.

Wakata performs microscopic analysis of the NanoRacks Module-38 Petri Dishes

NASA Image and Video Library

2014-01-13

ISS038-E-029082 (12 Jan. 2014) --- Japan Aerospace Exploration Agency astronaut Koichi Wakata, Expedition 38 flight engineer, performs microscopic analysis of the NanoRacks Module-38 Petri Dishes, using Celestron Reflective Microscope, in the Kibo laboratory of the International Space Station. These Module-38 experiments are designed by students as part of a competition sponsored by the International Space School Educational Trust (ISSET). This experiment examines three-dimensional growth of slime mold in petri dishes utilizing the NanoRacks Microscopes Facility.

KSC-07pd0644

NASA Image and Video Library

2007-03-15

KENNEDY SPACE CENTER, FLA. -- NASA Node 2 module sits inside the Space Station Processing Facility highbay with its new name, Harmony, revealed. The name, Harmony, was chosen from an academic competition involving thousands of students in kindergarten through high school. The Node 2 Challenge required students to learn about the International Space Station, build a scale model of the module, and write an essay explaining their proposed name. This will be the first U.S. piece of the space station named by someone other than a NASA official. Node 2 is a pressurized module that will act as a connecting port and passageway to additional international science labs and supply spacecraft. It also will be a work platform for the station's robotic arm. The module is scheduled to fly on mission STS-120 aboard Space Shuttle Atlantis targeted for later this year. Photo credit: NASA/Jim Grossmann

CROP, LAWN, AND GARDEN SEEDS SALES AND SERVICE. AGRICULTURAL SUPPLY - SALES AND SERVICE OCCUPATIONS, MODULE NUMBER 8.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

THE PURPOSE OF THIS GUIDE IS TO ASSIST VOCATIONAL AGRICULTURE TEACHERS IN PREPARING HIGH SCHOOL STUDENTS FOR AGRICULTURAL SUPPLY OCCUPATIONS. ONE OF A SERIES, THIS MODULE WAS DEVELOPED BY A NATIONAL TASK FORCE ON THE BASIS OF DATA FROM STATE STUDIES. THE SPECIFIC OBJECTIVE IS TO DEVELOP UNDERSTANDING AND ABILITY NEEDED TO ENTER AND ADVANCE IN…

Reflexive Pedagogy for Reading across the Curriculum: The University of KwaZulu-Natal Faculty of Education Experience

ERIC Educational Resources Information Center

Mgqwashu, Emmanuel Mfanafuthi

2011-01-01

This article is a qualitative evaluation of the role of reflexive pedagogy; a pedagogic approach used in a first year, academic literacy compulsory module for all first year Bachelor of Education (B. Ed) students offered by the School of Language, Literacies, Media and Drama Education at the University of KwaZulu-Natal. The module is called…

Effective Classroom Management. The Basic Element of Effective Teaching. A Module for Undergraduate Instruction in Teacher Education in the RAFT Program at Mississippi State University.

ERIC Educational Resources Information Center

Handley, Herbert M., Ed.

This module, developed by the Research Applications for Teaching (RAFT) project, introduces the undergraduate student to practices of teachers in effective schools which facilitate the climate for learning in the classroom. Used with Canter's materials on assertive discipline, the preservice teachers should have an opportunity to reflect carefully…

Planetary Exploration Education: As Seen From the Point of View of Subject Matter Experts

NASA Astrophysics Data System (ADS)

Milazzo, M. P.; Anderson, R. B.; Gaither, T. A.; Vaughan, R. G.

2016-12-01

Planetary Learning that Advances the Nexus of Engineering, Technology, and Science (PLANETS) was selected as one of 27 new projects to support the NASA Science Mission Directorate's Science Education Cooperative Agreement Notice. Our goal is to develop and disseminate out-of-school time (OST) curricular and related educator professional development modules that integrate planetary science, technology, and engineering. We are a partnership between planetary science Subject Matter Experts (SMEs), curriculum developers, science and engineering teacher professional development experts and OST teacher networks. The PLANETS team includes the Center for Science Teaching and Learning (CSTL) at Northern Arizona University (NAU); the U.S. Geological Survey (USGS) Astrogeology Science Center (Astrogeology), and the Boston Museum of Science (MOS). Here, we present the work and approach by the SMEs at Astrogeology. As part of this overarching project, we will create a model for improved integration of SMEs, curriculum developers, professional development experts, and educators. For the 2016 and 2017 Fiscal Years, our focus is on creating science material for two OST modules designed for middle school students. We will begin development of a third module for elementary school students in the latter part of FY2017. The first module focuses on water conservation and treatment as applied on Earth, the International Space Station, and at a fictional Mars base. This unit involves the science and engineering of finding accessible water, evaluating it for quality, treating it for impurities (i.e., dissolved and suspended), initial use, a cycle of greywater treatment and re-use, and final treatment of blackwater. The second module involves the science and engineering of remote sensing as it is related to Earth and planetary exploration. This includes discussion and activities related to the electromagnetic spectrum, spectroscopy and various remote sensing systems and techniques. In these activities and discussions we include observation and measurement techniques and tools, as well as collection and use of specific data of interest to scientists. These two modules will be tested and refined based on educator and student feedback, with expected final release in late summer of 2017.

A Modular Approach to Year 11 Science Courses

ERIC Educational Resources Information Center

Woolley, Terry G.

1976-01-01

Described is a secondary school science program which includes modularized courses in the earth science unified science, biology, chemistry, and physics. Students may continue in one science course or switch between courses upon completing modules. (SL)

CAN-DOO: The Climate Action Network through Direct Observations and Outreach

NASA Astrophysics Data System (ADS)

Taubman, B.; Sherman, J. P.; Perry, L. B.; Markham, J.; Kelly, G.

2011-12-01

The urgency of climate change demands a greater understanding of our climate system, not only by the leaders of today, but by the scientists, policy makers, and citizens of tomorrow. Unfortunately, a large segment of the population currently possesses inadequate knowledge of climate science. In direct response to a need for greater scientific literacy with respect to climate science, researchers from Appalachian State University's Appalachian Atmospheric Interdisciplinary Research (AppalAIR) group, with support from NASA, have developed CAN-DOO: the Climate Action Network through Direct Observations and Outreach. CAN-DOO addresses climate science literacy by 1) Developing the infrastructure for sustaining and expanding public outreach through long-term climate measurements capable of complementing existing NASA measurements, 2) Enhancing public awareness of climate science and NASA's role in advancing our understanding of the Earth System, and 3) Introducing Science, Technology, Engineering, and Mathematics principles to homeschooled, public school, and Appalachian State University students through applied climate science activities. Project partners include the Grandfather Mountain Stewardship Foundation, Pisgah Astronomical Research Institute, and local elementary schools. In partnership with Grandfather Mountain, climate science awareness is promoted through citizen science activities, interactive public displays, and staff training. CAN-DOO engages students by involving them in the entire scientific investigative process as applied to climate science. We introduce local elementary and middle school students, homeschooled students throughout North Carolina, and undergraduate students in a new Global Climate Change course and select other courses at Appalachian State University to instrument assembly, measurement techniques, data collection, hypothesis testing, and drawing conclusions. Results are placed in the proper context via comparisons with other student data products, local research-grade measurements, and NASA measurements. Several educational modules have been developed that address specific topics in climate science. The modules are scalable and have been successfully implemented at levels ranging from 2nd grade through first-year graduate as well as with citizen science groups. They also can be applied in user-desired segments to a variety of Earth Science units. In this paper, we will introduce the project activities and present results from the first year of observations and outreach, with a special emphasis on two of the developed modules, the surface energy balance and aerosol optical depth module.

A cluster randomised controlled trial of the Climate Schools: Ecstasy and Emerging Drugs Module in Australian secondary schools: study protocol.

PubMed

Champion, Katrina E; Teesson, Maree; Newton, Nicola C

2013-12-12

The use of ecstasy is a public health problem and is associated with a range of social costs and harms. In recent years, there has been growing concern about the availability and misuse of new and emerging drugs designed to mimic the effects of illicit drugs, including ecstasy. This, coupled with the fact that the age of use and the risk factors for using ecstasy and emerging drugs are similar, provides a compelling argument to implement prevention for these substances simultaneously. The proposed study will evaluate whether a universal Internet-based prevention program, known as the Climate Schools: Ecstasy and Emerging Drugs Module, can address and prevent the use of ecstasy and emerging drugs among adolescents. A cluster randomised controlled trial will be conducted among Year 10 students (aged 15-16 years) from 12 secondary schools in Sydney, Australia. Schools will be randomly assigned to either the Climate Schools intervention group or the control group. All students will complete a self-report questionnaire at baseline, immediately post-intervention, and 6-, 12- and 24-months post-baseline. The primary outcome measures will include ecstasy and emerging drug-related knowledge, intentions to use these substances in the future, and the patterns of use of ecstasy and emerging drugs. A range of secondary outcomes will also be assessed, including beliefs and attitudes about ecstasy and emerging drugs, peer pressure resistance, other substance use and mental health outcomes. To our knowledge, this will be the first evaluation of an Internet-based program designed to specifically target ecstasy and NED use among adolescents. If deemed effective, the Climate Schools: Ecstasy and Emerging Drugs Module will provide schools with an interactive and novel prevention program for ecstasy and emerging drugs that can be readily implemented by teachers. This trial is registered with the Australian New Zealand Clinical Trials Registry, ACTRN12613000708752.

A cluster randomised controlled trial of the Climate Schools: Ecstasy and Emerging Drugs Module in Australian secondary schools: study protocol

PubMed Central

2013-01-01

Background The use of ecstasy is a public health problem and is associated with a range of social costs and harms. In recent years, there has been growing concern about the availability and misuse of new and emerging drugs designed to mimic the effects of illicit drugs, including ecstasy. This, coupled with the fact that the age of use and the risk factors for using ecstasy and emerging drugs are similar, provides a compelling argument to implement prevention for these substances simultaneously. The proposed study will evaluate whether a universal Internet-based prevention program, known as the Climate Schools: Ecstasy and Emerging Drugs Module, can address and prevent the use of ecstasy and emerging drugs among adolescents. Methods A cluster randomised controlled trial will be conducted among Year 10 students (aged 15–16 years) from 12 secondary schools in Sydney, Australia. Schools will be randomly assigned to either the Climate Schools intervention group or the control group. All students will complete a self-report questionnaire at baseline, immediately post-intervention, and 6-, 12- and 24-months post-baseline. The primary outcome measures will include ecstasy and emerging drug-related knowledge, intentions to use these substances in the future, and the patterns of use of ecstasy and emerging drugs. A range of secondary outcomes will also be assessed, including beliefs and attitudes about ecstasy and emerging drugs, peer pressure resistance, other substance use and mental health outcomes. Discussion To our knowledge, this will be the first evaluation of an Internet-based program designed to specifically target ecstasy and NED use among adolescents. If deemed effective, the Climate Schools: Ecstasy and Emerging Drugs Module will provide schools with an interactive and novel prevention program for ecstasy and emerging drugs that can be readily implemented by teachers. Trial registration This trial is registered with the Australian New Zealand Clinical Trials Registry, ACTRN12613000708752. PMID:24330505

Using Touch-Screen Technology, Apps, and Blogs to Engage and Sustain High School Students' Interest in Chemistry Topics

ERIC Educational Resources Information Center

Kim, Heejoo; Chacko, Priya; Zhao, Jinhui; Montclare, Jin Kim

2014-01-01

As part of an outreach program, we integrated chemistry apps with blogging to enhance the learning experience of students in and outside the classroom. Our outreach program involved college mentors who participated in the development and implementation of chemistry lessons alongside the classroom teacher. Three technology-rich modules that focused…

Integration of iPad-Based M-Learning into a Creative Engineering Module in a Secondary School in England

ERIC Educational Resources Information Center

Li, Yulong; Liu, Xiaojing

2017-01-01

Mobile learning (M-learning) has become a popular topic in educational research, in previous research there have been many studies on attitude to M-learning directed towards staff, parents and students; however, limited research has focused on the comparison between teachers and students in the context of creative engineering and their respective…

A New Role Change Approach in Pre-service Teacher Education for Developing Pedagogical Content Knowledge in the Context of a Student Outreach Lab

NASA Astrophysics Data System (ADS)

Scharfenberg, Franz-Josef; Bogner, Franz X.

2016-10-01

How pre-service teachers (PST) develop pedagogical content knowledge (PCK) during science teacher education is an open research question. Our teacher education module, theoretically based on PCK, specifically combines biology PSTs' education with high school students' biology education and includes an innovative role change approach. Altogether, 41 PSTs each participated in three subsequent module days with students ( N = 823) from 50 classes. The module's content dealt with the syllabus topic Genetic Fingerprinting. During participation, the PSTs changed their role by assuming a student's role on the first day, a tutor's role on the second day, and a teacher's role on the third day. By quasi-experimentally administering pre- and delayed posttests, we qualitatively monitored, then content-analytically categorized, and finally quantitatively analyzed three specific PCK components. In contrast to a control group (which did not participate in the module), our treatment preferentially changed the PSTs' orientations toward teaching biology to a more student-centered orientation (both intra- and inter-group differences with medium effect sizes). Additionally, the PSTs who participated in the three modules days differed before and after module participation in how they addressed potential student learning difficulties and identified potential instructional strategies for avoiding these difficulties. The changes in these PCK components point to a step-by-step development of the PSTs' PCK. In this process, our participating PSTs assessed the importance of their three roles on the 3 days quite differently; most notably, we found one relationship between the teacher role and the PSTs' student-centeredness. We specifically discuss the potential and importance of our role change approach within science teacher education.

Student career choice in psychiatry: findings from 18 UK medical schools.

PubMed

Halder, Neel; Hadjidemetriou, Christiana; Pearson, Rachel; Farooq, Kitty; Lydall, Gregory J; Malik, Amit; Bhugra, Dinesh

2013-08-01

Psychiatry recruitment continues to be a problem in the UK and large-scale studies are required to understand the factors surrounding this. A quantitative, cross-sectional online survey, incorporating demographics, career choices, teaching exposure, attitudes to psychiatry and personality factors, was administered to final-year UK medical students. A total of 484 students from 18 medical schools responded (66% women). Sixteen (16%) had chosen psychiatry at medical school entry. By final year, 15 respondents (3%) had decided to pursue a career in psychiatry, while another 78 (17%) were seriously considering it. There was little difference in the quality ratings of lectures and small group teaching between those interested in psychiatry and those not. Experience of 'enrichment activities' (psychiatry special study modules or components, psychiatric research, university psychiatry clubs, and psychiatry electives) were significantly more likely to take up psychiatry. Causality cannot, however, be determined in this study. The study identified several distinct groups of UK students: those deciding on psychiatry before medical school and maintaining that career choice, those deciding on psychiatry during medical school, and those interested in other fields. Addressing psychiatry teaching and exposure may improve recruitment into the speciality.

Implementation of CDC's School Health Index in 3 midwest middle schools: motivation for change.

PubMed

Sherwood-Puzzello, Catherine M; Miller, Michelle; Lohrmann, David; Gregory, Patricia

2007-08-01

The Centers for Disease Control and Prevention's School Health Index (SHI), a guide for completing a coordinated school-based program needs assessment relative to healthy eating, physical activity, a tobacco-free lifestyle, and prevention of other health risk behaviors and conditions, was used to assess current programming at 3 midwestern middle schools. Employing somewhat different procedures, data were collected from focus groups comprising school administrators, teachers, parents, community members, and students. Participants responded to SHI module questions and provided comments based on their perceptions. Both quantitative and qualitative data were recorded for each module, after which participants answered 3 planning questions intended to guide prioritization of actions to improve policies and programs based on importance, cost, time, commitment, and feasibility. Each school developed recommendations and strategies based on highest priority needs related to community involvement, professional development, health screenings, and health education materials in classrooms. The experience of completing the SHI in 3 different schools provided important insights about the data collection process as well as assessment results that have implications for the design and implementation of prevention programs.

Overview of the Education and Public Outreach (EPO) program of the Caltech Tectonics Observatory

NASA Astrophysics Data System (ADS)

Kovalenko, L.; Jain, K.; Maloney, J.

2009-12-01

The Caltech Tectonics Observatory (TO) is an interdisciplinary center, focused on geological processes occurring at the boundaries of Earth's tectonic plates (http://www.tectonics.caltech.edu). Over the past year, the TO has made a major effort to develop an Education and Public Outreach (EPO) program. Our goals are to (1) stimulate the interest of students and the general public in Earth Sciences, particularly in the study of tectonic processes, (2) inform and educate the general public about science in the context of TO discoveries and advancements, and (3) provide opportunities for graduate students, postdocs, and faculty to do outreach in the local K-12 schools. We have hosted local high school students and teachers to provide them with research experience (as part of Caltech’s “Summer Research Connection”); participated in teacher training workshops (organized by the local school district); hosted tours for local elementary school students; and brought hands-on activities into local elementary and middle school classrooms, science clubs, and science nights. We have also led local school students and teachers on geology field trips through nearby parks. In addition, we have developed education modules for undergraduate classes (as part of MARGINS program), and have written educational web articles on TO research (http://www.tectonics.caltech.edu/outreach). The presentation will give an overview of these activities and their impact on our educational program.

A Novel Enuresis Alarm for Toilet Training Students with Intellectual Disability: An Initial Evaluation in a School Setting

ERIC Educational Resources Information Center

Mruzek, Daniel W.; McAleavey, Stephen; Engel, Suzanne; Smith, Tristram

2016-01-01

In this study, a novel enuresis alarm device using a miniaturized radio frequency module and disposable sensors made with inexpensive conductive ink was used to teach toilet use for urination with three participants with severe intellectual disability (two males and one female; aged 7-15 years) in a private special education school setting. At…

KSC-07pd0641

NASA Image and Video Library

2007-03-15

KENNEDY SPACE CENTER, FLA. -- In the Space Station Processing Facility, Mission STS-120 Pilot George Zamka (left) and Commander Pam Melroy stand in front of the Node 2 module with it's new name, Harmony, unveiled. The name, Harmony, was chosen from an academic competition involving thousands of students in kindergarten through high school. The Node 2 Challenge required students to learn about the International Space Station, build a scale model of the module, and write an essay explaining their proposed name. This will be the first U.S. piece of the space station named by someone other than a NASA official. Node 2 is a pressurized module that will act as a connecting port and passageway to additional international science labs and supply spacecraft. It also will be a work platform for the station's robotic arm. The module is scheduled to fly on mission STS-120 aboard Space Shuttle Atlantis targeted for later this year. Photo credit: NASA/Jim Grossmann

KSC-07pd0643

NASA Image and Video Library

2007-03-15

KENNEDY SPACE CENTER, FLA. -- Inside the Space Station Processing Facility, William Gerstenmaier, NASA's associate administrator for Space Operations, talks to members of the media during a ceremony to unveil the Node 2 module's new name, Harmony. The name, Harmony, was chosen from an academic competition involving thousands of students in kindergarten through high school. The Node 2 Challenge required students to learn about the International Space Station, build a scale model of the module, and write an essay explaining their proposed name. This will be the first U.S. piece of the space station named by someone other than a NASA official. Node 2 is a pressurized module that will act as a connecting port and passageway to additional international science labs and supply spacecraft. It also will be a work platform for the station's robotic arm. The module is scheduled to fly on mission STS-120 aboard Space Shuttle Atlantis targeted for later this year. Photo credit: NASA/Jim Grossmann

KSC-07pd0640

NASA Image and Video Library

2007-03-15

KENNEDY SPACE CENTER, FLA. -- In the Space Station Processing Facility, Mission STS-120 Commander Pam Melroy speaks to members of the press and guests during a ceremony to unveil the new name of NASA's Node 2 module, Harmony. The name, Harmony, was chosen from an academic competition involving thousands of students in kindergarten through high school. The Node 2 Challenge required students to learn about the International Space Station, build a scale model of the module, and write an essay explaining their proposed name. This will be the first U.S. piece of the space station named by someone other than a NASA official. Node 2 is a pressurized module that will act as a connecting port and passageway to additional international science labs and supply spacecraft. It also will be a work platform for the station's robotic arm. The module is scheduled to fly on mission STS-120 aboard Space Shuttle Atlantis targeted for later this year. Photo credit: NASA/Jim Grossmann

Science FEST: Preservice Teachers link Math and Science in Astronomy Lessons

NASA Astrophysics Data System (ADS)

DeMuth, N. H.; Kasabian, J.; Hacking, P. B.

2005-12-01

Funded by the National Science Foundation and corporate sponsored by Northrop Grumman, Science FEST (Science for Future Elementary School Teachers) aims to develop the science content and pedagogy for project participants by connecting their college coursework to the science they will eventually teach. Working individually and in pairs, future elementary and secondary school teachers design a comprehensive module in astronomy that is inquiry-based and reflects national and state science standards. Project participants then teach their module in local elementary or middle school classrooms. Science FEST project participants report gaining a deep understanding of the science they are teaching, learning to engage all students to explore science concepts, and reflecting on their teaching and how it can be improved. The project's website can be found at www.science-fest.org.

Students' perceptions of laboratory science careers: changing ideas with an education module.

PubMed

Haun, Daniel; Leach, Argie; Lawrence, Louann; Jarreau, Patsy

2005-01-01

To assess the effectiveness of a Web-based education module in changing students' perceptions of laboratory science careers. Perception was measured with a short examination and then a Web-based exercise was presented. Following the exercise, the test was administered again. Frequency data from the pre-test and post-test were compared for changes in perception. The correlated pre-test/post-test pairs were also examined for opinion changes and these were analyzed for significance. Large parochial high schools in New Orleans, Louisiana. A small team visited the schools during their appointed class times for biology. Study participants were high school biology students in grades 9-10. Two-hundred-forty-five students participated (149 male and 96 female). A Web-based exercise on blood film examination was presented to the students in a classroom setting (www.mclno.org/labpartners/index_03.htm). The exercise contained focused messages about: (1) the numbers of healthcare workers acquiring AIDS from on-the-job exposure and (2) common career paths available to the laboratory science workforce. The shift in perception of: What medical service generates the most diagnostic data. Which professional group performs laboratory tests. The risk of acquiring AIDS while working in the healthcare setting. Interest in a science-related career. How much education is required to work in a science-related field. The intervention significantly shifted perception in all areas measured except that of interest in a science-related career. Many students perceive that the risk of acquiring AIDS while working in the healthcare setting is "high". Web-based presentations and similar partnerships with science teachers can change perceptions that might lead to increased interest in clinical laboratory science careers.

The New School-Based Learning (SBL) to Work-Based Learning (WBL) Transition Module: A Practical Implementation in the Technical and Vocational Education (TVE) System in Bahrain

NASA Astrophysics Data System (ADS)

Alseddiqi, M.; Mishra, R.; Pislaru, C.

2012-05-01

This paper diagnoses the implementation of a new engineering course entitled 'school-based learning (SBL) to work-based learning (WBL) transition module' in the Bahrain Technical and Vocational Education (TVE) learning environment. The module was designed to incorporate an innovative education and training approach with a variety of learning activities that are included in various learning case studies. Each case study was based on with learning objectives coupled with desired learning outcomes. The TVE students should meet the desired outcomes after the completion of the learning activities and assessments. To help with the implementation phase of the new module, the authors developed guidelines for each case study. The guidelines incorporated learning activities to be delivered in an integrated learning environment. The skills to be transferred were related to cognitive, affective, and technical proficiencies. The guidelines included structured instructions to help students during the learning process. In addition, technology was introduced to improve learning effectiveness and flexibility. The guidelines include learning indicators for each learning activity and were based on their interrelation with competencies to be achieved with respect to modern industrial requirements. Each learning indicator was then correlated against the type of learning environment, teaching and learning styles, examples of mode of delivery, and assessment strategy. Also, the learning activities were supported by technological features such as discussion forums for social perception and engagement and immediate feedback exercises for self-motivation. Through the developed module, TVE teachers can effectively manage the teaching and learning process as well as the assessment strategy to satisfy students' individual requirements and enable them to meet workplace requirements.

SU-F-E-14: Global Radiation Oncology Education and Training in Medical Physics Powered by Information and Communication Technologies

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

Ngwa, W; University Massachusetts Lowell, Lowell, MA; Sajo, E

Purpose: Recent publications have highlighted the potential of Information and Communication Technologies (ICTs) to catalyze collaborations in cancer care, research and education in global radiation oncology. This work reports on the use of ICTs for global Medical Physics education and training across three countries: USA, Tanzania and Kuwait Methods: An online education platform was established by Radiation Oncology Faculty from Harvard Medical School, and the University of Pennsylvania with integrated Medical Physics Course modules accessible to trainees in Tanzania via partnership with the Muhimbili University of Health and Allied Sciences, and the Ocean Road Cancer Institute. The course modules incorporatedmore » lectures covering Radiation Therapy Physics with videos, discussion board, assessments and grade center. Faculty at Harvard Medical School and the University of Massachusetts Lowell also employed weekly Skype meetings to train/mentor three graduate students, living out-of-state and in Kuwait for up to 9 research credits per semester for over two semesters towards obtaining their graduate degrees Results: Students were able to successfully access the Medical Physics course modules and participate in learning activities, online discussion boards, and assessments. Other instructors could also access/co-teach the course modules from USA and Tanzania. Meanwhile all three graduate students with remote training via Skype and email made major progress in their graduate training with each one of them submitting their research results as abstracts to be presented at the 2016 AAPM conference. One student has also published her work already and all three are developing these abstracts for publication in peer-reviewed journals. Conclusion: Altogether, this work highlights concrete examples/model on how ICTs can be used for capacity building in Medical Physics across continents, for both education and research training needed for Masters/PhD degrees. The developed modules and model will be scaled to benefit many more trainees and other developing countries.« less

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school.

PubMed

Cerda, Gamal; Pérez, Carlos; Navarro, José I; Aguilar, Manuel; Casas, José A; Aragón, Estíbaliz

2015-01-01

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students' level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students' performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain.

The Innovation Hyperlab - Linking Student Innovation at University and Pre-College Levels

NASA Astrophysics Data System (ADS)

Tagg, Randall

2012-02-01

We have created a laboratory environment to support collaboration between university and pre-college students on innovation and entrepreneurship projects. Called the ``Innovation Hyperlab,'' this facility is located in a K-12 complex called VistaPEAK schools in Aurora, Colorado. The lab is supported by four elements: a research-grade technical infrastructure of supplies and equipment for technical prototyping, a developing curriculum of ``learning modules on demand'' for rapid assimilation of technical skills, mentors from universities / medical schools / industry, and innovation projects stimulated by connections with the regional community. A current focus of projects is on medical technology development, linking tenth graders with university undergraduate research students and coordinated with the University of Colorado Denver's medical school. The Innovation Hyperlab is a work in progress and we will describe challenges that arise in connecting such a collaboration with traditional curriculum at both the university and pre-college levels.

Evaluating Changes in Climate Literacy among Middle and High School Students who Participate in Climate Change Education Modules

NASA Astrophysics Data System (ADS)

DeWaters, J.; Powers, S.; Dhaniyala, S.; Small, M.

2012-12-01

Middle school (MS) and high school (HS) teachers have developed and taught instructional modules that were created through their participation in Clarkson University's NASA-funded Project-Based Global Climate Change Education project. A quantitative survey was developed to help evaluate the project's impact on students' climate literacy, which includes content knowledge as well as affective and behavioral attributes. Content objectives were guided primarily by the 2009 document, Climate Literacy: The Essential Principles of Climate Sciences. The survey was developed according to established psychometric principles and methodologies in the sociological and educational sciences which involved developing and evaluating a pool of survey items, adapted primarily from existing climate surveys and questionnaires; preparing, administering, and evaluating two rounds of pilot tests; and preparing a final instrument with revisions informed by both pilot assessments. The resulting survey contains three separate subscales: cognitive, affective, and behavioral, with five self-efficacy items embedded within the affective subscale. Cognitive items use a multiple choice format with one correct response; non-cognitive items use a 5-point Likert-type scale with options generally ranging from "strongly agree" to "strongly disagree" (affective), or "almost always" to "hardly ever" (behavioral). Three versions of the survey were developed and administered using an on-line Zoomerang™ platform to college students/adults; HS students; and MS students, respectively. Instrument validity was supported by using items drawn from existing surveys, by reviewing/applying prior research in climate literacy, and through comparative age-group analysis. The internal consistency reliability of each subscale, as measured by Cronbach's alpha, ranges from 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfying generally accepted criteria for internal reliability of educational surveys. MS and HS students completed the on-line survey prior to and at least 3 weeks following participation in one of the newly developed project-based climate change modules. Surveys were completed anonymously. In all, 9 HS and 3 MS teachers successfully completed the educational programming and assessment protocol in AY2012, yielding 200 HS and 227 MS matched pre/post climate literacy surveys. Both groups of students demonstrated significant gains in climate-related content knowledge (p<<0.001) and affect (p<0.01). MS students also experienced significant gains in their climate-related self-efficacy (p=0.03), with no significant change in self-efficacy for HS students and no change in either group on the behavioral subscale. Post-scores were remarkably similar for the two groups of students; reported as percent of maximum attainable score for HS/MS students: 59%/58%, knowledge; 65%/64%, affect; 71%/72%, self-efficacy, and 63%/62%, behavior. The presentation will include a description of the development and content of the climate literacy survey used in this research, as well the interpretation of specific pre/post changes in participating MS and HS students relative to the content of and approach used in the project-based modules.

Nurturing Soft Skills Among High School Students Through Space Weather Competition

NASA Astrophysics Data System (ADS)

Abdullah, Mardina; Abd Majid, Rosadah; Bais, Badariah; Syaidah Bahri, Nor

2016-07-01

Soft skills fulfill an important role in shaping an individual's personality. It is of high importance for every student to acquire adequate skills beyond academic or technical knowledge. The objective of this project was to foster students' enthusiasm in space science and develop their soft skills such as; interpersonal communication, critical thinking and problem-solving, team work, lifelong learning and information management, and leadership skills. This is a qualitative study and the data was collected via group interviews. Soft skills development among high school students were nurtured through space weather competition in solar flare detection. High school students (16 to 17 years old) were guided by mentors consisting of science teachers to carry out this project based on a module developed by UKM's researchers. Students had to acquire knowledge on antenna development and construct the antenna with recyclable materials. They had to capture graphs and identify peaks that indicate solar flare. Their findings were compared to satellite data for verification. They also presented their work and their findings to the panel of judges. After observation, it can be seen that students' soft skills and interest in learning space science had become more positive after being involved in this project.

The Use of Online Modules and the Effect on Student Outcomes in a High School Chemistry Class

NASA Astrophysics Data System (ADS)

Lamb, Richard L.; Annetta, Len

2013-10-01

The purpose of the study was to review the efficacy of online chemistry simulations in a high school chemistry class and provide discussion of the factors that may affect student learning. The sample consisted of 351 high school students exposed to online simulations. Researchers administered a pretest, intermediate test and posttest to measure chemistry content knowledge acquired during the use of online chemistry laboratory simulations. The authors also analyzed student journal entries as an attitudinal measure of chemistry during the simulation experience. The four analyses conducted were Repeated Time Measures Analysis of Variance, a three-way Analysis of Variance, Logistic Regression and Multiple Analysis of Variance. Each of these analyses provides for a slightly different aspect of factors regarding student attitudes and outcomes. Results indicate that there is a statistically significant main effect across grouping type (experimental versus control, p = 0.042, α = 0.05). Analysis of student journal entries suggests that attitudinal factors may affect student outcomes concerning the use of online supplemental instruction. Implications for this study show that the use of online simulations promotes increased understanding of chemistry content through open-ended and interactive questioning.

Earth System Science Education Alliance (ESSEA) IPY Modules

NASA Astrophysics Data System (ADS)

Blaney, L. S.; Myers, R. J.; Schwerin, T.

2008-12-01

The Earth System Science Education Alliance (ESSEA) is a National Science Foundation-supported program implemented by the Institute for Global Environmental Strategies (IGES) to improve the quality of geoscience instruction for pre-service, middle, and high school teachers. ESSEA increases teachers' access to quality materials, standards-based instructional methods and content knowledge. With additional support from NASA, the ESSEA program is being enhanced to reflect emphasis on the International Polar Year. From 1999-2005 the ESSEA program was based on a trio of online courses (for elementary, middle, and high school teachers), the courses have been used by 40 faculty at 20 institutions educating over 1,700 teachers in Earth system science. Program evaluation of original course participants indicated that the courses had significant impact on teachers Earth system content knowledge and beliefs about teaching and learning. Seventeen of the original participating institutions have continued to use the courses and many have developed new programs that incorporate the courses in Earth science education opportunities for teachers. Today the ESSEA program lists nearly 40 colleges and universities as participants. With NASA support, the K-4 course and modules have been revised to include topics and resources focusing on the International Polar Year. Additional modules examining the changes in black carbon, ice sheets and permafrost have been added for middle and high school levels. The new modules incorporate geoscience data and analysis tools into classroom instruction. By exploring IPY related topics and data, participating teachers and their students will develop new understandings about the interactions and dependencies of the Earth spheres and our polar regions. Changes in climate, air, water, and land quality and animal and plant populations make the news everyday. The ESSEA IPY modules will help teachers inform rather than frighten their students as they learn more about the characteristics and importance of our polar regions. One goal of IPY 2007-2008 is to increase the awareness, understanding and interest of school-age children in polar conditions and research. The inclusion of polar topics in the ESSEA courses and modules contributes to the achievement of that goal.

Paint Bucket Polygons

ERIC Educational Resources Information Center

Edwards, Michael Todd; Harper, Suzanne R.

2010-01-01

During a two-week summer professional development workshop, teams of intermediate-level school teachers and college methods instructors crafted mathematics learning modules--activities, lesson plans, work sheets, and technology-oriented tasks--with the primary goal of strengthening students' understanding of various geometric concepts. They recast…

Into Adolescence: Caring for Our Planet and Our Health. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Hunter, Lisa K.

This module, written for middle school students in grades 5-8, is oriented toward informing students about environmental issues in relation to their own health and well-being. It is deliberately focused on a few issues that will interest young adolescents, and is not intended to be comprehensive. The six lessons stress individual action and…

Health in the Year 2100: What's Heredity Got To Do with It? Genetics Curriculum for High School Biology Students.

ERIC Educational Resources Information Center

Evans, Wayne H.; And Others

This genetics curriculum was conceived to fill the void in the general public's awareness of the importance of heredity and environment in health. The module contains a teacher's manual, student manual, and appendix. Topics are presented in a manner that is intended to be culturally sensitive and meaningful, and to reflect the concerns of the…

Effectiveness of the Multidimensional Curriculum Model in Developing Higher-Order Thinking Skills in Elementary and Secondary Students

ERIC Educational Resources Information Center

Vidergor, Hava E.

2018-01-01

The study aimed to assess the effectiveness of the multidimensional curriculum model (MdCM) in the development of higher-order thinking skills in a sample of 394 elementary and secondary school students in Israel. The study employed a quantitative quasi-experimental pre-post design, using a study module based on MdCM, comparing intervention group…

Denali Geographic 2012 : A University led scientific field experience for High School students at the Alaska Summer Research Academy

NASA Astrophysics Data System (ADS)

Shipman, J. S.; Webley, P. W.; Burke, S.; Chebul, E.; Dempsey, A.; Hastings, H.; Terry, R.; Drake, J.

2012-12-01

The Alaska Summer Research Academy (ASRA) annually provides the opportunity for ~150 exceptional high school students to engage in scientific exploration at the university level. In July 2012, University of Alaska Fairbanks instructors led a two-week long ASRA module, called 'Denali Geographic', where eight student participants from across the USA and Canada learned how to observe changes in the natural world and design their own experiments for a field expedition to Denali National Park and Preserve, with assistance from the National Park Service. Each student designed an experiment/observational project prior to the expedition to investigate changes across the expanse of the park. Projects included wildlife documentation; scat and track observations; soil ph and moisture with elevation and vegetation changes; wildflowers species distribution; waterborne insect populations; atmospheric pressure and temperature variations; construction of sustainable buildings to minimize human impact on the park; and park geology comparisons between outcrop and distal stream deposits. The students learned how to design experiments, purchase supplies needed to conduct the work, and select good locations in which to sample in the park. Students used equipment such as GPS to mark field locations; a range finder to determine distance from wildlife; a hygrometer for temperature and pressure; nets and sorting equipments to analyze insects; and the preparation of Plaster of Paris for creating casts of animal tracks. All observations were documented in their field notebooks and blog entries made to share their experiences. Day excursions as part of the module included Poker Flats Research Range, where students learned about the use of unmanned aerial vehicles in scientific exploration; Alaska Volcano Observatory, where students learned about volcanic hazards in Alaska and the North Pacific; Chena Hot Springs and the Ice Museum, where students learned about thermal imaging using a Forward Looking Infrared Radiometer; and Pioneer Park to learn how to pan for gold. After the completion of the expedition, students had to then synthesize each of their research projects and create a collaborative presentation of their findings. On the final day of the camp, students delivered a presentation to 150 of their peers and instructors in the other ASRA modules. Presented here are details of the field camp and experiences gained by the students. The camp and two-week long module showed students how to pursue their own curiosities about the natural world. By encouraging students to take an idea and develop it into a research topic, we engaged them in the scientific method and illustrated possibilities for future avenues of academic study.

The effectiveness of game and recreational activity to motivate high achievers and low achievers: Evaluation using fuzzy conjoint analysis

NASA Astrophysics Data System (ADS)

Sofian, Siti Siryani; Rambely, Azmin Sham

2018-04-01

Students' evaluation is important in order to determine the effectiveness of a learning program. A game and recreational activity (GaRA) is a problem-based learning (PBL) method that engages students in a learning process through games and activity. The effectiveness of GaRA can be determined from an application of fuzzy conjoint analysis (FCA) to diminish fuzziness in determining individual perceptions. This study involves a survey collected from 68 students participating in a Mathematics Discovery Camp organized by a UKM research group, named PRISMatik, from two different schools. The aim of this research was to determine the effectiveness of modules delivered to motivate students towards mathematics subject in the form of GaRA through different factors. There were six games conducted for the participants and their perceptions based on the evaluation of six criterias were measured. A seven-point Likert scale, which indicates seven linguistic terms, was used to collect students' preferences and perceptions on each module of GaRAs. Scores of perceptions were transformed into degrees of similarity using fuzzy set conjoint analysis. Results found that interest, effort and team work was the strongest values obtained from GaRA modules in this camp as participants indicated their strong agreement that these criteria fulfilled their preferences in most module. Participants also stated that almost all attributes fulfilled their preference in each module regardless their individual academic achievement. Thus the method demonstrated that modules delivered through PBL approach has effectively motivated students through six attributes introduced. The evaluation using FCA implicated the successfulness of a fuzzy approach to evaluate fuzziness obtained in the Likert-scale and has shown its ability in ranking the attributes from most preferred to least preferred.

Are there future psychiatrists among medical students in Croatia? The role of premedical and medical factors on career choice in psychiatry.

PubMed

Rojnic Kuzman, Martina; Smoljan, Mia; Lovrec, Petra; Jovanovic, Nikolina; Lydall, Greg; Farooq, Kitty; Malik, Amit; Bhugra, Dinesh

2013-08-01

Despite the high prevalence of mental disorders, a worldwide shortage of psychiatrists exists. Moreover, the number of students interested in choosing psychiatry as their future profession is low and psychiatry is frequently regarded as one of the least wanted medical specializations. We report the findings of a cross-sectional quantitative survey of final year Croatian medical students as part of the International Survey of Student Career Choice in Psychiatry (ISoSCCiP). The questionnaire consisted of three sections: socio-demographic factors, psychiatric education during medical school, and attitudes and personality characteristics. Out of 200 students, 122 completed the questionnaire (response rate 61%). The overall student evaluation of the compulsory psychiatry curriculum was 'average'. Significantly higher ratings were reported by students who attended special psychiatry teaching modules, or felt more involved in the teaching of the subject. Poor evaluation of medical school psychiatric education significantly increased the likelihood of not choosing psychiatry as a future career. The choice of psychiatry was also predicted by attitudes towards psychiatry and by personal characteristics. In conclusion, student ratings of medical school psychiatric education and involvement in teaching appear to influence choice towards psychiatry. Addressing these issues may increase the number of students motivated to pursue psychiatry as their future career choice.

Re-designing an Earth Sciences outreach program for Rhode Island public elementary schools to address new curricular standards and logistical realities in the community

NASA Astrophysics Data System (ADS)

Richter, N.; Vachula, R. S.; Pascuzzo, A.; Prilipko Huber, O.

2017-12-01

In contrast to middle and high school students, elementary school students in Rhode Island (RI) have no access to dedicated science teachers, resulting in uneven quality and scope of science teaching across the state. In an attempt to improve science education in local public elementary schools, the Department of Earth, Environmental, and Planetary Sciences (DEEPS) at Brown University initiated a student-driven science-teaching program that was supported by a NSF K-12 grant from 2007 to 2014. The program led to the development of an extensive in-house lesson plan database and supported student-led outreach and teaching in several elementary and middle school classrooms. After funding was terminated, the program continued on a volunteer basis, providing year-round science teaching for several second-grade classrooms. During the 2016-2017 academic year, New Generation Science Standards (NGSS) were introduced in RI public schools, and it became apparent that our outreach efforts required adaptation to be more efficient and relevant for both elementary school students and teachers. To meet these new needs, DEEPS, in collaboration with the Providence Public School District, created an intensive summer re-design program involving both graduate and undergraduate students. Three multi-lesson units were developed in collaboration with volunteer public school teachers to specifically address NGSS goals for earth science teaching in 2nd, 3rd and 4th grades. In the 2017-2018 academic year DEEPS students will co-teach the science lessons with the public school teachers in two local elementary schools. At the end of the next academic year all lesson plans and activities will be made publically available through a newly designed DEEPS outreach website. We herein detail our efforts to create and implement new educational modules with the goals of: (1) empowering teachers to instruct science, (2) engaging students and fostering lasting STEM interest and competency, (3) optimizing volunteer resources, (4) meeting new state curricular standards, (5) developing publicly available lesson plans for other teachers and outreach programs, (6) institutionalizing the outreach program within the DEEPS community, and (7) cultivating STEM retention at the grassroots level.

Self-Regulated Learning (SRL) and the Gifted Learner in Primary School: The Theoretical Basis and Empirical Findings on a Research Program Dedicated to Ensuring That All Students Learn to Regulate Their Own Learning

ERIC Educational Resources Information Center

Stoeger, Heidrun; Fleischmann, Sandra; Obergriesser, Stefanie

2015-01-01

After defining self-regulated learning (SRL), explaining its importance for all ability groups, and summarizing findings on gifted learners' scarcer use of and lower preference for SRL, we describe two instructional modules designed for teaching SRL during regular classroom instruction and homework. We then explain how the modules are…

Developing Leadership Content Knowledge during School Leader Preparation

ERIC Educational Resources Information Center

Carver, Cynthia L.

2012-01-01

This instructional module describes a performance assessment designed to equip prospective principals with the knowledge and skill needed to evaluate curriculum, observe and assess instruction, interact meaningfully with teachers about instructional decision-making, and design professional learning opportunities that enhance student learning…

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

PubMed Central

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

2014-01-01

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

A picture of Indian adolescent mental health: an analysis from three urban secondary schools.

PubMed

Long, Katelyn N G; Gren, Lisa H; Long, Paul M; Jaggi, Rachel; Banik, Srabani; Mihalopoulos, Nicole L

2017-08-01

Purpose Mental health disorders are a pressing issue among adolescents around the world, including in India. A better understanding of the factors related to poor mental health will allow for more effective and targeted interventions for Indian adolescents. Methods The Indian Adolescent Health Questionnaire (IAHQ), a validated questionnaire designed specifically for use in schools, was administered to approximately 1500 secondary students in three private urban Indian schools in 2012. The Strengths and Difficulties Questionnaire (SDQ) module assessed mental health. Linear regression was used to predict SDQ scores. The biopsychosocial framework was used as an organizing framework to understand how each explanatory variable in the final model might impact the SDQ score. Results One thousand four hundred and eight students returned IAHQ surveys (93.9% response rate); 1102 students completed questions for inclusion in the regression model (78.3% inclusion rate). Statistically significant (p < 0.05) independent variables associated with SDQ scores were gender, level of overall health, negative peer pressure, insults from peers, kindness of peers, feeling safe at home, at school, or with friends, and grades. Discussion Schools have a role to play in improving adolescent mental health. Many of the significant variables in our study can be addressed in the school environment through school-wide, long-term programs utilizing teachers and lay counselors. The IAHQ and SDQ can be used by schools to identify factors that contribute to poor mental health among students and then develop targeted programs to support improved mental health.

Would you be a geriatrician? Student career preferences and attitudes to a career in geriatric medicine.

PubMed

Ní Chróinín, Danielle; Cronin, Edel; Cullen, Walter; O'Shea, Diarmuid; Steele, Michael; Bury, Gerard; Kyne, Lorraine

2013-09-01

career intentions of medical students may impact on education and workforce planning. We sought to determine (i) career choices of senior medical students; (ii) interest in geriatric medicine; (iii) factors influencing such choices; and (iv) the impact of a 6-week Medicine in the Community module. cross-sectional survey of all senior UCD medical students, before and after completion of a 'Medicine in the Community' module, 2009-11. eighty-two per cent (274/336) completed the survey at module's end. Two-thirds (174) had chosen a future speciality, most frequently general practice (32.1%) and internal medicine (17%). Half (49.8%) believed career selection is made during medical school. Thirty-one per cent would consider a career in geriatric medicine; reasons cited were interesting field (34.5%), clinical variety (25%) and perception as emotionally rewarding (20.2%). Commonest deterrents were perceived slowness-of-pace and not wanting to work with older patients. Female students (adjusted OR: 1.89, P = 0.05) and those prioritising travel opportunities (adjusted OR: 2.77, P = 0.01) were more likely to consider geriatric medicine. Half (51.5%) reported that the community medicine module increased their interest in geriatric medicine; 91.3% that it would positively influence how they treated older patients. Students reporting a positive influence of the module were more likely to consider a career in geriatric medicine (OR: 1.62, P = 0.02). two-thirds of students had already chosen a future speciality. One-third would consider geriatric medicine. This may have important implications for workforce planning and development of geriatric medicine. Undergraduate exposure to the discipline may increase interest in geriatric medicine as a career, and positively influence management of older patients.

Why medical students choose psychiatry - a 20 country cross-sectional survey.

PubMed

Farooq, Kitty; Lydall, Gregory J; Malik, Amit; Ndetei, David M; Bhugra, Dinesh

2014-01-15

Recruitment to psychiatry is insufficient to meet projected mental health service needs world-wide. We report on the career plans of final year medical students from 20 countries, investigating factors identified from the literature which influence psychiatric career choice. Cross sectional electronic or paper survey. Subjects were final year medical students at 46 medical schools in participating countries. We assessed students' career intentions, motivations, medical school teaching and exposure to psychiatry. We assessed students' attitudes and personality factors. The main outcome measure was likelihood of specializing in psychiatry. Multilevel logistic regression was used to examine the joint effect of factors upon the main outcome. 2198 of 9135 (24%) of students responded (range 4 to 91%) across the countries. Internationally 4.5% of students definitely considered psychiatry as a career (range 1 to 12%). 19% of students (range 0 to 33%) were "quite likely", and 25% were "definitely not" considering psychiatry. Female gender, experience of mental/physical illness, media portrayal of doctors, and positive attitudes to psychiatry, but not personality factors, were associated with choosing psychiatry. Quality of psychiatric placement (correlation coefficient = 0.22, p < 0.001) and number of placements (correlation coefficient =0.21, p < 0.001) were associated with higher ATP scores. During medical school, experience of psychiatric enrichment activities (special studies modules and university psychiatry clubs), experience of acutely unwell patients and perceived clinical responsibility were all associated with choice of psychiatry.Multilevel logistic regression revealed six factors associated with students choosing psychiatry: importance of own vocation, odds ratio (OR) 3.01, 95% CI 1.61 to 5.91, p < 0.001); interest in psychiatry before medical school, OR 10.8 (5.38 to 21.8, p < 0.001); undertaking a psychiatry special study module, OR 1.45 (1.05 to 2.01, p = 0.03) or elective OR 4.28 (2.87- 6.38, p < 0.001); membership of a university psychiatry club, OR 3.25 (2.87 to 6.38, p < 0.001); and exposure to didactic teaching, OR 0.54 (0.40 to 0.72, p < 0.001). We report factors relevant to medical student selection and psychiatry teaching which affect career choice. Addressing these factors may improve recruitment to psychiatry internationally.

Technology-Enhanced Learning in Science (TELS)

NASA Astrophysics Data System (ADS)

Linn, Marcia

2006-12-01

The overall research question addressed by the NSF-funded echnologyEnhanced Learning in Science (TELS) Center is whether interactive scientific visualizations embedded in high quality instructional units can be used to increase pre-college student learning in science. The research draws on the knowledge integration framework to guide the design of instructional modules, professional development activities, and assessment activities. This talk reports on results from the first year where 50 teachers taught one of the 12 TELS modules in over 200 classes in 16 diverse schools. Assessments scored with the knowledge integration rubric showed that students made progress in learning complex physics topics such as electricity, mechanics, and thermodynamics. Teachers encountered primarily technological obstacles that the research team was able to address prior to implementation. Powerful scientific visualizations required extensive instructional supports to communicate to students. Currently, TELS is refining the modules, professional development, and assessments based on evidence from the first year. Preliminary design principles intended to help research teams build on the findings will be presented for audience feedback and discussion.

Changes in Elementary Student Perceptions of Science, Scientists and Science Careers after Participating in a Curricular Module on Health and Veterinary Science

PubMed Central

Shin, Soo Yeon; Parker, Loran Carleton; Adedokun, Omolola; Mennonno, Ann; Wackerly, Amy; SanMiguel, Sandra

2015-01-01

This study examined to what extent a curriculum module that uses animal and human health scientists and science concepts to portray science and scientists in a relevant and authentic manner could enhance elementary students’ aspiration for science careers, attitudes to science, positive perceptions of scientists, and perceived relevance of science. The curriculum was developed by a research-based university program and has been put into practice in two early elementary classrooms in an urban school in the Midwest. An attitudinal rating survey and the Draw-A-Scientist Test (DAST) were used to assess pre to post changes in student attitudes toward science, perceptions of scientists, perceived relevance of science, and aspiration for science careers. Findings indicated that the implementation of this curriculum contributed positively to student attitudes toward science, decreased students’ stereotypical images of scientists, and increased student aspirations to become a scientist. PMID:26726271

Improved Learning Outcomes After Flipping a Therapeutics Module: Results of a Controlled Trial.

PubMed

Lockman, Kashelle; Haines, Stuart T; McPherson, Mary Lynn

2017-12-01

To evaluate the impact on learning outcomes of flipping a pain management module in a doctor of pharmacy curriculum. In a required first-professional-year pharmacology and therapeutics course at the University of Maryland School of Pharmacy, the pain therapeutics content of the pain management module was flipped. This redesign transformed the module from a largely lecture-based, instructor-centered model to a learner-centered model that included a variety of preclass activities and in-class active learning exercises. In spring 2015, the module was taught using the traditional model; in spring 2016, it was taught using the flipped model. The same end-of-module objective structured clinical exam (OSCE) and multiple-choice exam were administered in 2015 to the traditional cohort (TC; n = 156) and in 2016 to the flipped cohort (FC; n = 162). Cohort performance was compared. Learning outcomes improved significantly in the FC: The mean OSCE score improved by 12.33/100 points (P < .0001; 95% CI 10.28-14.38; effect size 1.33), and performance on the multiple-choice exam's therapeutics content improved by 5.07 percentage points (P < .0001; 95% CI 2.56-7.59; effect size 0.45). Student performance on exam items assessing higher cognitive levels significantly improved under the flipped model. Grade distribution on both exams shifted, with significantly more FC students earning an A or B and significantly fewer earning a D or F compared with TC students. Student performance on knowledge- and skill-based assessments improved significantly after flipping the therapeutics content of a pain management module.

Assessing the sense of `good at' and `not good at' toward learning topics of mathematics with conjoint analysis

NASA Astrophysics Data System (ADS)

Izuta, Giido; Nishikawa, Tomoko

2017-05-01

Over the past years, educational psychology and pedagogy communities have focused on the metacognition formalism as a helpful approach to carry out investigations on the feeling of difficulty in mastering some classroom materials that students acquire through their subjective experiences of learning in schools. Motivated by hitherto studies, this work deals with the assessment of the awareness of `good at' and `not good at' that Japanese junior high school students have towards the main learning modules in their three years of mathematics. More specifically, the aims here are (i) to shed some light into how the awareness varies across the grades and gender; (ii) to get some insights into the extent to what the conjoint analysis can be applied to understand the students' feelings toward learning activities. To accomplish them, a conjoint analysis survey with three conjoint attributes, each with two levels, were designed to assess the learners' perceptions of `good at' and `not good at' with respect to arithmetic (algebraic operations), geometry and functions, which make up the three major modules of their curricula. The measurements took place in a public junior high school with 616 school children. It turned out that the conjoint analyses for boys and girls of each grade generated the partial utility and importance graphs which along with a pre-established precision of measurement allowed us to form groups of pupils according to their `sense of being good at' characteristics. Moreover, the results showed that the number of groups obtained differed for boys and girls as well as grades when the gender and school years were considered for comparisons. These findings suggesting that female students outnumbers their peers in number of `good at' despite the low number of females pursuing careers in mathematics and related fields imply that investigation on the causes of this juxtaposition has to be taken into account in the future.

SENSE IT: Teaching STEM Principles to Middle and High School Students through the Design, Construction and Deployment of Water Quality Sensors

ERIC Educational Resources Information Center

Hotaling, Liesl; Lowes, Susan; Stolkin, Rustam; Lin, Peiyi; Bonner, James; Kirkey, William; Ojo, Temitope

2012-01-01

This paper describes the structure and impact of an NSF-funded ITEST project designed to enrich science, technology, engineering, and mathematics (STEM) education using educational modules that teach students to construct, program, and test a series of sensors used to monitor water quality. During the two years of the SENSE IT project, over 30…

Measuring Challenge, Fun and Sterility on a "Phunometre" Scale: Evaluating Creative Teaching and Learning with Children and Their Student Teachers in the Primary School

ERIC Educational Resources Information Center

Elton-Chalcraft, Sally; Mills, Kären

2015-01-01

"It was the funnest week in the whole history of funnest weeks": our case study, the second phase in a three-phase research project, evaluates the successes and limitations of creative teaching and learning during the "The Creative and Effective Curriculum" module for PGCE primary student teachers which includes a one-week…

Factors influencing quality of life of obese students in Hangzhou, China.

PubMed

Chen, Ying-Ping; Wang, Hong-Mei; Edwards, Todd C; Wang, Ting; Jiang, Xiao-Ying; Lv, Yi-Ran; Patrick, Donald L

2015-01-01

To evaluate the quality of life (QOL) of overweight and obese middle or high school students and identify relevant factors influencing their QOL scores. 716 students were recruited from 6 middle or high schools in Hangzhou, China. The Chinese version of the Youth Quality of Life Instrument-Weight Module (YQOL-W) was self administered. The YQOL-W scores were compared among different BMI groups, gender, educational status, annual household income, parental education and recruitment community using t test or one-way analysis of variance. The independent association of these variables with QOL among overweight and obese students was examined using multivariable linear regression modeling. Overweight and obese students reported lower total scores, self, social and environment scores than their normal weight peers (all P<0.001). The QOL of overweight and obese middle and high school students was associated with BMI value, gender, educational status, parental education, and recruitment community. Girls had lower total scores, self, social and environment domain scores than boys (all P<0.001); high school students had lower total and three domain scores than middle school students (all P<0.05). Students whose fathers had higher education reported higher total scores, self and social scores than students with less educated fathers (all P<0.05). Students whose mothers had higher education reported higher environment scores than students with less educated mothers (P = 0.01). Students from migrant communities reported significantly lower total scores, self and social scores than those from rural communities (all P<0.05), but comparable scores with those from urban communities (P>0.05). Students from migrant communities reported comparable environment scores with those from rural and urban communities (P>0.05). Overweight and obesity have negative effects on students' quality of life. Therefore weight specific QOL could be included in weight reduction interventions as a relevant outcome.

Ocean Tracks: Investigating Marine Migrations in a Changing Ocean

NASA Astrophysics Data System (ADS)

Krumhansl, R.; Kochevar, R. E.; Aluwihare, L.; Bardar, E. W.; Hirsch, L.; Hoyle, C.; Krumhansl, K.; Louie, J.; Madura, J.; Mueller-Northcott, J.; Peach, C. L.; Trujillo, A.; Winney, B.; Zetterlind, V.; Busey, A.

2015-12-01

The availability of scientific data sets online opens up exciting new opportunities to raise students' understanding of the worlds' oceans and the potential impacts of climate change. The Oceans of Data Institute at EDC; Stanford University; and the Scripps Institution of Oceanography have been collaborating, with the support of three National Science Foundation grants over the past 5 years, to bring marine science data sets into high school and undergraduate classrooms. These efforts have culminated in the development of a web-based student interface to data from the Tagging of Pacific Predators (TOPP) program, NOAA's Global Drifter Program, and NASA Earth-orbiting satellites through a student-friendly Web interface, customized data analysis tools, multimedia supports, and course modules. Ocean Tracks (http://oceantracks.org), which incorporates design principles based on a broad range of research findings in fields such as cognitive science, visual design, mathematics education and learning science, focuses on optimizing students' opportunities to focus their cognitive resources on viewing and comparing data to test hypotheses, while minimizing the time spent on downloading, filtering and creating displays. Ocean Tracks allows students to display the tracks of elephant seals, white sharks, Bluefin tuna, albatross, and drifting buoys along with sea surface temperature, chlorophyll-A, bathymetry, ocean currents, and human impacts overlays. A graphing tool allows students to dynamically display parameters associated with the track such as speed, deepest daily dive and track tortuosity (curviness). These interface features allow students to engage in investigations that mirror those currently being conducted by scientists to understand the broad-scale effects of changes in climate and other human activities on ocean ecosystems. In addition to supporting the teaching of the Ocean and Climate Literacy principles, high school curriculum modules facilitate the teaching of content, practices and cross-cutting concepts in the Framework for K-12 Science Education. Undergraduate modules currently under development support the teaching of content related to marine productivity, ocean circulation and upwelling, animal-environment interactions, ocean ecosystems, and human impacts.

Are Fourth-Year Medical Students Effective Teachers of the Physical Examination to First-Year Medical Students?

PubMed Central

Haist, Steven A; Wilson, John F; Fosson, Sue E; Brigham, Nancy L

1997-01-01

OBJECTIVE To determine if fourth-year medical students are as effective as faculty in teaching the physical examination to first-year medical students. DESIGN Stratified randomization of the first-year students. SETTING A public medical school. PARTICIPANTS All 100 first-year medical students in one medical school class were randomly assigned (controlling for gender) to either a faculty or a fourth-year student preceptor for the Physical Examination Module. MAIN RESULTS The first-year students of faculty preceptors scored no differently on the written examination than the students of the fourth-year medical student preceptors (82.8% vs 80.3%, p = .09) and no differently on a standardized patient practical examination (95.5% vs 95.4%, p = .92). Also, the first-year students rated the two groups of preceptors similarly on an evaluation form, with faculty rated higher on six items and the student preceptors rated higher on six items (all p > .10). The fourth-year student preceptors rated the experience favorably. CONCLUSIONS Fourth-year medical students were as successful as faculty in teaching first-year medical students the physical examination as measured by first-year student’s performances on objective measures and ratings of teaching effectiveness.

The Green Eating Project: web-based intervention to promote environmentally conscious eating behaviours in US university students.

PubMed

Monroe, Jessica T; Lofgren, Ingrid E; Sartini, Becky L; Greene, Geoffrey W

2015-09-01

To investigate the effectiveness of an online, interactive intervention, referred to as the Green Eating (GE) Project, to motivate university students to adopt GE behaviours. The study was quasi-experimental and integrated into courses for credit/extra credit. Courses were randomly stratified into experimental or non-treatment control. The 5-week intervention consisted of four modules based on different GE topics. Participants completed the GE survey at baseline (experimental, n 241; control, n 367) and post (experimental, n 187; control, n 304). The GE survey has been previously validated and consists of Transtheoretical Model constructs including stage of change (SOC), decisional balance (DB: Pros and Cons) and self-efficacy (SE: School and Home) as well as behaviours for GE. Modules contained basic information regarding each topic and knowledge items to assess content learning. The GE Project took place at a public university in the north-eastern USA. Participants were full-time students between the ages of 18 and 24 years. The GE Project was effective in significantly increasing GE behaviours, DB Pros, SE School and knowledge in experimental compared with control, but did not reduce DB Cons or increase SE Home. Experimental participants were also more likely to be in later SOC for GE at post testing. The GE Project was effective in increasing GE behaviours in university students. Motivating consumers towards adopting GE could assist in potentially mitigating negative consequences of the food system on the environment. Future research could tailor the intervention to participant SOC to further increase the effects or design the modules for other participants.

Electricity/Electronics. Career Education Guide.

ERIC Educational Resources Information Center

Dependents Schools (DOD), Washington, DC. European Area.

The curriculum guide is designed to provide high school students with realistic training in electricity/electronics theory and practice and to prepare them for entry into an occupation or continuing postsecondary education. The learning modules are grouped into three areas: electrical technology, radio-television technology, and industrial…

Interprofessional Learning – Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald

PubMed Central

Partecke, Maud; Balzer, Claudius; Finkenzeller, Ingmar; Reppenhagen, Christiane; Hess, Ulrike; Hahnenkamp, Klaus; Meissner, Konrad

2016-01-01

Introduction: Interprofessional collaboration is of great importance in clinical practice, particularly in the field of emergency medicine. The professions involved in providing emergency care must work hand in hand, and tasks and routines must be coordinated effectively. However, medical and nursing students have only few opportunities to experience interprofessional cooperation during their formal training. Addressing this situation, the Department of Anesthesiology and the Vocational School of Greifswald University Medical School initiated a project to increase patient safety by integrating interprofessional human factor training into the curriculum of both health professions. This manuscript addresses how an interprofessional course module focusing on clinical emergency medicine can be taught with an emphasis on competency and problem-solving. In addition, it was important to identify suitable instruments for systematic quality development and assurance of this teaching and learning format. Project description: The aim of the project, which took place from October 2013 to September 2015, was the development, implementation and evaluation of a simulation-based, interprofessional course module on clinical emergency medicine. Target groups were medical and nursing students. Modern pedagogical models and methods were applied to the design and teaching of the course content. The project was carried out in separate phases: definition, planning, practical implementation, evaluation and documentation. The project was accompanied by systematic quality development. Established guidelines for quality-centered school development were applied to quality development, assurance and evaluation. Results: Over two years, a 16 credit-hour course module was developed and then taught and evaluated during the 2014 and 2015 summer semesters. A total of 120 medical students and 120 nursing students participated in the course module. Eighteen teachers from medicine and nursing were trained as instructors and assisted by 12 student tutors. Regular evaluations focused on different aspects of the project, using instruments for empirical educational research. Excellent ratings given to the course by the attendees indicate a high degree of satisfaction in both participating professions regarding course design and content, as well as the quality of teaching. Discussion: In a position paper, the GMA committee on Interprofessional Education in Health Professions issued recommendations for interprofessional education. The recommendations given for teaching and quality assurance are drawn upon here, and relevant examples from the course concept presented. Conclusion: The design of the course corresponds to the recommendations of the GMA committee on Interprofessional Education in the Health Professions. Based on these, and considering the satisfactory evaluations, both continuation and further development of this interprofessional teaching format are justified. PMID:27280143

Interprofessional Learning - Development and Implementation of Joint Medical Emergency Team Trainings for Medical and Nursing Students at Universitätsmedizin Greifswald.

PubMed

Partecke, Maud; Balzer, Claudius; Finkenzeller, Ingmar; Reppenhagen, Christiane; Hess, Ulrike; Hahnenkamp, Klaus; Meissner, Konrad

2016-01-01

Interprofessional collaboration is of great importance in clinical practice, particularly in the field of emergency medicine. The professions involved in providing emergency care must work hand in hand, and tasks and routines must be coordinated effectively. However, medical and nursing students have only few opportunities to experience interprofessional cooperation during their formal training. Addressing this situation, the Department of Anesthesiology and the Vocational School of Greifswald University Medical School initiated a project to increase patient safety by integrating interprofessional human factor training into the curriculum of both health professions. This manuscript addresses how an interprofessional course module focusing on clinical emergency medicine can be taught with an emphasis on competency and problem-solving. In addition, it was important to identify suitable instruments for systematic quality development and assurance of this teaching and learning format. The aim of the project, which took place from October 2013 to September 2015, was the development, implementation and evaluation of a simulation-based, interprofessional course module on clinical emergency medicine. Target groups were medical and nursing students. Modern pedagogical models and methods were applied to the design and teaching of the course content. The project was carried out in separate phases: definition, planning, practical implementation, evaluation and documentation. The project was accompanied by systematic quality development. Established guidelines for quality-centered school development were applied to quality development, assurance and evaluation. Over two years, a 16 credit-hour course module was developed and then taught and evaluated during the 2014 and 2015 summer semesters. A total of 120 medical students and 120 nursing students participated in the course module. Eighteen teachers from medicine and nursing were trained as instructors and assisted by 12 student tutors. Regular evaluations focused on different aspects of the project, using instruments for empirical educational research. Excellent ratings given to the course by the attendees indicate a high degree of satisfaction in both participating professions regarding course design and content, as well as the quality of teaching. In a position paper, the GMA committee on Interprofessional Education in Health Professions issued recommendations for interprofessional education. The recommendations given for teaching and quality assurance are drawn upon here, and relevant examples from the course concept presented. The design of the course corresponds to the recommendations of the GMA committee on Interprofessional Education in the Health Professions. Based on these, and considering the satisfactory evaluations, both continuation and further development of this interprofessional teaching format are justified.

[Nutrition education in schools: evaluation of a teaching method "La Main à la Pâte"].

PubMed

Tessier, Stéphane; Chauliac, Michel; Latscha, Béatrice Descamps; Pol, Didier

2010-01-01

Teaching nutrition, in the broadest sense, with a comprehensive approach at the primary school level has become an epidemiological imperative. However, conventional methods can improve knowledge but they do not have the capacity to identify how this knowledge is applied through practical implementation in everyday life. The "La main à la Pâte" programme is a hands-on innovative teaching method for science education through experience. A nutrition module, based on benchmarks of consumption of the National Health and Nutrition Programme, was tested in two regions, with 223 students CE1 (ages 7-9 years old). The evolution of behavior change has been measured by questionnaire and observation before and after the introduction of the module and compared with that of 133 students who did not participate in the initiative. The results were positive with regard to both the knowledge acquired and on the actual consumption, directly observed at the school canteen or self-reported from home. The reasons that could explain these changes might also be sought by looking at the specific implication of teachers mobilized for the programme, in particular through their meetings and discussions with parents.

Students Collecting Real time Data

NASA Astrophysics Data System (ADS)

Miller, P.

2006-05-01

Students Collecting Real-Time Data The Hawaiian Islands Humpback Whale National Marine Sanctuary has created opportunities for middle and high school students to become Student Researchers and to be involved in real-time marine data collection. It is important that we expose students to different fields of science and encourage them to enter scientific fields of study. The Humpback Whale Sanctuary has an education visitor center in Kihei, Maui. Located right on the beach, the site has become a living classroom facility. There is a traditional Hawaiian fishpond fronting the property. The fishpond wall is being restored, using traditional methods. The site has the incredible opportunity of incorporating Hawaiian cultural practices with scientific studies. The Sanctuary offers opportunities for students to get involved in monitoring and data collection studies. Invasive Seaweed Study: Students are collecting data on invasive seaweed for the University of Hawaii. They pull a large net through the shallow waters. Seaweed is sorted, identified and weighed. The invasive seaweeds are removed. The data is recorded and sent to UH. Remote controlled monitoring boats: The sanctuary has 6 boogie board sized remote controlled boats used to monitor reefs. Boats have a camera with lights on the underside. The boats have water quality monitoring devices and GPS units. The video from the underwater camera is transmitted via a wireless transmission. Students are able to monitor the fish, limu and invertebrate populations on the reef and collect water quality data via television monitors or computers. The boat can also pull a small plankton tow net. Data is being compiled into data bases. Artificial Reef Modules: The Sanctuary has a scientific permit from the state to build and deploy artificial reef modules. High school students are designing and building modules. These are deployed out in the Fishpond fronting the Sanctuary site and students are monitoring them on a weekly basis. Students are also building traditional Hawaiian modules, these being piles of rocks and attaching seaweeds to the rocks with natural fibers. The purpose of all these is to help restore habitat to the fishpond. Monitoring the Fishpond; The fishpond wall is presently being rebuilt. The new wall stands about eight feet high and twelve feet wide. The rocks to rebuild the wall are all being located underwater where the old wall stood. The state has required different information collected as the wall is reconstructed. Students GPS mapped the rock edges of the fallen wall, and will continue to map the progress of the new wall. Other students are monitoring the erosion of the sand dunes that front the edges of the wall and are also looking at the new deposition of sand in the pond. Students are snorkeling, running transects and collecting data on the changing populations of fish, invertebrates and seaweeds in the pond. The wall is only about a forth built and already we are seeing growth in the populations. Students and teachers work with the sanctuary staff to develop projects. The sanctuary loans the equipment to the students and the students collect the data for the sanctuary. It is a great partnership with the schools. The Sanctuary has been given a Congressional Earmark this year to develop marine curriculum for the Department of Education. Projects listed above are part of this curriculum with hopes of many more to be developed. By 2008, all seniors must participate in some type of research project to graduate. The goal is to offer opportunities for many of these projects to become marine science related projects and thus develop a budding new group of marine scientists.

AIAA Educator Academy: The Space Weather Balloon Module

NASA Astrophysics Data System (ADS)

Longmier, B.; Henriquez, E.; Bering, E. A.; Slagle, E.

2013-12-01

Educator Academy is a K-12 STEM curriculum developed by the STEM K-12 Outreach Committee of the American Institute of Aeronautics and Astronautics (AIAA). Consisting of three independent curriculum modules, K-12 students participate in inquiry-based science and engineering challenges to improve critical thinking skills and enhance problem solving skills. The Space Weather Balloon Curriculum Module is designed for students in grades 9-12. Throughout this module, students learn and refine physics concepts as well as experimental research skills. Students participate in project-based learning that is experimental in nature. Students are engaged with the world around them as they collaborate to launch a high altitude balloon equipped with HD cameras.The program leaders launch high altitude weather balloons in collaboration with schools and students to teach physics concepts, experimental research skills, and to make space exploration accessible to students. A weather balloon lifts a specially designed payload package that is composed of HD cameras, GPS tracking devices, and other science equipment. The payload is constructed and attached to the balloon by the students with low-cost materials. The balloon and payload are launched with FAA clearance from a site chosen based on wind patterns and predicted landing locations. The balloon ascends over 2 hours to a maximum altitude of 100,000 feet where it bursts and allows the payload to slowly descend using a built-in parachute. The payload is located using the GPS device. In April 2012, the Space Weather Balloon team conducted a prototype field campaign near Fairbanks Alaska, sending several student-built experiments to an altitude of 30km, underneath several strong auroral displays. To better assist teachers in implementing one or more of these Curriculum Modules, teacher workshops are held to give teachers a hands-on look at how this curriculum is used in the classroom. And, to provide further support, teachers are each provided with an AIAA professional member as a mentor for themselves and/or their students. These curriculum modules, provided by AIAA are available to any K-12 teachers as well as EPO officers for use in formal or informal education settings.

Uniform instruction using web-based, asynchronous technology in a geographically distributed clinical clerkship: analysis of osteopathic medical student participation and satisfaction.

PubMed

Peska, Don N; Lewis, Kadriye O

2010-03-01

As medical schools in the United States increase their class sizes, many institutions are forced to extend their teaching affiliations outside of their immediate communities. Geographic distribution threatens the ability to provide the uniform learning opportunities that students need and accrediting bodies require. To determine if a Web-based, asynchronous learning module can provide an effective, uniform learning opportunity for osteopathic medical students enrolled in clinical clerkship. Third-year osteopathic medical students enrolled in an 8-week core clinical clerkship in surgery were required to participate in a Web-based, asynchronous, interactive instructional module designed to provide opportunities for higher-order thinking through analysis, synthesis, and reflective learning. The quantity and content of students' online course interactions were analyzed to determine quantitative and qualitative features of their course participation. At the completion of the clerkship, students completed a 10-item Likert-type survey of their experience to determine the most helpful attributes of the Web-based learning module. Responses were assigned numerical values from 1 (strongly disagree) to 5 (strongly agree) to obtain a mean score for each question. Sixty-three students completed the Web-based module. The content of their discussions, as determined by message coding, identified the critical thinking needed to acquire abstract conceptualization of the problems presented in a typical surgery clerkship. Students found the content of the module relevant to the clerkship (mean score, 4.18) and valued facilitator feedback (4.00). Although they did not prefer Web-based instruction of classroom lecture (2.66), students indicated that the Web-based module enhanced their overall learning experience in the clerkship (3.30). Web-based technology in the clinical education of third-year osteopathic medical students appears to afford an acceptable teaching alternative when face-to-face instruction cannot be provided. Further study of the impact of instructional design on the quality of higher-order thinking in this domain is needed, as is an appreciation for the dynamics of group learning in a virtual environment.

A Study of Job Demands and Curriculum Development in Agricultural Training Related to the Muskegon County Wastewater Management System. Final Report. Volume III. Student Terminal Performance Objectives and Instructional Modules.

ERIC Educational Resources Information Center

Fisher, Harold S.; And Others

This is the third volume of a four-volume report of a research project designed to (1) identify job needs for agricultural occupations which will result from the Muskegon County Wastewater Management System and perform a task analysis on each occupation, (2) develop instructional modules and determine their place in either high school or 2-year…

Measuring the Impact of Cultural Competence Training for Dental Hygiene Students.

PubMed

Daugherty, Heather N; Kearney, Rachel C

2017-10-01

Purpose: The purpose of this study was to measure the change in levels of knowledge of providing culturally competent care and self-assessed cultural competence of senior level dental hygiene students after the implementation of an online cultural competence training module. Methods: Twenty-eight members of the senior class of 31 dental hygiene students (N=28) volunteered to participate in this IRB approved study at the Ohio State University School of Dentistry. The students took the online Inventory for Assessing the Process of Cultural Competence- Student Version (IAPCC-SV), to assess their self-perceived cultural competence. Upon completion of the pre-test, students then completed the United States Department of Health and Human Services (HHS) Office of Minority Health (OMH) Cultural Competency Program for Oral Health Professionals; a three-module online training program designed to measure increased knowledge of cultural competence. Three weeks following the initial pre-test and upon completion of the Cultural Competency Program for Oral Health Professionals online learning modules, students re-took the IAPCC-SV. Results: Twenty-eight senior dental hygiene students completed the IAPCC-SV pre-test, the OMH e-learning modules and the IAPCC-SV post-test. The average score on the pre-test was 55.14±7.54 and the average score on the post-test was 61.33±7.86. There was a significant difference in pre-test and post-test scores (p<0.001). There were also significant differences in the constructs of knowledge of cultural competence (p<0.001) and skill (p<0.001). Conclusion: The HHS OMH Cultural Competency Program for Oral Health Professionals was effective for increasing dental hygiene students' levels of knowledge of cultural competence. Copyright © 2017 The American Dental Hygienists’ Association.

Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

PubMed

Schutt, Michelle A; Hightower, Barbara

2009-02-01

The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered.

A Student Selected Component (or Special Study Module) in Forensic and Legal Medicine: Design, delivery, assessment and evaluation of an optional module as an addition to the medical undergraduate core curriculum.

PubMed

Kennedy, Kieran M; Wilkinson, Andrew

2018-01-01

The General Medical Council (United Kingdom) advocates development of non-core curriculum Student Selected Components and their inclusion in all undergraduate medical school curricula. This article describes a rationale for the design, delivery, assessment and evaluation of Student Selected Components in Forensic and Legal Medicine. Reference is made to the available evidence based literature pertinent to the delivery of undergraduate medical education in the subject area. A Student Selected Component represents an opportunity to highlight the importance of the legal aspects of medical practice, to raise the profile of the discipline of Forensic and Legal Medicine amongst undergraduate medical students and to introduce students to the possibility of a future career in the area. The authors refer to their experiences of design, delivery, assessment and evaluation of Student Selected Components in Forensic and Legal Medicine at their respective Universities in the Republic of Ireland (Galway) and in the United Kingdom (Oxford). Copyright © 2017. Published by Elsevier Ltd.

Real-time monitoring of school absenteeism to enhance disease surveillance: a pilot study of a mobile electronic reporting system.

PubMed

Lawpoolsri, Saranath; Khamsiriwatchara, Amnat; Liulark, Wongwat; Taweeseneepitch, Komchaluch; Sangvichean, Aumnuyphan; Thongprarong, Wiraporn; Kaewkungwal, Jaranit; Singhasivanon, Pratap

2014-05-12

School absenteeism is a common source of data used in syndromic surveillance, which can eventually be used for early outbreak detection. However, the absenteeism reporting system in most schools, especially in developing countries, relies on a paper-based method that limits its use for disease surveillance or outbreak detection. The objective of this study was to develop an electronic real-time reporting system on school absenteeism for syndromic surveillance. An electronic (Web-based) school absenteeism reporting system was developed to embed it within the normal routine process of absenteeism reporting. This electronic system allowed teachers to update students' attendance status via mobile tablets. The data from all classes and schools were then automatically sent to a centralized database for further analysis and presentation, and for monitoring temporal and spatial patterns of absent students. In addition, the system also had a disease investigation module, which provided a link between absenteeism data from schools and local health centers, to investigate causes of fever among sick students. The electronic school absenteeism reporting system was implemented in 7 primary schools in Bangkok, Thailand, with total participation of approximately 5000 students. During May-October 2012 (first semester), the percentage of absentees varied between 1% and 10%. The peak of school absenteeism (sick leave) was observed between July and September 2012, which coincided with the peak of dengue cases in children aged 6-12 years being reported to the disease surveillance system. The timeliness of a reporting system is a critical function in any surveillance system. Web-based application and mobile technology can potentially enhance the use of school absenteeism data for syndromic surveillance and outbreak detection. This study presents the factors that determine the implementation success of this reporting system.

Evaluation of different delivery modes of an interactive e-learning programme for teaching cultural diversity.

PubMed

Hawthorne, Kamila; Prout, Hayley; Kinnersley, Paul; Houston, Helen

2009-01-01

UK medical schools find it challenging to provide standardised teaching to expanding year intakes. In addition, developing and implementing diversity training can cause difficulties. This paper describes the evaluation of an interactive e-learning programme to raise awareness and understanding of communication difficulties in diversity consultations. The programme was part of an undergraduate portfolio-based community module. Three hundred and two students were assigned to one of three delivery methods--a large group setting, small groups with a facilitator, and as part of distance learning while on community placement. The evaluation included analysis of their coursework marks, a self-completed evaluation questionnaire, and small group discussions. Two hundred and twenty-three students took part in the evaluation. They were able to apply the concepts they learnt to clinical examples from their own experiences. Type of delivery did not affect coursework marks, but students tended to prefer the e-learning as part of a distance learning package. They offered helpful suggestions to improve its complexity and range. The acceptability and utility of this e-learning module both in face to face teaching and remote placement has been demonstrated, and evaluation by the students has provided valuable information for its further development. All medical schools should include some diversity training, and further research should concentrate on the effects of this type of learning on longer term outcomes such as attitude and performance tests. Such tools could reduce demands on staff time in facilitation of small groupwork, and their cost effectiveness could be increased by making them available to other medical schools.

Student chapters: effective dissemination networks for informal optics and photonics education

NASA Astrophysics Data System (ADS)

Fabian, Dirk; Vermeulen, Nathalie; Van Overmeire, Sara

2009-06-01

Professional societies sponsor student chapters in order to foster scholarship and training in photonics at the college and graduate level, but they are also an excellent resource for disseminating photonics knowledge to pre-college students and teachers. Starting in 2006, we tracked the involvement of SPIE student chapter volunteers in informal pre-college education settings. Chapter students reached 2800, 4900 and 11800 pre-college students respectively from 2006-2008 with some form of informal instruction in optics and photonics. As a case study, the EduKit, a self-contained instruction module featuring refractive and diffractive micro-optics developed by the European Network of Excellence on Micro-Optics (NEMO), was disseminated through student chapters in Argentina, Belgium, Canada, China, Colombia, India, Latvia, Mexico, Peru, Russia, Singapore, South Africa, and the United States. We tracked the movement of this material through the network, up to the student-teacher feedback stage. The student chapter network provided rapid dissemination of the material, translation of the material into the local language, and leveraged existing chapter contacts in schools to provide an audience. We describe the student chapter network and its impact on the development of the EduKit teaching module.

Interprofessional training: Start with the youngest! A program for undergraduate healthcare students in Geneva, Switzerland.

PubMed

van Gessel, Elisabeth; Picchiottino, Patricia; Doureradjam, Robert; Nendaz, Mathieu; Mèche, Petra

2018-03-08

Demography of patients and complexity in the management of multimorbid conditions has made collaborative practice a necessity for the future, also in Switzerland. Since 2012, the University of Applied Sciences (UAS) and its Healthcare School as well as the University of Geneva (UG) with its Medical Faculty have joined forces to implement a training program in collaborative practice, using simulation as one of the main learning/teaching process. The actual program consists of three sequential modules and totalizes 300 h of teaching and learning for approximately 1400-1500 students from six tracks (nutritionists, physiotherapists, midwives, nurses, technologists in medical radiology, physicians); in 2019 another hundred pharmacists will also be included. The main issues addressed by the modules are Module 1: the Swiss healthcare system and collaborative tools. Module 2: roles and responsibilities of the different health professionals, basic tools acquisition in team working (situation monitoring, mutual support, communication). Module 3: the axis of quality and safety of care through different contexts and cases. A very first evaluation of the teaching and learning and particularly on the aspects of acquisition of collaborative tools shows positive attitudes of students towards the implementation of this new training program. Furthermore, a pre-post questionnaire on teamwork aspects reveals significant modifications.

Building Learning Communities: Foundations for Good Practice

ERIC Educational Resources Information Center

Davies, Alison; Ramsay, Jill; Lindfield, Helen; Couperthwaite, John

2005-01-01

The School of Health Sciences at the University of Birmingham provided opportunities for the development of student learning communities and online resources within the neurological module of the BSc Physiotherapy degree programme. These learning communities were designed to facilitate peer and independent learning in core aspects underpinning…

Crystal Clear Science

ERIC Educational Resources Information Center

Manner, Barbar; Beddard-Hess, Sharon; Daskalakis, Argy

2005-01-01

Subjects like Earth science often rely on "ready made" hands-on materials such as kits and modules to support understanding and science inquiry. However, sometimes the materials need adaptations to make sure they suit students' and teachers needs. As part of the Allegheny Schools Science Education and Technology (ASSET) program, the authors…

Technology: Educational Media and Materials for the Handicapped Program. Final Report.

ERIC Educational Resources Information Center

Johns Hopkins Univ., Laurel, MD. Applied Physics Lab.

Results are presented of a project that developed 12 social studies (specifically, directionality and geography) and critical thinking computerized instructional modules using multimedia instruction for students with learning disabilities at the upper elementary and lower intermediate school levels. Seven overarching principles were identified as…

Science Careers in the Classroom.

ERIC Educational Resources Information Center

Smith, Walter S.

1983-01-01

Suggests systematically exposing early adolescents/middle school students to community people who use science in their work to demonstrate the value of science/mathematics study. Discusses activities related to classroom visits of resource personnel, sources of resource people, and Career Oriented Modules to Explore Topics in Science for grades…

Family Secrets: The Bioethics of Genetic Testing

ERIC Educational Resources Information Center

Markowitz, Dina G.; DuPre, Michael J.; Holt, Susan; Chen, Shaw-Ree; Wischnowski, Michael

2006-01-01

This article discusses "Family Secrets," a problem-based learning (PBL) curriculum module that focuses on the bioethical implications of genetic testing. In high school biology classrooms throughout New York State, students are using "Family Secrets" to learn about DNA testing; Huntington's disease (HD); and the ethical, legal,…

Challenges in Translation: Lessons from Using Business Pedagogy to Teach Leadership in Undergraduate Medicine.

PubMed

Cadieux, Dani C; Lingard, Lorelei; Kwiatkowski, Daniela; Van Deven, Teresa; Bryant, Murray; Tithecott, Gary

2017-01-01

Leadership is increasingly recognized as a core physician competency required for quality patient care, continual system improvement, and optimal healthcare team performance. Consequently, integration of leadership into medical school curriculum is becoming a priority. This raises the question of the appropriate context, timing, and pedagogy for conveying this competency to medical students. Our program introduced a 1-week leadership course grounded in business pedagogy to Year 1 medical students. The curriculum centred on four themes: (a) Understanding Change, (b) Effective Teamwork, (c) Leading in Patient Safety, and (d) Leadership in Action. Post-curriculum qualitative student feedback was analyzed for insight into student satisfaction and attitude towards the leadership course content. The Undergraduate Medical Education program of the Schulich School of Medicine & Dentistry, Western University, is delivered over 4 years across 2 campuses in London and Windsor, Ontario, Canada. Course structure moved from traditional passive lectures to established business pedagogy, which involves active engagement in modules, case-based discussions, insights from guest speakers, and personal reflection. A student-led survey evaluated student opinion regarding the leadership course content. Students valued career development reading materials and insights from guest speakers working in healthcare teams. Students did not relate to messages from speakers in senior healthcare leadership positions. Course scheduling late in the second semester was viewed negatively. Overall student opinion suggested that the 1-week course was suboptimal for establishing leadership principles and translated business pedagogy was ineffective in this context. Leadership curriculum in Undergraduate Medical Education should be grounded in a healthcare context relevant to the student's stage of training. Student engagement may be better supported if leadership is framed as a competency throughout their career. Schools considering such innovations could draw lessons from other professional schools and utilize material and faculty that resonate with students.

ESA Astronaut Discusses Life in Space with Aspiring Students

NASA Image and Video Library

2017-11-29

Aboard the International Space Station, Expedition 53 Flight Engineer Paolo Nespoli of ESA (European Space Agency) discussed how students can aspire to be astronauts and engineers during a “Mission X” competition in-flight event Nov. 29. Mission X is an international educational challenge, focusing on fitness and nutrition that encourages students to train like an astronaut. Teams of primary school-aged students (8-12 years old) learn the principles of healthy eating and exercise, compete for points by finishing training modules, and learn about the world's future in space and educational possibilities for their own future.

Experience with a Multinational, Secondary School Education Module with a Focus on Prevention of Virus Infections

PubMed Central

Doornekamp, Laura; Stegers-Jager, Karen M.; Vlek, Odette M.; Klop, Tanja; Goeijenbier, Marco; van Gorp, Eric C. M.

2017-01-01

Abstract. Worldwide, virus infections are responsible for many diseases in terms of morbidity and mortality. Vaccinations and therapies are only available for relatively few virus infections and not always where they are needed. However, knowledge of transmission routes can prevent virus infection. In the context of this study, we measured the effects of a secondary school education module, named Viruskenner, on knowledge, attitude, and risk behavior as these relate to virus infections. A nonrandomized intervention study was conducted between April and August 2015 to assess the effect of this 2-month education module on knowledge, attitude, and behavior of 684 secondary school students in the Netherlands, Suriname, and Indonesia. For the Netherlands, a control group of a further 184 students was added. Factor analysis was performed on questions pertaining to attitude and behavior. Comparative analyses between pre- and posttest per country were done using multiple linear regression, independent sample T-tests, and one-way analysis of variance. These showed a significant increase in knowledge about virus infections and the prevention of infectious diseases among the Dutch and Surinamese groups, whereas a trend of increased knowledge was evident among the Indonesian participants. The Dutch control group showed an overall decrease in knowledge. Regression analyses showed that there was a significant interaction effect between participation and time on knowledge, attitude, and awareness and behavior and risk infection. Attitudes improved significantly in the intervention group. Pearson correlation coefficients between knowledge, attitude, and behavior were found to be positive. PMID:28719318

Experience with a Multinational, Secondary School Education Module with a Focus on Prevention of Virus Infections.

PubMed

Doornekamp, Laura; Stegers-Jager, Karen M; Vlek, Odette M; Klop, Tanja; Goeijenbier, Marco; van Gorp, Eric C M

2017-07-01

Worldwide, virus infections are responsible for many diseases in terms of morbidity and mortality. Vaccinations and therapies are only available for relatively few virus infections and not always where they are needed. However, knowledge of transmission routes can prevent virus infection. In the context of this study, we measured the effects of a secondary school education module, named Viruskenner, on knowledge, attitude, and risk behavior as these relate to virus infections. A nonrandomized intervention study was conducted between April and August 2015 to assess the effect of this 2-month education module on knowledge, attitude, and behavior of 684 secondary school students in the Netherlands, Suriname, and Indonesia. For the Netherlands, a control group of a further 184 students was added. Factor analysis was performed on questions pertaining to attitude and behavior. Comparative analyses between pre- and posttest per country were done using multiple linear regression, independent sample T-tests, and one-way analysis of variance. These showed a significant increase in knowledge about virus infections and the prevention of infectious diseases among the Dutch and Surinamese groups, whereas a trend of increased knowledge was evident among the Indonesian participants. The Dutch control group showed an overall decrease in knowledge. Regression analyses showed that there was a significant interaction effect between participation and time on knowledge, attitude, and awareness and behavior and risk infection. Attitudes improved significantly in the intervention group. Pearson correlation coefficients between knowledge, attitude, and behavior were found to be positive.

Comparing Online and In-Person Delivery Formats of the OSHA 10-Hour General Industry Health and Safety Training for Young Workers.

PubMed

Shendell, Derek G; Milich, Lindsey J; Apostolico, Alexsandra A; Patti, Alexa A; Kelly, Siobhan

2017-05-01

Seven school districts or comprehensive high schools were enrolled in online OSHA 10-hour General Industry or Construction health and safety training via CareerSafe to determine the feasibility of online training for students, given limited resources for in-person trainings. A two-campus school district was analyzed comparing OSHA 10 for General Industry across in-person, supervisor-level teachers as authorized trainers, and online course formats. The online training courses were completed by 86 of 91 students, while another 53 of 57 students completed in-person training. Both groups completed identical OSHA-approved quizzes for "Introduction to OSHA," the initial 2-h module consistently provided in OSHA 10 courses across topics and formats. Results indicated teacher supervision was critical, and girls had higher online course completion rates, overall quiz scores, and never failed. Though both cohorts passed, in-person had significantly higher scores than online; both struggled with two questions. Online OSHA 10 for General Industry can be an efficient learning tool for students when limited resources prevent widespread availability of in-person courses.

KSC-07pd0642

NASA Image and Video Library

2007-03-15

KENNEDY SPACE CENTER, FLA. -- In the Space Station Processing Facility, Mission STS-120 Pilot George Zamka (left, partially hidden) and Commander Pam Melroy (second from right in group), talk with members of the media and guests after a ceremony to unveil NASA's Node 2 module's new name, Harmony. The name, Harmony, was chosen from an academic competition involving thousands of students in kindergarten through high school. The Node 2 Challenge required students to learn about the International Space Station, build a scale model of the module, and write an essay explaining their proposed name. This will be the first U.S. piece of the space station named by someone other than a NASA official. Node 2 is a pressurized module that will act as a connecting port and passageway to additional international science labs and supply spacecraft. It also will be a work platform for the station's robotic arm. The module is scheduled to fly on mission STS-120 aboard Space Shuttle Atlantis targeted for later this year. Photo credit: NASA/Jim Grossmann

KSC-07pd0637

NASA Image and Video Library

2007-03-15

KENNEDY SPACE CENTER, FLA. -- In the Space Station Processing Facility, Mission STS-120 Pilot George Zamka (left) and Commander Pam Melroy begin to unveil the Node 2 module's new name, Harmony, as Russ Romanella, director of International Space Station and Spacecraft Processing presides over the ceremony. The name, Harmony, was chosen from an academic competition involving thousands of students in kindergarten through high school. The Node 2 Challenge required students to learn about the International Space Station, build a scale model of the module, and write an essay explaining their proposed name. This will be the first U.S. piece of the space station named by someone other than a NASA official. Node 2 is a pressurized module that will act as a connecting port and passageway to additional international science labs and supply spacecraft. It also will be a work platform for the station's robotic arm. The module is scheduled to fly on mission STS-120 aboard Space Shuttle Atlantis targeted for later this year. Photo credit: NASA/Jim Grossmann

Physician as teacher: promoting health and wellness among elementary school students.

PubMed

Stefaniak, Jill E; Lucia, Victoria C

2014-01-01

Every day, physicians engage in teaching during their patient encounters. It may be that medical students who are introduced to the principles of teaching and learning are more likely to become good communicators and learners. Service-learning may be an effective way for medical students to practice skills in teaching and communication in a real-world setting, while also filling a need within the community. The purpose of this study was to identify common themes within medical students' reflections on what they learned through participating in a teaching exercise with local elementary school children. As a required component of a longitudinal prevention and public health course that spans the first and second years of undergraduate medical education, second year students at the Oakland University William Beaumont School of Medicine, in Detroit, Michigan, in the USA completed a service-learning activity, which included teaching a standardized curricular module to local elementary school children. Students were required to complete a reflection assignment based on their teaching experience. Medical students' responses to assignment's three guided questions were qualitatively coded to identify common themes among the responses related to the teaching activity. Qualitative analysis of students' reflections revealed several themes regarding what the students learned and viewed as the benefits of the activity: The importance of early education and parental involvement; the importance of understanding your audience when teaching; the importance of simplifying complex concepts to the audience's level; and the importance of preparation for teaching. Medical students identified the difficulties of communicating at an audience appropriate level and providing patient education outside the confines of a controlled classroom setting. This activity provided medical students with hands-on experience presenting to an audience age-appropriate, health-related topics. Presenting in an elementary school environment helped students better understand what health information various age groups knew about and the importance of clarifying information when communicating with a younger audience.

Effectiveness of a universal internet-based prevention program for ecstasy and new psychoactive substances: a cluster randomized controlled trial.

PubMed

Champion, Katrina E; Newton, Nicola C; Stapinski, Lexine A; Teesson, Maree

2016-08-01

To evaluate the effectiveness of an online school-based prevention program for ecstasy (MDMA) and new psychoactive substances (NPS). Cluster randomized controlled trial with two groups (intervention and control). Eleven secondary schools in Australia. A total of 1126 students (mean age: 14.9 years). The internet-based Climate Schools: Ecstasy and Emerging Drugs module uses cartoon storylines to convey information about harmful drug use. It was delivered once weekly, during a 4-week period, during health education classes. Control schools received health education as usual. Primary outcomes were self-reported intentions to use ecstasy and NPS at 12 months. Secondary outcomes were ecstasy and NPS knowledge and life-time use of ecstasy and NPS. Surveys were administered at baseline, post-intervention and 6 and 12 month post-baseline. At 12 months, the proportion of students likely to use NPS was significantly greater in the control group (1.8%) than the intervention group [0.5%; odds ratio (OR) = 10.17, 95% confidence interval (CI) = 1.31-78.91]. However, students' intentions to use ecstasy did not differ significantly between groups (control = 2.1%, intervention = 1.6%; OR = 5.91, 95% CI = 1.01-34.73). There was a significant group difference in the change from baseline to post-test for NPS knowledge (β = -0.42, 95% CI = -0.62 to -0.21, Cohen's d = 0.77), with controls [mean = 2.78, standard deviation (SD = 1.48] scoring lower than intervention students (mean = 3.85, SD = 1.49). There was also evidence of a significant group difference in ecstasy knowledge at post-test (control: mean = 9.57, SD = 3.31; intervention: mean = 11.57, SD = 3.61; β = -0.54, 95% CI = -0.97 to -0.12, P = 0.01, d = 0.73). The Climate Schools: Ecstasy and Emerging Drugs module, a universal online school-based prevention program, appeared to reduce students' intentions to use new psychoactive substances and increased knowledge about ecstasy and new psychoactive substances in the short term. © 2016 Society for the Study of Addiction.

RWater - A Novel Cyber-enabled Data-driven Educational Tool for Interpreting and Modeling Hydrologic Processes

NASA Astrophysics Data System (ADS)

Rajib, M. A.; Merwade, V.; Zhao, L.; Song, C.

2014-12-01

Explaining the complex cause-and-effect relationships in hydrologic cycle can often be challenging in a classroom with the use of traditional teaching approaches. With the availability of observed rainfall, streamflow and other hydrology data on the internet, it is possible to provide the necessary tools to students to explore these relationships and enhance their learning experience. From this perspective, a new online educational tool, called RWater, is developed using Purdue University's HUBzero technology. RWater's unique features include: (i) its accessibility including the R software from any java supported web browser; (ii) no installation of any software on user's computer; (iii) all the work and resulting data are stored in user's working directory on RWater server; and (iv) no prior programming experience with R software is necessary. In its current version, RWater can dynamically extract streamflow data from any USGS gaging station without any need for post-processing for use in the educational modules. By following data-driven modules, students can write small scripts in R and thereby create visualizations to identify the effect of rainfall distribution and watershed characteristics on runoff generation, investigate the impacts of landuse and climate change on streamflow, and explore the changes in extreme hydrologic events in actual locations. Each module contains relevant definitions, instructions on data extraction and coding, as well as conceptual questions based on the possible analyses which the students would perform. In order to assess its suitability in classroom implementation, and to evaluate users' perception over its utility, the current version of RWater has been tested with three different groups: (i) high school students, (ii) middle and high school teachers; and (iii) upper undergraduate/graduate students. The survey results from these trials suggest that the RWater has potential to improve students' understanding on various relationships in hydrologic cycle, leading towards effective dissemination of hydrology education ranging from K-12 to the graduate level. RWater is a publicly available for use at: https://mygeohub.org/tools/rwater.

Development of Ethnoscience Approach in The Module Theme Substance Additives to Improve the Cognitive Learning Outcome and Student’s entrepreneurship

NASA Astrophysics Data System (ADS)

Sudarmin; Febu, R.; Nuswowati, M.; Sumarni, W.

2017-04-01

Ethnoscience approach is an interesting research today. The purpose of this research is to develop approaches ethnoscience and modules ethnoscience theme additives based ethnoscience; as well as assess the feasibility and effectiveness of module theme additives based ethnoscience to improve learning outcomes and the entrepreneurial character of students. This type of research is the Research and Development (R & D). In this research consist of four stages, namely define, design, development and implementation. The subjects of this study were students of the School of MTs Maarif NU Brebes. Data were analyzed by descriptive qualitative and quantitative. The results showed that ethnoscience approach and the module theme substance additives used declared worthy of National Education Standards Agency (BNSP) with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting respectively for 94.3%, 86 % and 92% and a very decent entry criteria. The effect of the application modules substance additive based ethnoscience can improve on the cognitive learning classical amounted to 90.63%, and increased learning outcomes category was based on the scores of N-gain. Influence ethnoscience approach application and module theme substances additives based ethnoscience able to improve the entrepreneurial character of students. Based on the results of this study concluded that the ethnoscience approach and module theme substance additives based ethnoscience effective to improve learning outcomes and students’ entrepreneurship.

Pathways curriculum and family interventions to promote healthful eating and physical activity in American Indian schoolchildren

PubMed Central

Davis, Sally M.; Clay, Theresa; Smyth, Mary; Gittelsohn, Joel; Arviso, Vivian; Flint-Wagner, Hilary; Rock, Bonnie Holy; Brice, Richard A.; Metcalfe, Lauve; Stewart, Dawn; Vu, Maihan; Stone, Elaine J.

2016-01-01

Background Pathways, a multisite school-based study aimed at promoting healthful eating and increasing physical activity, was a randomized field trial including 1704 American Indian third to fifth grade students from 41 schools (21 intervention, 20 controls) in seven American Indian communities. Methods The intervention schools received four integrated components: a classroom curriculum, food service, physical activity, and family modules. The curriculum and family components were based on Social Learning Theory, American Indian concepts, and results from formative research. Process evaluation data were collected from teachers (n = 235), students (n = 585), and families. Knowledge, Attitudes, and Behavior Questionnaire data were collected from 1150 students including both intervention and controls. Results There were significant increases in knowledge and cultural identity in children in intervention compared to control schools with a significant retention of knowledge over the 3 years, based on the results of repeating the third and fourth grade test items in the fifth grade. Family members participated in Family Events and take-home activities, with fewer participating each year. Conclusion A culturally appropriate school intervention can promote positive changes in knowledge, cultural identity, and self-reported healthful eating and physical activity in American Indian children and environmental change in school food service. PMID:14636806

Experimental spectroscopy for the high-school Physics curriculum

NASA Astrophysics Data System (ADS)

Kinra, Rajeev; Karpetis, Adonios

2008-11-01

The present work explores the feasibility of including spectroscopic experiments in high-school physics curricula. Two experimental optics ``modules'' were constructed for this purpose: (a) a simple CCD detector, in combination with appropriate filters, was used for the measurement of solar spectra and the determination of the sun's surface temperature; (b) the same detector was used, in combination with a transmissive diffraction grating and some miniature optics, to form a spectrophotometer that can be used for the determination of spectra with high resolution. Both modules were designed and constructed with portability and low cost in mind, and their objective is to introduce experimental spectroscopy to high school students in an intriguing, educational and phase-appropriate manner without sacrificing scientific rigor. A large variety of experiments may be designed around the basic devices that were built during this work, and a number of possible examples will be presented, from research on plant phototropism to human color cognition.

Curriculum Guide for Fashion Merchandising (Fashion Salesperson).

ERIC Educational Resources Information Center

Gregory, Margaret R.

This curriculum guide is designed to help teachers teach a course in fashion merchandising to high school students. The guide contains eight performance-based learning modules, each consisting of one to seven units. Each unit teaches a job-relevant task, and includes performance objectives, performance guides, resources, learning activities,…

For Earth's Sake: Lessons in Population and the Environment.

ERIC Educational Resources Information Center

Brouse, Deborah E.; Wasserman, Pamela B.

Intended to introduce young people to the remarkable interconnectedness of people and the environment, this middle school teaching kit is designed to give students an understanding of important population and environmental concepts while promoting a sense of individual responsibility for stewardship of the earth. The teaching modules in the kit…

Perspectives on Blended Learning through the On-Line Platform, LabLessons, for Chemistry

ERIC Educational Resources Information Center

Jihad, Teeba; Klementowicz, Edward; Gryczka, Patrick; Sharrock, Chappel; Maxfield, MacRae; Lee, Yongjun; Montclare, Jin Kim

2018-01-01

The effectiveness of blended learning was evaluated through the integration of an online chemistry platform, LabLessons. Two modules, "Formation of Hydrogen" and "Titration," were designed by college mentors alongside classroom chemistry teachers to engage and allow high school students to better comprehend these scientific…

Group Participation and Satisfaction: Results from a PBL Computer-Supported Module

ERIC Educational Resources Information Center

Ochoa, Theresa A.; Gottschall, Holly; Stuart, Shannon K.

2004-01-01

Special education policy requires schools to make disciplinary decisions concerning students with disabilities within a multidisciplinary team. In order to respond to this mandate, teacher educators must ensure that teachers have group collaboration and decision making skills. This article describes a multimedia problem-based learning module…

COURSE OUTLINE FOR AGRICULTURAL SUPPLY - SALES AND SERVICE OCCUPATIONS.

ERIC Educational Resources Information Center

BECKER, WILLIAM; LINTNER, J.H.

TITLES OF MODULES, PURPOSES, TIME AND SUPPORTING EDUCATIONAL REQUIREMENTS, AND OPERATIONAL DETAILS OF A COURSE ARE GIVEN IN THIS PUBLICATION DESIGNED TO ASSIST STATE AND LOCAL VOCATIONAL EDUCATION LEADERS IN DEVELOPING PROGRAMS TO PREPARE HIGH SCHOOL STUDENTS FOR ENTRY AND ADVANCEMENT IN BUSINESSES WHICH SELL AGRICULTURAL SUPPLIES AND SERVICES TO…

Drama Education in the Age of AIDS

ERIC Educational Resources Information Center

Singh, Lorraine

2012-01-01

This article arose out of my involvement in an undergraduate drama module at the School of Education, University of KwaZulu-Natal, where I made use of workshop theatre methodologies to explore how second-year drama students construct knowledge and develop sociocultural understandings of critical issues in society. The workshop theatre project…

Using Multimedia to Reduce Bullying and Victimization in Third-Grade Urban Schools

ERIC Educational Resources Information Center

McLaughlin, Laura; Laux, John M.; Pescara-Kovach, Lisa

2006-01-01

This study investigated the effects of increasing levels of multimedia interventions (cognitive behavioral treatment, videotapes, and CD-ROM modules) on self-reported bullying and victimization among urban third graders. Students' self-ratings were assessed using Reynolds' Bully Victimization Scale (Reynolds, 2003). The results indicated that the…

Environmental Action Energy Conservation. Teacher Resource Guide.

ERIC Educational Resources Information Center

1998

The environmental education curriculum called Environment ACTION is designed to empower students with the knowledge and skills necessary to make meaningful environmental changes. This module provides step-by-step instructions on how to explore the sources, production, uses, and environmental effects of energy in their schools and home. There are…

Tools and Methods for Teaching Informatics at School: An Advanced Logo Course.

ERIC Educational Resources Information Center

Nikolov, Rumen

1992-01-01

Describes a course in educational informatics for preservice teachers and students in educational software development that emphasizes the use of LOGO, and summarizes course modules that cover tools and methods for teaching informatics, informatics curriculum design, introducing the basic notions of informatics, integrating informatics into the…

Plastics in Our Lives. What We Make. Science and Technology Education in Philippine Society.

ERIC Educational Resources Information Center

Philippines Univ., Quezon City. Inst. for Science and Mathematics Education Development.

This module, recommended for third or fourth year high school students, consists of three parts. The first part (entitled "Knowing Plastics") gives some background information regarding the origin of plastics, their chemical and physical properties, and the different available types. The second part (entitled "Shaping…

How Dynamic Visualization Technology Can Support Molecular Reasoning

ERIC Educational Resources Information Center

Levy, Dalit

2013-01-01

This paper reports the results of a study aimed at exploring the advantages of dynamic visualization for the development of better understanding of molecular processes. We designed a technology-enhanced curriculum module in which high school chemistry students conduct virtual experiments with dynamic molecular visualizations of solid, liquid, and…

Space Symposium/76

NASA Technical Reports Server (NTRS)

1976-01-01

A symposium dealing with career opportunities in the aerospace program for minorities was conducted and evaluated. The symposium was attended by students from eleven predominantly minority colleges and universities in and around Washington, D. C. and the eastern region, and from high schools in five jurisdictions of the Washington metropolitan area. Speakers included representatives of Howard University, NASA, and private industry. On display during the symposium was a NASA exhibit of moon rocks, space shuttles, a lunar module, command module, pacemaker, LANDSAT, and other items of interest.

An Application of Mathematical Groups to Structures of Human Groups. Applications of Finite Mathematics to Anthropology and Sociology. Modules and Monographs in Undergraduate Mathematics and Its Applications Project. UMAP Unit 476.

ERIC Educational Resources Information Center

Carlson, Roger

This module is designed for students with a high school algebra background. The goal is to present the elements of the group idea, primarily by way of a geometric model, and to see its application to the study of kinship relations within certain human groups. The material opens with a presentation of clans in a hypothetical society in an early…

Why medical students choose psychiatry - a 20 country cross-sectional survey

PubMed Central

2014-01-01

Background Recruitment to psychiatry is insufficient to meet projected mental health service needs world-wide. We report on the career plans of final year medical students from 20 countries, investigating factors identified from the literature which influence psychiatric career choice. Methods Cross sectional electronic or paper survey. Subjects were final year medical students at 46 medical schools in participating countries. We assessed students’ career intentions, motivations, medical school teaching and exposure to psychiatry. We assessed students’ attitudes and personality factors. The main outcome measure was likelihood of specializing in psychiatry. Multilevel logistic regression was used to examine the joint effect of factors upon the main outcome. Results 2198 of 9135 (24%) of students responded (range 4 to 91%) across the countries. Internationally 4.5% of students definitely considered psychiatry as a career (range 1 to 12%). 19% of students (range 0 to 33%) were “quite likely”, and 25% were “definitely not” considering psychiatry. Female gender, experience of mental/physical illness, media portrayal of doctors, and positive attitudes to psychiatry, but not personality factors, were associated with choosing psychiatry. Quality of psychiatric placement (correlation coefficient = 0.22, p < 0.001) and number of placements (correlation coefficient =0.21, p < 0.001) were associated with higher ATP scores. During medical school, experience of psychiatric enrichment activities (special studies modules and university psychiatry clubs), experience of acutely unwell patients and perceived clinical responsibility were all associated with choice of psychiatry. Multilevel logistic regression revealed six factors associated with students choosing psychiatry: importance of own vocation, odds ratio (OR) 3.01, 95% CI 1.61 to 5.91, p < 0.001); interest in psychiatry before medical school, OR 10.8 (5.38 to 21.8, p < 0.001); undertaking a psychiatry special study module, OR 1.45 (1.05 to 2.01, p = 0.03) or elective OR 4.28 (2.87- 6.38, p < 0.001); membership of a university psychiatry club, OR 3.25 (2.87 to 6.38, p < 0.001); and exposure to didactic teaching, OR 0.54 (0.40 to 0.72, p < 0.001). Conclusions We report factors relevant to medical student selection and psychiatry teaching which affect career choice. Addressing these factors may improve recruitment to psychiatry internationally. PMID:24422951

Experiences of nursing undergraduates on a redesigned blended communication module: A descriptive qualitative study.

PubMed

Shorey, Shefaly; Siew, An Ling; Ang, Emily

2018-02-01

Education is going through accelerated changes to accommodate the needs of contemporary students. However, there are ongoing concerns regarding the quality of education in communication skills for nurses and other healthcare professionals. Many studies have been conducted to evaluate the effectiveness of a blended learning pedagogical tool in enhancing the learning of nursing undergraduates. However, little is known about students' experiences of a blended learning model for teaching communication skills. To explore first year nursing students' experiences of the blended learning design adopted in a communication module. A descriptive qualitative design was adopted. Data were collected in the form of written reflections from 74 first year nursing undergraduates who were enrolled in a university-affiliated nursing school. Students were asked to complete an online reflective exercise regarding an undergraduate communication module on their last day of class, and the submitted reflections were analyzed. A thematic analysis was conducted and ethics approval was obtained for this study. Six overarching themes and fifteen subthemes were generated. The six overarching themes were: 1) Helpful and engaging classroom experience, 2) valuable online activities, 3) meaningful assessment, 4) appreciation for interprofessional education, 5) personal enrichment, and 6) overall feedback and recommendations. The students in this study felt that the blended pedagogy communication module enhanced their learning and boosted their confidence in facing similar situations. Interprofessional education was well-accepted among students as they attained a deeper understanding on the importance of interprofessional learning and an appreciation towards other professionals. Blended pedagogy can be used in teaching communication skills to nursing students to provide a holistic and up-to-date learning experience. Future studies should consider engaging students in face-to-face interviews to obtain a deeper understanding on their experiences of a blended pedagogy incorporated communication module. Copyright © 2017 Elsevier Ltd. All rights reserved.

Burnout and career choice motivation in medical students.

PubMed

Pagnin, Daniel; De Queiroz, Valéria; De Oliveira Filho, Márcio Amaral; Gonzalez, Naira Vanessa Anomal; Salgado, Ana Emília Teófilo; Cordeiro e Oliveira, Bernardo; Lodi, Caio Silva; Melo, Raquel Muniz Da Silva

2013-05-01

Burnout is a stress-induced syndrome, which affects medical students. Some environmental and personal factors can favor burnout onset and its serious consequences as dropping out, sleep disorders, depression, and suicide. The motivation for choosing medicine is a personal aspect that can modulate the distress with academic demands. We applied self-administered questionnaires in 277 medical students to investigate the predictive role of career choice motivations on burnout dimensions. Specifically, we studied the influence of the main reasons for choosing medicine on emotional exhaustion, cynicism, and academic efficacy. Intellectual curiosity, professional autonomy, altruism, and interest in human relationships were the most common reasons for choosing medicine. However, the medical students motivated by personal illness or family member's illness or death revealed a significant greater emotional exhaustion when compared with the students with other motivations. The students who apply for medical school motivated by illness/death experiences are at a great risk for burnout. We suggest that students who are at risk for emotional exhaustion can be identified at the admission of medical school. Primary prevention strategies for burnout should consider this risk group.

Exploring social work student education: The effect of a harm reduction curriculum on student knowledge and attitudes regarding opioid use disorders.

PubMed

Estreet, Anthony; Archibald, Paul; Tirmazi, M Taqi; Goodman, Sapphire; Cudjoe, Tracy

2017-01-01

This study evaluates the degree to which a harm reduction intervention course module impacted Master of Social Work (MSW) students' knowledge and attitudes towards addressing opioid use disorder issues and clients. Using a mixed-methods approach, data from 124 MSW students were collected between 2011 and 2015. Students completed a 3-hour course module that focused on harm reduction philosophy and interventions specifically for opioid use disorders. Students completed pre- and posttest of the Harm Reduction Attitude Scale. Students were also engaged in focus groups to gain a better understanding of how and if their knowledge and attitudes changed. Results: Overall, attitudes towards harm reduction approaches for opioid use disorder shifted favorably following the course module. Paired t-test results show a statistically significant difference in the mean scores for pretest attitudes (M = 2.64, SD = 0.16) and posttest attitudes (M = 2.86, SD = 0.12) among social work students. This trend remained consistent despite treatment orientation and having a family history of substance use. Conclusion: Given the increased capacity for social work students to encounter clients with opioid use disorders, it is important to ensure that students are provided with relevant and accurate information related to client-centered approaches such as the harm reduction model to address opioid use disorders. Moreover, given the dearth of social work programs that have and required substance use disorder courses, it is imperative for schools of social work to ensure that students are provided with more than practical information, which is often gained during field placement.

Recovery Act: Develop a Modular Curriculum for Training University Students in Industry Standard CO{sub 2} Sequestration and Enhanced Oil Recovery Methodologies

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

Trentham, R. C.; Stoudt, E. L.

CO{sub 2} Enhanced Oil Recovery, Sequestration, & Monitoring Measuring & Verification are topics that are not typically covered in Geoscience, Land Management, and Petroleum Engineering curriculum. Students are not typically exposed to the level of training that would prepare them for CO{sub 2} reservoir and aquifer sequestration related projects when they begin assignments in industry. As a result, industry training, schools & conferences are essential training venues for new & experienced personnel working on CO{sub 2} projects for the first time. This project collected and/or generated industry level CO{sub 2} training to create modules which faculties can utilize as presentations,more » projects, field trips and site visits for undergrad and grad students and prepare them to "hit the ground running" & be contributing participants in CO{sub 2} projects with minimal additional training. In order to create the modules, UTPB/CEED utilized a variety of sources. Data & presentations from industry CO{sub 2} Flooding Schools & Conferences, Carbon Management Workshops, UTPB Classes, and other venues was tailored to provide introductory reservoir & aquifer training, state-of-the-art methodologies, field seminars and road logs, site visits, and case studies for students. After discussions with faculty at UTPB, Sul Ross, Midland College, other universities, and petroleum industry professionals, it was decided to base the module sets on a series of road logs from Midland to, and through, a number of Permian Basin CO{sub 2} Enhanced Oil Recovery (EOR) projects, CO{sub 2} Carbon Capture and Storage (CCUS) projects and outcrop equivalents of the formations where CO{sub 2} is being utilized or will be utilized, in EOR projects in the Permian Basin. Although road logs to and through these projects exist, none of them included CO{sub 2} specific information. Over 1400 miles of road logs were created, or revised specifically to highlight CO{sub 2} EOR projects. After testing a number of different entry points into the data set with students and faculty form a number of different universities, it was clear that a standard website presentation with a list of available power point presentations, excel spreadsheets, word documents and pdf's would not entice faculty, staff, and students at universities to delve deeper into the website http://www.utpb.edu/ceed/student modules.« less

Teaching Medical Students to Help Patients Quit Smoking: Outcomes of a 10-School Randomized Controlled Trial.

PubMed

Ockene, Judith K; Hayes, Rashelle B; Churchill, Linda C; Crawford, Sybil L; Jolicoeur, Denise G; Murray, David M; Shoben, Abigail B; David, Sean P; Ferguson, Kristi J; Huggett, Kathryn N; Adams, Michael; Okuliar, Catherine A; Gross, Robin L; Bass, Pat F; Greenberg, Ruth B; Leone, Frank T; Okuyemi, Kola S; Rudy, David W; Waugh, Jonathan B; Geller, Alan C

2016-02-01

Early in medical education, physicians must develop competencies needed for tobacco dependence treatment. To assess the effect of a multi-modal tobacco dependence treatment curriculum on medical students' counseling skills. A group-randomized controlled trial (2010-2014) included ten U.S. medical schools that were randomized to receive either multi-modal tobacco treatment education (MME) or traditional tobacco treatment education (TE). Students from the classes of 2012 and 2014 at ten medical schools participated. Students from the class of 2012 (N = 1345) completed objective structured clinical examinations (OSCEs), and 50 % (N = 660) were randomly selected for pre-intervention evaluation. A total of 72.9 % of eligible students (N = 1096) from the class of 2014 completed an OSCE and 69.7 % (N = 1047) completed pre and post surveys. The MME included a Web-based course, a role-play classroom demonstration, and a clerkship booster session. Clerkship preceptors in MME schools participated in an academic detailing module and were encouraged to be role models for third-year students. The primary outcome was student tobacco treatment skills using the 5As measured by an objective structured clinical examination (OSCE) scored on a 33-item behavior checklist. Secondary outcomes were student self-reported skills for performing 5As and pharmacotherapy counseling. Although the difference was not statistically significant, MME students completed more tobacco counseling behaviors on the OSCE checklist (mean 8.7 [SE 0.6] vs. mean 8.0 [SE 0.6], p = 0.52) than TE students. Several of the individual Assist and Arrange items were significantly more likely to have been completed by MME students, including suggesting behavioral strategies (11.8 % vs. 4.5 %, p < 0.001) and providing information regarding quitline (21.0 % vs. 3.8 %, p < 0.001). MME students reported higher self-efficacy for Assist, Arrange, and Pharmacotherapy counseling items (ps ≤0.05). Inclusion of only ten schools limits generalizability. Subsequent interventions should incorporate lessons learned from this first randomized controlled trial of a multi-modal longitudinal tobacco treatment curriculum in multiple U.S. medical schools. NIH Trial Registry Number: NCT01905618.

Development of Mole Concept Module Based on Structured Inquiry with Interconection of Macro, Submicro, and Symbolic Representation for Grade X of Senior High School

NASA Astrophysics Data System (ADS)

Sagita, R.; Azra, F.; Azhar, M.

2018-04-01

The research has created the module of mole concept based on structured inquiry with interconection of macro, submicro, and symbolic representation and determined the validity and practicality of the module. The research type was Research and Development (R&D). The development model was 4-D models that consist of four steps: define, design, develop, and disseminate. The research was limited on develop step. The instrument of the research was questionnaire form that consist of validity and practicality sheets. The module was validated by 5 validators. Practicality module was tested by 2 chemistry teachers and 28 students of grade XI MIA 5 at SMAN 4 of Padang. Validity and practicality data were analysed by using the kappa Cohen formula. The moment kappa average of 5 validators was 0,95 with highest validity category. The moment kappa average of teachers and students were 0,89 and 0,91 praticality with high category. The result of the research showed that the module of mole concept based on structured inquiry with interconection of macro, submicro, and symbolic representation was valid and practice to be used on the learning chemistry.

Developing an Education and Public Outreach (EPO) program for Caltech's Tectonics Observatory

NASA Astrophysics Data System (ADS)

Kovalenko, L.; Jain, K.; Maloney, J.

2012-12-01

The Caltech Tectonics Observatory (TO) is an interdisciplinary center, focused on geological processes occurring at the boundaries of Earth's tectonic plates (http://www.tectonics.caltech.edu). Over the past four years, the TO has made a major effort to develop an Education and Public Outreach (EPO) program. Our goals are to (1) inspire students to learn Earth Sciences, particularly tectonic processes, (2) inform and educate the general public about science in the context of TO discoveries, and (3) provide opportunities for graduate students, postdocs, and faculty to do outreach in the local K-12 schools and community colleges. Our work toward these goals includes hosting local high school teachers and students each summer for six weeks of research experience (as part of Caltech's "Summer Research Connection"); organizing and hosting an NAGT conference aimed at Geoscience teachers at community colleges; participating in teacher training workshops (organized by the local school district); hosting tours for K-12 students from local schools as well as from China; and bringing hands-on activities into local elementary, middle, and high school classrooms. We also lead local school students and teachers on geology field trips through nearby canyons; develop education modules for undergraduate classes (as part of MARGINS program); write educational web articles on TO research (http://www.tectonics.caltech.edu/outreach/highlights/), and regularly give presentations to the general public. This year, we started providing content expertise for the development of video games to teach Earth Science, being created by GameDesk Institute. And we have just formed a scientist/educator partnership with a 6th grade teacher, to help in the school district's pilot program to incorporate new national science standards (NSTA's Next Generation Science Standards, current draft), as well as use Project-Based Learning. This presentation gives an overview of these activities.

An Internet-Based Radiology Course in Medical School: Comparison of Academic Performance of Students on Campus Versus Those With Absenteeism Due to Residency Interviews.

PubMed

Alexander, Andrew George; Deas, Deborah; Lyons, Paul Eric

2018-05-18

Imaging and its optimal use are imperative to the practice of medicine, yet many students don't receive a formal education in radiology. Concurrently, students look for ways to take time away from medical school for residency interviewing. Web-based instruction provides an opportunity to combine these imperatives using online modalities. A largely Web-based course in radiology during the 4th year of medical school was evaluated both for its acceptance to students who needed to be away from campus for interviews, and its effectiveness on a nationally administered standardized test. All students were placed into a structured program utilizing online videos, online modules, online textbook assignments, and live interactive online lectures. Over half of the course could be completed away from campus. The Alliance of Medical Student Educators in Radiology test exam bank was used as a final exam to evaluate medical knowledge. Positive student feedback included the freedom to travel for interviews, hands-on ultrasound training, interactive teaching sessions, and quality Web-based learning modules. Negative feedback included taking quizzes in-person, a perceived outdated online textbook, and physically shadowing hospital technicians. Most students elected to take the course during the interview months of October through January. The Alliance of Medical Student Educators in Radiology final exam results (70.5%) were not significantly different than the national cohort (70%) who took the course in-person. Test scores from students taking the course during interview travel months were not significantly different from students who took the course before (P=.30) or after (P=.34) the interview season. Students desire to learn radiology and often choose to do so when they need to be away from campus during the fall of their 4th year of study to accomplish their residency interviews. Web-based education in radiology allows students' interview traveling and radiology course objectives to be successfully met without adversely affecting the outcomes on a nationally normed examination in radiology. A curriculum that includes online content and live Web-based teleconference access to faculty can accomplish both imperatives. ©Andrew George Alexander, Deborah Deas, Paul Eric Lyons. Originally published in JMIR Medical Education (http://mededu.jmir.org), 18.05.2018.

Using Portfolios to Engage Introductory Geoscience Students in Their Subject and to Develop Learning Skills.

NASA Astrophysics Data System (ADS)

Boyle, A. P.; Prior, D. J.

2008-12-01

It is often difficult to deal with wide-ranging, exciting geoscience topics at introductory level when the background geoscience knowledge of the incoming students is limited. This means that new students can often be confronted by self-contained, subject-based topics (e.g. introductory mineralogy) and fail to see where the bigger pictures may be. Another issue, partly arising from massification and thus increasing diversity of student cohorts but also to changes in UK school education goals, is the realisation that incoming students have difficulties combining lecture note taking, reading and general organisation of paper-based materials into a learning package that can help them write structured essays. They need help with the transfer from school to university education. Two years ago, a curriculum review provided the opportunity to develop a new module that could address these issues. The module deals with current topics. Students attend a series of 8 lectures given by 8 different faculty staff covering topics like The Origin of the Moon, Earthquake Prediction, Mass Extinctions, Snowball Earth, and Geohazards spread over the introductory year. Each lecturer uses whatever delivery style they want (PowerPoint, chalk and talk), but the lecture must be an illustration of the scientific method dealing with evidence, models and uncertainty, and must direct students towards a range of associated reading. The students develop a portfolio with a section for each lecture topic. Each section contains their notes, annotated copies of the reading and a one page (A4) summary of the main points of the topic, derived from both the notes and reading. The students also develop a glossary of geological terms. In addition, the students must attend 6 extra talks given by guest speakers at either the student society meetings or the departmental seminar series. Assessment is by the portfolio (40%) and a final essay paper (60%). The portfolio is collected in at the end of the first semester and students are given formative feedback that includes an indicative mark not used for summative purposes. The portfolio is collected again before the end of the second semester so that it can be summatively assessed and returned to facilitate revision. Students who receive formative feedback at the end of the first semester typically improve their second semester performance as a result. A significant number of students, in both years this module has run, do not submit their portfolio for formative assessment and it is notable that their second semester performance is not as good. The final essay paper requires one essay to be answered in 60minutes from a choice of two, which themselves are selected from four essay titles given to the students 6 weeks before the examination. Students are informed that their essays must cover lecture material and reading; a key marking descriptor for a good grade at UK universities is 'shows evidence of reading beyond lecture notes'. Student assessment performance has been good and their feedback on the module has positive. Some are clearly transferring their portfolio skills into other modules. The requirement that students attend six extra talks has improved attendances at invited speaker sessions, especially for the student society, but has also had an affective effect by providing the spur for new students to engage more fully with the life of the department and to get stuck into some often challenging geology.

Knowledge and attitude regarding euthanasia among medical students in the public and private medical schools of Karachi.

PubMed

Hassan, Wafa; Ahmad, Farah; Malik, Aisha; Ali, Saba

2013-02-01

To assess the awareness about and perception of euthanasia among medical students of Karachi. The cross-sectional study was conducted from December 2011 to March 2012 among students of private-sector and one public-sector medical college in Karachi. Data was analysed using SPSS version 17, and associations were worked out using chi-square test. Out of the 493 students, 226 (46%) were from the matriculation system and 194 (39%) from the Cambridge system, while the remaining 15% were from the American High School. The male-female ratio was 1:3. There were 284 (58%) students from the private medical college. Majority of the private medical school students (n = 284; 99.6%) knew about euthanasia, compared to the public-sector facility where only 161 (77%) knew of it. Of the total, 405 (82%) students agreed that it is physician-assisted suicide; 255 (52%) agreed to the idea of palliative care, claiming it was sufficient to maintain life; 226 (54%) disagreed that a doctor should not be allowed to administer a lethal dose while only 162 (33%) agreed to the idea of it; 285 (58%) disagreed that a law regarding the practice of euthanasia should not be introduced, whereas 134 (27%) agreed to it; 70 (14%) agreed to the practice of euthanasia, while 311 (63%) disagreed, mostly for religious reasons. The awareness of euthanasia was high, but a very small proportion of students approved of it. There is need to include palliative care and euthanasia in the Behavioural Science module in the under-graduation programme of both public and private medical schools.

Dietetics students' ability to choose appropriate communication and counseling methods is improved by teaching behavior-change strategies in computer-assisted instruction.

PubMed

Puri, Ruchi; Bell, Carol; Evers, William D

2010-06-01

Several models and theories have been proposed to help registered dietitians (RD) counsel and communicate nutrition information to patients. However, there is little time for students or interns to observe and/or participate in counseling sessions. Computer-assisted instruction (CAI) can be used to give students more opportunity to observe the various methods and theories of counseling. This study used CAI simulations of RD-client communications to examine whether students who worked through the CAI modules would choose more appropriate counseling methods. Modules were created based on information from experienced RD. They contained videos of RD-patient interactions and demonstrated helpful and less helpful methods of communication. Students in didactic programs in dietetics accessed the modules via the Internet. The intervention group of students received a pretest module, two tutorial modules, and a posttest module. The control group only received the pretest and posttest modules. Data were collected during three semesters in 2006 and 2007. Two sample t tests were used to compare pretest and posttest scores. The influence of other factors was measured using factorial analysis of variance. Statistical significance was set at P<0.05. Eleven didactic programs participated. A total of 350 students were in the intervention group and 102 students were in the control group. Pretest scores were not different (6.30+/-0.26 vs 6.21+/-0.15, control and intervention, respectively). The intervention group's posttest score was higher than its pretest score (6.21+/-0.15 vs 6.65+/-0.16, pretest and posttest, respectively). Change in score from pretest to posttest was higher for the intervention group (-0.02+/-0.20 vs 0.44+/-0.11, control and intervention, respectively). For the 21 questions in the tutorials, those who answered 19 to 21 correctly had a greater increase from pretest to posttest than those who answered <13 correctly (-0.44+/-0.37 vs 0.84+/-0.17, <13 and 19 to 21 correct, respectively). There was no effect of instructor, grade point average, school year, or prior counseling on the results. The study provides evidence that the use of CAI can improve communication and counseling methods for dietetics students. 2010 American Dietetic Association. Published by Elsevier Inc. All rights reserved.

Using concept maps in a modified team-based learning exercise.

PubMed

Knollmann-Ritschel, Barbara E C; Durning, Steven J

2015-04-01

Medical school education has traditionally been driven by single discipline teaching and assessment. Newer medical school curricula often implement an organ-based approach that fosters integration of basic science and clinical disciplines. Concept maps are widely used in education. Through diagrammatic depiction of a variety of concepts and their specific connections with other ideas, concept maps provide a unique perspective into learning and performance that can complement other assessment methods commonly used in medical schools. In this innovation, we describe using concepts maps as a vehicle for a modified a classic Team-Based Learning (TBL) exercise. Modifications to traditional TBL in our innovation included replacing an individual assessment using multiple-choice questions with concept maps as well as combining the group assessment and application exercise whereby teams created concept maps. These modifications were made to further assess understanding of content across the Fundamentals module (the introductory module of the preclerkship curriculum). While preliminary, student performance and feedback from faculty and students support the use of concept maps in TBL. Our findings suggest concept maps can provide a unique means of determining assessment of learning and generating feedback to students. Concept maps can also demonstrate knowledge acquisition, organization of prior and new knowledge, and synthesis of that knowledge across disciplines in a unique way providing an additional means of assessment in addition to traditional multiple-choice questions. Reprint & Copyright © 2015 Association of Military Surgeons of the U.S.

Virtual Transgenics: Using a Molecular Biology Simulation to Impact Student Academic Achievement and Attitudes

NASA Astrophysics Data System (ADS)

Shegog, Ross; Lazarus, Melanie M.; Murray, Nancy G.; Diamond, Pamela M.; Sessions, Nathalie; Zsigmond, Eva

2012-10-01

The transgenic mouse model is useful for studying the causes and potential cures for human genetic diseases. Exposing high school biology students to laboratory experience in developing transgenic animal models is logistically prohibitive. Computer-based simulation, however, offers this potential in addition to advantages of fidelity and reach. This study describes and evaluates a computer-based simulation to train advanced placement high school science students in laboratory protocols, a transgenic mouse model was produced. A simulation module on preparing a gene construct in the molecular biology lab was evaluated using a randomized clinical control design with advanced placement high school biology students in Mercedes, Texas ( n = 44). Pre-post tests assessed procedural and declarative knowledge, time on task, attitudes toward computers for learning and towards science careers. Students who used the simulation increased their procedural and declarative knowledge regarding molecular biology compared to those in the control condition (both p < 0.005). Significant increases continued to occur with additional use of the simulation ( p < 0.001). Students in the treatment group became more positive toward using computers for learning ( p < 0.001). The simulation did not significantly affect attitudes toward science in general. Computer simulation of complex transgenic protocols have potential to provide a "virtual" laboratory experience as an adjunct to conventional educational approaches.

Blended learning pedagogy designed for communication module among undergraduate nursing students: A quasi-experimental study.

PubMed

Shorey, Shefaly; Kowitlawakul, Yanika; Devi, M Kamala; Chen, Hui-Chen; Soong, Swee Kit Alan; Ang, Emily

2018-02-01

Effective communication is important for nurse and patient outcomes. Nursing students often feel unprepared to communicate effectively with patients and other healthcare workers within the clinical environment. Blended learning pedagogy-based communication skills training can provide an alternative to traditional methods of teaching to enhance students' satisfaction and self-efficacy levels in communicating with others. To examine the effectiveness of blended learning pedagogy in a redesigned communication module among nursing undergraduates in enhancing their satisfaction levels and attitudes towards learning communication module as well as self-efficacy in communication. A single group pre-test and post-test quasi-experimental design was adopted. Data were collected from August 2016 to November 2016 from 124 nursing undergraduates from a leading nursing school. Blended learning pedagogy was adopted to redesign a communication module that offered a wide array of learning opportunities via face-to-face classroom and online sessions. Validated and reliable instruments were used to measure satisfaction levels with blended learning pedagogy, attitudes towards learning communication, and communication self-efficacy. Descriptive and inferential statistics were used to analyze the data. Participants had enhanced satisfaction levels with blended learning pedagogy, better attitudes in learning communication skills, and improved communication self-efficacies at posttest (week 13 of the semester) when compared with their pre-test scores (week one of the semester). Participants scored higher in the Blended Learning Satisfaction Scale, the Communication Skills Attitude Scale, and the communication skills subscale of the Nursing Students Self-Efficacy Scale. Blended learning pedagogy can be effectively used in facilitating communication modules and enhancing student outcomes among nursing undergraduates. The long-term effectiveness of using blended learning pedagogy in facilitating communication modules should be evaluated from students' and patients' perspectives. Additionally, the technology should be constantly improved by incorporating more interactive functions and should be tested to accommodate the learners' needs. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Astrobiology in Secondary Classrooms (ASC) curriculum: focusing upon diverse students and teachers.

PubMed

Arino de la Rubia, Leigh S

2012-09-01

The Minority Institution Astrobiology Collaborative (MIAC) began working with the NASA Goddard Center for Astrobiology in 2003 to develop curriculum materials for high school chemistry and Earth science classes based on astrobiology concepts. The Astrobiology in Secondary Classrooms (ASC) modules emphasize interdisciplinary connections in astronomy, biology, chemistry, geoscience, physics, mathematics, and ethics through hands-on activities that address national educational standards. Field-testing of the Astrobiology in Secondary Classrooms materials occurred over three years in eight U.S. locations, each with populations that are underrepresented in the career fields of science, technology, engineering, and mathematics. Analysis of the educational research upon the high school students participating in the ASC project showed statistically significant increases in students' perceived knowledge and science reasoning. The curriculum is in its final stages, preparing for review to become a NASA educational product.

Building Astronomy Curriculum to Include the Sight Impaired: Week long summer camp activities for Middle School Students adherent to Washington State Curriculum Standards (EALR's)

NASA Astrophysics Data System (ADS)

Ramien, Natalie; Loebman, S. R.; Player, V.; Larson, A.; Torcolini, N. B.; Traverse, A.

2011-01-01

Currently astronomy learning is heavily geared towards visual aids; however, roughly 10 million people in North America are sight impaired. Every student should have access to meaningful astronomy curriculum; an understanding of astronomy is an expectation of national and state science learning requirements. Over the last ten years, Noreen Grice has developed Braille and large print astronomy text books aimed at sight impaired learners. We build upon Grice's written work and present here a five day lesson plan that integrates 2D reading with 3D activities. Through this curriculum, students develop an intuitive understanding of astronomical distance, size, composition and lifetimes. We present five distinct lesson modules that can be taught individually or in a sequential form: the planets, our sun, stars, stellar evolution and galaxies. We have tested these modules on sight impaired students and report the results here. Overall, we find the work presented here lends itself equally well to a week long science camp geared toward middle school sight impaired taught by astronomers or as supplemental material integrated into a regular classroom science curriculum. This work was made possible by a 2007 Simple Effective Education and Dissemination (SEED) Grant For Astronomy Researchers, Astronomical Society of the Pacific through funds provided by the Planck Mission, Jet Propulsion Laboratory, California Institute of Technology.

Preliminary Outcomes from a Week-Long Environmental Engineering Summer Camp for High School Female Students

NASA Astrophysics Data System (ADS)

Balasubramanian, S.; Koloutsou-Vakakis, S.

2014-12-01

There is a need for environment engineers and sustainability managers to address global environmental, energy and health challenges. Environmental literacy programs at K-12 level provide a unique opportunity in motivating young minds in joining STEM and also provide additional value in learning about "saving planet earth". The Women in Engineering at the University of Illinois organize an annual week long camp, for female high school students with tracks corresponding to different fields of Engineering. The Environmental Engineering and Sustainability (EES) track is organized by faculty and graduate students of the Civil and Environmental Engineering department and introduces students to concepts in sustainability and systems thinking in connection with air and water quality, climate change and renewable energy. This study is a preliminary assessment of the relevance of the EES outreach track conducted in July 2014 in student learning. Specific goals include assessing (a) demographics of participants and their motivation to join this camp, (b) educational and enjoyability quotients of the modules and (c) learning and motivational outcomes using the Likert scale. A pre-camp survey indicated keen interest in learning about environmental engineering (4.56/5.0) and expected this camp to be a venue to learn about related career choices (4.9/5.0). Five days of instruction were divided thematically and included a mix of lectures, activity based learning, demonstrations and field visits. Overall modules were rated as educational (4.4/5.0) and enjoyable (4.5/5.0). Modules with hands-on learning were best received (4.67/5.0) and rated unique (4.7/5.0). Post camp, participants acknowledged the important contribution of environmental engineers to society (4.8/5.0) and could relate the different modules to the role engineer's play (4.06/5.0) for sustainability. On an average, the participants evinced interest in engineering as a career choice (4.0/5.0) but there was a broader range of responses regarding environmental engineering as their career choice (3.13/5.0).

Learning to Communicate Science: Stony Brook University's Approach

NASA Astrophysics Data System (ADS)

Bass, E.

2012-12-01

Stony Brook University offers an unusual series of short courses to help science graduate students learn to communicate more effectively about science with people outside their disciplines, including the public, public officials, potential funders and employers, students, the press, and colleagues in other fields. The courses include six 1-credit (14-hour) modules in oral and written communication that rely on practice and interactive feedback. More than 120 master's and PhD students, from more than 16 departments, have taken at least one of the courses since spring 2011. Most students who try one module end up taking two or three. An additional course for medical and nursing students was added in fall 2012. The courses are offered in the School of Journalism and were developed by the Center for Communicating Science (CCS). CCS was founded in 2009, with the participation of Alan Alda, the actor, writer, and longtime advocate for science, who is a Visiting Professor at Stony Brook. The Communicating Science courses have received strong institutional support and enthusiastic reviews. They are required by two programs, an MA in Marine Conservation and Policy and an Advanced Certificate in Health Communications. Two successive Provosts have subsidized course costs for PhD students, and Graduate School leaders are working to establish a steady funding stream to allow expansion of the program. Our aspiration at CCS is for every science graduate student to receive some training in communicating about science to the public. Several factors have helped in establishing the program: --CCS' multidisciplinary nature helped build support, with participation by faculty from across the campus, including not only the natural sciences, engineering, and medicine, but journalism, theatre arts, and the Writing Program, as well as nearby Brookhaven National Laboratory and Cold Spring Harbor Laboratory. --Before offering courses, CCS conducted all-day workshops and high-profile activities that generated interest and allowed students, postdocs, faculty and administrators to sample course material. --CCS structured the courses as "bite-size" modules to make them easier to take. Courses are given in the evening, in successive four- or five-week blocks, so a student can take one to six modules in a single semester. At the heart of the effort are two courses: Distilling Your Message, in which students practice speaking clearly, vividly and conversationally at different levels of complexity to different audiences, and Improvisation for Scientists, in which students use improvisational theater exercises to help connect more responsively with their audiences. This is not about acting. It is about paying dynamic attention to the audience, shifting the focus from what the student is saying to what the other person is receiving. Other modules deal with writing for the public; using social media, and connecting with the community. In addition to the 1-credit courses, science graduate students can take a 3-credit course examining how the media cover science and health issues. This course also is taken by students in the journalism MS program, which focuses on science, health and environmental reporting, part of Stony Brook University's multi-pronged effort to improve communication of science to the public.

SU-F-E-15: Initial Experience Implementing a Case Method Teaching Approach to Radiation Oncology Physics Residents, Graduate Students and Doctorate of Medical Physics Students

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

Gutierrez, A

Purpose: Case Method Teaching approach is a teaching tool used commonly in business school to challenge students with real-world situations—i.e. cases. The students are placed in the role of the decision maker and have to provide a solution based on the multitude of information provided. Specifically, students must develop an ability to quickly make sense of a complex problem, provide a solution incorporating all of the objectives (at time conflicting) and constraints, and communicate that solution in a succinct, professional and effective manner. The validity of the solution is highly dependent on the auxiliary information provided in the case andmore » the basic didactic knowledge of the student. A Case Method Teaching approach was developed and implemented into an on-going course focused on AAPM Task Group reports at UTHSCSA. Methods: A current course at UTHSCSA reviews and discusses 15 AAPM Task Group reports per semester. The course is structured into three topic modules: Imaging QA, Stereotactic Radiotherapy, and Special Patient Measurements—i.e. pacemakers, fetal dose. After a topic module is complete, the students are divided into groups (2–3 people) and are asked to review a case study related to the module topic. Students then provide a solution presented in an executive summary and class presentation. Results: Case studies were created to address each module topic. Through team work and whole-class discussion, a collaborative learning environment was established. Students additionally learned concepts such vendor relations, financial negotiations, capital project management, and competitive strategy. Conclusion: Case Method Teaching approach is an effective teaching tool to further enhance the learning experience of radiation oncology physics students by presenting them with though-provoking dilemmas that require students to distinguish pertinent from peripheral information, formulate strategies and recommendations for action, and confront obstacles to implementation.« less

Perspective: the revolution is upon us.

PubMed

Sierles, Frederick S

2010-05-01

Profound socioeconomic pressures on medical student education have been catalogued extensively. These pressures include teaching patient shortages, teacher shortages, conflicting systems, and financial problems. Many of these problems have been caused by an unregulated free market affecting medicine overall, with market values sometimes overshadowing the academic values of education, research, and patient care. This has caused profound changes in the conduct of medical student education. Particularly important has been a reduction in the "gold standard" of teaching: direct student-teacher and supervised student-patient interaction, replaced by a potpourri of online and simulated modules. The aggregate of these changes constitutes a revolution that challenges whether medical schools, school buildings, classes, and dedicated faculty are even necessary. The author posits several recommendations in response to this revolution: (1) recognize the revolution as such, and carefully guide or abort it, lest its outcome be inadequate, inauthentic, or corrupt, (2) prioritize academic rather than business values, (3) ensure that funds allotted for education are used for education, (4) insist that medical schools, not industry, teach students, (5) value authentic education more than simulation, (6) adopt learner-centered teaching without misusing it, (7) maintain acceptable class attendance without requiring it, (8) provide, from the first school day, authentic, patient-centered medical education characterized by vertical integration, humanism, early patient exposure, biopsychosocial orientation, and physician role modeling, (9) ensure that third- and fourth-year students have rich patient-care responsibility, and 10) keep tenure. These actions would permit the preservation of an educational gold standard that justifies medical education's cost.

Preparing Teachers to Support the Development of Climate Literate Students

NASA Astrophysics Data System (ADS)

Haddad, N.; Ledley, T. S.; Ellins, K. K.; Bardar, E. W.; Youngman, E.; Dunlap, C.; Lockwood, J.; Mote, A. S.; McNeal, K.; Libarkin, J. C.; Lynds, S. E.; Gold, A. U.

2014-12-01

The EarthLabs climate project includes curriculum development, teacher professional development, teacher leadership development, and research on student learning, all directed at increasing high school teachers' and students' understanding of the factors that shape our planet's climate. The project has developed four new modules which focus on climate literacy and which are part of the larger Web based EarthLabs collection of Earth science modules. Climate related themes highlighted in the new modules include the Earth system with its positive and negative feedback loops; the range of temporal and spatial scales at which climate, weather, and other Earth system processes occur; and the recurring question, "How do we know what we know about Earth's past and present climate?" which addresses proxy data and scientific instrumentation. EarthLabs climate modules use two central strategies to help students navigate the multiple challenges inherent in understanding climate science. The first is to actively engage students with the content by using a variety of learning modes, and by allowing students to pace themselves through interactive visualizations that address particularly challenging content. The second strategy, which is the focus of this presentation, is to support teachers in a subject area where few have substantive content knowledge or technical skills. Teachers who grasp the processes and interactions that give Earth its climate and the technical skills to engage with relevant data and visualizations are more likely to be successful in supporting students' understanding of climate's complexities. This presentation will briefly introduce the EarthLabs project and will describe the steps the project takes to prepare climate literate teachers, including Web based resources, teacher workshops, and the development of a cadre of teacher leaders who are prepared to continue leading the workshops after project funding ends.

Accelerating the use of molecular modeling in the high school classroom with VMD Lite.

PubMed

Lundquist, Karl; Herndon, Conner; Harty, Tyson H; Gumbart, James C

2016-01-01

It is often difficult for students to develop an intuition about molecular processes, which occur in a realm far different from day-to-day life. For example, thermal fluctuations take on hurricane-like proportions at the molecular scale. Students need a way to visualize realistic depictions of molecular processes to appreciate them. To this end, we have developed a simplified graphical interface to the widely used molecular visualization and analysis tool Visual Molecular Dynamics (VMD) called VMD lite. We demonstrate the use of VMD lite through a module on diffusion and the hydrophobic effect as they relate to membrane formation. Trajectories from molecular dynamics simulations, which students can interact with freely, illustrate the dynamical behavior of lipid molecules and water. VMD lite was tested by ∼70 students with overall positive reception. Remaining deficiencies in conceptual understanding were noted, however, and the module has been revised in response. © 2016 The International Union of Biochemistry and Molecular Biology.

Making Real Life Connections and Engaging High School Students as They Become Climate Detectives using data obtained through JOIDES Resolution Expedition 341

NASA Astrophysics Data System (ADS)

Chegwidden, D.; Mote, A. S.; Manley, J.; Ledley, T. S.; Haddad, N.; Ellins, K.; Lynds, S. E.

2016-02-01

Texas is a state that values and supports an Earth Science curriculum, and as an experienced educator in Texas, I find it crucial to educate my students about the various Ocean Science careers that exist and also be able to use the valuable data that is obtained in a core sample from the ocean floor. "Climate Detective" is an EarthLabs module that is supported by TERC and International Ocean Discovery Program (IODP) Expedition 341. This module contains hands-on activities, many opportunities to interpret actual data from a core sample, and collaborative team skills to solve a problem. Through the module, students are able to make real connections with scientists when they understand various roles aboard the JOIDES Resolution. Students can also visually experience real-time research via live video streaming within the research vessel. In my classroom, the use of the "Climate Detective" not only establishes a beneficial relationship between teacher and marine scientists, but such access to the data also helps enhance the climate-related concepts and explanatory procedures involved in obtaining reports. Data is applied to a challenge question for all student groups to answer at the end of the module. This Project-based learning module emphasizes different forms of evidence and requires that learners apply different inquiry approaches to build the knowledge each one needs to acquire, as they become climate-literate citizens. My involvement with the EarthLabs project has strengthened my overall knowledge and confidence to teach about Earth's systems and climate change. In addition, this experience has led me to become an advocate who promotes vigorous classroom discussion among my students; additionally, I am encouraged to collaborate with other educators through the delivery of professional development across the state of Texas. Regularly, I connect with scientists in my classroom and such connection truly enriches not only my personal knowledge, but also provides a foundational understanding for my students.

Enhancing the Attractiveness of Alcohol Education Via a Microcomputer Program.

ERIC Educational Resources Information Center

Meier, Scott T.

Getting students' attention is one of the most difficult problems for counselors who conduct alcohol education programs in high schools or colleges. A computer-aided instruction program using microcomputers for alcohol education was developed entitled "If You Drink: An Alcohol Education Program" (IYD). The IYD program consists of five modules: the…

Machine Accounting. An Instructor's Guide.

ERIC Educational Resources Information Center

Gould, E. Noah, Ed.

Designed to prepare students to operate the types of accounting machines used in many medium-sized businesses, this instructor's guide presents a full-year high school course in machine accounting covering 120 hours of instruction. An introduction for the instructor suggests how to adapt the guide to present a 60-hour module which would be…

Using Technology Assessment To Build Confidence and Teach Critical Skills to Adult Women Students.

ERIC Educational Resources Information Center

Bruce, Margaret; And Others

This paper describes the aims, organization, and outcomes of a technology assessment activity that was part of a summer school for an undergraduate interdisciplinary women's studies course at the Open University of Great Britain. Entitled "The Changing Experience of Women," the course contained a technology assessment module for the…

Digital Media Literacy in a Sports, Popular Culture and Literature Course

ERIC Educational Resources Information Center

Fortuna, Carolyn

2015-01-01

This article considers how media sports culture is an apt space for digital media literacy instruction. Describing a senior year high school English course that requires students to deconstruct and compose with sports media texts, the author outlines how learning modules, analysis of curated collections of texts through heuristics, and mentor…

Missouri Introduction to Materials and Processing Technology. Instructor Guide.

ERIC Educational Resources Information Center

Missouri Univ., Columbia. Instructional Materials Lab.

This guide is intended to support a high school specialization course in materials and processing technology. The document contains three sections: (1) information on using the material; (2) a set of instructor guides for eight instructional units; (3) 15 technological activity modules and teacher and student instructions for their use; and (4)…

Tutor Emotional Competences Valued by Learners in a Blended Learning Context

ERIC Educational Resources Information Center

Youde, Andrew

2016-01-01

This paper outlines research into the emotional competences that mature, higher education students, undertaking part-time blended learning degrees within a School of Education, value in their tutors. A mixed methods approach was adopted to conduct a detailed exploration of eight tutors' practice whilst teaching a module, with data gathered from…

New Curricular Material for Science Classes: How Do Students Evaluate It?

ERIC Educational Resources Information Center

Freire, Sofia; Faria, Claudia; Galvao, Cecilia; Reis, Pedro

2013-01-01

Living in an unpredictable and ever changing society demands from its' citizens the development of complex competencies that challenges school, education and curriculum. PARSEL, a pan-European Project related to science education, emerges as a contribution to curricular development as it proposes a set of teaching-learning materials (modules) in…

Participatory Learning in Residential Weekends: Benefit or Barrier to Learning for the International Student?

ERIC Educational Resources Information Center

Robson, Fiona; Forster, Gillian; Powell, Lynne

2016-01-01

The context for this research is a residential learning weekend which is embedded into all postgraduate programmes at Newcastle Business School via a management development module entitled "Developing Self". The objective of this study was to identify and explore how participatory learning in multicultural groups enables international…

Physical Education: Essential Issues

ERIC Educational Resources Information Center

Green, Ken, Ed.; Hardman, Ken, Ed.

2005-01-01

This book is aimed primarily at under and postgraduate students pursuing entire programmes or discrete courses and modules in the broad area of physical education and sport in schools. It consists of a collection of what is considered to be essential readings in the sense that they are contributions from eminent authors on a breadth of salient…

Captivate MenuBuilder: Creating an Online Tutorial for Teaching Software

ERIC Educational Resources Information Center

Yelinek, Kathryn; Tarnowski, Lynn; Hannon, Patricia; Oliver, Susan

2008-01-01

In this article, the authors, students in an instructional technology graduate course, describe a process to create an online tutorial for teaching software. They created the tutorial for a cyber school's use. Five tutorial modules were linked together through one menu screen using the MenuBuilder feature in the Adobe Captivate program. The…

Leadership Lessons from North Korea: An Analogy to the ISLLC Standards

ERIC Educational Resources Information Center

Lindahl, Ronald A.

2013-01-01

This module draws parallels between conditions in North Korea and the work of school leaders, as defined in the 2008 ISLLC Standards. It is intended to demonstrate to educational leadership preparation programs how seemingly unrelated contexts may be utilized to capture students' attention, hopefully with the result of enhancing their…

A Report on Research on the Effectiveness of Competency Based Vocational Education in Kentucky.

ERIC Educational Resources Information Center

Kentucky Research Coordinating Unit, Lexington.

Intended for use by educators and the public, this report interprets the findings of two research studies on competency-based vocational education (CBVE) in Kentucky secondary schools: "The Development of an Instrument to Measure Student Attitudes toward Competency-Based Individualized Instructional Modules," by John C. Thomas, and…

Canadian Studies for Elementary and Junior High School Teachers. A Syllabus and Resource Guide.

ERIC Educational Resources Information Center

State Univ., of New York, Plattsburgh. Coll. at Plattsburgh. Center for the Study of Canada.

Developed to promote greater awareness and understanding of Canada by American students and teachers, this interdisciplinary curriculum guide includes not only social studies, but also activities dealing with mathematics, science, environmental studies, English, art, and music. The book is divided into five modules, each giving a different…

Minnows as a Classroom Model for Human Environmental Health

ERIC Educational Resources Information Center

Weber, Daniel N.; Hesselbach, Renee; Kane, Andrew S.; Petering, David H.; Petering, Louise; Berg, Craig A.

2013-01-01

Understanding human environmental health is difficult for high school students, as is the process of scientific investigation. This module provides a framework to address both concerns through an inquiry-based approach using a hypothesis-driven set of experiments that draws upon a real-life concern, environmental exposures to lead (Pb2+). Students…

Earthtech, Dig-Texas and Upward Bound: Outreach to At-Risk Students with Interdisciplinary STEM Activities

NASA Astrophysics Data System (ADS)

Olgin, J. G.; Güereque, M.; Pennington, D. D.; Everett, A.; Dixon, J. G.; Reyes, A.; Houser, P. I. Q.; Baker, J. A.; Stocks, E.; Ellins, K.

2015-12-01

The Geological Sciences department at the University of Texas at El Paso (UTEP) hosted the EarthTech outreach program - a one-week intensive summer camp for low-income, at-risk high school students. The EarthTech program engaged students in STEM activities from geological and environmental sciences. Developed and led by university student-mentors with guidance from a supervising faculty member, the course engaged Upward Bound students with lectures, interactive projects, and excursions to local ecological preserves and geological sites around El Paso, Texas. Topics covered plant and animal distribution and diversity, water and soil dynamics, evolution and paleontology, geohazards, and planetary science. Field trips were combined with hands-on activities, including activities from DIG Texas teaching modules. The NSF-funded DIG Texas Instructional Blueprints project is organizing vetted, high quality online educational resources and learning activities into teaching modules. The modules follow a storyline and demonstrate congruency with the Next Generation Science Standards. Selected DIG Texas resources were included in the daily curriculum to complement the field trip and other hands-on activities. EarthTech students created ESRI Online GIS story maps in which they showed the locations of the field trips, incorporated photographs they had taken, and provided written reflections about their camp experiences. The DIG Texas project evaluation collected survey and interview data from the university student mentors throughout the week to ascertain the efficacy of the program. This poster presentation will include an overview of the program, including examples of work and evaluation results.

A universal harm-minimisation approach to preventing psychostimulant and cannabis use in adolescents: a cluster randomised controlled trial.

PubMed

Vogl, Laura Elise; Newton, Nicola Clare; Champion, Katrina Elizabeth; Teesson, Maree

2014-06-18

Psychostimulants and cannabis are two of the three most commonly used illicit drugs by young Australians. As such, it is important to deliver prevention for these substances to prevent their misuse and to reduce associated harms. The present study aims to evaluate the feasibility and effectiveness of the universal computer-based Climate Schools: Psychostimulant and Cannabis Module. A cluster randomised controlled trial was conducted with 1734 Year 10 students (mean age = 15.44 years; SD = 0.41) from 21 secondary schools in Australia. Schools were randomised to receive either the six lesson computer-based Climate Schools program or their usual health classes, including drug education, over the year. The Climate Schools program was shown to increase knowledge of cannabis and psychostimulants and decrease pro-drug attitudes. In the short-term the program was effective in subduing the uptake and plateauing the frequency of ecstasy use, however there were no changes in meth/amphetamine use. In addition, females who received the program used cannabis significantly less frequently than students who received drug education as usual. Finally, the Climate Schools program was related to decreasing students' intentions to use meth/amphetamine and ecstasy in the future, however these effects did not last over time. These findings provide support for the use of a harm-minimisation approach and computer technology as an innovative platform for the delivery of prevention education for illicit drugs in schools. The current study indicated that teachers and students enjoyed the program and that it is feasible to extend the successful Climate Schools model to the prevention of other drugs, namely cannabis and psychostimulants. Australian and New Zealand Clinical Trials Registry ACTRN12613000492752.

Piloting an outcome-based programme evaluation tool in undergraduate medical education.

PubMed

Raupach, Tobias; Schiekirka, Sarah; Münscher, Christian; Beißbarth, Tim; Himmel, Wolfgang; Burckhardt, Gerhard; Pukrop, Tobias

2012-01-01

Different approaches to performance-oriented allocation of resources according to teaching quality are currently being discussed within German medical schools. The implementation of these programmes is impeded by a lack of valid criteria to measure teaching quality. An assessment of teaching quality should include structural and procedural aspects but focus on learning outcome itself. The aim of this study was to implement a novel, outcome-based evaluation tool within the clinical phase of a medical curriculum and address differences between the novel tool and traditional evaluation methods. Student self-assessments before and after completion of a teaching module were used to compute performance gains for specific learning objectives. Mean performance gains in each module were compared to student expectations before the module and data derived from a traditional evaluation tool using overall course ratings at the end of the module. A ranking of the 21 modules according to computed performance gains yielded entirely different results than module rankings based on overall course ratings. There was no significant correlation between performance gain and overall ratings. However, the latter were significantly correlated to student expectations before entering the module as well as structural and procedural parameters (Pearson's r 0.7-0.9). Performance gain computed from comparative self-assessments adds an important new dimension to course evaluation in medical education. In contrast to overall course ratings, the novel tool is less heavily confounded by construct-irrelevant factors. Thus, it appears to be more appropriate than overall course ratings in determining teaching quality and developing algorithms to guide performance-oriented resource allocation in medical education.

Developing Classroom Research Modules Through In Depth Understanding of the Research Process

NASA Astrophysics Data System (ADS)

Guilbert, K.; Soong, J.; Cotrufo, M.

2012-12-01

Students of low income families often have fewer opportunities, especially in regards to science, than their peers of higher socioeconomic upbringing. This opportunity deficit can stifle their interest in science before it begins. As an elementary teacher at a Title 1 school, I strive to enrich the scientific opportunities for my students. I gained exposure to soil science by participating in a litter decomposition experiment and the Summer Soil Institute at Colorado State University through an NSF funded Research Experience for Teachers program (RET). My participation in the RET provided me with the tools necessary to implement in depth research in my 5th grade classroom. A teacher's greatest tool is having a deep understanding of a topic prior to relaying it to students. This depth of knowledge needs to be coupled with a general understanding of the research process and techniques that are being used by contemporary scientists. Applying these ideas, I created a long-term decomposition module for my students that can be used as a model for teachers to create meaningful research opportunities for students.

Game Based Learning as a Means to Teach Climate Literacy in a High School Environment

NASA Astrophysics Data System (ADS)

Fung, M. K.; Tedesco, L.; Katz, M. E.

2013-12-01

As part of RPI's GK-12 graduate fellowship program (which involves graduate STEM fellows in K-12 education) a climate change board game activity was developed and implemented at inner city Troy High School in Troy, New York. The goal was to engage and teach two classes of the Earth Science General Repeat (GR) tenth grade students about climate change through a game-based leaning module. Students placed in the GR course had previously failed Earth Science, and had never passed a general science class in high school. In the past, these students have responded positively to hands-on activities. Therefore, an interactive board game activity was created to teach students about climate, explore how humans impact our environment, and address the future of climate change. The students are presented with a draft version of the game, created by the graduate fellow, and are asked to redesign the game for their peers in the other GR class. The students' version of the game is required to include certain aspects of the original game, for example, the climate change Trivia and Roadblock cards, but the design, addition of rules and overall layout are left to the students. The game-based learning technique allows the students to learn through a storyline, compete against each other, and challenge themselves to perfect their learning and understanding of climate change. The climate change board game activity also incorporates our cascade learning model, in which the graduate fellow designs the activity, works with a high school teacher, and implements the game with high school students. In addition, the activity emphasizes peer-to-peer learning, allowing each classroom to design the game for a different group of students. This allows the students to take leadership and gives them a sense of accomplishment with the completed board game. The nature of a board game also creates a dynamic competitive atmosphere, in which the students want to learn and understand the material to succeed in the overall game. Although this board game activity was designed for high school students, it could easily be adapted for all K-12 levels as an interactive, informative and successful way of teaching students about climate literacy.

Tobacco Control Competencies for US Medical Students

PubMed Central

Geller, Alan C.; Zapka, Jane; Brooks, Katie R.; Dube, Catherine; Powers, Catherine A.; Rigotti, Nancy; O’Donnell, Joseph; Ockene, Judith

2005-01-01

The 2004 National Action Plan for Tobacco Cessation recommended that the US Department of Health and Human Services convene a diverse group of experts to ensure that competency in tobacco dependence interventions be a core graduation requirement for all new physicians and other key health care professionals. Core competencies would guide the design of new modules and explicitly outline the learning objectives for all graduating medical students. In 2002, the National Cancer Institute funded a consortium to develop, test, and integrate tobacco curricula at 12 US medical schools. Because there was neither an explicit set of tobacco competencies for medical schools nor a process to develop them, one of the consortium’s tasks was to articulate competencies and learning objectives. PMID:15914815

MARS Valley Networks Project: Martian Valley Network Analysis Run-off or Sapping? - A WebGIS approach

NASA Astrophysics Data System (ADS)

Luo, W.; Kitts, K. B.; Young, P.; Schwantes, F. W.; Hung, W.

2006-12-01

We report the progress made in a two-year NASA funded EPO project, which takes advantage of the latest WebGIS technology to bring real NASA data to high school classrooms. The only requirement for the WebGIS is an Internet connection and a standard web browser allowing the widest possible accessibility. The overall goal of the project is to enhance the students' interest in science and to directly engage them in the actual process of conducting scientific research with a real scientific research question and real scientific datasets. The students will be exposed to the full process of conducting real scientific investigation: collecting evidence, analyzing data, formulating alternative hypotheses, and communicating and debating with their peers about their findings. Such opportunities are rarely available in the middle through high school level. We have set up the WebGIS (http://marsproject.niu.edu) and have completed the student and teacher tutorials. The standard-based student modules are being finalized and tested by two Master teachers this semester. A training workshop for teachers will be held Spring 2007. Approximately twenty classrooms will be participating fully by the 2007-08 school year.

Project CUES: A New Middle-School Earth System Science Curriculum Being Developed by the American Geological Institute

NASA Astrophysics Data System (ADS)

Smith, M. C.; Smith, M. J.; Lederman, N.; Southard, J. B.; Rogers, E. A.; Callahan, C. N.

2002-12-01

Project CUES is a middle-school earth systems science curriculum project under development by the American Geological Institute (AGI) and funded by the National Science Foundation (ESI-0095938). CUES features a student-centered, inquiry pedagogy and approaches earth science from a systems perspective. CUES will use the expanded learning cycle approach of Trowbridge and Bybee (1996), known as the 5E model (engage-explore-explain-elaborate-evaluate). Unlike AGI's Investigating Earth Systems (IES) curriculum modules, CUES will include a single hard-bound textbook, and will take one school-year to complete. The textbook includes a prologue that addresses systems concepts and four main units: Geosphere, Hydrosphere, Atmosphere, and Biosphere. Each eight-week unit takes students through a progression from guided inquiry to open-ended, student-driven inquiry. During first 4 to 5 weeks of each unit, students explore important earth science phenomena and concepts through scripted investigations and narrative reading passages written by scientists as "inquiry narratives". The narratives address the development of scientific ideas and relay the personal experiences of a scientist during their scientific exploration. Aspects of the nature of science will be explicitly addressed in investigations and inquiry narratives. After the guided inquiry, students will develop a research proposal and conduct their own inquiry into local or regional scientific problems. Each unit culminates with a science conference at which students present their research. CUES will be the first NSF-funded, comprehensive earth systems textbook for middle school that is based on national standards. CUES will be pilot tested in 12 classrooms in January 2003, with a national field test of the program in 50 classrooms during the 2003-2004 school year.

Modules to enhance smart lighting education

NASA Astrophysics Data System (ADS)

Bunch, Robert M.; Joenathan, Charles; Connor, Kenneth; Chouikha, Mohamed

2012-10-01

Over the past several years there has been a rapid advancement in solid state lighting applications brought on by the development of high efficiency light emitting diodes. Development of lighting devices, systems and products that meet the demands of the future lighting marketplace requires workers from many disciplines including engineers, scientists, designers and architects. The National Science Foundation has recognized this fact and established the Smart Lighting Engineering Research Center that promotes research leading to smart lighting systems, partners with industry to enhance innovation and educates a diverse, world-class workforce. The lead institution is Rensselaer Polytechnic Institute with core partners Boston University and The University of New Mexico. Outreach partners include Howard University, Morgan State University, and Rose-Hulman Institute of Technology. Because of the multidisciplinary nature of advanced smart lighting systems workers often have little or no formal education in basic optics, lighting and illumination. This paper describes the initial stages of the development of self-contained and universally applicable educational modules that target essential optics topics needed for lighting applications. The modules are intended to be easily incorporated into new and existing courses by a variety of educators and/or to be used in a series of stand-alone, asynchronous training exercises by new graduate students. The ultimate goal of this effort is to produce resources such as video lectures, video presentations of students-teaching-students, classroom activities, assessment tools, student research projects and laboratories integrated into learning modules. Sample modules and resources will be highlighted. Other outreach activities such as plans for coursework, undergraduate research, design projects, and high school enrichment programs will be discussed.

No, management is not a profession.

PubMed

Barker, Richard

2010-01-01

Because managers hold a status in society similar to that of doctors and lawyers, it is natural to think of business as a profession--and of business schools as professional schools. But, argues Barker, a professor at Cambridge University's Judge Business School, that can lead to inappropriate analysis and misguided perceptions. We turn to professionals for advice, he writes, because they have knowledge that we don't. We trust their advice because they've been guaranteed by professional associations that establish the boundaries of the field and reach consensus on what body of learning is required for formal training and certification. These associations make a market for professional services feasible. Although business schools might be able to reach consensus on what they should teach, the proper question is whether what they teach qualifies students to manage. After all, successful businesses are commonly run by people without MBAs. Managers' roles are inherently general, variable, and indefinable; their core skill is to integrate across functional areas, groups of people, and circumstances. Integration is learned in the minds of MBA students, whose experiences and careers are widely diverse, rather than taught in the content of program modules. Thus business education must be highly collaborative, with grading downplayed, and learning must differ according to the stage of a student's career. Business schools are not professional schools. They are incubators for business leadership.

Should students design or interact with models? Using the Bifocal Modelling Framework to investigate model construction in high school science

NASA Astrophysics Data System (ADS)

Fuhrmann, Tamar; Schneider, Bertrand; Blikstein, Paulo

2018-05-01

The Bifocal Modelling Framework (BMF) is an approach for science learning which links students' physical experimentation with computer modelling in real time, focusing on the comparison of the two media. In this paper, we explore how a Bifocal Modelling implementation supported learning outcomes related to both content and metamodeling knowledge, focusing on the role of designing models. Our study consisted of three conditions implemented with a total of 69 9th grade high-school students. The first and second classes were assigned two implementation modes of BMF: with and without a model design module. The third condition, employed as a control, consisted of a class that received instruction in the school's traditional approach. Our results indicate that students participating in both BMF implementations demonstrated improved content knowledge and a better understanding of metamodeling. However, only the 'BMF-with-design' group improved significantly in both content and metamodeling knowledge. Our qualitative analyses indicate that both BMF groups designed detailed models that included scientific explanations. However only students who engaged in the model design component: (1) completed a detailed model displaying molecular interaction; and (2) developed a critical perspective about models. We discuss the implications of those results for teaching scientific science concepts and metamodeling knowledge.

Ten steps to plan, design, and implement an endocrinology and endocrine surgery module for the Faculty of Medicine, Al-Baha University.

PubMed

Elfakey, Walyeldin Em; Al-Ghamdi, Ahmed H

2016-01-01

The Faculty of Medicine, Al-Baha University (FMBU), is a newly established medical school that implements a community-oriented and integrated system-based curriculum which is suitable for both medical students and serving the needs of the local community. The aim of this study is to describe the steps that were followed to plan, design, and implement an endocrinology and endocrine surgery module (EESM) for the fourth-year medical students, as an example of how system-based modules are designed at FMBU. Ten questions based on Harden's methodolgy were asked in order to design, plan, and implement an endocrinology and endocrine surgery module. The module committee determined the needs of the module and accordingly stated the aims and objectives of the module. The module planners selected the relevant contents, teaching methods, and assessment strategies and organized them. After addressing each of the ten questions, the results indicated the need, aim, objectives, and contents for the endocrinology and endocrine surgery module at FMBU. The implementation strategies were chosen according to the SPICES model. The teaching methods and the assessment strategies were selected and arranged. The module is well communicated at all levels, and the module committee used every effort to create a productive teaching environment. The module is well managed and follows the hierarchy of FMBU. Implementing Harden's ten steps methodology resulted in an integrated module of endocrinology and endocrine surgery where related disciplines and systems were merged and medical and surgical endocrine topics were included.

Space Science in Project SMART: A UNH High School Outreach Program

NASA Astrophysics Data System (ADS)

Smith, C. W.; Broad, L.; Goelzer, S.; Lessard, M.; Levergood, R.; Lugaz, N.; Moebius, E.; Schwadron, N.; Torbert, R. B.; Zhang, J.; Bloser, P. F.

2016-12-01

Every summer for the past 25 years the University of New Hampshire (UNH) has run a month-long, residential outreach program for high school students considering careers in mathematics, science, or engineering. Space science is one of the modules. Students work directly with UNH faculty performing original work with real spacecraft data and hardware and present the results of that effort at the end of the program. Recent research topics have included interplanetary waves and turbulence as recorded by the ACE and Voyager spacecraft, electromagnetic ion cyclotron (EMIC) waves seen by the RBSP spacecraft, interplanetary coronal mass ejections (ICME) acceleration and interstellar pickup ions as seen by the STEREO spacecraft, and prototyping CubeSat hardware. Student research efforts can provide useful results for future research efforts by the faculty while the students gain unique exposure to space physics and a science career. In addition, the students complete a team project. Since 2006, that project has been the construction and flight of a high-altitude balloon payload and instruments. The students typically build the instruments they fly. In the process, students learn circuit design and construction, microcontroller programming, and core atmospheric and space science. Our payload design has evolved significantly since the first flight of a simple rectangular box and now involves a stable descent vehicle that does not require a parachute, an on-board flight control computer, in-flight autonomous control and data acquisition of multiple student-built instruments, and real-time camera images sent to ground. This is a program that can be used as a model for other schools to follow and that high schools can initiate. More information can be found at .

Nuclear Forensics for High School Science

NASA Astrophysics Data System (ADS)

Mader, Catherine; Doss, Heide; Plisch, Monica; Isola, Drew; Mirakovitz, Kathy

2011-04-01

We developed an education module on nuclear forensics, designed for high school science classrooms. The lessons include a mix of hands-on activities, computer simulations, and written exercises. Students are presented with realistic scenarios designed to develop their knowledge of nuclear science and its application to nuclear forensics. A two-day teacher workshop offered at Hope College attracted 20 teachers. They were loaned kits to implement activities with their students, and each teacher spent 3--7 days on the lessons. All who reported back said they would do it again and would share the lessons with colleagues. Many said that access to equipment and ready-made lessons enabled them to expand what they taught about nuclear science and introduce nuclear forensics. A few teachers invited guest speakers to their classroom, which provided an excellent opportunity to share career information with students. We acknowledge generous support from the Department of Homeland Security and the AIP Meggars Award.

Hands-on lessons in ergonomics for youth

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

Bennett, C; Alexandre, M; Jacobs, K

Ergonomics risk factors apply to everybody. Numerous adults have experienced disabling injuries related to use of computers and other forms of technology. Now children are using technology even more than adults. Increasingly ergonomics risk factors are being recognized as present in the world of children. Outreach to schools and the surrounding community by employers may help protect the future work force. A growing body of researchers believe that children can benefit from the early introduction of ergonomics awareness and preventative measures. While individual representatives of the educational system may embrace the concept of introducing ergonomics into the classroom, a numbermore » of barriers can prevent implementation of integrated programs. Some of the barriers to introducing ergonomics in schools have been absence of a tie to educational standards, the existing demands on teaching hours, and the absence of easily executable lesson plans. Ergonomics is rarely included in teacher training and professional ergonomics expertise is needed for the development of a class-based program. As part of Strategic Vision plan for 2025, a National Laboratory identified community outreach and the future workforces as key areas for initiatives. A series of hands-on interactive modules have been developed by professional ergonomics specialists. They are being tested with elementary, middle and high school students. Where possible, the content has been tied to the educational standards in the State of California in the USA. Currently the modules include grip strength, effective breathing, optimal keyboard and mouse positions, optimizing chairs, posture and movement, backpack safety and safe lifting. Each module takes the students through a related activity or experience. An individual worksheet asks them questions about the experience and guides them to consider implications in their activities of daily living. A module on hearing is under development. The goal is to have a toolkit that teachers can use in classrooms with minimal training. The kit will come with lesson plans, including background material, key points, questions and answers, possible homework assignments and references. It will include instructions and worksheets for students as well as the materials needed for each module. A pre- and posttest will be administered to test the awareness and understanding of the principles introduced in through the modules. This interactive session will offer the opportunity to for attendees to participate in some of the modules that have been developed to provide experiential demonstration of ergonomics principles. Attendees will experience ergonomics in action and be able to evaluate the applicability of the process in their own area in the world of ergonomics. The session will consist of 20 minutes introduction, 40 minutes working with the toolkit, finally another 30 minutes for questions or discussion for a total time of 90 minutes.« less

Vicarious audiovisual learning in perfusion education.

PubMed

Rath, Thomas E; Holt, David W

2010-12-01

Perfusion technology is a mechanical and visual science traditionally taught with didactic instruction combined with clinical experience. It is difficult to provide perfusion students the opportunity to experience difficult clinical situations, set up complex perfusion equipment, or observe corrective measures taken during catastrophic events because of patient safety concerns. Although high fidelity simulators offer exciting opportunities for future perfusion training, we explore the use of a less costly low fidelity form of simulation instruction, vicarious audiovisual learning. Two low fidelity modes of instruction; description with text and a vicarious, first person audiovisual production depicting the same content were compared. Students (n = 37) sampled from five North American perfusion schools were prospectively randomized to one of two online learning modules, text or video.These modules described the setup and operation of the MAQUET ROTAFLOW stand-alone centrifugal console and pump. Using a 10 question multiple-choice test, students were assessed immediately after viewing the module (test #1) and then again 2 weeks later (test #2) to determine cognition and recall of the module content. In addition, students completed a questionnaire assessing the learning preferences of today's perfusion student. Mean test scores from test #1 for video learners (n = 18) were significantly higher (88.89%) than for text learners (n = 19) (74.74%), (p < .05). The same was true for test #2 where video learners (n = 10) had an average score of 77% while text learners (n = 9) scored 60% (p < .05). Survey results indicated video learners were more satisfied with their learning module than text learners. Vicarious audiovisual learning modules may be an efficacious, low cost means of delivering perfusion training on subjects such as equipment setup and operation. Video learning appears to improve cognition and retention of learned content and may play an important role in how we teach perfusion in the future, as simulation technology becomes more prevalent.

Development and evaluation of an internet-based blended-learning module in biomedicine for university applicants--Education as a challenge for the future.

PubMed

Klümper, Christian; Neunzehn, Jörg; Wegmann, Ute; Kruppke, Benjamin; Joos, Ulrich; Wiesmann, Hans Peter

2016-03-25

Biomedical science, especially biomaterials, is an expanding field in medicine. Universities are being challenged to gain the best students for a later academic career. Pre-university assessment of pupils has become crucial to reach this aim. Blended learning is an emerging paradigm for science education even though it has not yet been rigorously assessed, especially in the pupil/undergraduate situation. The aim of the study was to develop and preliminarily test a blended-learning system in biomedicine for university applicants. An internet-based blended-learning module in material science was developed in close collaboration between a university (Biomaterials Department, Dresden TU), a German Gymnasium and an internationally oriented medical college (IMC®, Münster). Forty pre-university students were taught by this learning module composed of school education and internet-based knowledge transfer and involved in the evaluation of the utility of this learning tool. Finally, the students took first-year university examinations in order to evaluate the success of this kind of education. The internet-based blended-learning module as a combination of e-learning tutorials and live online lectures which was applied in phase 3 of this study was developed on the basis of the findings of both pre-university studies. The results of the learning behavior regarding the number of invokes and the dwell time of the individual pages of the pre-university learning material, the results of the online evaluation and the results of the pre-phase examination were successively used to optimize the next phase. At the end of the pre-university learning, seven of eight participants were able to pass the first-year university examination followed by nationally accepted credit award. Internet-based blended-learning module proved to be suitable to prepare students for biomedical university education while also giving them the possibility to assess their qualifications for studying biomedicine and subsequent scientific careers. Moreover, the module can help universities to find the best students.

Matching medical student achievement to learning objectives and outcomes: a paradigm shift for an implemented teaching module.

PubMed

Atta, Ihab Shafek; AlQahtani, Fahd Nasser

2018-01-01

Low student achievement in a basic imaging module was the impetus for an assessment of the module. A valid, reliable, and structured Likert scale was designed to measure the degree of student satisfaction with the domains of the module, including learning objectives (LO), teaching strategy and tools (TT), assessment tools (AT), and allotted credit hours (CH). Further analysis was conducted of student dissatisfaction to determine the subdomain in which module improvement was to be implemented. Statistical analysis of data among Likert scale domains was conducted. Likert scale data showed the TT domain to be the major reason for low student achievement. Statistical studies revealed 57/117 students (48.6%) were dissatisfied with TT, compared with LO 16/117 (13.6%), AT 54/117 (46.1%), and CH 12/117 (10.2%). Significant P -values were obtained for LO vs TT ( P <0.0001), LO vs AT ( P <0.0001), LO vs CH ( P <0.03), TT vs CH ( P <0.0001), and AT vs CH ( P <0.0001). No significant difference was observed between TT and AT ( P <0.29). Regarding TT, 41/117 (34.9%) students were dissatisfied with lectures (L) compared to hospital-based teaching (HPT) 24/117 (20%), problem-based learning (PBL) 8/117 (6.8%), self-directed learning (SDL) 3/117 (2.5%), and seminars (S) 4/117 (3.4%). Significant P -values were obtained for L vs HPT ( P <0.0001), L vs PBL ( P <0.0001), L vs SDL ( P <0.0001), L vs S ( P <0.0001), HPT vs PBL ( P <0.002), HPT vs SDL ( P <0.0001), and HPT vs S ( P <0.0001). Regarding lecture modifications, student satisfaction was 78.3% compared to 52% before modification. A significant P -value ( P <0.0001) was obtained between Likert scale domains before and after modification. Lecture modification resulted in a good student response and satisfaction. The major reason for low student achievement was the teaching tools, particularly the lectures. Major modifications to lectures improved student achievement. The students and most of the teaching staff were highly satisfied with the modifications, which provided for reciprocal discussion and interaction. These results should encourage and guide other medical schools to investigate the points of weakness in their curriculum.

Undergraduate Medical Education Research in Malaysia: Time for a Change

PubMed Central

Salam, Abdus; Hamzah, Jemaima Che; Chin, Tan Geok; Siraj, Harlina Halizah; Idrus, Ruszymah; Mohamad, Nabishah; Raymond, Azman Ali

2015-01-01

Objective: Special Study Module (SSM) is a mandatory research module implemented in Universiti Kebangsaan Malaysia (UKM). The objective of this paper is to provide a brief overview on the student research activities and to find out the outcome measures in terms of publication. Methods: It was a retrospective study done on SSM research projects at UKM. The SSM research is conducted from beginning of year-4 until 1st seven weeks of year-5. In year-4, students are assigned to a faculty-supervisor in small groups and spend every Thursday afternoon to plan and carry the research. Whole first seven weeks of year-5, students are placed with their supervisor continuously to collect data, do analysis, write report and present in the scientific conference. Outcomes of 5-years SSM research-projects starting from 2008/2009 to 2012/2013 academic session were analyzed. Results: Total 257 projects were completed and presented in annual scientific meetings from which 57 (22.2%) articles were published in peer reviewed journals. Conclusion: Mandatory undergraduate student research project brings an opportunity to develop students’ capacity building from conception to final report writing and thereby narrowing the gap between education and practice. Medical schools should implement research module to bring changes in research and publication culture of undergraduate medical education. PMID:26150832

Relativity, quantum physics and philosophy in the upper secondary curriculum: challenges, opportunities and proposed approaches

NASA Astrophysics Data System (ADS)

Henriksen, Ellen K.; Bungum, Berit; Angell, Carl; Tellefsen, Cathrine W.; Frågåt, Thomas; Vetleseter Bøe, Maria

2014-11-01

In this article, we discuss how quantum physics and relativity can be taught in upper secondary school, in ways that promote conceptual understanding and philosophical reflections. We present the ReleQuant project, in which web-based teaching modules have been developed. The modules address competence aims in the Norwegian national curriculum for physics (final year of upper secondary education), which is unique in that it includes general relativity, entangled photons and the epistemological consequences of modern physics. These topics, with their high demands on students’ understanding of abstract and counter-intuitive concepts and principles, are challenging for teachers to teach and for students to learn. However, they also provide opportunities to present modern physics in innovative ways that students may find motivating and relevant both in terms of modern technological applications and in terms of contributions to students’ intellectual development. Beginning with these challenges and opportunities, we briefly present previous research and theoretical perspectives with relevance to student learning and motivation in modern physics. Based on this, we outline the ReleQuant teaching approach, where students use written and oral language and a collaborative exploration of animations and simulations as part of their learning process. Finally, we present some of the first experiences from classroom tests of the quantum physics modules.

The Cognitive and Attitudinal Effects of a Conservation Educational Module on Elementary School Students

ERIC Educational Resources Information Center

Dimopoulos, Dimitrios; Paraskevopoulos, Stefanos; Pantis, John D.

2008-01-01

The ability of the National Marine Park of Zakynthos (NMPZ) in Greece to protect an important sea turtle rookery will ultimately depend on the level of local support and involvement that it receives. Therefore, it is essential for environmental educators to generate among local inhabitants, starting at early ages, positive attitudes concerning the…

Into Adolescence: A Time of Change. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Golliher, Catherine S.

This book introduces middle school students to the basic facts of human reproduction and explains the physical, emotional, and social aspects of growing into adolescence. Designed with a structured sequence of six lessons and activities, this module includes teacher scripts, reproducible worksheets, and transparency masters. Lessons cover: (1)…

Can Khan Move the Bell Curve to the Right?

ERIC Educational Resources Information Center

Kronholz, June

2012-01-01

This article features Khan Academy which offers an online math program and short video lectures embedded in the "module", or math concept, that fit students' goals. By now, more than 1 million people have watched the online video in which Salman Khan--a charming MIT math whiz, Harvard Business School graduate, and former Boston hedge-fund…

ICCS 2009 Asian Report: Civic Knowledge and Attitudes among Lower-Secondary Students in Five Asian Countries

ERIC Educational Resources Information Center

Fraillon, Julian; Schulz, Wolfram; Ainley, John

2012-01-01

This report presents findings from the Asian regional module of the International Civic and Citizenship Education Study (ICCS), sponsored by the International Association for the Evaluation of Educational Achievement (IEA). ICCS studied the ways in which young people in lower-secondary schools are prepared to undertake their roles as citizens.…

Basic Principles--Outdoor Living Skills Series. Instructor Manual.

ERIC Educational Resources Information Center

Deaton, Don

The priorities for sustaining life--air, shelter, water, and food--are the subjects of this module designed to give junior and senior high school students the foundation for safe, rewarding experiences in the outdoors. Five 50-minute lesson plans cover the basic need in order of priority: air (3 minutes to survive without it), shelter (3 hours, in…

A Guide to Field Studies for the Coastal Environment. Project CAPE Teaching Module.

ERIC Educational Resources Information Center

Barker, Wells J.

Twenty-five coastal field study investigations, comprising this supplement to a junior high school earth science curriculum, are designed to help students obtain a fuller understanding of: (1) their coastal environment, (2) some of the problems which confront it, (3) the interrelationships between the land and the surrounding bodies of water, and…

Three education modules using EnviroAtlas - Greenway Case Study Puts Students in the Decision-Making Role: Using Technology and Maps to Informs Development Decisions

EPA Science Inventory

Session #1: Exploration and Discovery through Maps: Teaching Science with Technology (elementary school) - EnviroAtlas is a tool developed by the U.S. Environmental Protection Agency and its partners that empowers anyone with the internet to be a highly informed local decision-ma...

Entering Adulthood: Preventing Sexually Related Disease. A Curriculum for Grades 9-12. Contemporary Health Series.

ERIC Educational Resources Information Center

Hubbard, Betty M.

This book provides detailed up-to-date information about sexually transmitted diseases (STDs), including Acquired Immune Deficiency Syndrome (AIDS), chlamydia, herpes, syphilis, genital warts, and gonorrhea. Designed to help students make choices that eliminate or reduce the risk of contracting an STD, this module gives high school teachers six…

Into Adolescence: Fitness, Health and Hygiene. A Curriculum for Grades 5-8. Contemporary Health Series.

ERIC Educational Resources Information Center

Garzino, Mary S.

The Contemporary Health Series is intended to help teachers address critical health issues in their classrooms. It is designed to provide educators with the curricular tools necessary to challenge students to take personal responsibility for their health. This learning module, directed at middle school teachers, focuses on several health and…

PROPAGATING HORTICULTURAL PLANTS. HORTICULTURE-SERVICE OCCUPATIONS, MODULE NO. 3.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. Center for Vocational and Technical Education.

ONE OF A SERIES DESIGNED TO PREPARE HIGH SCHOOL STUDENTS FOR HORTICULTURE SERVICE OCCUPATIONS, THIS GUIDE HAS AS ITS MAJOR OBJECTIVE TO DEVELOP AN UNDERSTANDING OF VARIOUS PLANT PROPAGATION METHODS AND AN ABILITY TO CARRY OUT CERTAIN PROPAGATION PROCEDURES. IT WAS DEVELOPED BY A NATIONAL TASK FORCE ON THE BASIS OF DATA FROM STATE STUDIES. SUBJECT…

Teaching Thinking Skills in Context-Based Learning: Teachers' Challenges and Assessment Knowledge

NASA Astrophysics Data System (ADS)

Avargil, Shirly; Herscovitz, Orit; Dori, Yehudit Judy

2012-04-01

For an educational reform to succeed, teachers need to adjust their perceptions to the reform's new curricula and strategies and cope with new content, as well as new teaching and assessment strategies. Developing students' scientific literacy through context-based chemistry and higher order thinking skills was the framework for establishing a new chemistry curriculum for Israeli high school students. As part of this endeavor, we developed the Taste of Chemistry module, which focuses on context-based chemistry, chemical understanding, and higher order thinking skills. Our research objectives were (a) to identify the challenges and difficulties chemistry teachers faced, as well as the advantages they found, while teaching and assessing the Taste of Chemistry module; and (b) to investigate how they coped with teaching and assessing thinking skills that include analyzing data from graphs and tables, transferring between multiple representations and, transferring between chemistry understanding levels. Research participants included eight teachers who taught the module. Research tools included interviews, classroom observations, teachers-designed students' assignments, and developers-designed students' assignments. We documented different challenges teachers had faced while teaching the module and found that the teachers developed different ways of coping with these challenges. Developing teachers' assessment knowledge (AK) was found to be the highest stage in teachers' professional growth, building on teachers' content knowledge (CK), pedagogy knowledge (PK), and pedagogical-content knowledge (PCK). We propose the use of assignments designed by teachers as an instrument for determining their professional growth.

Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school

PubMed Central

Cerda, Gamal; Pérez, Carlos; Navarro, José I.; Aguilar, Manuel; Casas, José A.; Aragón, Estíbaliz

2015-01-01

This study tested a structural model of cognitive-emotional explanatory variables to explain performance in mathematics. The predictor variables assessed were related to students’ level of development of early mathematical competencies (EMCs), specifically, relational and numerical competencies, predisposition toward mathematics, and the level of logical intelligence in a population of primary school Chilean students (n = 634). This longitudinal study also included the academic performance of the students during a period of 4 years as a variable. The sampled students were initially assessed by means of an Early Numeracy Test, and, subsequently, they were administered a Likert-type scale to measure their predisposition toward mathematics (EPMAT) and a basic test of logical intelligence. The results of these tests were used to analyse the interaction of all the aforementioned variables by means of a structural equations model. This combined interaction model was able to predict 64.3% of the variability of observed performance. Preschool students’ performance in EMCs was a strong predictor for achievement in mathematics for students between 8 and 11 years of age. Therefore, this paper highlights the importance of EMCs and the modulating role of predisposition toward mathematics. Also, this paper discusses the educational role of these findings, as well as possible ways to improve negative predispositions toward mathematical tasks in the school domain. PMID:26441739

The Integration of technology in teaching mathematics

NASA Astrophysics Data System (ADS)

Muhtadi, D.; Wahyudin; Kartasasmita, B. G.; Prahmana, R. C. I.

2017-12-01

This paper presents the Transformation of Technological Pedagogical and Content Knowledge (TPACK) of three pre-service math teacher. They participate in technology-based learning modules aligned with teaching practice taught school and became characteristic of teaching method by using the mathematical software. ICT-based learning environment has been the demands in practice learning to build a more effective approach to the learning process of students. Also, this paper presents the results of research on learning mathematics in middle school that shows the influence of design teaching on knowledge of math content specifically.

UNH Project SMART 2017: Space Science for High School Students

NASA Astrophysics Data System (ADS)

Smith, C. W.; Broad, L.; Goelzer, S.; Levergood, R.; Lugaz, N.; Moebius, E.

2017-12-01

Every summer for the past 26 years the University of New Hampshire (UNH) has run a month-long, residential outreach program for high school students considering careers in mathematics, science, or engineering. Space science is one of the modules. Students work directly with UNH faculty performing original work with real spacecraft data and hardware and present the results of that effort at the end of the program. This year the student research projects used data from the Messenger, STEREO, and Triana missions. In addition, the students build and fly a high-altitude balloon payload with instruments of their own construction. Students learn circuit design and construction, microcontroller programming, and core atmospheric and space science along with fundamental concepts in space physics and engineering. Our payload design has evolved significantly since the first flight of a simple rectangular box and now involves a stable descent vehicle that does not require a parachute. Our flight hardware includes an on-board flight control computer, in-flight autonomous control and data acquisition of multiple student-built instruments, and real-time camera images sent to ground. This year we developed, built and flew a successful line cutter based on GPS location information that prevents our payload from falling into the ocean while also separating the payload from the balloon remains for a cleaner descent. We will describe that new line cutter design and implementation along with the shielded Geiger counters that we flew as part of our cosmic ray air shower experiment. This is a program that can be used as a model for other schools to follow and that high schools can initiate. More information can be found at .

Assessment of High-school Students Engaged in the EarthLabs Climate Modules using the Climate Concept Inventory

NASA Astrophysics Data System (ADS)

McNeal, K.; Libarkin, J. C.; Ledley, T. S.; Gold, A. U.; Lynds, S. E.; Haddad, N.; Ellins, K.; Dunlap, C.; Bardar, E. W.; Youngman, E.

2015-12-01

Instructors must have on hand appropriate assessments that align with their teaching and learning goals in order to provide evidence of student learning. We have worked with curriculum developers and scientists to develop the Climate Concept Inventory (CCI), which meets goals of the EarthLabs Climate on-line curriculum. The developed concept inventory includes 19 content-driven multiple choice questions, six affective-based multiple choice questions, one confidence question, three open-ended questions, and eight demographic questions. Our analysis of the instrument applies item response theory and uses item characteristic curves. We have assessed over 500 students in nearly twenty high school classrooms in Mississippi and Texas that have engaged in the implementation of the EarthLabs curriculum and completed the CCI. Results indicate that students had pre-post gains on 9 out of 10 of the content-based multiple choice questions with positive gains in answer choice selection ranging from 1.72% to 42%. Students significantly reported increased confidence with 15% more students reporting that they were either very or fairly confident with their answers. Of the six affective questions posed, 5 out of 6 showed significant shifts towards gains in knowledge, awareness, and information about Earth's climate system. The research has resulted in a robust and validated climate concept inventory for use with advanced high school students, where we have been able to apply its use within the EarthLabs project.

Effect of Vaginal Hygiene Module to Attitudes and Behavior of Pathological Vaginal Discharge Prevention Among Female Adolescents in Slemanregency, Yogyakarta, Indonesia

PubMed Central

Sumarah, Sumarah; Widyasih, Hesty

2017-01-01

Objective: To determine the effect of vaginal hygiene module to attitudes and behavior of pathological vaginal discharge prevention in adolescent girls in Sleman Regency, Yogyakarta, Indonesia. Materials and methods: This present study is a quasi experiment with pretest and post-test control group design. A total of 80 female students was selected randomly from two secondary schools at the study site and then distributed equally to control and experimental group. Only participants in the experimental group were given self-learning vaginal hygiene module to maintain vaginal cleanliness. A questionnaire was used as an instrument to measure the attitudes and behavior of vaginal discharge prevention. Paired and independent sample t-tests with significance level (p value) at 0.05 and Confidence Interval (CI) of 95%were employed to compare the mean difference. Results: There is a significant difference in the students’ attitude and practice of pathological vaginal discharge prevention between intervention and control group. The students who have been exposed to vaginal hygiene module for six months showed better attitudes and practice in pathological vaginal discharge prevention compared to their counterpart in control group who do not receive any module. Conclusion: The present study implied that vaginal hygiene module can be provided widely for female adolescents at their early puberty. District health officers may work closely with schools’ health promoter to reach the students and create a supportive environment for reproductive health discussion and forum in order to achieve better adolescents’ reproductive health status. PMID:29282418

The special study module: a novel approach to undergraduate teaching in occupational medicine.

PubMed

Fletcher, G; Agius, R M

1995-12-01

Difficulties in teaching occupational medicine to undergraduates stem from the reduced availability of teaching time and the perception of the specialty. Recent changes in the General Medical Council curricular framework have permitted the development of a special study module (options course) in occupational medicine, in which a small number of motivated undergraduates elected to participate and which was adequately resourced. This course laid particular emphasis on changing students' attitudes towards the specialty, self-learning techniques, problem-solving and other skills such as workplace assessment. The objectives, content and teaching methods of the course are described, as is a preliminary evaluation. It is suggested that other medical schools should adopt and refine this approach in order to improve the quality of undergraduate training in at least a proportion of the output of medical schools.

After-School Program for urban youth: Evaluation of a health careers course in New York City high schools.

PubMed

Holden, Lynne; Berger, Wallace; Zingarelli, Rebecca; Siegel, Elliot

Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students' health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body's 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content - high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health care, participate in health care activities, and take more health care courses in high school. The qualitative evaluation found that the students and their parents were pleased with the MIM ASP Course's composition, presentation, and effectiveness. With a large majority of the parents stating that their child got out of The Course what they had hoped for and that The Course made it more likely that they would recommend a health career for their child. The students and instructional staff also identified The Course elements that they felt were most and least effective. Best practices that were used in designing and conducting The Course were identified. The MIM ASP Course appears to have achieved its principal educational objectives of providing academic enrichment in human biology and improving attitudes towards a health career for a self-selected population of disadvantaged, underrepresented minority high school students in an urban setting.

HDEV Flight Assembly

NASA Image and Video Library

2014-05-07

View of the High Definition Earth Viewing (HDEV) flight assembly installed on the exterior of the Columbus European Laboratory module. Image was released by astronaut on Twitter. The High Definition Earth Viewing (HDEV) experiment places four commercially available HD cameras on the exterior of the space station and uses them to stream live video of Earth for viewing online. The cameras are enclosed in a temperature specific housing and are exposed to the harsh radiation of space. Analysis of the effect of space on the video quality, over the time HDEV is operational, may help engineers decide which cameras are the best types to use on future missions. High school students helped design some of the cameras' components, through the High Schools United with NASA to Create Hardware (HUNCH) program, and student teams operate the experiment.

The Geosciences Institute for Research and Education: Bringing awareness of the geosciences to minorities in Detroit MI

NASA Astrophysics Data System (ADS)

Nalepa, N. A.; Murray, K. S.; Napieralski, J. A.

2009-12-01

According to recent studies, more than 40% of students within the Detroit Public Schools (DPS) drop out and only 21% graduate within 4 years. In an attempt to improve these statistics, The Geosciences Institute for Research and Education was developed by the University of Michigan-Dearborn (UM-D) and funded by two grants from the National Science Foundation’s (NSF) OEDG Program. The Geosciences Institute, a collaboration between the UM-D, DPS, and local corporations, aims to generate awareness of the geosciences to middle school students, facilitate an enthusiastic learning environment, encourage underrepresented minorities to stay in school, and consider the geosciences as a viable career option. This is accomplished by involving their teachers, UM-D faculty and students, and local geoscience professionals in community-based research problems relevant to SE Michigan. Students use the geosciences as a tool in which they are actively participating in research that is in their backyards. Through a mixture of field trips, participation, and demonstrational activities the students become aware of local environmental and social problems and how a background in the geosciences can prepare them. As part of the Geosciences Institute, students participate in three ongoing research projects with UM-D faculty: (1) build, install, and monitor groundwater wells along the Lower Rouge River, (2) collect soil samples from and mapping brownfields in SW Detroit, and (3) learn basic GPS and GIS skills to map local natural resources. The students also work with faculty on creating video diaries that record ideas, experiences, and impressions throughout the Institute, including during fieldtrips, modules, research, and editing. Finally, small teams of students collaborate to design and print a poster that summarizes their experience in the Institute. The Geosciences Institute concludes with a ceremony that celebrates student efforts (posters and videos) and involves school administrators and teachers, faculty, and family. It is expected that this experience will generate enthusiasm for learning before entering high school and might lead some of these underrepresented students to pursue their education at UM-D, and possibly for a career in geology.

Team-based learning in a preclinical removable denture prosthesis module in a United Arab Emirates dental school.

PubMed

Haj-Ali, Reem; Al Quran, Firas

2013-03-01

The purpose of this article is to describe the implementation of a team-based learning (TBL) approach in a removable denture prosthesis (RDP) module and present the results of students' performance in individual and group TBL activities and exam scores, students' experience with TBL and end of course evaluations, and faculty feedback. Course material at the College of Dentistry, University of Sharjah, United Arab Emirates, was transformed into seven conventional lectures and seven TBL sessions. Each TBL session consisted of pre-assigned reading (self-directed learning), in-class individual and group readiness tests (accountability), team problem-solving of patient RDP cases, and faculty-led class discussion (knowledge application). The course was assessed through scores from TBL session activities and course examinations, student satisfaction survey, and faculty feedback. Course grades were found to be higher using the TBL method then the traditional lecture-based method. Student evaluation data and faculty response indicated strong support for TBL as it was implemented in the course. The faculty noted a higher level of student engagement with team learning than in conventional class lecturing. TBL is an active-learning instructional strategy for courses with high student-to-faculty ratios. This approach provides regular feedback and the opportunity for students to develop higher reasoning skills.

Preparing health professionals to provide care to individuals with disabilities.

PubMed

Holder, Matt; Waldman, H Barry; Hood, Henry

2009-06-01

To review the perceptions of dental/medical educators and their students in the United States on the adequacy of didactic and clinical preparation to provide service for individuals with disabilities. An e-mailed questionnaire with follow-up was sent to 198 deans of dental/medical schools, 1,628 directors of residency programs in nine medical/dental residency programs, 427 medical students in 12 medical schools, and 368 health related organizations, facilities and programs. More than half (58%) of the responding deans of reported that a curriculum for patients with disabilities was not a high priority at their school. A majority (61%) of deans of medical schools, and 47% of the deans of dental schools, reported that their graduates were competent to treat patients with disabilities. However, majorities of dental/medical school seniors and graduates expressed inadequate competency in the care of these patients. A majority of the directors of medical/dental residencies indicated a need for additional training for their residents. There is need for increased didactic and clinical preparation of dental/medical school graduates in the care of individuals with special health needs. The interest expressed by health profession educators in an effort to develop appropriate curriculum modules provides an opportunity to prepare new graduates for the care of an increasing population of individuals with disabilities.

“Cancer – Educate to Prevent” – High-School Teachers, the New Promoters of Cancer Prevention Education Campaigns

PubMed Central

Barros, Ana; Moreira, Luís; Santos, Helena; Ribeiro, Nuno; Carvalho, Luís; Santos-Silva, Filipe

2014-01-01

Cancer is one of the leading causes of death worldwide, and thus represents a priority for national public health programs. Prevention has been assumed as the best strategy to reduce cancer burden, however most cancer prevention programs are implemented by healthcare professionals, which constrain range and educational impacts. We developed an innovative approach for cancer prevention education focused on high-school biology teachers, considered privileged mediators in the socialization processes. A training program, “Cancer, Educate to Prevent” was applied, so that the teachers were able to independently develop and implement prevention campaigns focused on students and school-related communities. The program encompassed different educational modules, ranging from cancer biology to prevention campaigns design. Fifty-four teachers were empowered to develop and implement their own cancer prevention campaigns in a population up to five thousands students. The success of the training program was assessed through quantitative evaluation – questionnaires focused on teachers' cancer knowledge and perceptions, before the intervention (pre-test) and immediately after (post-test). The projects developed and implemented by teachers were also evaluated regarding the intervention design, educational contents and impact on the students' knowledge about cancer. This study presents and discusses the results concerning the training program “Cancer, Educate to Prevent” and clearly shows a significant increase in teacher's cancer literacy (knowledge and perceptions) and teachers' acquired proficiency to develop and deliver cancer prevention campaigns with direct impact on students' knowledge about cancer. This pilot study reinforces the potential of high-school teachers and schools as cancer prevention promoters and opens a new perspective for the development and validation of cancer prevention education strategies, based upon focused interventions in restricted targets (students) through non-health professionals (teachers). PMID:24817168

"Cancer--Educate to Prevent"--high-school teachers, the new promoters of cancer prevention education campaigns.

PubMed

Barros, Ana; Moreira, Luís; Santos, Helena; Ribeiro, Nuno; Carvalho, Luís; Santos-Silva, Filipe

2014-01-01

Cancer is one of the leading causes of death worldwide, and thus represents a priority for national public health programs. Prevention has been assumed as the best strategy to reduce cancer burden, however most cancer prevention programs are implemented by healthcare professionals, which constrain range and educational impacts. We developed an innovative approach for cancer prevention education focused on high-school biology teachers, considered privileged mediators in the socialization processes. A training program, "Cancer, Educate to Prevent" was applied, so that the teachers were able to independently develop and implement prevention campaigns focused on students and school-related communities. The program encompassed different educational modules, ranging from cancer biology to prevention campaigns design. Fifty-four teachers were empowered to develop and implement their own cancer prevention campaigns in a population up to five thousands students. The success of the training program was assessed through quantitative evaluation--questionnaires focused on teachers' cancer knowledge and perceptions, before the intervention (pre-test) and immediately after (post-test). The projects developed and implemented by teachers were also evaluated regarding the intervention design, educational contents and impact on the students' knowledge about cancer. This study presents and discusses the results concerning the training program "Cancer, Educate to Prevent" and clearly shows a significant increase in teacher's cancer literacy (knowledge and perceptions) and teachers' acquired proficiency to develop and deliver cancer prevention campaigns with direct impact on students' knowledge about cancer. This pilot study reinforces the potential of high-school teachers and schools as cancer prevention promoters and opens a new perspective for the development and validation of cancer prevention education strategies, based upon focused interventions in restricted targets (students) through non-health professionals (teachers).

The efficient use of movies in a crowded curriculum.

PubMed

Gallagher, Peter; Wilson, Nick; Jaine, Richard

2014-04-01

The undergraduate medical curriculum has earned a reputation for being overcrowded. The dilemma for educationalists is to determine what, if anything, can be jettisoned from a congested curriculum to accommodate new ideas or material. We report on a small study that demonstrated that when movies are used innovatively, they enhance students' understanding of medicine and also have a minimal impact on the 'crowded' curriculum. During a 5-week-long Public Health module students could borrow from the medical school library, free of charge, one or more movies, each with a public health message. In the final week of the module a 1.5-hour-long class was allocated when each student offered a brief synopsis of a movie that they had watched, and then identified key public health issues discussed in the movie. Our study supports the view that the creative use of classroom time not only allows for better use of the timetable, but also proves to be an integrative, stimulating, and fun way for medical students to learn. © 2014 John Wiley & Sons Ltd.

A role of decision-making competency in science learning utilizing a social valuation framework

NASA Astrophysics Data System (ADS)

Katsuo, Akihito

2005-11-01

The role of decision-making in learning performance has been an occasional topic in the research literature in science education, but rarely has it been a central issue in the field. Nonetheless, recent studies regarding the topic in several fields other than education, such as cognitive neuroscience and social choice theory, indicate the fundamental importance(s) of the topic. This study focuses on a possible role of decision-making in science learning. Initially the study was designed to probe the decision-making ability of elementary school children with a modified version of the Iowa Gambling Task (IGT). The experiment involved six Montessori 3rd and 4th grade students as the experimental group and eight public school 3rd and 4th grade students as the control group. The result of the modified IGT revealed a tendency in choice trajectories favoring children at the Montessori school. However, the probabilistic value went below the statistically significant level set by the U test. A further study focused on the impact of better decision-making ability revealed in the first experiment on performances with a science learning module that emphasized collective reasoning. The instruction was based on a set of worksheets with multiple choices on which students were asked to make predictions with and to provide supportive arguments regarding outcomes of experiments introduced in the worksheet. Then the whole class was involved with a real experiment to see which choice was correct. The findings in the study indicated that the Montessori students often obtained higher scores than non-Montessori students in making decision with a tendency of consistency in terms of their choices of the alternatives on the worksheets. The findings of the experiments were supported by a correlational analysis that was performed at the end of study. Although no statistically significant correlations were found, there was a tendency for positively associative shifts between the scores of the modified IGT and the scores for the performances on the science module for the Montessori students.

The effects of field dependent/independent style awareness on learning strategies and outcomes in an instructional hypermedia module

NASA Astrophysics Data System (ADS)

Fyle, Clifford Omodele

The purpose of this study was to examine whether field-dependent/independent style awareness affects learning outcomes and learning strategies used in a hypermedia instructional module. Field-dependent/independent style was measured using the Global Embedded Figures Test. Style awareness meant that students were provided with information and explanations about their individual cognitive styles and the learning strategies that accommodate those styles. The study entailed examining students' achievement in a multiple-choice test and performance in a design task, and also their navigation patterns as they studied a science-oriented Webquest. The sample consisted of 149 eighth-grade students in 10 sections of a science class taught by two teachers in a public middle school. A two-group posttest-only design on one factor (style awareness) was used. Sixty-eight students in five sections of the class were assigned to the treatment group (field dependent/independent style awareness) while the other 81 students in five sections were assigned to the control group (no field dependent/independent style awareness). The study took place over a period of 6 days. On the first day, students in the treatment group were first tested and debriefed on their individual styles. Next, all students in both the treatment and control groups studied the hypermedia instructional module (Webquest) over a period of two days. On the fourth and fifth days students worked on the performance tasks, and on the sixth day students took the multiple-choice test and students in the control group were tested and debriefed on their individual styles. The findings indicate that style awareness significantly influenced the learning strategies of field-dependent students as they studied and carried out learning tasks in the Webquest. Field-dependent students with style awareness used hypertext links and navigated the menu sequentially a greater number of times than their counterparts with no style awareness. Correspondingly, there were no significant findings for field-independent students of the effects of style awareness on learning strategies. The findings also revealed significant differences in terms of style awareness and its interactions with achievement on the multiple-choice test. Both field-dependent and field-independent students with style awareness achieved higher scores than their counterparts who received no style awareness. There were however no significant findings with respect to the effects of style awareness on performance on the design task. Overall this study demonstrated that providing middle-school students with cognitive-style awareness training can improve both their academic performance as well as enable them to adopt more effective learning strategies when learning in hypermedia environments.

The Geoscience Communication School (GCS): an interactive approach for sharing science

NASA Astrophysics Data System (ADS)

Biondi, Riccardo; Nogherotto, Rita

2017-04-01

In 2016 we have organized the first international Geoscience Communication School (GSC) with the purpose of promoting communication skills in scientists: communication not only meant for education but also designed to reach scientific objectives. We strongly believe that, in science communication, the practice and interaction are more important than frontal lectures so we facilitated the creation of a heterogeneous group. We supported the hotel room sharing between researchers with different backgrounds and we organized a social dinner the day before starting the school. The school was divided in 2 different modules: the first 4 days with general topics open to researchers of different disciplines and the last 2 days focusing on geosciences. We thought that having participants with different knowledge and background (in this school: biology, medicine, environment, remote sensing, meteorology, volcanology, seismology) would benefit the students to practice full time their communication skills since they all spent the school period together during the "lectures" and during the free time. All the lectures were accompanied by laboratories and the students experienced concrete activities and were able to practice what they just learnt getting feedbacks directly from the lecturers and the general public. Some innovative laboratories were implemented for the first time during this school: - with the "Poster Lab" each student presented a poster at the beginning of the school and the posters were corrected and improved at the end of the school by using scissors, white papers and colors; - with the "Pick the victim Lab" the local people with different backgrounds and different education level, not involved in scientific activities were invited to the school to interpret the being "victims" of the school participants. It was requested to the victims to listen a quick students` activity presentations and to be honest and frank telling them if they were using difficult terms and if they did not understand the concepts. The objective of this laboratory was to force the students to use plain language understandable by any type of audience. As an alternative, the researchers were free to go outdoor, in the town center, and they had to stop local people or tourists to explain them the research activity in a few minutes. All the laboratories were successful and appreciated by the school students. Successful products came out from this school such as e video prepared for the EGU cinema 2017 and a song written (music and words) by a student with video recording and choreography done by the group. At the end of the school a survey was conducted within the researchers and the audiences to understand the strengths and the weaknesses of the event.

RU SciTech: Weaving Astronomy and Physics into a University-sponsored Summer Camp for Middle School Students

NASA Astrophysics Data System (ADS)

Hart, Quyen N.

2015-01-01

We present a successful model for organizing a small University-sponsored summer camp that integrates astronomy and physics content with other science disciplines and computer programming content. The aim of our science and technology camp is to engage middle school students in a wide array of critical thinking tasks and hands-on activities centered on science and technology. Additionally, our program seeks to increase and maintain STEM interest among children, particularly in under-represented populations (e.g., Hispanic, African-American, women, and lower socioeconomic individuals) with hopes of decreasing disparities in diversity across many STEM fields.During this four-day camp, organized and facilitated by faculty volunteers, activities rotated through many STEM modules, including optics, telescopes, circuit building, computer hardware, and programming. Specifically, we scaffold camp activities to build upon similar ideas and content if possible. Using knowledge and skills gained through the AAS Astronomy Ambassadors program, we were able to integrate several astronomy activities into the camp, leading students through engaging activities, and conduct educational research. We present best practices on piloting a similar program in a university environment, our efforts to connect the learning outcomes common across all the modules, specifically in astronomy and physics, outline future camp activities, and the survey results on the impact of camp activities on attitudes toward science, technology, and science careers.

Teaching Two Basic Nanotechnology Concepts in Secondary School by Using a Variety of Teaching Methods

ERIC Educational Resources Information Center

Blonder, Ron; Sakhnini, Sohair

2012-01-01

A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surface-area-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based…

Investigating Solids, Liquids, and Gases with TOYS: States of Matter and Changes of State. Activities for Middle School Grades.

ERIC Educational Resources Information Center

Sarquis, Jerry; Hogue, Lynn; Sarquis, Mickey; Woodward, Linda

The project Teaching Science with TOYS promotes toys as an ideal mechanism for science instruction, because they are an everyday part of the students' world and carry a user-friendly message. TOYS Teacher Resource Modules are collections of "TOYS" activities grouped around a topic or theme with supporting science content and pedagogical…

Banking: One of a Series for Expanded Programs in Consumer Education.

ERIC Educational Resources Information Center

Idleman, Hillis K., Ed.

The publication was produced in cooperation with the New York State Banking Department and is intended primarily as a teaching module to introduce high school students to how banks operate and how consumers can make best use of a bank's services. There is no assumption of prior banking experience or knowledge. In addition to some brief notes to…