Effect of simulation on knowledge of advanced cardiac life support, knowledge retention, and confidence of nursing students in Jordan.

PubMed

Tawalbeh, Loai I; Tubaishat, Ahmad

2014-01-01

This study examined the effect of simulation on nursing students' knowledge of advanced cardiac life support (ACLS), knowledge retention, and confidence in applying ACLS skills. An experimental, randomized controlled (pretest-posttest) design was used. The experimental group (n = 40) attended an ACLS simulation scenario, a 4-hour PowerPoint presentation, and demonstration on a static manikin, whereas the control group (n = 42) attended the PowerPoint presentation and a demonstration only. A paired t test indicated that posttest mean knowledge of ACLS and confidence was higher in both groups. The experimental group showed higher knowledge of ACLS and higher confidence in applying ACLS, compared with the control group. Traditional training involving PowerPoint presentation and demonstration on a static manikin is an effective teaching strategy; however, simulation is significantly more effective than traditional training in helping to improve nursing students' knowledge acquisition, knowledge retention, and confidence about ACLS. Copyright 2014, SLACK Incorporated.

The Effect of Clinical Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction

ERIC Educational Resources Information Center

Shea, Kathleen

2015-01-01

Nursing students are expected to apply knowledge from lectures and laboratories to the clinical setting. One major challenge of nursing educators is facilitating the transfer of knowledge to the clinical-practice setting. Simulation-based education provides students with an experiential-learning activity within the context of a simulated clinical…

The Virtual Workplace Ethnography: Positioning Student Writers as Knowledge Makers

ERIC Educational Resources Information Center

Sommers, Jeff

2015-01-01

The Virtual Workplace Ethnography is a first-year composition assignment that positions students as knowledge makers by requiring them to apply a theoretical lens ("Working Knowledge") to a video representation of a workplace. The lens provides multiple terms for analysis of workplace behaviors in context, providing a scaffolding for…

A Class Exercise in Proofreading: Getting Students To Read What They Write.

ERIC Educational Resources Information Center

Conely, James

Since students enter college with a basic knowledge of the mechanics of writing, including grammar, spelling, and punctuation, most student writing mistakes amount to a failure to see what they have actually written. Thus, instructors must help students to apply knowledge they already have and to see their own errors through careful proofreading.…

5E Mobile Inquiry Learning Approach for Enhancing Learning Motivation and Scientific Inquiry Ability of University Students

ERIC Educational Resources Information Center

Cheng, Ping-Han; Yang, Ya-Ting Carolyn; Chang, Shih-Hui Gilbert; Kuo, Fan-Ray Revon

2016-01-01

In recent years, many universities have opened courses to increase students' knowledge in the field of nanotechnology. These have been shown to increase students' knowledge of nanotechnology, but beyond this, advanced and applied nanotechnology courses should also focus on learning motivation and scientific enquiry abilities to equip students to…

Spectral Bayesian Knowledge Tracing

ERIC Educational Resources Information Center

Falakmasir, Mohammad; Yudelson, Michael; Ritter, Steve; Koedinger, Ken

2015-01-01

Bayesian Knowledge Tracing (BKT) has been in wide use for modeling student skill acquisition in Intelligent Tutoring Systems (ITS). BKT tracks and updates student's latent mastery of a skill as a probability distribution of a binary variable. BKT does so by accounting for observed student successes in applying the skill correctly, where success is…

Supporting Students' Knowledge Transfer in Modeling Activities

ERIC Educational Resources Information Center

Piksööt, Jaanika; Sarapuu, Tago

2014-01-01

This study investigates ways to enhance secondary school students' knowledge transfer in complex science domains by implementing question prompts. Two samples of students applied two web-based models to study molecular genetics--the model of genetic code (n = 258) and translation (n = 245). For each model, the samples were randomly divided into…

Student Portfolios as Windows into Intercultural Knowledge and Knowing

ERIC Educational Resources Information Center

Johnson, Esko; Hynynen, Nina

2018-01-01

This research paper deals with intercultural knowledge and knowing as displayed in higher education student portfolios. The portfolios were written by student pairs taking a global education course at Centria University of Applied Sciences, Finland, during seven academic years. Conceptual metaphor theory and metaphor analysis were utilised to…

A schema theory analysis of students' think aloud protocols in an STS biology context

NASA Astrophysics Data System (ADS)

Quinlan, Catherine Louise

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students in a diverse suburban-urban classroom in a northeastern state. Students' think alouds are recorded, pre-, post-, and late-post treatment. Treatment consists of instruction in three Science, Technology, and Society (STS) biology issues, namely the human genome project, nutrition and health, and stem cell research. Coding and analyses are performed using Marshall's knowledge representations---identification knowledge, elaboration knowledge, planning knowledge, and execution knowledge, as well as qualitative research analysis methods. Schema theory, information processing theory, and other applied cognitive theory provide a framework in which to understand and explain students' schema descriptions and progressions over time. The results show that students display five organizational features in their identification and elaboration knowledge. Students also fall into one of four categories according to if they display prior schema or no prior schema, and their orientation "for" or "against," some of the issues. Students with prior schema and orientation "against" display the most robust schema descriptions and schema progressions. Those with no prior schemas and orientation "against" show very modest schema progressions best characterized by their keyword searches. This study shows the importance in considering not only students' integrated schemas but also their individual schemes. A role for the use of a more schema-based instruction that scaffolds student learning is implicated.

Longitudinal retention of anatomical knowledge in second-year medical students.

PubMed

Doomernik, Denise E; van Goor, Harry; Kooloos, Jan G M; Ten Broek, Richard P

2017-06-01

The Radboud University Medical Center has a problem-based, learner-oriented, horizontally, and vertically integrated medical curriculum. Anatomists and clinicians have noticed students' decreasing anatomical knowledge and the disability to apply knowledge in diagnostic reasoning and problem solving. In a longitudinal cohort, the retention of anatomical knowledge gained during the first year of medical school among second-year medical students was assessed. In May 2011, 346 medical students applied for the second-year gastro-intestinal (GI) tract course. The students were asked to participate in a reexamination of a selection of anatomical questions of an examination from October 2009. The examination consisted of a clinical anatomy case scenario and two computed tomography (CT) images of thorax and abdomen in an extended matching format. A total of 165 students were included for analysis. In 2011, students scored significantly lower for the anatomy examination compared to 2009 with a decline in overall examination score of 14.7% (±11.7%). Decrease in knowledge was higher in the radiological questions, compared to the clinical anatomy cases 17.5% (±13.6%) vs. 7.9% (±10.0%), respectively, d = 5.17. In both years, male students scored slightly better compared to female students, and decline of knowledge seems somewhat lower in male students (13.1% (±11.1%) vs. 15.5% (±12.0%), respectively), d = -0.21. Anatomical knowledge in the problem-oriented horizontal and vertical integrated medical curriculum, declined by approximately 15% 1.5 year after the initial anatomy course. The loss of knowledge in the present study is relative small compared to previous studies. Anat Sci Educ 10: 242-248. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

"Heart Shots": a classroom activity to instigate active learning.

PubMed

Abraham, Reem Rachel; Vashe, Asha; Torke, Sharmila

2015-09-01

The present study aimed to provide undergraduate medical students at Melaka Manipal Medical College (Manipal Campus), Manipal University, in Karnataka, India, an opportunity to apply their knowledge in cardiovascular concepts to real-life situations. A group activity named "Heart Shots" was implemented for a batch of first-year undergraduate students (n = 105) at the end of a block (teaching unit). Students were divided into 10 groups each having 10-11 students. They were requested to make a video/PowerPoint presentation about the application of cardiovascular principles to real-life situations. The presentation was required to be of only pictures/photos and no text material, with a maximum duration of 7 min. More than 95% of students considered that the activity helped them to apply their knowledge in cardiovascular concepts to real-life situations and understand the relevance of physiology in medicine and to revise the topic. More than 90% of students agreed that the activity helped them to apply their creativity in improving their knowledge and to establish a link between concepts rather than learning them as isolated facts. Based on the feedback, we conclude that the activity was student centered and that it facilitated learning. Copyright © 2015 The American Physiological Society.

Teaching autonomy: turning the teaching evaluation of the Applied Optics course from impart knowledge to the new intelligent thinking

NASA Astrophysics Data System (ADS)

Zhao, Huifu; Chen, Yu; Liu, Dongmei

2017-08-01

There is a saying that "The teacher, proselytizes instructs dispels doubt." Traditional teaching methods, constantly let the students learn the knowledge in order to pursue the knowledge of a solid grasp, then assess the teaching result by evaluating of the degree of knowledge and memory. This approach cannot mobilize the enthusiasm of students to learn, and hinders the development of innovative thinking of students. And this assessment results have no practical significance, decoupling from practical application. As we all know, the course of Applied Optics is based on abstract theory. If the same teaching methods using for this course by such a "duck", it is unable to mobilize students' learning initiative, and then students' study results will be affected by passive acceptance of knowledge. How to take the initiative to acquire knowledge in the class to the students, and fully mobilize the initiative of students and to explore the potential of students, finally evaluation contents more research on the practical significance? Scholars continue to innovate teaching methods, as well as teaching evaluation indicators, the best teaching effect to promote the development of students. Therefore, this paper puts forward a set of teaching evaluation model of teaching autonomy. This so-called "autonomous teaching" is that teachers put forward the request or arrange the task and students complete the learning content in the form of a group to discuss learning before the lesson, and to complete the task of the layout, then teachers accept of students' learning achievements and answer questions. Every task is designed to evaluate the effectiveness of teaching. Every lesson should be combined with the progress of science and technology frontier of Applied Optics, let students understand the relationship between research and application in the future, mobilize the students interest in learning, training ability, learn to take the initiative to explore, team cooperation ability. As well, it has practical significance to every evaluation, making the teaching to active learning in teaching, cultivating students' creative potential, deep, solid foundation for the day after learning work.

Knowledge Creation through User-Guided Data Mining: A Database Case

ERIC Educational Resources Information Center

Steiger, David M.

2008-01-01

This case focuses on learning by applying the four integrating mechanisms of Nonaka's knowledge creation theory: socialization, externalization, combination and internalization. In general, such knowledge creation and internalization (i.e., learning) is critical to database students since they will be expected to apply their specialized database…

An Exploratory Study on the Application of Conceptual Knowledge and Critical Thinking to Technological Issues

ERIC Educational Resources Information Center

Yu, Kuang-Chao; Lin, Kuen-Yi; Fan, Szu-Chun

2015-01-01

This study explored how senior high school students apply their conceptual knowledge, consisting of theoretical and system knowledge, to think critically when confronted with technological issues. We employed a curriculum on the history of communication technology to teach students about basic concepts in communication technology and to cultivate…

Research and Teaching: Undergraduate Students' Scientifically Informed Decision Making about Socio-Hydrological Issues

ERIC Educational Resources Information Center

Sabel, Jaime L.; Vo, Tina; Alred, Ashley; Dauer, Jenny M.; Forbes, Cory T.

2017-01-01

Although knowledge of disciplinary concepts and epistemic understanding of science are foundations of scientific literacy, students must learn to apply their knowledge to real-world situations. To engage effectively with contemporary water-related challenges with scientific and social dimensions, students need to understand the properties of water…

Geography Students' Assessment of Internship Experience at a Kenyan University

ERIC Educational Resources Information Center

Simiyu, Robert Romborah; Okaka, Fredrick Okoth; Omondi, Paul

2015-01-01

This paper reports findings of Moi University's geography students' assessment of their internship, which underscore the importance of internship in bridging the gap between theoretical knowledge and its application in the real world of work. Not only were the majority of the students able to apply geographical knowledge and skills in their work…

A Medical Student Workshop in Mechanical Ventilation.

ERIC Educational Resources Information Center

And Others; Kushins, Lawrence G.

1980-01-01

In order to teach applied respiratory physiology to medical students, the anesthesiology faculty at the University of Florida College of Medicine has designed and implemented a course that includes a laboratory workshop in mechanical ventilation of an animal model that allows students to apply and expand their knowledge. (JMD)

Archimedes in Action

ERIC Educational Resources Information Center

Vo, Phong T.

2013-01-01

Hands-on learning is very effective in teaching physical concepts to students. Applying the principles they learn to a real-life situation, students are more likely to retain this knowledge, especially when it is presented in a stimulating format. With this in mind, we present here a high school physics project in which students apply basic…

Can we build a more efficient airplane? Using applied questions to teach physics

NASA Astrophysics Data System (ADS)

Bhatia, Aatish

2014-03-01

For students and for the science-interested public, applied questions can serve as a hook to learn introductory physics. Can we radically improve the energy efficiency of modern day aircraft? Are solar planes like the Solar Impulse the future of travel? How do migratory birds like the alpine swift fly nonstop for nearly seven months? Using examples from aeronautical engineering and biology, I'll discuss how undergraduate physics can shed light on these questions about transport, and place fundamental constraints on the flight properties of flying machines, whether birds or planes. Education research has shown that learners are likely to forget vast content knowledge unless they get to apply this knowledge to novel and unfamiliar situations. By applying physics to real-life problems, students can learn to build and apply quantitative models, making use of skills such as order of magnitude estimates, dimensional analysis, and reasoning about uncertainty. This applied skillset allows students to transfer their knowledge outside the classroom, and helps build connections between traditionally distinct content areas. I'll also describe the results of an education experiment at Rutgers University where my colleagues and I redesigned a 100+ student introductory physics course for social science and humanities majors to address applied questions such as evaluating the energy cost of transport, and asking whether the United States could obtain all its energy from renewable sources.

"You Have to Count the Squares": Applying Knowledge in Pieces to Learning Rectangular Area

ERIC Educational Resources Information Center

Izsak, Andrew

2005-01-01

This article extends and strengthens the knowledge in pieces perspective (diSessa, 1988, 1993) by applying core components to analyze how 5th-grade students with computational knowledge of whole-number multiplication and connections between multiplication and discrete arrays constructed understandings of area and ways of using representations to…

Investigating students' view on STEM in learning about electrical current through STS approach

NASA Astrophysics Data System (ADS)

Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study aims to investigate Grade 11 students' views on Science Technology Engineering Mathematics (STEM) with the integration of learning about electrical current based on Science Technology Society (STS) approach [8]. The participants were 60 Grade 11 students in Demonstration Secondary School, Khon Kaen University, Khon Kaen Province, Thailand. The methodology is in the respect of interpretive paradigm. The teaching and learning about Electrical Current through STS approach carried out over 6 weeks. The Electrical Current unit through STS approach was developed based on framework[8] that consists of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision making, and (5) socialization stage. To start with, the question "what if this world is lack of electricity" was challenged in the class in order to move students to find the problem of how to design Electricity Generation from Clean Energy. Students were expected to apply scientific and other knowledge to design of Electricity Generation. Students' views on STEM were collected during their learning by participant' observation and students' tasks. Their views on STEM were categorized when they applied their knowledge for designing the Electricity Generation. The findings indicated that students cooperatively work to solve the problem when applying knowledge about the content of Science and Mathematics and processing skill of Technology and Engineering. It showed that students held the integration of science, technology, engineering and mathematics to design their possible solutions in learning about Electrical Current. The paper also discusses implications for science teaching and learning through STS in Thailand.

Exploring Hurdles to Transfer: Student Experiences of Applying Knowledge across Disciplines

ERIC Educational Resources Information Center

Lappalainen, Jouni; Rosqvist, Juho

2015-01-01

This paper explores the ways students perceive the transfer of learned knowledge to new situations -- often a surprisingly difficult prospect. The novel aspect compared to the traditional transfer studies is that the learning phase is not a part of the experiment itself. The intention was only to activate acquired knowledge relevant to the…

A Context-Aware Mobile Learning System for Supporting Cognitive Apprenticeships in Nursing Skills Training

ERIC Educational Resources Information Center

Wu, Po-Han; Hwang, Gwo-Jen; Su, Liang-Hao; Huang, Yueh-Min

2012-01-01

The aim of nursing education is to foster in students the competence of applying integrated knowledge with clinical skills to the application domains. In the traditional approach, in-class knowledge learning and clinical skills training are usually conducted separately, such that the students might not be able to integrate the knowledge and the…

Beer as a Teaching Aid in the Classroom and Laboratory

ERIC Educational Resources Information Center

Korolija, Jasminka N.; Plavsic, Jovica V.; Marinkovic, Dragan; Mandic, Ljuba M.

2012-01-01

Beer was chosen as a teaching tool to maximize students' class participation and systemize and enhance their knowledge of chemistry. Viewing beer as a complex mixture allowed the students to learn how to directly apply their chemistry knowledge. Before the "Beer Unit" students were instructed to research beer and acquire data on beer composition…

Applying Educational Psychology and Instructional Technology to Health Care Issues: Combating Lyme Disease.

ERIC Educational Resources Information Center

Lawless, Kimberly A.; Brown, Scott W.; Cartter, Matthew

1997-01-01

Examines the effects of an instructional video on knowledge, attitudes, and behaviors of high school students concerning Lyme disease. Results indicate a positive and sustained increase of students' knowledge as a result of the short intervention but show less positive results for the long-term effect on students' attitudes and behaviors.…

Evaluating the Effectiveness of a Practical Inquiry-Based Learning Bioinformatics Module on Undergraduate Student Engagement and Applied Skills

ERIC Educational Resources Information Center

Brown, James A. L.

2016-01-01

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion,…

Flexibly Applying the Distributive Law--Students' Individual Ways of Perceiving the Distributive Property

ERIC Educational Resources Information Center

Schueler-Meyer, Alexander

2016-01-01

Flexibility in transforming algebraic expressions is recognized as fundamental for a rich procedural knowledge. Here, flexibility in-depth is proposed as the ability to apply one strategy to a wide range of unfamiliar expressions. In this study, design experiments with four groups of students were conducted to support students' flexibility…

Investigating Elementary School Students' Technology Acceptance by Applying Digital Game-Based Learning to Environmental Education

ERIC Educational Resources Information Center

Cheng, Yuh-Ming; Lou, Shi-Jer; Kuo, Sheng-Huang; Shih, Ru-Chu

2013-01-01

In order to improve and promote students' environmental knowledge, attitudes, and behaviour, integrating environmental education into the primary education curriculum has become a key issue for environmental education. For this reason, this study aimed to investigate elementary school students' acceptance of technology applying digital game-based…

Designing worked examples for learning tangent lines to circles

NASA Astrophysics Data System (ADS)

Retnowati, E.; Marissa

2018-03-01

Geometry is a branch of mathematics that deals with shape and space, including the circle. A difficult topic in the circle may be the tangent line to circle. This is considered a complex material since students have to simultaneously apply several principles to solve the problems, these are the property of circle, definition of the tangent, measurement and Pythagorean theorem. This paper discusses designs of worked examples for learning tangent line to circles and how to apply this design to an effective and efficient instructional activity. When students do not have sufficient prior knowledge, solving tangent problems might be clumsy, and as a consequence, the problem-solving activity hinders learning. According to a Cognitive Load Theory, learning occurs when students can construct new knowledge based on the relevant knowledge previously learned. When the relevant knowledge is unavailable, providing students with the worked example is suggested. Worked example may reduce unproductive process during learning that causes extraneous cognitive load. Nevertheless, worked examples must be created in such a way facilitate learning.

Applying mathematical concepts with hands-on, food-based science curriculum.

PubMed

Roseno, Ashley T; Carraway-Stage, Virginia G; Hoerdeman, Callan; Díaz, Sebastián R; Eugene, Geist; Duffrin, Melani W

2015-01-01

This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the impact of the FoodMASTER Intermediate curriculum on fourth-grade student's mathematics knowledge. The curriculum is a part of the FoodMASTER Initiative, which is a compilation of programs utilizing food, a familiar and necessary part of everyday life, as a tool to teach mathematics and science. Students exposed to the curriculum completed a 20-item researcher-developed mathematics knowledge exam (Intervention n=288; Control n=194). Overall, the results showed a significant increase in mathematics knowledge from pre- to post-test. These findings suggest that students engaged in food-based science activities provided them with the context in which to apply mathematical concepts to an everyday experience. Therefore, the FoodMASTER approach was successful at improving students' mathematics knowledge while building a foundation for becoming quantitatively literate adults.

Adult Learning Principles and Presentation Pearls

PubMed Central

Palis, Ana G.; Quiros, Peter A.

2014-01-01

Although lectures are one of the most common methods of knowledge transfer in medicine, their effectiveness has been questioned. Passive formats, lack of relevance and disconnection from the student's needs are some of the arguments supporting this apparent lack of efficacy. However, many authors have suggested that applying adult learning principles (i.e., relevance, congruence with student's needs, interactivity, connection to student's previous knowledge and experience) to this method increases learning by lectures and the effectiveness of lectures. This paper presents recommendations for applying adult learning principles during planning, creation and development of lectures to make them more effective. PMID:24791101

Knowledge Engineering as a Component of the Curriculum for Medical Cybernetists.

PubMed

Karas, Sergey; Konev, Arthur

2017-01-01

According to a new state educational standard, students who have chosen medical cybernetics as their major must develop a knowledge engineering competency. Previously, in the course "Clinical cybernetics" while practicing project-based learning students were designing automated workstations for medical personnel using client-server technology. The purpose of the article is to give insight into the project of a new educational module "Knowledge engineering". Students will acquire expert knowledge by holding interviews and conducting surveys, and then they will formalize it. After that, students will form declarative expert knowledge in a network model and analyze the knowledge graph. Expert decision making methods will be applied in software on the basis of a production model of knowledge. Project implementation will result not only in the development of analytical competencies among students, but also creation of a practically useful expert system based on student models to support medical decisions. Nowadays, this module is being tested in the educational process.

Interprofessional education in pharmacology using high-fidelity simulation.

PubMed

Meyer, Brittney A; Seefeldt, Teresa M; Ngorsuraches, Surachat; Hendrickx, Lori D; Lubeck, Paula M; Farver, Debra K; Heins, Jodi R

2017-11-01

This study examined the feasibility of an interprofessional high-fidelity pharmacology simulation and its impact on pharmacy and nursing students' perceptions of interprofessionalism and pharmacology knowledge. Pharmacy and nursing students participated in a pharmacology simulation using a high-fidelity patient simulator. Faculty-facilitated debriefing included discussion of the case and collaboration. To determine the impact of the activity on students' perceptions of interprofessionalism and their ability to apply pharmacology knowledge, surveys were administered to students before and after the simulation. Attitudes Toward Health Care Teams scale (ATHCT) scores improved from 4.55 to 4.72 on a scale of 1-6 (p = 0.005). Almost all (over 90%) of the students stated their pharmacology knowledge and their ability to apply that knowledge improved following the simulation. A simulation in pharmacology is feasible and favorably affected students' interprofessionalism and pharmacology knowledge perceptions. Pharmacology is a core science course required by multiple health professions in early program curricula, making it favorable for incorporation of interprofessional learning experiences. However, reports of high-fidelity interprofessional simulation in pharmacology courses are limited. This manuscript contributes to the literature in the field of interprofessional education by demonstrating that an interprofessional simulation in pharmacology is feasible and can favorably affect students' perceptions of interprofessionalism. This manuscript provides an example of a pharmacology interprofessional simulation that faculty in other programs can use to build similar educational activities. Copyright © 2017 Elsevier Inc. All rights reserved.

How Do Organic Chemistry Students Understand and Apply Hydrogen Bonding?

NASA Astrophysics Data System (ADS)

Henderleiter, J.; Smart, R.; Anderson, J.; Elian, O.

2001-08-01

Students completing a year-long organic chemistry sequence were interviewed to assess how they understood, explained, and applied knowledge of hydrogen bonding to the physical behavior of molecules. Students were asked to define hydrogen bonding and explain situations in which hydrogen bonding could occur. They were asked to predict and explain how hydrogen bonding influences boiling point, the solubility of molecules, and NMR and IR spectra. Results suggest that although students may be able to give appropriate definitions of hydrogen bonding and may recognize when this phenomenon can occur, significant numbers cannot apply their knowledge of hydrogen bonding to physical properties of molecules or to the interpretation of spectral data. Some possess misconceptions concerning boiling points and the ability of molecules to induce hydrogen bonding. Instructional strategies must be adjusted to address these issues.

A Study of Students' Conceptual, Procedural Knowledge, Logical Thinking and Creativity during the First Year of Tertiary Mathematics

ERIC Educational Resources Information Center

Tularam, Gurudeo Anand; Hulsman, Kees

2015-01-01

This study focuses on students in first year environmental science degree programs, where traditionally mathematical emphasis has been much less than within the strict science or math majors. The importance now placed on applied mathematics, however, means that students need to gain more conceptual and quantitative knowledge of mathematics in not…

A pharmacy practice laboratory exercise to apply biochemistry concepts.

PubMed

Harrold, Marc W; McFalls, Marsha A

2010-10-11

To develop exercises that allow pharmacy students to apply foundational knowledge discussed in a first-professional year (P1) biochemistry course to specific disease states and patient scenarios. A pharmacy practice laboratory exercise was developed to accompany a lecture sequence pertaining to purine biosynthesis and degradation. The assignment required students to fill a prescription, provide patient counseling tips, and answer questions pertaining to the disease state, the underlying biochemical problem, and the prescribed medication. Students were graded on the accuracy with which they filled the prescription, provided patient counseling, and answered the questions provided. Overall, students displayed mastery in all of these areas. Additionally, students completed a course survey on which they rated this exercise favorably, noting that it helped them to integrate basic science concepts and pharmacy practice. A laboratory exercise provided an opportunity for P1 students to apply foundational pharmacy knowledge to a patient case and can serve as a template for the design of additional exercises.

Development of cognitive processing and judgments of knowledge in medical students: Analysis of progress test results.

PubMed

Cecilio-Fernandes, Dario; Kerdijk, Wouter; Jaarsma, A D Debbie C; Tio, René A

2016-11-01

Beside acquiring knowledge, medical students should also develop the ability to apply and reflect on it, requiring higher-order cognitive processing. Ideally, students should have reached higher-order cognitive processing when they enter the clinical program. Whether this is the case, is unknown. We investigated students' cognitive processing, and awareness of their knowledge during medical school. Data were gathered from 347 first-year preclinical and 196 first-year clinical students concerning the 2008 and 2011 Dutch progress tests. Questions were classified based upon Bloom's taxonomy: "simple questions" requiring lower and "vignette questions" requiring higher-order cognitive processing. Subsequently, we compared students' performance and awareness of their knowledge in 2008 to that in 2011 for each question type. Students' performance on each type of question increased as students progressed. Preclinical and first-year clinical students performed better on simple questions than on vignette questions. Third-year clinical students performed better on vignette questions than on simple questions. The accuracy of students' judgment of knowledge decreased over time. The progress test is a useful tool to assess students' cognitive processing and awareness of their knowledge. At the end of medical school, students achieved higher-order cognitive processing but their awareness of their knowledge had decreased.

Mentor Texts and Funds of Knowledge: Situating Writing within Our Students' Worlds

ERIC Educational Resources Information Center

Newman, Beatrice Mendez

2012-01-01

The funds of knowledge concept serves as scaffolding for encouraging students to draw on background experiences and home language to generate authentic writing. This article describes and illustrates several classroom strategies, including 1) using culturally relevant mentor texts; 2) applying Nancie Atwell's writing territories concept; 3)…

Levels of Understanding--A Guide to the Teaching and Assessment of Knowledge

ERIC Educational Resources Information Center

White, Charles S.

2007-01-01

Traditional education, employing lectures or telecommunicative instruction methods, has been very effective in providing topical facts. However, the development of student skills and thinking ability require higher levels of instruction and more opportunity to practice and apply acquired knowledge. As students progress through a particular…

Lessons Learned from Client Projects in an Undergraduate Project Management Course

ERIC Educational Resources Information Center

Pollard, Carol E.

2012-01-01

This work proposes that a subtle combination of three learning methods offering "just in time" project management knowledge, coupled with hands-on project management experience can be particularly effective in producing project management students with employable skills. Students were required to apply formal project management knowledge to gain…

Influences of Prerequisite Knowledge on Inferencing in Literature.

ERIC Educational Resources Information Center

Stander, Aaron C.

New information about reading comprehension (specifically schema theory) was applied to the teaching of literature in a study involving 33 high school students enrolled in two American literature classes. In particular, the study examined the ways in which knowledge of background information about a work could influence students' comprehension of…

Interactive Learning for Graphic Design Foundations

ERIC Educational Resources Information Center

Chu, Sauman; Ramirez, German Mauricio Mejia

2012-01-01

One of the biggest problems for students majoring in pre-graphic design is students' inability to apply their knowledge to different design solutions. The purpose of this study is to examine the effectiveness of interactive learning modules in facilitating knowledge acquisition during the learning process and to create interactive learning modules…

English 4090: Collaborative Writing at Work

ERIC Educational Resources Information Center

Sutton, Mark

2007-01-01

This article presents a course design of English 4090: Collaborative Writing at Work. The course is a senior-level elective designed to reinforce students' existing knowledge of professional writing and to teach students how to apply that knowledge effectively in collaborative contexts. Here, the author focuses on the Spring 2006 class and…

Developing the STS sound pollution unit for enhancing students' applying knowledge among science technology engineering and mathematics

NASA Astrophysics Data System (ADS)

Jumpatong, Sutthaya; Yuenyong, Chokchai

2018-01-01

STEM education suggested that students should be enhanced to learn science with integration between Science, Technology, Engineering and Mathematics. To help Thai students make sense of relationship between Science, Technology, Engineering and Mathematics, this paper presents learning activities of STS Sound Pollution. The developing of STS Sound Pollution is a part of research that aimed to enhance students' perception of the relationship between Science Technology Engineering and Mathematics. This paper will discuss how to develop Sound Pollution through STS approach in framework of Yuenyong (2006) where learning activities were provided based on 5 stages. These included (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decisionmaking, and (5) socialization stage. The learning activities could be highlighted as following. First stage, we use video clip of `Problem of people about Sound Pollution'. Second stage, students will need to identification of potential solutions by design Home/Factory without noisy. The need of scientific and other knowledge will be proposed for various alternative solutions. Third stage, students will gain their scientific knowledge through laboratory and demonstration of sound wave. Fourth stage, students have to make decision for the best solution of designing safety Home/Factory based on their scientific knowledge and others (e.g. mathematics, economics, art, value, and so on). Finally, students will present and share their Design Safety Home/Factory in society (e.g. social media or exhibition) in order to validate their ideas and redesigning. The paper, then, will discuss how those activities would allow students' applying knowledge of science technology engineering, mathematics and others (art, culture and value) for their possible solution of the STS issues.

Exploration of student's creativity by integrating STEM knowledge into creative products

NASA Astrophysics Data System (ADS)

Mayasari, Tantri; Kadarohman, Asep; Rusdiana, Dadi; Kaniawati, Ida

2016-02-01

Creativity is an important capability that should be held to competitive standards in the 21st century in entering the era of information and knowledge. It requires a creative generation that is able to innovate to meet the challenges of an increasingly complex future. This study examines the student's creativity level by integrating STEM (Science, Technology, Engineering, and Mathematics) knowledge to make creative products in renewable energy (solar energy). Total respondents in this study were 29 students who take applied science course. This research used qualitative and quantitative method (mixed methods), and used "4P" dimension of creativity to assess student's creativity level. The result showed a creative product is influenced by STEM knowledge that can support student's creativity while collaborating an application of knowledge, skills, and ability to solve daily problems associated with STEM.

The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451

ERIC Educational Resources Information Center

National Center for Education Statistics, 2013

2013-01-01

The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number…

Introducing Interactive Teaching Styles into Astronomy Lectures

NASA Astrophysics Data System (ADS)

Deming, G. L.

1997-12-01

The majority of undergraduate students who take an astronomy class are non-science majors attempting to satisfy a science requirement. Often in these "scientific literacy" courses, facts are memorized for the exam and forgotten shortly afterwards. Scientific literacy courses should advance student skills toward processing information and applying higher order thinking rather than simple recall and memorization of facts. Thinking about material as it is presented, applying new knowledge to solve problems, and thinking critically about topics are objectives that many astronomy instructors hope their students are achieving. A course in astronomy is more likely to achieve such goals if students routinely participate in their learning. Interactive techniques can be quite effective even in large classes. Examples of activities are presented that involve using cooperative learning techniques, writing individual and group "minute papers," identifying and correcting misconceptions, including the whole class in a demonstration, and applying knowledge to new situations.

The relationship between recollection, knowledge transfer, and student attitudes towards chemistry

NASA Astrophysics Data System (ADS)

Odeleye, Oluwatobi Omobonike

Certain foundational concepts, including acid-base theory, chemical bonding and intermolecular forces (IMFs), appear throughout the undergraduate chemistry curriculum. The level of understanding of these foundational concepts influences the ability of students to recognize the relationships between sub-disciplines in chemistry. The purpose of this study was to investigate the relationship between student attitudes towards chemistry and their abilities to recollect and transfer knowledge of IMFs, a foundational concept, to their daily lives as well as to other classes. Data were collected using surveys, interviews and classroom observations, and analyzed using qualitative methods. The data show that while most students were able to function at lower levels of thinking by providing a definition of IMFs, majority were unable to function at higher levels of thinking as evidenced by their inability to apply their knowledge of IMFs to their daily lives and other classes. The results of this study suggest a positive relationship between students' abilities to recollect knowledge and their abilities to transfer that knowledge. The results also suggest positive relationships between recollection abilities of students and their attitudes towards chemistry as well as their transfer abilities and attitudes towards chemistry. Recommendations from this study include modifications of pedagogical techniques in ways that facilitate higher-level thinking and emphasize how chemistry applies not only to daily life, but also to other courses.

Student Employee Development in Student Affairs

ERIC Educational Resources Information Center

Athas, Christina; Oaks, D'Arcy John; Kennedy-Phillips, Lance

2013-01-01

Employment within student affairs divisions offers environments in which students can apply the knowledge they have gained, as well as acquire new competencies, helping them to build solid foundations for their futures. Researchers used an online survey to assess the outcomes associated with part-time student employment within the student affairs…

Applied Geography Internships: Operational Canadian Models.

ERIC Educational Resources Information Center

Foster, L. T.

1982-01-01

Anxious to maintain student enrollments, geography departments have placed greater emphasis on the applied nature of the discipline. Described are (1) the advantages of internships in college geography curricula that enable students to gain firsthand knowledge about the usefulness of geography in real world situations and (2) operational models…

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

NASA Astrophysics Data System (ADS)

Anderson, O. Roger; Contino, Julie

2010-10-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called “web diagramming,” a form of network mapping, in a secondary school earth science class. We report evidence for student improvement in knowledge networking, questionnaire-based reports by the students on the merits of web diagramming in terms of interest and usefulness, and information on the collaborating teacher’s perceptions of the process of implementation, including implications for teacher education. This is among the first reports that teachers can be provided with strategies to enhance student knowledge networking capacity, especially for those students whose initial networking scores are among the lowest.

Medical student preparedness for an era of personalized medicine: findings from one US medical school.

PubMed

Eden, Caroline; Johnson, Kipp W; Gottesman, Omri; Bottinger, Erwin P; Abul-Husn, Noura S

2016-03-01

The objective of this research was to assess medical student preparedness for the use of personalized medicine. A survey instrument measuring attitude toward personalized medicine, perceived knowledge of genomic testing concepts and perceived ability to apply genomics to clinical care was distributed to students in medical school (MS) years 1-4. Of 212 participants, 79% felt that it was important to learn about personalized medicine, but only 6% thought that their medical education had adequately prepared them to practice personalized medicine. Attitude did not vary across years; knowledge and ability increased after MS1, but not after MS2. While medical students support the use of personalized medicine, they do not feel prepared to apply genomics to clinical care.

Disciplined Judgment: Toward a Reasonably Constrained Constructivism

ERIC Educational Resources Information Center

Stemhagen, Kurt; Reich, Gabriel A.; Muth, William

2013-01-01

Teachers wishing to apply constructivist theories to P-12 pedagogy must skillfully move between student knowledge constructions and powerful disciplinary knowledge and discourses. Although the gulf between these two ways of knowing varies markedly by discipline, constructivist methods are often taught as if they can be applied uniformly across all…

Enhancing Knowledge Integration: An Information System Capstone Project

ERIC Educational Resources Information Center

Steiger, David M.

2009-01-01

This database project focuses on learning through knowledge integration; i.e., sharing and applying specialized (database) knowledge within a group, and combining it with other business knowledge to create new knowledge. Specifically, the Tiny Tots, Inc. project described below requires students to design, build, and instantiate a database system…

The Extension-Reduction Strategy: Activating Prior Knowledge

ERIC Educational Resources Information Center

Sloyer, Cliff W.

2004-01-01

A mathematical problem is solved using the extension-reduction or build it up-tear it down tactic. This technique is implemented in reviving students' earlier knowledge to enable them to apply this knowledge to solving new problems.

Electronic Portfolios as Capstone Experiences in a Graduate Program in Organizational Leadership

ERIC Educational Resources Information Center

Goertzen, Brent J.; McRay, Jeni; Klaus, Kaley

2016-01-01

Assessment of student learning in graduate education often takes the form of a summative measure by way of written comprehensive exams. However, written examinations, while suitable for evaluating cognitive knowledge, may not fully capture students' abilities to transfer and apply leadership related knowledge and skills into real-world practice.…

Integrating concepts and skills: Slope and kinematics graphs

NASA Astrophysics Data System (ADS)

Tonelli, Edward P., Jr.

The concept of force is a foundational idea in physics. To predict the results of applying forces to objects, a student must be able to interpret data representing changes in distance, time, speed, and acceleration. Comprehension of kinematics concepts requires students to interpret motion graphs, where rates of change are represented as slopes of line segments. Studies have shown that majorities of students who show proficiency with mathematical concepts fail accurately to interpret motion graphs. The primary aim of this study was to examine how students apply their knowledge of slope when interpreting kinematics graphs. To answer the research questions a mixed methods research design, which included a survey and interviews, was adopted. Ninety eight (N=98) high school students completed surveys which were quantitatively analyzed along with qualitative information collected from interviews of students (N=15) and teachers ( N=2). The study showed that students who recalled methods for calculating slopes and speeds calculated slopes accurately, but calculated speeds inaccurately. When comparing the slopes and speeds, most students resorted to calculating instead of visual inspection. Most students recalled and applied memorized rules. Students who calculated slopes and speeds inaccurately failed to recall methods of calculating slopes and speeds, but when comparing speeds, these students connected the concepts of distance and time to the line segments and the rates of change they represented. This study's findings will likely help mathematics and science educators to better assist their students to apply their knowledge of the definition of slope and skills in kinematics concepts.

Developing Professionals through Personalization

ERIC Educational Resources Information Center

Berte, Nicolette; King, Keanna; Demars, Michelle; Brownstein, Michael M.

2008-01-01

To develop the cognitive, social, and career skills needed to succeed in the modern workplace, students must learn to think creatively, apply their skills innovatively, and take risks constructively. Implicit in this position is the expectation that students will have the self-confidence to apply their knowledge in both familiar and new settings…

Acquiring Knowledge and Using It.

ERIC Educational Resources Information Center

Smilkstein, Rita

1993-01-01

Understanding why students are not naturally and easily able to generalize or apply what they have learned in other situations involves understanding what teachers want their students to learn; what learning is; what teaching is; and what is involved in generalizing or applying what has been learned. Research in educational psychology identifies…

Developing an Actuarial Track Utilizing Existing Resources

ERIC Educational Resources Information Center

Rodgers, Kathy V.; Sarol, Yalçin

2014-01-01

Students earning a degree in mathematics often seek information on how to apply their mathematical knowledge. One option is to follow a curriculum with an actuarial emphasis designed to prepare students as an applied mathematician in the actuarial field. By developing only two new courses and utilizing existing courses for Validation by…

Using Student Managed Businesses to Integrate the Business Curriculum

ERIC Educational Resources Information Center

Massad, Victor J.; Tucker, Joanne M.

2009-01-01

To teach business today requires that we go beyond classroom learning and encourage real world, cross-functional experiences and applied management decision-making. This paper describes an innovative approach that requires students to apply their function-specific knowledge of business, integrated with other functional areas, to an authentic…

The art and learning patterns of knowing in nursing.

PubMed

Baixinho, Cristina Lavareda; Ferraz, Isabel Carvalho Beato; Ferreira, Óscar Manuel Ramos; Rafael, Helga Marilia da Silva

2014-12-01

Objective To identify the perception of the students about the use of art as a pedagogical strategy in learning the patterns of knowing in nursing; to identify the dimensions of each pattern valued in the analysis of pieces of art. Method Descriptive mixed study. Data collection used a questionnaire applied to 31 nursing students. Results In the analysis of the students' discourse, it was explicit that empirical knowledge includes scientific knowledge, tradition and nature of care. The aesthetic knowledge implies expressiveness, subjectivity and sensitivity. Self-knowledge, experience, reflective attitude and relationships with others are the subcategories of personal knowledge and the moral and ethics support ethical knowledge. Conclusion It is possible to learn patterns of knowledge through art, especially the aesthetic, ethical and personal. It is necessary to investigate further pedagogical strategies that contribute to the learning patterns of nursing knowledge.

An Innovative, Experiential-Learning Project for Sales Management and Professional Selling Students

ERIC Educational Resources Information Center

Chapman, Joseph; Schetzsle, Stacey; Wahlers, Russell

2016-01-01

This article presents an innovative, experiential-learning project that incorporates students from two different courses: sales management and professional selling. Sales management students actually manage sales students on an outside sales project. Students apply classroom knowledge to a real-life sales project for a local community…

Tensions in learning professional identities - nursing students' narratives and participation in practical skills during their clinical practice: an ethnographic study.

PubMed

Ewertsson, Mona; Bagga-Gupta, Sangeeta; Allvin, Renée; Blomberg, Karin

2017-01-01

Clinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students' identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice. An ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews ( n  = 7) that were conducted during nursing students' ( n  = 17) clinical practice at an emergency department at a university hospital in Sweden. The overarching theme identified was "Learning about professional identities with respect to situated power". This encompasses tensions in students' learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: "Embodied knowledge", "Divergent ways of assessing and evaluating knowledge" and "Balancing approaches". Nursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators' and the preceptors' roles for socializing students in this process.

Exploring College Students' Mental Representations of Inferential Statistics

ERIC Educational Resources Information Center

Lavigne, Nancy C.; Salkind, Sara J.; Yan, Jie

2008-01-01

We report a case study that explored how three college students mentally represented the knowledge they held of inferential statistics, how this knowledge was connected, and how it was applied in two problem solving situations. A concept map task and two problem categorization tasks were used along with interviews to gather the data. We found that…

From, by, and for the OSSD: Software Engineering Education Using an Open Source Software Approach

ERIC Educational Resources Information Center

Huang, Kun; Dong, Yifei; Ge, Xun

2006-01-01

Computing is a complex, multidisciplinary field that requires a range of professional proficiencies. Computing students are expected to develop in-depth knowledge and skills, integrate and apply their knowledge flexibly to solve complex problems, and work successfully in teams. However, many students who graduate with degrees in computing fail to…

Students' Reasoning Processes in Making Decisions about an Authentic, Local Socio-Scientific Issue: Bat Conservation

ERIC Educational Resources Information Center

Lee, Yeung Chung; Grace, Marcus

2010-01-01

Education for scientific literacy entails the development of scientific knowledge and the ability to apply this knowledge and value judgments to decisions about real-life issues. This paper reports an attempt to involve secondary level biology students in making decisions about an authentic socio-scientific issue--that of bat conservation--through…

Students' knowledge acquisition and ability to apply knowledge into different science contexts in two different independent learning settings

NASA Astrophysics Data System (ADS)

Cukurova, Mutlu; Bennett, Judith; Abrahams, Ian

2018-01-01

Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called '21st century skills' and the potential of independent learning to improve student skills to better prepare them for the future.

Grade 11 Students' Interconnected Use of Conceptual Knowledge, Procedural Skills, and Strategic Competence in Algebra: A Mixed Method Study of Error Analysis

ERIC Educational Resources Information Center

Egodawatte, Gunawardena; Stoilescu, Dorian

2015-01-01

The purpose of this mixed-method study was to investigate grade 11 university/college stream mathematics students' difficulties in applying conceptual knowledge, procedural skills, strategic competence, and algebraic thinking in solving routine (instructional) algebraic problems. A standardized algebra test was administered to thirty randomly…

Medical student preparedness for an era of personalized medicine: findings from one US medical school

PubMed Central

Eden, Caroline; Johnson, Kipp W; Gottesman, Omri; Bottinger, Erwin P; Abul-Husn, Noura S

2016-01-01

Aim The objective of this research was to assess medical student preparedness for the use of personalized medicine. Materials & methods A survey instrument measuring attitude toward personalized medicine, perceived knowledge of genomic testing concepts and perceived ability to apply genomics to clinical care was distributed to students in medical school (MS) years 1–4. Results Of 212 participants, 79% felt that it was important to learn about personalized medicine, but only 6% thought that their medical education had adequately prepared them to practice personalized medicine. Attitude did not vary across years; knowledge and ability increased after MS1, but not after MS2. Conclusion While medical students support the use of personalized medicine, they do not feel prepared to apply genomics to clinical care. PMID:27528879

Knowledge and attitude of epilepsy among secondary schools students (epileptic and non-epileptic) in Assiut city Egypt.

PubMed

Shehata, Ghaydaa A; Mahran, Dalia G

2011-06-01

This study was designed to assess knowledge and attitude with respect to epilepsy among secondary school students (epileptic and none) in Assiut city, Egypt. A cross sectional study was applied among secondary school students in Assiut city, Egypt. A 13-item questionnaire was self administered by 2226 students who selected randomly. All students either epileptic or non-epileptic had been heard about epilepsy. Only 7.1% of epileptic students and 8.5% of non-epileptic students thought that the epilepsy is a brain disease. Out of 2198 non-epileptic students, 28.4% thought that person with epilepsy (PWE) should not marry and 92% of them refused to marry from PWE. The correct knowledge of epilepsy was significantly positive correlated with positive attitude towards PWE. However, students still feel persons with epilepsy are stigmatized and are different from others. Secondary school students in Egypt have a vague knowledge about the etiology of epilepsy. Misconceptions about and negative attitudes towards epilepsy are unexpectedly high among those students. Copyright © 2011 Elsevier B.V. All rights reserved.

Outside, a World Goes By...Applying Mathematics with Flight Simulators.

ERIC Educational Resources Information Center

van den Brink, Jan

1994-01-01

Describes the use of the "Microsoft Flight Simulator" with Dutch students 12- to 16-years-old to apply mathematical knowledge to real-life situations. The use of an overhead projector for class flights is described; and student activities, including converting metric units and drawing maps of the landscape, are explained. (LRW)

Community Action Projects: Applying Biotechnology in the Real World

ERIC Educational Resources Information Center

Nguyen, Phuong D.; Siegel, Marcelle A.

2015-01-01

Project-based learning and action research are powerful pedagogies in improving science education. We implemented a semester-long course using project-based action research to help students apply biotechnology knowledge learned in the classroom to the real world. Students had several choices to make in the project: working individually or as a…

Effects of Using Personal Genotype Data on Student Learning and Attitudes in a Pharmacogenomics Course

PubMed Central

McDonough, Caitrin W.; Elsey, Amanda R.; Burkley, Benjamin; Cavallari, Larisa H.; Johnson, Julie A.

2016-01-01

Objective. To evaluate the impact of personal genotyping and a novel educational approach on student attitudes, knowledge, and beliefs regarding pharmacogenomics and genomic medicine. Methods. Two online elective courses (pharmacogenomics and genomic medicine) were offered to student pharmacists at the University of Florida using a flipped-classroom, patient-centered teaching approach. In the pharmacogenomics course, students could be genotyped and apply results to patient cases. Results. Thirty-four and 19 student pharmacists completed the pharmacogenomics and genomic medicine courses, respectively, and 100% of eligible students (n=34) underwent genotyping. Student knowledge improved after the courses. Seventy-four percent (n=25) of students reported better understanding of pharmacogenomics based on having undergone genotyping. Conclusions. Completion of a novel pharmacogenomics elective course sequence that incorporated personal genotyping and genomic medicine was associated with increased student pharmacist knowledge and improved clinical confidence with pharmacogenomics. PMID:27756930

Archimedes in Action

NASA Astrophysics Data System (ADS)

Vo, Phong T.

2013-11-01

Hands-on learning is very effective in teaching physical concepts to students. Applying the principles they learn to a real-life situation, students are more likely to retain this knowledge, especially when it is presented in a stimulating format. With this in mind, we present here a high school physics project in which students apply basic hydrostatics to construct corrugated cardboard boats capable of supporting two individuals across the length of a high school pool.

Applying the Multilevel Framework of Discourse Comprehension to Evaluate the Text Characteristics of General Chemistry Textbooks

ERIC Educational Resources Information Center

Pyburn, Daniel T.; Pazicni, Samuel

2014-01-01

Prior chemistry education research has demonstrated a relationship between student reading skill and general chemistry course performance. In addition to student characteristics, however, the qualities of the learning materials with which students interact also impact student learning. For example, low-knowledge students benefit from texts that…

Assessing Student Work to Support Curriculum Development: An Engineering Case Study

ERIC Educational Resources Information Center

Saunders, Kevin; Brumm, Thomas; Brooke, Corly; Mickelson, Steve; Freeman, Steve

2013-01-01

Knowledge and abilities associated with interdisciplinary education include integrating knowledge across disciplines, applying knowledge to real-world situations, and demonstrating skills in creativity, teamwork, communication, and collaboration. This case study discusses how a departmental curriculum committee in Agricultural and Biosystems…

Putting more ‘modern’ in modern physics education: a Knowledge Building approach using student questions and ideas about the universe

NASA Astrophysics Data System (ADS)

Wagner, Glenn

2017-03-01

Student-generated questions and ideas about our universe are the start of a rich and highly motivating learning environment. Using their curiosity-driven questions and ideas, students form Knowledge Building groups or ‘communities’ where they plan, set goals, design questions for research, and assess the progress of their work, tasks that were once under the control of the teacher. With the understanding that all knowledge and ideas are treated as improvable, students work collaboratively at their level of competency to share their knowledge, ideas and understandings gained from authoritative sources and laboratory activities. Over time, students work collectively to improve the knowledge and ideas of others that result in advances in understanding that benefit not only the individual but the community as a whole. Learning outcomes reported in this paper demonstrate that a Knowledge Building environment applied to introductory cosmology produced similar gains in knowledge and understanding surrounding foundational concepts compared to teacher-centred learning environments. Aside from new knowledge and understanding, students develop important skills and competencies such as question-asking, idea development, communication, collaboration that are becoming ever more important for 21st century living and working. Finally, the process of planning and initiating a Knowledge Building environment that produced the results reported in this paper is outlined.

Examining Thai high school students' developing STEM projects

NASA Astrophysics Data System (ADS)

Teenoi, Kultida; Siripun, Kulpatsorn; Yuenyong, Chokchai

2018-01-01

Like others, Thailand education strongly focused on STEM education. This paper aimed to examine existing Thai high school students' integrated knowledge about science, technology, engineering, and mathematics (STEM) in their developing science project. The participants included 49 high school students were studying the subject of individual study (IS) in Khon Kaen wittayayon school, Khon Kaen, Thailand. The IS was provided to gradually enhance students to know how to do science project starting from getting start to do science projects, They enrolled to study the individual study of science project for three year in roll. Methodology was qualitative research. Views of students' integrated knowledge about STEM were interpreted through participant observation, interview, and students' science projects. The first author as participant observation has taught this group of students for 3 years. It found that 16 science projects were developed. Views of students' integrated knowledge about STEM could be categorized into three categories. These included (1) completely indicated integration of knowledge about science, technology, engineering, and mathematics, (2) partial indicated integration of knowledge about science, technology, engineering, and mathematics, and (3) no integration. The findings revealed that majority of science projects could be categorized as completely indicated integration of knowledge about science, technology, engineering, and mathematics. The paper suggested some ideas of enhancing students to applying STEM for developing science projects.

Relationship Between Energy Drink Consumption and Nutrition Knowledge in Student-Athletes.

PubMed

Hardy, Richard; Kliemann, Nathalie; Evansen, Taylor; Brand, Jefferson

2017-01-01

To identify the relationships between energy drink consumption, nutrition knowledge, and socio-demographic characteristics in a convenience sample of student-athletes. Cross-sectional. Online survey. A total of 194 student-athletes (112 female and 82 male). Socio-demographic characteristics, knowledge of human nutrition, energy drink consumption habits. Chi-square tests of independence, independent t tests, and hierarchical regression analyses were applied. Most student-athletes in the sample (85.5%) did not consume energy drinks, but those who did tended to be male (P = .004), had lower overall knowledge of nutrition (P = .02), and had a lower grade point average (P < .001) than did nonusers. Also, energy drink consumption was associated with the overall nutrition knowledge score when adjusted for socio-demographic characteristics, with nonusers having greater nutrition knowledge (P = .007) than users. Student-athletes tend to refrain from energy drink use but those who use it have a tendency to have lower nutrition knowledge than do nonusers. Therefore, nutrition education targeted toward student-athletes should encompass the consumption of energy drinks because limited evidence shows the benefits of collegiate athletes consuming energy drinks. Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Evaluating Three Dimensions of Environmental Knowledge and Their Impact on Behaviour

NASA Astrophysics Data System (ADS)

Braun, Tina; Dierkes, Paul

2017-09-01

This research evaluates the development of three environmental knowledge dimensions of secondary school students after participation in a singular 1-day outdoor education programme. Applying a cross-national approach, system, action-related and effectiveness knowledge levels of students educated in Germany and Singapore were assessed before and after intervention participation. Correlations between single knowledge dimensions and behaviour changes due to the environmental education intervention were examined. The authors applied a pre-, post- and retention test design and developed a unique multiple-choice instrument. Results indicate significant baseline differences in the prevalence of the different knowledge dimensions between subgroups. Both intervention subsamples showed a low presence of all baseline knowledge dimensions. Action-related knowledge levels were higher than those of system and effectiveness knowledge. Subsample-specific differences in performed pro-environmental behaviour were also significant. Both experimental groups showed significant immediate and sustained knowledge increases in the three dimensions after programme participation. Neither of the two control cohorts showed any significant increase in any knowledge dimension. Effectiveness knowledge improved most. The amount of demonstrated environmental actions increased significantly in both intervention groups. Both control cohorts did not show shifts in environmental behaviour. Yet, only weak correlations between any knowledge dimension and behaviour could be found.

Can Group Discussions and Individualized Assignments Help More Students Succeed in Developmental Mathematics?

ERIC Educational Resources Information Center

Jaafar, Reem

2015-01-01

Students taking developmental mathematics courses resist attempting word problems when they are presented to them. Although word problems can help students contextualize learning, develop better understanding of the concepts and apply world knowledge, they constitute an impediment to students' progress in developmental mathematics courses. A…

[Knowledge about viral hepatitis in a sample of Brazilian students from Vale do Araguaia, Legal Amazonia].

PubMed

Ferrari, Carlos K B; Savazzi, Kamirri; Honorio-França, Adenilda C; Ferrari, Graziele S L; França, Eduardo L

2012-06-01

Viral and non-viral hepatitis are of great concern among developing nations because of their pathogenicity and virulence, and also their wide spreading by contaminated blood, food or water. The objective of this work was to evaluate the knowledge about hepatitis of academic students from three life/health sciences courses and also students from the last year of high school To measure the students' knowledge on hepatitis an instrument containing 22 questions was applied. Surprinsingly, it was verified that 41.9% of students had poor knowledge of viral hepatitis. Among the high school students, 31.8% ignored that viral hepatitis are infectious and transmissible diseases. Considering hepatitis symptomatology, just 18% of high school students declared knowledge of the symptons, but none of those cited the ictericia. Among the academic students, 75.9% of nursing students had adequate knowledge of hepatitis, followed by pharmacy (51.3%), and biology students (18.2%). Nursing students had also higher scores of right answers regarding viral hepatitis and chronic disease. On contrary, biology and high school students had poor knowledge of that matter (37% and 44.5%, respectively). Less than 15% of nursing and pharmacy students did not know that viral hepatitis are sexually transmissible, whereas 78.6% of the 3rd year and 52.4% of the 4th year biology course ignored the sexual transmission of viral hepatitis. Still considering the same question, 54.5% of the high school students also ignored that viral hepatitis are sexually transmitted diseases. Important conclusions can be drawn from this study, since the higher hepatitis knowledge scores were found among nursing students, followed by pharmacy academics. However, biology students, which will serve as high school teachers, had poor and insufficient knowledge on hepatitis. This finding could explain the same poor disease knowledge among high school pupils.

Can Clinical Scenario Videos Improve Dental Students' Perceptions of the Basic Sciences and Ability to Apply Content Knowledge?

PubMed

Miller, Cynthia Jayne; Metz, Michael James

2015-12-01

Dental students often have difficulty understanding the importance of basic science classes, such as physiology, for their future careers. To help alleviate this problem, the aim of this study was to create and evaluate a series of video modules using simulated patients and custom-designed animations that showcase medical emergencies in the dental practice. First-year students in a dental physiology course formatively assessed their knowledge using embedded questions in each of the three videos; 108 to 114 of the total 120 first-year students answered the questions, for a 90-95% response rate. These responses indicated that while the students could initially recognize the cause of the medical emergency, they had difficulty in applying their knowledge of physiology to the scenario. In two of the three videos, students drastically improved their ability to answer high-level clinical questions at the conclusion of the video. Additionally, when compared to the previous year of the course, there was a significant improvement in unit exam scores on clinically related questions (6.2% increase). Surveys were administered to the first-year students who participated in the video modules and fourth-year students who had completed the course prior to implementation of any clinical material. The response rate for the first-year students was 96% (115/120) and for the fourth-year students was 57% (68/120). The first-year students indicated a more positive perception of the physiology course and its importance for success on board examinations and their dental career than the fourth-year students. The students perceived that the most positive aspects of the modules were the clear applications of physiology to real-life dental situations, the interactive nature of the videos, and the improved student comprehension of course concepts. These results suggest that online modules may be used successfully to improve students' perceptions of the basic sciences and enhance their ability to apply basic science content to clinically important scenarios.

Make a Drawing. Effects of Strategic Knowledge, Drawing Accuracy, and Type of Drawing on Students' Mathematical Modelling Performance

ERIC Educational Resources Information Center

Rellensmann, Johanna; Schukajlow, Stanislaw; Leopold, Claudia

2017-01-01

Drawing strategies are widely used as a powerful tool for promoting students' learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling…

Exploration of the Consortium on Reading Excellence Phonics Survey: An Instrument for Assessing Primary-Grade Students' Phonics Knowledge

ERIC Educational Resources Information Center

Reutzel, D. Ray; Brandt, Lorilynn; Fawson, Parker C.; Jones, Cindy D.

2014-01-01

This article examines the Consortium on Reading Excellence-Phonics Survey (CORE-PS), an informal, inexpensive, and widely disseminated assessment tool that is used to determine primary-grade students' knowledge of and abilities to apply key alphabetic and phonics understandings to decode a mix of real and pseudo-words. Evidence is reported of the…

Preparing Students for Extension Careers and Expanding U.S. Extension Reach through International Service Learning

ERIC Educational Resources Information Center

Ebner, Paul; Constantinescu, Alina; Borlea, Florian; Indrea, Alexandru; Russell, Mark

2017-01-01

As U.S. Extension broadens its reach around the globe, an increased need exists for Extension professionals who have not only technical knowledge but also the cultural competencies to apply that knowledge in international settings. We describe a course that provides students with the opportunity to develop skills needed for potential careers in…

A Study of Teacher-Mediated Enhancement of Students' Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device

ERIC Educational Resources Information Center

Anderson, O. Roger; Contino, Julie

2010-01-01

Current research indicates that students with enhanced knowledge networks are more effective in learning science content and applying higher order thinking skills in open-ended inquiry learning. This research examined teacher implementation of a novel teaching strategy called "web diagramming," a form of network mapping, in a secondary school…

The Impact of Instructor Intention for Student Learning and Implementaton of Undergraduate Science Education Reform on Student Perception of the Learning Environment

ERIC Educational Resources Information Center

Steele, Erika M.

2013-01-01

The rapid advances in technology and scientific knowledge in modern society increases the need for a workforce with an understanding of technology and critical thinking skills College graduates are entering the working world without the critical thinking skills and ability to apply the scientific knowledge gained during their undergraduate…

Mathematics preparation for medical school: do all premedical students need calculus?

PubMed

Nusbaum, Neil J

2006-01-01

The premedical student confronts a disparate set of required and recommended courses from the various medical schools to which the student might apply. Students may feel compelled to take courses such as calculus even though most medical schools do not require it and even though it may not be related to either undergraduate academic plans or the core academic needs of the typical future physician. Basic mathematical knowledge--a knowledge of algebra, statistics, and overall numeracy--are each more important for most future physicians than is the traditional calculus course.

Effectiveness of early cardiology undergraduate learning using simulation on retention, application of learning and level of confidence during clinical clerkships

PubMed Central

Lin, Weiqin; Lee, Glenn K; Loh, Joshua P; Tay, Edgar L; Sia, Winnie; Lau, Tang-Ching; Hooi, Shing-Chuan; Poh, Kian-Keong

2015-01-01

INTRODUCTION This study aimed to assess the effectiveness of the use of a cardiopulmonary patient simulator in the teaching of second-year medical students. Effectiveness was measured in terms of the extent of knowledge retention and students’ ability to apply the skills learned in subsequent real-life patient contact. METHODS In this study, ten third-year medical students who had previously undergone simulator training as part of their second-year curriculum underwent an objective structured clinical examination (OSCE) and a multiple-choice question (MCQ) test to assess their ability to apply the knowledge gained during the simulator training when dealing with real patients. The performance of this group of students was compared with that of a group of ten fourth-year medical students who did not undergo simulation training. RESULTS Although the third-year medical students performed well in the OSCE, they were outperformed by the group of fourth-year medical students, who had an extra year of clinical exposure. The MCQ scores of the two groups of students were similar. Post-simulation training survey revealed that students were generally in favour of incorporating cardiopulmonary simulator training in the preclinical curriculum. CONCLUSION Cardiopulmonary simulator training is a useful tool for the education of preclinical medical students. It aids the translation of preclinical knowledge into real-life clinical skills. PMID:25715855

[Knowledge and adherence to bio-safety measures and biological accidents by nursing students during their clinical practice].

PubMed

Merino-de la Hoz, Felicitas; Durá-Ros, María Jesús; Rodríguez-Martín, Elías; González-Gómez, Silvia; Mariano López-López, Luis; Abajas-Bustillo, Rebeca; de la Horra-Gutiérrez, Inmaculada

2010-01-01

To identify the degree of knowledge and performance of bio-safety measures by nursing students and knowing the type of biological accidents suffered during their clinical practice. A cross-sectional study was conducted on the students of three Nursing courses held in May of 2008. Data was collected by an anonymous self-administered questionnaire, with a return of 54%. A total of 97% of students seemed to know the standard biosafety measures, and all of them (100%) stated that those measures must be applied to every patient. However, the reality of clinical practice shows that biosafety measures are only partially applied. An average of 60.2% implement the personal hygiene measures, 66.1% use physical barriers, and 44% use sharp materials safely. Around 32.25% of the students have suffered some biological accident, with a greater incidence in the second year: administering injections (24%), drawing blood samples with Venojet needles (18%) and recapping used needles (17%). The high level of knowledge shown by the students on standard precautions is not always shown in clinical practice. There are significant deficiencies in student safety practices: recapping of used needles continues to be one of the most common risk practices carried out. Copyright (c) 2009 Elsevier España, S.L. All rights reserved.

Nutrition Labelling: Applying Biological Concepts and Reasoning to Socio-Scientific Issues

ERIC Educational Resources Information Center

Lee, Yeung Chung

2016-01-01

Nutrition labelling, which helps consumers to make informed choices, can be used as both a context and a vehicle for students to consolidate and apply their knowledge of food and nutrition to improve health. It also facilitates students' ability to negotiate socio-scientific issues from scientific and other perspectives. This article reports a…

Money Management and the Consumer, Basic Economic Skills: "Baffled, Bothered, Bewildered".

ERIC Educational Resources Information Center

Florida State Dept. of Education, Tallahassee. Div. of Elementary and Secondary Education.

This document, one in a series of six Project SCAT (Skills for Consumers Applied Today) units for senior high school students, provides an overview of basic economic skills and consumer practices. Project SCAT is designed to help students develop basic skills, solve problems, and apply consumer knowledge necessary for making wise choices in the…

Applying Sociology through Social Marketing: Student Reflections on an Intimate Violence Awareness Project

ERIC Educational Resources Information Center

Hertzog, Jodie; Williams, Renee

2007-01-01

Introducing students to sensitive social issues like intimate violence in lower level courses can spark their sociological imaginations motivating them to do further research in order to gain reflective knowledge about such topics. In order to promote two course objectives: (1) recognizing and applying sociological concepts and theories, and (2)…

Expanding Opportunities for Students with Intellectual Disability

ERIC Educational Resources Information Center

Giangreco, Michael F.

2017-01-01

Research and experience tell us a great deal about how to successfully educate students with intellectual disability, but unfortunately this knowledge remains underutilized and inconsistently applied, writes researcher Michael F. Giangreco. Students with intellectual disability who have virtually identical profiles but live in different locales…

Students Environmental Awareness of Ar Ridho Nature School Semarang

NASA Astrophysics Data System (ADS)

Prihatiningsih, Agustina

2018-02-01

In order to meet the goal of environmental education, creating generation who are environmentally concerned and responsible, Ar Ridho Nature School Semarang (SAA), put the message of such education on their gardening subject. The subject has designed for grade 1 to 6 as the school commitment to build a civilization who are able to live in harmony with nature. The purpose of gardening is not only giving students environmental knowledge but also building environmental awareness and skill to preserve nature. Thus, this study aims at presenting environmental awareness among students of SAA and finding out whether there is a relationship between environmental knowledge and environmental awareness. The third grade of students were selected as participants since they were in the middle level of elementary education which has not applied 2013 Curricula (K13). A questionnaire survey was applied to 62 students face to face with considering the level of students for understanding the given questions. Descriptive statistics, ANOVA, and Pearson coefficient of correlation are the techniques used to analyze the data.

Exploring the Needs of Students Experiencing Homelessness from School Counselors' Perspectives

ERIC Educational Resources Information Center

Havlik, Stacey A.; Brady, Jennifer; Gavin, Kathleen

2014-01-01

An increased understanding of the needs of students experiencing homelessness will better inform educational and clinical practices to ensure student success. Through an analysis of survey data using the Knowledge and Skills with Homeless Students Survey (Gaenzle & Bryan, 2013), this exploratory study applied a mixed methods approach to assess…

Higher Learning: Impacts of a High-Altitude Adventure-Based Field School on College Student Development

ERIC Educational Resources Information Center

Harper, Nevin J.; Webster, Anthony L.

2017-01-01

Student learning can be enhanced through applied experience of theoretical knowledge. The purpose of this study was to identify and articulate personal and educational impacts experienced by students during a mentally and physically challenging international adventure-based field school. Nineteen students and two faculty members participated in a…

Complementary knowledge sharing: Experiences of nursing students participating in an educational exchange program between Madagascar and Norway.

PubMed

Tjoflåt, Ingrid; Razaonandrianina, Julie; Karlsen, Bjørg; Hansen, Britt Sætre

2017-02-01

To describe how Malagasy and Norwegian nursing students experience an educational exchange program in Madagascar. Previous studies show that nursing students participating in an educational exchange program enhanced their cultural knowledge and experienced personal growth. However, few studies have described two-way exchange programs, including experiences from both the hosts' and the guest students' perspectives. This study applies a descriptive qualitative design. Data were collected in 2015 by means of five semi-structured interviews with Malagasy students and two focus group interview sessions with Norwegian students. They were analysed using qualitative content analysis. The study was conducted in Madagascar. The data analyses revealed one main theme and two sub-themes related to the Malagasy and Norwegian nursing students' experiences. Main theme: complementary knowledge sharing; sub-themes: (1) learning from each other and (2) challenges of working together. The findings indicate that both the Malagasy and Norwegian nursing students experienced the exchange program as valuable and essential in exchanging knowledge. They also highlighted challenges, linked mainly to language barriers and the lack of available resources. Copyright © 2016 Elsevier Ltd. All rights reserved.

Breast Self-Examination in Terms of Knowledge, Attitude, and Practice among Nursing Students of Arab American University/Jenin

ERIC Educational Resources Information Center

Ayed, Ahmad; Eqtait, Faeda; Harazneh, Lubna; Fashafsheh, Imad; Nazzal, Sewar; Talahmeh, Bian; Hajar, Deena; Awawdeh, Rrawan

2015-01-01

Background: Breast self-examination is a simple, very low cost, noninvasive with no special material/tool requirements; and it is an effective diagnostic method for breast cancer which only takes five minutes to apply. Aim of the Study: The study aimed to assess the level of BSE knowledge, attitude, and practice among female nursing students in…

Students' Knowledge Acquisition and Ability to Apply Knowledge into Different Science Contexts in Two Different Independent Learning Settings

ERIC Educational Resources Information Center

Cukurova, Mutlu; Bennett, Judith; Abrahams, Ian

2018-01-01

Background: Recently, there is a growing interest in independent learning approaches globally. This is, at least in part, due to an increased demand for so-called "21st century skills" and the potential of independent learning to improve student skills to better prepare them for the future. Purpose: This paper reports a study that…

42 CFR 60.21 - Refunds.

Code of Federal Regulations, 2010 CFR

2010-10-01

... The Loan § 60.21 Refunds. (a) Student authorization. By applying for a HEAL loan, a student authorizes... original lender (or to a subsequent holder of the loan note, if the school has knowledge of the holder's...

Applying mathematical concepts with hands-on, food-based science curriculum

PubMed Central

Roseno, Ashley T.; Carraway-Stage, Virginia G.; Hoerdeman, Callan; Díaz, Sebastián R.; Eugene, Geist; Duffrin, Melani W.

2015-01-01

This article addresses the current state of the mathematics education system in the United States and provides a possible solution to the contributing issues. As a result of lower performance in primary mathematics, American students are not acquiring the necessary quantitative literacy skills to become successful adults. This study analyzed the impact of the FoodMASTER Intermediate curriculum on fourth-grade student’s mathematics knowledge. The curriculum is a part of the FoodMASTER Initiative, which is a compilation of programs utilizing food, a familiar and necessary part of everyday life, as a tool to teach mathematics and science. Students exposed to the curriculum completed a 20-item researcher-developed mathematics knowledge exam (Intervention n=288; Control n=194). Overall, the results showed a significant increase in mathematics knowledge from pre- to post-test. These findings suggest that students engaged in food-based science activities provided them with the context in which to apply mathematical concepts to an everyday experience. Therefore, the FoodMASTER approach was successful at improving students’ mathematics knowledge while building a foundation for becoming quantitatively literate adults. PMID:26494927

[The discussion of the infiltrative model of mathematical knowledge to genetics teaching].

PubMed

Liu, Jun; Luo, Pei-Gao

2011-11-01

Genetics, the core course of biological field, is an importance major-basic course in curriculum of many majors related with biology. Due to strong theoretical and practical as well as abstract of genetics, it is too difficult to study on genetics for many students. At the same time, mathematics is one of the basic courses in curriculum of the major related natural science, which has close relationship with the establishment, development and modification of genetics. In this paper, to establish the intrinsic logistic relationship and construct the integral knowledge network and to help students improving the analytic, comprehensive and logistic abilities, we applied some mathematical infiltrative model genetic knowledge in genetics teaching, which could help students more deeply learn and understand genetic knowledge.

[Resiliency : evaluation of a teaching initiative with second year nursing students

PubMed

Harrison, Suzanne; Landry, Lucie-Anne; McGraw, Monica; Schlosser, Danika

2016-09-01

Introduction : resilience is the ability that helps an individual adapt and grow during difficult moments. It is an essential aspect of ensuring the quality of care. Context : nursing schools need to cultivate resilience among their students. Despite the growing popularity of the benefits of being resilient, few studies or teaching strategies exist in the literature in the nursing area. Objective : this article describes the implementation of a new learning initiative with a group of Canadian nursing students enrolled in a care and chronicity course. Method : the four part project sought to increase students’ knowledge about resilience and apply this knowledge during an interview with a person living or having lived a difficult experience. An electronic survey answered by 42 students helps evaluate the project’s objectives. Results : three quarter of the students stated having increased their knowledge about resilience and applied this information during their interview and two thirds stated that the project would influence future interactions with the care receivers. Discussion : several recommendations were brought forth to help enhance the learning initiative and expand it throughout the program and even beyond, by introducing it in other health related programs offered by the Faculty.

Brief Report: Teachers' Awareness of the Relationship between Prior Knowledge and New Learning

ERIC Educational Resources Information Center

Journal for Research in Mathematics Education, 2016

2016-01-01

The author examined the degree to which experienced teachers are aware of the relationship between prior knowledge and new learning. Interviews with teachers revealed that they were explicitly aware of when students made connections between prior knowledge and new learning, when they applied their prior knowledge to new contexts, and when they…

Analysis of difficulties in mathematics problem solving based on revised Bloom’s Taxonomy viewed from high self-efficacy

NASA Astrophysics Data System (ADS)

Prismana, R. D. E.; Kusmayadi, T. A.; Pramudya, I.

2018-04-01

The ability of solving problem is a part of the mathematic curriculum that is very important. Problem solving prefers the process and strategy that is done by students in solving a problem rather than the result. This learning concept in accordance with the stages on the revised bloom’s taxonomy. The revised Bloom’s Taxonomy has two dimensions, namely the dimension of cognitive process and the dimension of knowledge. Dimension of knowledge has four categories, but this study only restricted on two knowledge, conceptual knowledge and procedural knowledge. Dimensions of cognitive processes are categorized into six kinds, namely remembering, understanding, applying, analyzing, evaluating, and creating. Implementation of learning more emphasis on the role of students. Students must have their own belief in completing tasks called self-efficacy. This research is a qualitative research. This research aims to know the site of the students’ difficulty based on revised Bloom’s Taxonomy viewed from high self-efficacy. The results of the study stated the students with high self efficacy have difficulties site. They are evaluating conceptual knowledge, evaluating procedural knowledge, creating conceptual knowledge, and creating procedural knowledge. It could be the consideration of teachers in the teaching, so as to reduce the difficulties of learning in students.

Knowledge, attitude, and practice towards ergonomics among undergraduates of Faculty of Dentistry, Tanta University, Egypt.

PubMed

El-Sallamy, Rania M; Atlam, Salwa A; Kabbash, Ibrahim; El-Fatah, Sanaa Abd; El-Flaky, Asmaa

2017-02-23

Ergonomics is the scientific study of people and their working environment. Dentistry is a profession that generally produces various musculoskeletal disorders. If ergonomic principles are applied in the field of dentistry, it helps to prevent occupational ergonomic health hazards and provides more comfort to the dentist and patient. To assess knowledge, attitudes, and practice of ergonomics during routine dental procedures among undergraduates of Faculty of Dentistry, Tanta University, cross-sectional study was conducted among dental students of Tanta University during the year 2015-2016 using a predesigned selfadministered questionnaire. Knowledge, attitude, and practice were assessed by 16, 5, and 6 questions, respectively. The study included 479 dental students, of them, 291 (60.8%) were females, 359 (74.9%) were from urban areas, and 359 students (74.9%) were 22 years old and below. Only one quarter of the students had good knowledge whereas nearly half of the students (48.9%) had fair knowledge concerning ergonomics. Out of the participants, 84.8% had positive attitudes and 95.4% had poor practice of ergonomics. Only 48.9% of the studied students had fair knowledge regarding ergonomics; also 5% only of students practice it. But about 84.8% of students have a positive attitude towards studying ergonomics. Dental students need to ensure involving ergonomics in the routine dental practice. This may be achieved via addition of ergonomics in their curriculum.

34 CFR 99.36 - What conditions apply to disclosure of information in health and safety emergencies?

Code of Federal Regulations, 2011 CFR

2011-07-01

... student, in connection with an emergency if knowledge of the information is necessary to protect the... is necessary to protect the health or safety of the student or other individuals. If, based on the... 34 Education 1 2011-07-01 2011-07-01 false What conditions apply to disclosure of information in...

34 CFR 99.36 - What conditions apply to disclosure of information in health and safety emergencies?

Code of Federal Regulations, 2013 CFR

2013-07-01

... student, in connection with an emergency if knowledge of the information is necessary to protect the... is necessary to protect the health or safety of the student or other individuals. If, based on the... 34 Education 1 2013-07-01 2013-07-01 false What conditions apply to disclosure of information in...

Careers (A Course of Study). Unit IV: Applying for the Job.

ERIC Educational Resources Information Center

Turley, Kay

Designed to enable special needs students to write resumes and complete application forms with employable accuracy, this set of activities on applying for a job is the fourth unit in a nine-unit secondary level careers course intended to provide handicapped students with the knowledge and tools necessary to succeed in the world of work. Chapter 1…

Do large-scale assessments measure students' ability to integrate scientific knowledge?

NASA Astrophysics Data System (ADS)

Lee, Hee-Sun

2010-03-01

Large-scale assessments are used as means to diagnose the current status of student achievement in science and compare students across schools, states, and countries. For efficiency, multiple-choice items and dichotomously-scored open-ended items are pervasively used in large-scale assessments such as Trends in International Math and Science Study (TIMSS). This study investigated how well these items measure secondary school students' ability to integrate scientific knowledge. This study collected responses of 8400 students to 116 multiple-choice and 84 open-ended items and applied an Item Response Theory analysis based on the Rasch Partial Credit Model. Results indicate that most multiple-choice items and dichotomously-scored open-ended items can be used to determine whether students have normative ideas about science topics, but cannot measure whether students integrate multiple pieces of relevant science ideas. Only when the scoring rubric is redesigned to capture subtle nuances of student open-ended responses, open-ended items become a valid and reliable tool to assess students' knowledge integration ability.

A cross-sectional study of biotechnology awareness and teaching in European high schools.

PubMed

Vanderschuren, Hervé; Heinzmann, Dominik; Faso, Carmen; Stupak, Martin; Arga, Kazim Yalçin; Hoerzer, Helen; Laizet, Yech'an; Leduchowska, Paulina; Silva, Nádia; Simková, Klára

2010-12-31

Undoubtedly, biotechnology has a tremendous impact on our daily lives. As a result of this and in parallel to the advancement of knowledge in this field of applied research, consumer awareness of the potential benefits and risks of this technology has steadily increased, leading to a thorough investigation of the public perception of biotechnology in the past years. Indeed, it has become clear that it is in the general interest of science and especially of applied research to inform the public of its advances. A promising next step is to strengthen biotechnology communication in scholastic institutions. In this paper, we investigate the perception of biotechnology in a specific target group, namely high-school students in the 16-20-year-old age range. We conducted a questionnaire-based survey on a total of 1410 students in six European countries to investigate students' perception, concern, scientific knowledge, and awareness. Our data revealed some unexpected patterns of acceptance and concern about biotechnology. Knowledge analysis indicated that pupils lack specific knowledge about biotechnological applications and their interest in biotechnology appeared to be linked to knowledge. Analysis of specific questions about teaching practices at schools suggests that a better targeted choice in media as vehicles for information together with selected speakers could be instrumental in increasing students' interest in science and more specifically in biotechnology. Copyright © 2010 Elsevier B.V. All rights reserved.

Does How Students Serve Matter? What Characteristics of Service Programs Predict Students' Social Justice Attitudes?

ERIC Educational Resources Information Center

Littenberg-Tobias, Joshua

2014-01-01

Volunteering is often touted as a method to educate college students about social justice by providing students with an opportunity to apply classroom knowledge in a real-world setting. However, many critics have noted that service does not necessarily lead to social justice outcomes and that some forms of service may reinforce students'…

Rhetorical Reading and the Development of Disciplinary Literacy across the High School Curriculum

ERIC Educational Resources Information Center

Warren, James E.

2013-01-01

Education researchers and literacy specialists have responded to declining reading scores among high school students by calling on teachers across subject areas to teach "disciplinary literacy," which introduces students to the ways discipline-specific knowledge is produced and communicated and teaches students to apply different reading…

Using Classroom Layout to Help Reduce Students' Apprehension and Increase Communication

ERIC Educational Resources Information Center

Rae, Kirsten; Sands, John

2013-01-01

When teaching introductory management accounting courses at undergraduate level, the authors noticed that some students experience difficulty in integrating theoretical and technical knowledge of management accounting and applying it to specific scenarios. However, based on the authors' experience, the problems faced by students when learning…

Project Employability: Work Performance Handbook for Special Education Students.

ERIC Educational Resources Information Center

Burrell, Lewis P.; Talarico, Robert L.

The Student Work Performance Handbook is the sixth in a series from Project Employability (Ohio) designed to meet employability needs of trainable and educable mentally retarded high school students. The handbook is organized into five major components: (1) knowledge factors about applying for and securing employment (job sources, job application…

What Responsibilities Should Teachers Accept? Stirling Educational Seminar Papers No. 1.

ERIC Educational Resources Information Center

McIntyre, Donald

1979-01-01

Five value-laden levels of increasing responsibility are outlined as criteria applied to teacher's own activities; students' overt classroom behavior; comprehension and attitudes; abilities acquired by students; and future characteristics of students. Knowledge available to a teacher and working conditions influence level choice more than teacher…

Thinking like an Ecologist

ERIC Educational Resources Information Center

Carlson, Jenn

2008-01-01

This article presents a lesson in which students examine current field research on global change. In particular, students investigate the effect of carbon dioxide and tropospheric ozone on ecosystems by applying their knowledge of scientific inquiry and photosynthesis. The goal of the activity is for students to think like ecologists and draw…

Improving Procedural Knowledge and Transfer by Teaching a Shortcut Strategy First

ERIC Educational Resources Information Center

DeCaro, Marci S.

2015-01-01

Students often memorize and apply procedures to solve mathematics problems without understanding why these procedures work. In turn, students demonstrate limited ability to transfer strategies to new problem types. Math curriculum reform standards underscore the importance of procedural flexibility and transfer, emphasizing that students need to…

Three-Dimensional Printing: A Journey in Visualization

ERIC Educational Resources Information Center

Poetzel, Adam; Muskin, Joseph; Munroe, Anne; Russell, Craig

2012-01-01

Imagine high school students glued to computer screens--not playing video games but applying their mathematical knowledge of functions to the design of three-dimensional sculptures. Imagine these students engaging in rich discourse as they transform functions of their choosing to design unique creations. Now, imagine these students using…

To Lead or Not to Lead?

ERIC Educational Resources Information Center

Bertenshaw, Maria; Bradford, Katie; Burns, Natalie; Flux, Rachel; Horan, Danielle

2013-01-01

The authors of this article, as student teachers, explored becoming facilitators in lessons focusing on micro-organisms. They elicited ideas from their students and found that even the brightest children held some misconceptions about micro-organisms. The students had some knowledge, but they had not learned how to apply this to investigations…

Case Study of a Service-Learning Partnership: Montana Tech and the Montana State Prison.

ERIC Educational Resources Information Center

Amtmann, John; Evans, Roberta; Powers, Jack

2002-01-01

As a service learning project, Montana Tech students deliver a wellness program for older inmates in Montana State Prison. Outcomes identified in student interviews included improved interpersonal skills (tact, diplomacy, communication, assertiveness) and opportunities to apply knowledge. Students recognized the value of the program for…

Aeronautics Study Takes Off! Glider Design for Beginners

ERIC Educational Resources Information Center

Lazaros, Edward J.; Carlson, Katie

2008-01-01

Study of aeronautics is an interesting and motivating subject for students and educators alike. The activity described in this article--appropriate for upper elementary or middle school students--provides an excellent introduction to airplane design and the science of aerodynamics. It also gives students good experience applying knowledge from a…

The Analysis of Riboflavin in Urine Using Fluorescence

NASA Astrophysics Data System (ADS)

Henderleiter, Julie A.; Hyslop, Richard M.

1996-06-01

To become functional as scientists, chemistry students must integrate concepts learned in their classes and apply them to novel, "real life" situations. The laboratory provides an important place for the students to practice integrating concepts. This laboratory experiment, designed for undergraduate biochemistry students, requires each student to determine the amount of riboflavin excreted by his/her body following oral administration of riboflavin contained in a multi-vitamin tablet. The experimental procedure describes a protocol for the analysis of riboflavin concentration in urine using a fluorometric assay. The students must draw upon their knowledge of solution preparation, construction of a standard curve, and back-calculation procedures to determine the concentration of riboflavin in their urine. Students need to combine knowledge from general and analytical chemistry with that learned in biochemistry to complete this analysis, thus providing an opportunity to integrate knowledge while answering a novel question.

Students' Initial Knowledge of Electric and Magnetic Fields--More Profound Explanations and Reasoning Models for Undesired Conceptions

ERIC Educational Resources Information Center

Saarelainen, M.; Laaksonen, A.; Hirvonen, P. E.

2007-01-01

This study explores undergraduate students' understanding and reasoning models of electric and magnetic fields. The results indicate that the tested students had various alternative concepts in applying their reasoning to certain CSEM test questions. The total number of physics students tested at the beginning of the first course on…

Theoretical Overview on the Improvement of Interest in Learning Theoretical Course for Engineering Students

ERIC Educational Resources Information Center

Xiao, Manlin; Zhang, Jianglin

2016-01-01

The phenomenon that engineering students have little interest in theoretical knowledge learning is more and more apparent. Therefore, most students fail to understand and apply theories to solve practical problems. To solve this problem, the importance of improving students' interest in the learning theoretical course is discussed firstly in this…

Student Learning of Complex Earth Systems: A Model to Guide Development of Student Expertise in Problem-Solving

ERIC Educational Resources Information Center

Holder, Lauren N.; Scherer, Hannah H.; Herbert, Bruce E.

2017-01-01

Engaging students in problem-solving concerning environmental issues in near-surface complex Earth systems involves developing student conceptualization of the Earth as a system and applying that scientific knowledge to the problems using practices that model those used by professionals. In this article, we review geoscience education research…

Field Experiments in a Course on Behavioral Economics: Nudging Students around Campus

ERIC Educational Resources Information Center

Castilla, Carolina

2014-01-01

In experiential education, the student learns through experience by observing a concept or phenomenon and applying this knowledge in a real-world context. A research project conducted by undergraduate students at a U.S. private liberal arts college is described in this article. The project provided opportunity for students to think about their…

Capturing and portraying science student teachers' pedagogical content knowledge through CoRe construction

NASA Astrophysics Data System (ADS)

Thongnoppakun, Warangkana; Yuenyong, Chokchai

2018-01-01

Pedagogical content knowledge (PCK) is an essential kind of knowledge that teacher have for teaching particular content to particular students for enhance students' understanding, therefore, teachers with adequate PCK can give content to their students in an understandable way rather than transfer subject matter knowledge to learner. This study explored science student teachers' PCK for teaching science using Content representation base methodology. Research participants were 68 4th year science student teachers from department of General Science, faculty of Education, Phuket Rajabhat University. PCK conceptualization for teaching science by Magnusson et al. (1999) was applied as a theoretical framework in this study. In this study, Content representation (CoRe) by Loughran et al. (2004) was employed as research methodology in the lesson preparation process. In addition, CoRe consisted of eight questions (CoRe prompts) that designed to elicit and portray teacher's PCK for teaching science. Data were collected from science student teachers' CoRes design for teaching a given topic and student grade. Science student teachers asked to create CoRes design for teaching in topic `Motion in one direction' for 7th grade student and further class discussion. Science student teachers mostly created a same group of science concepts according to subunits of school science textbook rather than planned and arranged content to support students' understanding. Furthermore, they described about the effect of student's prior knowledge and learning difficulties such as students' knowledge of Scalar and Vector quantity; and calculating skill. These responses portrayed science student teacher's knowledge of students' understanding of science and their content knowledge. However, they still have inadequate knowledge of instructional strategies and activities for enhance student learning. In summary, CoRes design can represented holistic overviews of science student teachers' PCK related to the teaching of a particular topic and also support them to gain more understanding about how to teach for understanding. Research implications are given for teacher education and educational research to offer a potential way to enhance science student teachers' PCK for teaching science and support their professional learning.

The Dependence on Mathematical Theory in TIMSS, PISA and TIMSS Advanced Test Items and Its Relation to Student Achievement

ERIC Educational Resources Information Center

Hole, Arne; Grønmo, Liv Sissel; Onstad, Torgeir

2018-01-01

Background: This paper discusses a framework for analyzing the dependence on mathematical theory in test items, that is, a framework for discussing to what extent knowledge of mathematical theory is helpful for the student in solving the item. The framework can be applied to any test in which some knowledge of mathematical theory may be useful,…

Conceptual change strategies in teaching genetics

NASA Astrophysics Data System (ADS)

Batzli, Laura Elizabeth

The purpose of this study was to evaluate the effectiveness of utilizing conceptual change strategies when teaching high school genetics. The study examined the effects of structuring instruction to provide students with cognitive situations which promote conceptual change, specifically instruction was structured to elicit students' prior knowledge. The goal of the study was that the students would not only be able to solve genetics problems and define basic terminology but they would also have constructed more scientific schemas of the actual processes involved in inheritance. This study is based on the constructivist theory of learning and conceptual change research which suggest that students are actively involved in the process of relating new information to prior knowledge as they construct new knowledge. Two sections of biology II classes received inquiry based instruction and participated in structured cooperative learning groups. However, the unique difference in the treatment group's instruction was the use of structured thought time and the resulting social interaction between the students. The treatment group students' instructional design allowed students to socially construct their cognitive knowledge after elicitation of their prior knowledge. In contrast, the instructional design for the control group students allowed them to socially construct their cognitive knowledge of genetics without the individually structured thought time. The results indicated that the conceptual change strategies with individually structured thought time improved the students' scientific mastery of genetics concepts and they maintained fewer post instructional alternative conceptions. Although all students gained the ability to correctly solve genetics problems, the treatment group students were able to explain the processes involved in terms of meiosis. The treatment group students were also able to better apply their knowledge to novel genetic situations. The implications for genetics instruction from these results were discussed.

The Ants Have It!

ERIC Educational Resources Information Center

Daugherty, Belinda

2001-01-01

Uses the GEMS guide, "Ants at Home Underground", to explore the life of ants and teach about them in a classroom setting. The activity applies students' knowledge of ants and students learn about ant colonies, what ants eat, and how they live. (SAH)

Enhancing meaningful learning and self-efficacy through collaboration between dental hygienist and physiotherapist students - a scholarship project.

PubMed

Johannsen, A; Bolander-Laksov, K; Bjurshammar, N; Nordgren, B; Fridén, C; Hagströmer, M

2012-11-01

Within the field of Dental Hygiene (DH) and Physiotherapy (PT), students are taught to use an evidence-based approach. Educators need to consider the nature of evidence-based practice from the perspective of content knowledge and learning strategies. Such effort to seek best available evidence and to apply a systematic and scholarly approach to teaching and learning is called scholarship of teaching and learning. To evaluate the application of the scholarship model including an evidence-based approach to enhance meaningful learning and self-efficacy among DH and PT students. Based on the research on student learning, three central theories were identified (constructivism, meaningful learning and self-efficacy). These were applied in our context to support learner engagement and the application of prior knowledge in a new situation. The DH students performed an oral health examination on the PT students, and the PT students performed an individual health test on the DH students; both groups used motivational interviewing. Documentation of student's learning experience was carried out through seminars and questionnaires. The students were overall satisfied with the learning experience. Most appreciated are that it reflected a 'real' professional situation and that it also reinforced important learning from their seminars. The scholarship model made the teachers aware of the importance of evidence-based teaching. Furthermore, the indicators for meaningful learning and increased self-efficacy were high, and the students became more engaged by practising in a real situation, more aware of other health professions and reflected about tacit knowledge. © 2012 John Wiley & Sons A/S.

Properties of the Bayesian Knowledge Tracing Model

ERIC Educational Resources Information Center

van de Sande, Brett

2013-01-01

Bayesian Knowledge Tracing is used very widely to model student learning. It comes in two different forms: The first form is the Bayesian Knowledge Tracing "hidden Markov model" which predicts the probability of correct application of a skill as a function of the number of previous opportunities to apply that skill and the model…

Building Faculty Capacity through the Learning Sciences

ERIC Educational Resources Information Center

Moy, Elizabeth; O'Sullivan, Gerard; Terlecki, Melissa; Jernstedt, Christian

2014-01-01

Discoveries in the learning sciences (especially in neuroscience) have yielded a rich and growing body of knowledge about how students learn, yet this knowledge is only half of the story. The other half is "know how," i.e. the application of this knowledge. For faculty members, that means applying the discoveries of the learning sciences…

Improving Learning Outcome Using Six Sigma Methodology

ERIC Educational Resources Information Center

Tetteh, Godson A.

2015-01-01

Purpose: The purpose of this research paper is to apply the Six Sigma methodology to identify the attributes of a lecturer that will help improve a student's prior knowledge of a discipline from an initial "x" per cent knowledge to a higher "y" per cent of knowledge. Design/methodology/approach: The data collection method…

The Result of Developing Secondary School Students' Public Conscience through Process-Knowledge Management in Thailand

ERIC Educational Resources Information Center

Homsin, Nawattakorn; Chantarasombat, Chalard; Yeamsang, Theerawatta

2015-01-01

This research uses Mixed-Methodology applied research and development together with participatory action research. The model is appropriate for the context environment. The participants were able to complete the learning activities in participatory forms of knowledge management, using the following five-step model: 1) Knowledge Identification, 2)…

Students Designing Their Learning?

ERIC Educational Resources Information Center

Long, Gareth

2011-01-01

Education today is not just about "learning knowledge"--knowledge is instantly accessible, anywhere simply at the click of a mouse button. Learning now has to be much more about developing a range of skills for life and work, thinking creatively, learning where to access knowledge, verify it and apply it to the particular tasks. Admittedly there…

The Use of Simulation and Cases to Teach Real World Decision Making: Applied Example for Health Care Management Graduate Programs

ERIC Educational Resources Information Center

Eisenhardt, Alyson; Ninassi, Susanne Bruno

2016-01-01

Many pedagogy experts suggest the use of real world scenarios and simulations as a means of teaching students to apply decision analysis concepts to their field of study. These methods allow students an opportunity to synthesize knowledge, skills, and abilities by presenting a field-based dilemma. The use of real world scenarios and simulations…

Enhancing Students' Confidence in Employability Skills through the Practice of "Recall, Adapt and Apply"

ERIC Educational Resources Information Center

Sinclair, Alison J.

2017-01-01

The ability to apply prior knowledge to new challenges is a skill that is highly valued by employers, but the confidence to achieve this does not come naturally to all students. An essential step to becoming an independent researcher requires a transition between simply following a fail-safe set of instructions to being able to adapt a known…

A Novel Multiple Choice Question Generation Strategy: Alternative Uses for Controlled Vocabulary Thesauri in Biomedical-Sciences Education.

PubMed

Lopetegui, Marcelo A; Lara, Barbara A; Yen, Po-Yin; Çatalyürek, Ümit V; Payne, Philip R O

2015-01-01

Multiple choice questions play an important role in training and evaluating biomedical science students. However, the resource intensive nature of question generation limits their open availability, reducing their contribution to evaluation purposes mainly. Although applied-knowledge questions require a complex formulation process, the creation of concrete-knowledge questions (i.e., definitions, associations) could be assisted by the use of informatics methods. We envisioned a novel and simple algorithm that exploits validated knowledge repositories and generates concrete-knowledge questions by leveraging concepts' relationships. In this manuscript we present the development and validation of a prototype which successfully produced meaningful concrete-knowledge questions, opening new applications for existing knowledge repositories, potentially benefiting students of all biomedical sciences disciplines.

Using Knowledge Space Theory To Assess Student Understanding of Stoichiometry

NASA Astrophysics Data System (ADS)

Arasasingham, Ramesh D.; Taagepera, Mare; Potter, Frank; Lonjers, Stacy

2004-10-01

Using the concept of stoichiometry we examined the ability of beginning college chemistry students to make connections among the molecular, symbolic, and graphical representations of chemical phenomena, as well as to conceptualize, visualize, and solve numerical problems. Students took a test designed to follow conceptual development; we then analyzed student responses and the connectivities of their responses, or the cognitive organization of the material or thinking patterns, applying knowledge space theory (KST). The results reveal that the students' logical frameworks of conceptual understanding were very weak and lacked an integrated understanding of some of the fundamental aspects of chemical reactivity. Analysis of response states indicates that the overall thinking patterns began with symbolic representations, moved to numerical problem solving, and then lastly to visualization: the acquisition of visualization skills comes later in the knowledge structure. The results strongly suggest the need for teaching approaches that help students integrate their knowledge by emphasizing the relationships between the different representations and presenting them concurrently during instruction. Also, the results indicate that KST is a useful tool for revealing various aspects of students' cognitive structure in chemistry and can be used as an assessment tool or as a pedagogical tool to address a number of student-learning issues.

Promoting knowledge integration of scientific principles and environmental stewardship: Assessing an issue-based approach to teaching evolution and marine conservation

NASA Astrophysics Data System (ADS)

Zimmerman, Timothy David

2005-11-01

Students and citizens need to apply science to important issues every day. Yet the design of science curricula that foster integration of science and everyday decisions is not well understood. For example, can curricula be designed that help learners apply scientific reasons for choosing only environmentally sustainable seafood for dinner? Learners must develop integrated understandings of scientific principles, prior experiences, and current decisions in order to comprehend how everyday decisions impact environmental resources. In order to investigate how such integrated understandings can be promoted within school science classes, research was conducted with an inquiry-oriented curriculum that utilizes technology and a visit to an informal learning environment (aquarium) to promote the integration of scientific principles (adaptation) with environmental stewardship. This research used a knowledge integration approach to teaching and learning that provided a framework for promoting the application of science to environmental issues. Marine biology, often forsaken in classrooms for terrestrial biology, served as the scientific context for the curriculum. The curriculum design incorporated a three-phase pedagogical strategy and new technology tools to help students integrate knowledge and experiences across the classroom and aquarium learning environments. The research design and assessment protocols included comparisons among and within student populations using two versions of the curriculum: an issue-based version and a principle-based version. These inquiry curricula were tested with sophomore biology students attending a marine-focused academy within a coastal California high school. Pretest-posttest outcomes were compared between and within the curricular treatments. Additionally, comparisons were made between the inquiry groups and seniors in an Advanced Placement biology course who attend the same high school. Results indicate that the inquiry curricula enabled students to integrate and apply knowledge of evolutionary biology to real-world environmental stewardship issues. Over the course of the curriculum, students' ideas became more scientifically normative and tended to focus around concepts of natural selection. Students using the inquiry curricula outperformed the Advanced Placement biology students on several measures, including knowledge of evolutionary biology. These results have implications for designing science curricula that seek to promote the application of science to environmental stewardship and integrate formal and informal learning environments.

Leniency and Halo Bias in Industry-Based Assessments of Student Competencies: A Critical, Sector-Based Analysis

ERIC Educational Resources Information Center

Wolf, Katharina

2015-01-01

Industry placements are popular means to provide students with an opportunity to apply their skills, knowledge and experience in a "real world" setting. Within this context, supervisor feedback allows educators to measure students' performance beyond academic objectives, by benchmarking it against industry expectations. However, industry…

Making a Chemical Rainbow

ERIC Educational Resources Information Center

Angelin, Marcus; Ramstrom, Olof

2010-01-01

In this laboratory experiment, high school students are challenged to prepare a six-layered chemical "rainbow" in a test tube. Students start with six unknown, colorless liquids and six pigments ranging from violet to red. The experiment is problem based and forces the students to apply their knowledge of solubility and density and combine it with…

Students Soar at DECA's SoNAR Conference

ERIC Educational Resources Information Center

Fiscus, Lyn

2007-01-01

Career and Technical Student organizations (CTSOs) are an effective mechanism for achieving the goals of education in the 21st century and No Child Left Behind. Through their hands-on approach to learning, CTSOs provide students with many opportunities to become actively involved in their learning and apply classroom knowledge to real-life…

Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators

ERIC Educational Resources Information Center

Lewis, Sandra; McKenzie, Amy R.

2009-01-01

Teachers of students with visual impairments and paraeducators who work with students with visual impairments were surveyed to determine if previous research related to the competencies needed by teachers who supervise paraeducators applied to this subset of special educators. Both groups confirmed the importance of the competencies, but…

Practicum Learnings for Counseling and Art Therapy Students: The Shared and the Particular

ERIC Educational Resources Information Center

Van Lith, Theresa; Voronin, Lorelei

2016-01-01

Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students' development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from…

Student Storytelling through Sequential Art

ERIC Educational Resources Information Center

Fay, David

2007-01-01

If you are interested in using sequential art forms such as comic books in your EFL classroom, this article is full of helpful advice. Reading sequential art is beneficial because students can work with authentic texts with real language and graphic support. Students can also apply research and cultural knowledge to the creation of their own…

Behavioral and cognitive evaluation of FireWorks education trunk

Treesearch

Linda R. Thomas; James A. Walsh; Jane Kapler Smith

2000-01-01

This study assessed the effectiveness of FireWorks, an educational trunk about wildland fire, in increasing student understanding, enabling students to apply classroom learning in a field setting, and improving the learning environment. Students who were in classrooms using the FireWorks educational trunk demonstrated more knowledge in both classroom and field-based...

Does Formative Assessment Improve Student Learning and Performance in Soil Science?

ERIC Educational Resources Information Center

Kopittke, Peter M.; Wehr, J. Bernhard; Menzies, Neal W.

2012-01-01

Soil science students are required to apply knowledge from a range of disciplines to unfamiliar scenarios to solve complex problems. To encourage deep learning (with student performance an indicator of learning), a formative assessment exercise was introduced to a second-year soil science subject. For the formative assessment exercise, students…

Exploring Students' Engineering Designs through Open-Ended Assignments

ERIC Educational Resources Information Center

Puente, S. M. Gómez; Jansen, J. W.

2017-01-01

This paper aims at presenting the experience of the Power Conversion project in teaching students to design a proof-of-principle contactless energy transfer system for the charging of electrical vehicles. The Power Conversion is a second-year electrical engineering (EE) project in which students are to gather and apply EE knowledge to design and…

Performance-Based Task Assessment of Higher-Order Proficiencies in Redesigned STEM High Schools

ERIC Educational Resources Information Center

Ernst, Jeremy V.; Glennie, Elizabeth; Li, Songze

2017-01-01

This study explored student abilities in applying conceptual knowledge when presented with structured performance tasks. Specifically, the study gauged proficiency in higher-order applications of students enrolled in earth and environmental science or biology. The student sample was drawn from a Redesigned STEM high school model where a tested…

Project Teaches Students to Diagnose an Ailing Windows OS

ERIC Educational Resources Information Center

Yang, Baijan

2007-01-01

Troubleshooting a corrupted Windows operating system (OS) is a must-learn experience for computer technology students. To teach OS troubleshooting, the simplest approach involves introducing the available tools followed by the "how-to's." But how does a teacher teach his or her students to apply their knowledge in real-life scenarios and help them…

Participation in Government NR. A Guide for Teachers, Grade 12.

ERIC Educational Resources Information Center

D'Addario, Alice

The "Participation in Government" course is intended to be a culminating activity for social studies students in New York State high schools. Designed to have students apply prior knowledge in the determination of positions regarding vital public issues, the course is particularly crucial for non-regents students, for it will, in many…

Gains in Factual and Applied Knowledge: College Students Using IRIS Modules Assigned as Homework or in Class

ERIC Educational Resources Information Center

IRIS Center, 2017

2017-01-01

During the 2005-2006 academic year, the impact of IRIS Modules on student learning was conducted to examine how factors related to instructor application of the principles of the How People Learn theory (HPL) affect student learning. The module's content pertained to teaching self-regulation strategies to students. In an introductory class at a…

Teaching pattern diversification for optics course: motivate interest, open minds and apply flexibly

NASA Astrophysics Data System (ADS)

Wang, Yunxin; Wang, Dayong; Rong, Lu; Zhao, Jie

2015-10-01

Optics is one of the most important basic courses for college students majoring in Applied Physics in university, which can supply the essential theoretical foundation for the subsequent courses such as Information Optics and Electrodynamics etc.. So Optics course plays a supporting effect in the knowledge frame of the college students. Optics course has its own feature, for one thing, many optical contents cannot be understood directly and easily, for another the optical phenomenon or experiments are interesting and can be displayed intuitively. Considering the above feature, the diversiform teaching patterns are developed to improve the teaching effect. To motivate their interest, students have the chance to visit optical laboratory for both teaching demonstration and science research, and voluntary demonstration of teaching apparatus in class are another approach. Furthermore, digital simulation and experimental design according to the classical knowledge are introduced to the optics course, so students can comprehend and verify the optical principle. Students are encouraged to propose new ideas, and these ideas can be achieved with the help of teachers and the funds support from our university. Besides, some talent students will be invited to join a research group composing by graduate students and teachers. In this group, the students have the chance to touch frontier topics in optics. The diversification of teaching patterns can supply a developing space with the rising gradient for students, which can inspire the interest, open their minds and make them apply flexibly by the participatory and inquiry.

Opportunities in Government for Students of Green Chemistry

EPA Science Inventory

The presentation focuses on opportunities for students in green chemistry to apply their skills and knowledge in a government setting. Several examples of on-going work as well as opportunities for employment in local, state and federal positions will be discussed.

Scaffolding Student Learning in the Discipline-Specific Knowledge through Contemporary Science Practices: Developing High-School Students' Epidemiologic Reasoning through Data Analysis

NASA Astrophysics Data System (ADS)

Oura, Hiroki

Science is a disciplined practice about knowing puzzling observations and unknown phenomena. Scientific knowledge of the product is applied to develop technological artifacts and solve complex problems in society. Scientific practices are undeniably relevant to our economy, civic activity, and personal lives, and thus public education should help children acquire scientific knowledge and recognize the values in relation to their own lives and civil society. Likewise, developing scientific thinking skills is valuable not only for becoming a scientist, but also for becoming a citizen who is able to critically evaluate everyday information, select and apply only the trustworthy, and make wise judgments in their personal and cultural goals as well as for obtaining jobs that require complex problem solving and creative working in the current knowledge-based economy and rapid-changing world. To develop students' scientific thinking, science instruction should focus not only on scientific knowledge and inquiry processes, but also on its epistemological aspects including the forms of causal explanations and methodological choices along with epistemic aims and values under the social circumstances in focal practices. In this perspective, disciplinary knowledge involves heterogeneous elements including material, cognitive, social, and cultural ones and the formation differs across practices. Without developing such discipline-specific knowledge, students cannot enough deeply engage in scientific "practices" and understand the true values of scientific enterprises. In this interest, this dissertation explores instructional approaches to make student engagement in scientific investigations more authentic or disciplinary. The present dissertation work is comprised of three research questions as stand-alone studies written for separate publication. All of the studies discuss different theoretical aspects related to disciplinary engagement in epidemiologic inquiry and student development in epidemiologic reasoning. The first chapter reviews literature on epistemological instruction and explores theoretical frameworks for epistemically-guided instruction. The second chapter explores methodological strategies to elicit students' disciplinary understanding and demonstrates an approach with a case study in which students engaged in a curriculum unit for an epidemiologic investigation. The last chapter directs the focus into scientific reasoning and demonstrates how the curriculum unit and its scaffolds helped students develop epidemiologic reasoning with a focus on population-based reasoning.

Impact of the Purdue University School of Veterinary Medicine's Boiler Vet Camp on participants' knowledge of veterinary medicine.

PubMed

Weisman, James L; Amass, Sandra F; Warren, Joshua D

2011-04-01

To assess whether Boiler Vet Camp, a 7-day residential summer camp for students entering eighth or ninth grade in the fall, would increase participants' understanding of career options in the veterinary profession, increase understanding of the science of veterinary medicine, or increase the number of students stating that they intended to apply to the Purdue University School of Veterinary Medicine. Survey. 48 individuals attending the 2009 Boiler Vet Camp. Information on participant demographics was obtained from camp applications. A questionnaire was administered on the first and sixth days of camp, and results were analyzed to identify changes in responses over time. More campers correctly answered questions designed to evaluate knowledge of the veterinary profession and 10 of 12 questions designed to evaluate specific knowledge of the science of veterinary medicine on day 6, compared with day 1. Remarkable differences were not observed among gender or race-ethnicity groups for these questions. There was no significant difference between percentages of campers who stated that they would apply to Purdue before and after camp. Significantly more Caucasian campers stated they would apply to Purdue on both day 1 and day 6, compared with campers from under-represented minority groups. Results indicated that the Boiler Vet Camp accomplished 2 of its 3 planned objectives, suggesting that such camps can be successfully used to increase knowledge of the veterinary profession among middle school students. Reasons for the low percentage of participants from underrepresented minorities who indicated they would apply to the Purdue University School of Veterinary Medicine require further exploration.

Psychoactive Substances Bill and Act of New Zealand: A Chance to Engage Undergraduate Scientists with Society using a Transfer Learning Paradigm.

PubMed

Gliddon, Catherine M; Cridge, Belinda

2015-01-01

Our aim was to develop a teaching paradigm that connected undergraduate's neuropharmacological/toxicological knowledge to that of government policy. One goal of undergraduate education should be to help develop scientists that can use their scientific knowledge to critique government policy. There is little research, however, on whether democratization of science occurs: nor how to achieve this. Our work focused on a semi-structured workshop designed around the Psychoactive Substances Bill (PSB). Third year science students were given a questionnaire that was designed to address whether participating in the workshop enhanced their understanding of the PSB and its relationship to their established knowledge (i.e., transfer learning). Furthermore, whether they felt that they had enough expertise to consider making a submission (i.e., societal engagement). Results showed that the students appreciated the opportunity to explore potential application of their knowledge and delve into a socio-scientific issue. However, our findings suggested they felt uncomfortable discussing their ideas outside the classroom: nor, did they identify themselves as having sufficient knowledge to contribute to a submission. In conclusion, this study highlights two points. First, that discussion based transfer learning can be used in the tertiary sector and students value the opportunity to apply their knowledge to socio-scientific issue. Second, if social participation and democratization of science is a goal, then more emphasis should be placed on how students can realistically and confidently apply their learning to change social policy. In order to achieve this, education programs need to focus on legitimate real-life processes such as the PSB for engagement.

Personal profile of medical students selected through a knowledge-based exam only: are we missing suitable students?

PubMed Central

Abbiati, Milena; Baroffio, Anne; Gerbase, Margaret W.

2016-01-01

Introduction A consistent body of literature highlights the importance of a broader approach to select medical school candidates both assessing cognitive capacity and individual characteristics. However, selection in a great number of medical schools worldwide is still based on knowledge exams, a procedure that might neglect students with needed personal characteristics for future medical practice. We investigated whether the personal profile of students selected through a knowledge-based exam differed from those not selected. Methods Students applying for medical school (N=311) completed questionnaires assessing motivations for becoming a doctor, learning approaches, personality traits, empathy, and coping styles. Selection was based on the results of MCQ tests. Principal component analysis was used to draw a profile of the students. Differences between selected and non-selected students were examined by Multivariate ANOVAs, and their impact on selection by logistic regression analysis. Results Students demonstrating a profile of diligence with higher conscientiousness, deep learning approach, and task-focused coping were more frequently selected (p=0.01). Other personal characteristics such as motivation, sociability, and empathy did not significantly differ, comparing selected and non-selected students. Conclusion Selection through a knowledge-based exam privileged diligent students. It did neither advantage nor preclude candidates with a more humane profile. PMID:27079886

Two-dimensional nuclear magnetic resonance structure determination module for introductory biochemistry: synthesis and structural characterization of lyso-glycerophospholipids.

PubMed

Garrett, Teresa A; Rose, Rebecca L; Bell, Sidney M

2013-01-01

In this laboratory module, introductory biochemistry students are exposed to two-dimensional (1) H-nuclear magnetic resonance of glycerophospholipids (GPLs). Working in groups of three, students enzymatically synthesized and purified a variety of 2-acyl lyso GPLs. The structure of the 2-acyl lyso GPL was verified using (1) H-correlation spectroscopy. Students scored significantly higher on an assessment of NMR knowledge after having participated in this lab module and in comparison to a similar cohort who did not participate. Inaddition, student confidence in their NMR knowledge and abilities increased 62% following the module and correlated with their ability to apply their NMR knowledge. Based on these results, the laboratory module was very effective at providing students with a more extensive understanding of the underlying concepts of NMR as a tool for structural determination. Copyright © 2013 International Union of Biochemistry and Molecular Biology, Inc.

How do video-based demonstration assessment tasks affect problem-solving process, test anxiety, chemistry anxiety and achievement in general chemistry students?

NASA Astrophysics Data System (ADS)

Terrell, Rosalind Stephanie

2001-12-01

Because paper-and-pencil testing provides limited knowledge about what students know about chemical phenomena, we have developed video-based demonstrations to broaden measurement of student learning. For example, students might be shown a video demonstrating equilibrium shifts. Two methods for viewing equilibrium shifts are changing the concentration of the reactants and changing the temperature of the system. The students are required to combine the data collected from the video and their knowledge of chemistry to determine which way the equilibrium shifts. Video-based demonstrations are important techniques for measuring student learning because they require students to apply conceptual knowledge learned in class to a specific chemical problem. This study explores how video-based demonstration assessment tasks affect problem-solving processes, test anxiety, chemistry anxiety and achievement in general chemistry students. Several instruments were used to determine students' knowledge about chemistry, students' test and chemistry anxiety before and after treatment. Think-aloud interviews were conducted to determine students' problem-solving processes after treatment. The treatment group was compared to a control group and a group watching video demonstrations. After treatment students' anxiety increased and achievement decreased. There were also no significant differences found in students' problem-solving processes following treatment. These negative findings may be attributed to several factors that will be explored in this study.

The Significance of Content Knowledge for Informal Reasoning regarding Socioscientific Issues: Applying Genetics Knowledge to Genetic Engineering Issues

ERIC Educational Resources Information Center

Sadler, Troy D.; Zeidler, Dana L.

2005-01-01

This study focused on informal reasoning regarding socioscientific issues. It sought to explore how content knowledge influenced the negotiation and resolution of contentious and complex scenarios based on genetic engineering. Two hundred and sixty-nine students drawn from undergraduate natural science and nonnatural science courses completed a…

Competent Reasoning with Rational Numbers.

ERIC Educational Resources Information Center

Smith, John P. III

1995-01-01

Analyzed students' reasoning with fractions. Found that skilled students applied strategies specifically tailored to restricted classes of fractions and produced reliable solutions with a minimum of computation effort. Results suggest that competent reasoning depends on a knowledge base that includes numerically specific and invented strategies,…

Linking Theory with Practice: Undergraduate Project Management with School-Age Children.

ERIC Educational Resources Information Center

Falkenberg, Loren; Russell, Randy; Ricker, Lynne

2000-01-01

Management students taught basic business concepts to sixth graders and managed business projects with them. The management students applied knowledge of marketing, human resources, and operations management and developed reflective learning skills through project reports and coaching sessions. (SK)

Graphic Organizers for Secondary Students with Learning Disabilities

ERIC Educational Resources Information Center

Singleton, Sabrina M.; Filce, Hollie Gabler

2015-01-01

Research suggests students with learning disabilities often have trouble connecting new and prior knowledge, distinguishing essential and nonessential information, and applying comprehension strategies (DiCecco & Gleason, 2002; Vaughn & Edmonds, 2006). Graphic organizers have been suggested as tools educators can use to facilitate critical…

Knowledge of risk factors and the periodontal disease-systemic link in dental students' clinical decisions.

PubMed

Friesen, Lynn Roosa; Walker, Mary P; Kisling, Rebecca E; Liu, Ying; Williams, Karen B

2014-09-01

This study evaluated second-, third-, and fourth-year dental students' ability to identify systemic conditions associated with periodontal disease, risk factors most important for referral, and medications with an effect on the periodontium and their ability to apply this knowledge to make clinical decisions regarding treatment and referral of periodontal patients. A twenty-one question survey was administered at one U.S. dental school in the spring semester of 2012 to elicit the students' knowledge and confidence regarding clinical reasoning. The response rate was 86 percent. Periodontal risk factors were accurately selected by at least 50 percent of students in all three classes; these were poorly controlled diabetes, ≥6 mm pockets posteriorly, and lack of response to previous non-surgical therapy. Confidence in knowledge, knowledge of risk factors, and knowledge of medications with an effect on the periodontium improved with training and were predictive of better referral decision making. The greatest impact of training was seen on the students' ability to make correct decisions about referral and treatment for seven clinical scenarios. Although the study found a large increase in the students' abilities from the second through fourth years, the mean of 4.6 (out of 7) for the fourth-year students shows that, on average, those students missed correct treatment or referral on more than two of seven clinical cases. These results suggest that dental curricula should emphasize more critical decision making with respect to referral and treatment criteria in managing the periodontal patient.

Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature.

PubMed

Bakon, Shannon; Craft, Judy; Christensen, Martin; Wirihana, Lisa

2016-02-01

To explore if active learning principles be applied to nursing bioscience assessments and will this influence student perception of confidence in applying theory to practice? A review of the literature utilising searches of various databases including CINAHL, PUBMED, Google Scholar and Mosby's Journal Index. The literature search identified research from twenty-six original articles, two electronic books, one published book and one conference proceedings paper. Bioscience has been identified as an area that nurses struggle to learn in tertiary institutions and then apply to clinical practice. A number of problems have been identified and explored that may contribute to this poor understanding and retention. University academics need to be knowledgeable of innovative teaching and assessing modalities that focus on enhancing student learning and address the integration issues associated with the theory practice gap. Increased bioscience education is associated with improved patient outcomes therefore by addressing this "bioscience problem" and improving the integration of bioscience in clinical practice there will subsequently be an improvement in health care outcomes. From the literature several themes were identified. First there are many problems with teaching nursing students bioscience education. These include class sizes, motivation, concentration, delivery mode, lecturer perspectives, student's previous knowledge, anxiety, and a lack of confidence. Among these influences the type of assessment employed by the educator has not been explored or identified as a contributor to student learning specifically in nursing bioscience instruction. Second that educating could be achieved more effectively if active learning principles were applied and the needs and expectations of the student were met. Lastly, assessment influences student retention and the student experience and as such assessment should be congruent with the subject content, align with the learning objectives and be used as a stimulus tool for learning. Copyright © 2015 Elsevier Ltd. All rights reserved.

An elective course in personal finance for health care professionals.

PubMed

Chui, Michelle A

2009-02-19

To create, implement, and assess an elective course on the principles and applications of personal finance. A 1.5 unit (15 hours total) elective course was designed using active-learning pedagogy, lecture, and group discussion. Homework assignments were designed to provide practical tools and materials that students could individualize and apply to their personal financial goals. Student satisfaction, using a standard course evaluation form, revealed consistent high ratings. Student enrollment increased from 19 students in its initial year to 90 students in its fourth year. Student knowledge, assessed using the Jump$tart Financial Literacy Survey, indicated significant knowledge acquisition. Many pharmacy students are ill equipped to effectively handle the complex financial decisions they face after graduation. This course provides students with practical tools to identify appropriate ways to achieve their financial goals and critically evaluate financial advice and advisors.

Evaluating the effectiveness of a practical inquiry-based learning bioinformatics module on undergraduate student engagement and applied skills.

PubMed

Brown, James A L

2016-05-06

A pedagogic intervention, in the form of an inquiry-based peer-assisted learning project (as a practical student-led bioinformatics module), was assessed for its ability to increase students' engagement, practical bioinformatic skills and process-specific knowledge. Elements assessed were process-specific knowledge following module completion, qualitative student-based module evaluation and the novelty, scientific validity and quality of written student reports. Bioinformatics is often the starting point for laboratory-based research projects, therefore high importance was placed on allowing students to individually develop and apply processes and methods of scientific research. Students led a bioinformatic inquiry-based project (within a framework of inquiry), discovering, justifying and exploring individually discovered research targets. Detailed assessable reports were produced, displaying data generated and the resources used. Mimicking research settings, undergraduates were divided into small collaborative groups, with distinctive central themes. The module was evaluated by assessing the quality and originality of the students' targets through reports, reflecting students' use and understanding of concepts and tools required to generate their data. Furthermore, evaluation of the bioinformatic module was assessed semi-quantitatively using pre- and post-module quizzes (a non-assessable activity, not contributing to their grade), which incorporated process- and content-specific questions (indicative of their use of the online tools). Qualitative assessment of the teaching intervention was performed using post-module surveys, exploring student satisfaction and other module specific elements. Overall, a positive experience was found, as was a post module increase in correct process-specific answers. In conclusion, an inquiry-based peer-assisted learning module increased students' engagement, practical bioinformatic skills and process-specific knowledge. © 2016 by The International Union of Biochemistry and Molecular Biology, 44:304-313 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

Gender-based education during clerkships: a focus group study

PubMed Central

van Leerdam, Lotte; Rietveld, Lianne; Teunissen, Doreth; Lagro-Janssen, Antoine

2014-01-01

Objectives One of the goals of the medical master’s degree is for a student to become a gender-sensitive doctor by applying knowledge of gender differences in practice. This study aims to investigate, from the students’ perspective, whether gender medicine has been taught in daily practice during clerkship. Methods A focus group study was conducted among 29 medical students from Radboud University, Nijmegen, The Netherlands, who had just finished either their internal medicine or surgical clerkships. Data were analyzed in line with the principles of constant comparative analysis. Results Four focus groups were conducted with 29 participating students. Clinical teachers barely discuss gender differences during students’ clerkships. The students mentioned three main explanatory themes: insufficient knowledge; unawareness; and minor impact. As a result, students feel that they have insufficient competencies to become gender-sensitive doctors. Conclusion Medical students at our institution perceive that they have received limited exposure to gender-based education after completing two key clinical clerkships. All students feel that they have insufficient knowledge to become gender-sensitive doctors. They suppose that their clinical teachers have insufficient knowledge regarding gender sensitivity, are unaware of gender differences, and the students had the impression that gender is not regarded as an important issue. We suggest that the medical faculty should encourage clinical teachers to improve their knowledge and awareness of gender issues. PMID:24600301

Multicolour LEDs in educational demonstrations of physics and optometry

NASA Astrophysics Data System (ADS)

Paulins, Paulis; Ozolinsh, Maris

2014-07-01

LED light sources are used to design experimental setup for university courses teaching human color vision. The setup allows to demonstrate various vision characteristics and to apply for student practical exercises to study eye spectral sensitivity in different spectral range using heterochromatic flicker photometry. Technique can be used in laboratory works for students to acquire knowledge in visual perception, basics of electronics and measuring, or it can be applied as fully computer control experiment. Besides studies of the eye spectral sensitivity students can practice in trichromatic color matching and other visual perception tasks

The Use of Modern Pedagogical Techniques When Introducing Information Technology Students to Entrepreneurship

ERIC Educational Resources Information Center

Pardede, Eric

2015-01-01

This paper describes the design of teaching and learning activities (TLAs) in an entrepreneurship subject offered to Information Technology (IT) students. We describe the challenges that we have encountered. Within one teaching semester, the students are expected to achieve a high level of applied knowledge in an area where they have little…

Does Teaching Practice Effectively Prepare Student-Teachers to Teach Creative and Performing Arts? The Case of Botswana

ERIC Educational Resources Information Center

Mannathoko, Magdeline C.

2013-01-01

Teacher Education involves the policies and procedures designed to equip teachers with the knowledge and skills they require to teach effectively. Teaching practice (TP) is an integral part in teacher education because it allows student-teachers to apply the theories into practice. Effective preparation of student-teachers in practical subjects…

Developing and Using a Logic Model for Evaluation and Assessment of University Student Affairs Programming: A Case Study

ERIC Educational Resources Information Center

Cooper, Jeff

2009-01-01

This dissertation addresses theory and practice of evaluation and assessment in university student affairs, by applying logic modeling/program theory to a case study. I intend to add knowledge to ongoing dialogue among evaluation scholars and practitioners on student affairs program planning and improvement as integral considerations that serve…

ESL Students' Perceptions of the Use of Higher Order Thinking Skills in English Language Writing

ERIC Educational Resources Information Center

Ganapathy, Malini; Kaur, Sarjit

2014-01-01

The transformation of the education curriculum in the Malaysia Education Development Plan (PPPM) 2013-2025 focuses on the Higher Order Thinking (HOT) concept which aims to produce knowledgeable students who are critical and creative in their thinking and can compete at the international level. HOT skills encourage students to apply, analyse,…

"This Is a Public Service Announcement": Evaluating and Redesigning Campaigns to Teach Attitudes and Persuasion

ERIC Educational Resources Information Center

Koch, Erika J.; Lomore, Christine D.

2009-01-01

We present an assignment that requires students to apply their knowledge of the social psychology of attitudes and persuasion to critique and redesign a public service announcement. Students in a 200-level social psychology course evaluated the assignment by indicating their overall attitudes toward the assignment. Students rated the assignment…

Trainee Science Teachers' Ideas about Environmental Problems Caused by Vehicle Emissions

ERIC Educational Resources Information Center

Darcin, E. Selcen

2010-01-01

The purpose of this study was to determine students' knowledge level and misconceptions about cars and environment. The sample group of this study consists of randomly selected students from Science Education Department of Gazi Education Faculty in Turkey. The measure is applied to total of 298 students where 174 of them are female and 124 are…

The Effects of Applying Authentic Learning Strategies to Develop Computational Thinking Skills in Computer Literacy Students

ERIC Educational Resources Information Center

Mingo, Wendye Dianne

2013-01-01

This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for computational thinking. Over 600 students enrolled in a computer literacy course participated in this study which involved completing a pretest, posttest and motivation survey. The students were divided into an…

Student Learning of Complex Earth Systems: Conceptual Frameworks of Earth Systems and Instructional Design

ERIC Educational Resources Information Center

Scherer, Hannah H.; Holder, Lauren; Herbert, Bruce

2017-01-01

Engaging students in authentic problem solving concerning environmental issues in near-surface complex Earth systems involves both developing student conceptualization of Earth as a system and applying that scientific knowledge using techniques that model those used by professionals. In this first paper of a two-part series, we review the state of…

Caring Leadership Applied in the Classroom to Embrace the Needs of Students

ERIC Educational Resources Information Center

Journal of College Teaching & Learning, 2013

2013-01-01

On a daily basis, teachers make important decisions that impact the learning and growth process of student development. One of many important decisions that teachers make pertains to the methods used to impart knowledge to students while maintaining discipline and order in a caring manner. Using literature and secondary sources, the author…

About the Pace of Climate Change: Write a Report to the President

ERIC Educational Resources Information Center

Khadjavi, Lily

2013-01-01

This project allows students to better understand the scope and pace of climate change by conducting their own analyses. Using data readily available from NASA and NOAA, students can apply their knowledge of regression models (or of the modeling of rates of change). The results lend themselves to a writing assignment in which students demonstrate…

Doctoral Education as Social Practice for Knowledge Development: Conditions and Demands Encountered by Industry PhD Students

ERIC Educational Resources Information Center

Wallgren, Lillemor; Dahlgren, Lars Owe

2005-01-01

This article reports on an empirical study of industry PhD students in the Swedish Graduate School for Applied IT and Software Engineering. The students were questioned in semi-structured interviews about their experiences of sharing their postgraduate studies between industrial and academic environments. The results from the first analysis…

The Impact of Work-Integrated Learning Experiences on Attaining Graduate Attributes for Exercise and Sports Science Students

ERIC Educational Resources Information Center

Hall, Melinda; Pascoe, Deborah; Charity, Megan

2017-01-01

Exercise and Sports Science (E&SS) programs at Federation University Australia provide work-integrated learning (WIL) opportunities for students to develop, apply and consolidate theoretical knowledge in the workplace. This study aimed to determine the influence of WIL experiences on achieving common graduate attributes for E&SS students.…

How to Classify the Diversity of Seventh Grade Students' Mathematical Process Skills: An Application of Latent Profile Analysis

ERIC Educational Resources Information Center

Kaosa-ard, Chanapat; Erawan, Waraporn; Damrongpanit, Suntonrapot; Suksawang, Poonpong

2015-01-01

The researcher applied latent profile analysis to study the difference of the students' mathematical process skill. These skills are problem solving skills, reasoning skills, communication and presentation skills, connection knowledge skills, and creativity skills. Samples were 2,485 seventh-grade students obtained from Multi-stage Random…

Applying Organ Clearance Concepts in a Clinical Setting

PubMed Central

2008-01-01

Objective To teach doctor of pharmacy (PharmD) students how to apply organ clearance concepts in a clinical setting in order to optimize dose management, select the right drug product, and promote better patient-centered care practices. Design A student-focused 5-hour topic entitled "Organ Clearance Concepts: Modeling and Clinical Applications" was developed and delivered to second-year PharmD students. Active-learning techniques, such as reading assignments and thought-provoking questions, and collaborative learning techniques, such as small groups, were used. Student learning was assessed using application cards and a minute paper. Assessment Overall student responses to topic presentation were overwhelmingly positive. The teaching strategies here discussed allowed students to play an active role in their own learning process and provided the necessary connection to keep them motivated, as mentioned in the application cards and minute paper assessments. Students scored an average of 88% on the examination given at the end of the course. Conclusion By incorporating active-learning and collaborative-learning techniques in presenting material on organ clearance concept, students gained a more thorough knowledge of dose management and drug-drug interactions than if the concepts had been presented using a traditional lecture format. This knowledge will help students in solving critical patient situations in a real-world context. PMID:19214275

The Economics of Fishing.

ERIC Educational Resources Information Center

Stowell, G.H.

1982-01-01

Presents background material to help British high school students study the economics of the fishing industry. Students apply their knowledge of cost and revenue theory to a case study of a European Economic Community fisheries dispute which raises questions about government intervention in international resource allocation issues. (AM)

A Neuroanatomy Teaching Activity Using Case Studies and Collaboration.

ERIC Educational Resources Information Center

Sheldon, Jane P.

2000-01-01

Describes an activity for use in an introductory psychology course in which students collaborate and apply their neuroanatomy knowledge to three case studies. Provides a table with descriptions of and possible answers for the three case studies and discusses the students' responses. (CMK)

Statistics for Learning Genetics

ERIC Educational Resources Information Center

Charles, Abigail Sheena

2012-01-01

This study investigated the knowledge and skills that biology students may need to help them understand statistics/mathematics as it applies to genetics. The data are based on analyses of current representative genetics texts, practicing genetics professors' perspectives, and more directly, students' perceptions of, and performance in, doing…

A Flipped Pedagogy for Expert Problem Solving

NASA Astrophysics Data System (ADS)

Pritchard, David

The internet provides free learning opportunities for declarative (Wikipedia, YouTube) and procedural (Kahn Academy, MOOCs) knowledge, challenging colleges to provide learning at a higher cognitive level. Our ``Modeling Applied to Problem Solving'' pedagogy for Newtonian Mechanics imparts strategic knowledge - how to systematically determine which concepts to apply and why. Declarative and procedural knowledge is learned online before class via an e-text, checkpoint questions, and homework on edX.org (see http://relate.mit.edu/physicscourse); it is organized into five Core Models. Instructors then coach students on simple ``touchstone problems'', novel exercises, and multi-concept problems - meanwhile exercising three of the four C's: communication, collaboration, critical thinking and problem solving. Students showed 1.2 standard deviations improvement on the MIT final exam after three weeks instruction, a significant positive shift in 7 of the 9 categories in the CLASS, and their grades improved by 0.5 standard deviation in their following physics course (Electricity and Magnetism).

Design and assessment of an interactive physics tutoring environment

NASA Astrophysics Data System (ADS)

Scott, Lisa Ann

2001-07-01

The application of scientific principles is an extremely important skill taught in undergraduate introductory science courses, yet many students emerge from such courses unable to reliably apply the scientific principles they have ostensibly learned. In an attempt to address this problem, the knowledge and thought processes needed to apply an important principle in introductory physics (Newton's law) were carefully analyzed. Reliable performance requires not only declarative knowledge but also corresponding procedural knowledge and the basic cognitive functions of deciding, implementing and assessing. Computer programs called guided-practice PALs (P&barbelow;ersonal A&barbelow;ssistants for Ḻearning) were developed to teach explicitly the knowledge and thought processes needed to apply Newton's law to solve problems. These programs employ a modified form of Palincsar and Brown's reciprocal-teaching strategy (1984) in which students and computers alternately coach each other, taking turns making decisions, implementing and assessing them. The computer programs make it practically feasible to provide students with individual guidance and feedback ordinarily unavailable in most courses. In a pilot study, the guided-practice PALs were found to be nearly as effective as individual tutoring by expert teachers and significantly more effective than the instruction provided in a well-taught physics course. This guided practice however is not sufficient to ensure that students develop the ability to perform independently. Accordingly, independent-performance PALs were developed which require students to work independently, receiving only the minimal feedback necessary to successfully complete the task. These independent-performance PALS are interspersed with guided-practice PALs to create an instructional environment which facilitates a gradual transition to independent performance. In a study designed to assess the efficacy of the PAL instruction, students in the PAL group used only guided-practice PALS and students in the PAL+ group used both guided-practice and independent-performance PALS. The performance of the PAL and PAL+ groups were compared to the performance of a Control group which received traditional instruction. The addition of the independent-performance PALS proved to be at least as effective as the guided-practice PALs alone, and both forms of PAL instruction were significantly more effective than traditional instruction.

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

PubMed

Foerst, Nora M; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2017-01-01

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

PubMed Central

Foerst, Nora M.; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2017-01-01

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being. PMID:28798713

Using a web-based, iterative education model to enhance clinical clerkships.

PubMed

Alexander, Erik K; Bloom, Nurit; Falchuk, Kenneth H; Parker, Michael

2006-10-01

Although most clinical clerkship curricula are designed to provide all students consistent exposure to defined course objectives, it is clear that individual students are diverse in their backgrounds and baseline knowledge. Ideally, the learning process should be individualized towards the strengths and weakness of each student, but, until recently, this has proved prohibitively time-consuming. The authors describe a program to develop and evaluate an iterative, Web-based educational model assessing medical students' knowledge deficits and allowing targeted teaching shortly after their identification. Beginning in 2002, a new educational model was created, validated, and applied in a prospective fashion to medical students during an internal medicine clerkship at Harvard Medical School. Using a Web-based platform, five validated questions were delivered weekly and a specific knowledge deficiency identified. Teaching targeted to the deficiency was provided to an intervention cohort of five to seven students in each clerkship, though not to controls (the remaining 7-10 students). Effectiveness of this model was assessed by performance on the following week's posttest question. Specific deficiencies were readily identified weekly using this model. Throughout the year, however, deficiencies varied unpredictably. Teaching targeted to deficiencies resulted in significantly better performance on follow-up questioning compared to the performance of those who did not receive this intervention. This model was easily applied in an additive fashion to the current curriculum, and student acceptance was high. The authors conclude that a Web-based, iterative assessment model can effectively target specific curricular needs unique to each group; focus teaching in a rapid, formative, and highly efficient manner; and may improve the efficiency of traditional clerkship teaching.

Structured feedback on students' concept maps: the proverbial path to learning?

PubMed

Joseph, Conran; Conradsson, David; Nilsson Wikmar, Lena; Rowe, Michael

2017-05-25

Good conceptual knowledge is an essential requirement for health professions students, in that they are required to apply concepts learned in the classroom to a variety of different contexts. However, the use of traditional methods of assessment limits the educator's ability to correct students' conceptual knowledge prior to altering the educational context. Concept mapping (CM) is an educational tool for evaluating conceptual knowledge, but little is known about its use in facilitating the development of richer knowledge frameworks. In addition, structured feedback has the potential to develop good conceptual knowledge. The purpose of this study was to use Kinchin's criteria to assess the impact of structured feedback on the graphical complexity of CM's by observing the development of richer knowledge frameworks. Fifty-eight physiotherapy students created CM's targeting the integration of two knowledge domains within a case-based teaching paradigm. Each student received one round of structured feedback that addressed correction, reinforcement, forensic diagnosis, benchmarking, and longitudinal development on their CM's prior to the final submission. The concept maps were categorized according to Kinchin's criteria as either Spoke, Chain or Net representations, and then evaluated against defined traits of meaningful learning. The inter-rater reliability of categorizing CM's was good. Pre-feedback CM's were predominantly Chain structures (57%), with Net structures appearing least often. There was a significant reduction of the basic Spoke- structured CMs (P = 0.002) and a significant increase of Net-structured maps (P < 0.001) at the final evaluation (post-feedback). Changes in structural complexity of CMs appeared to be indicative of broader knowledge frameworks as assessed against the meaningful learning traits. Feedback on CM's seemed to have contributed towards improving conceptual knowledge and correcting naive conceptions of related knowledge. Educators in medical education could therefore consider using CM's to target individual student development.

Psychoactive Substances Bill and Act of New Zealand: A Chance to Engage Undergraduate Scientists with Society using a Transfer Learning Paradigm

PubMed Central

Gliddon, Catherine M.; Cridge, Belinda

2015-01-01

Our aim was to develop a teaching paradigm that connected undergraduate’s neuropharmacological/toxicological knowledge to that of government policy. One goal of undergraduate education should be to help develop scientists that can use their scientific knowledge to critique government policy. There is little research, however, on whether democratization of science occurs: nor how to achieve this. Our work focused on a semi-structured workshop designed around the Psychoactive Substances Bill (PSB). Third year science students were given a questionnaire that was designed to address whether participating in the workshop enhanced their understanding of the PSB and its relationship to their established knowledge (i.e., transfer learning). Furthermore, whether they felt that they had enough expertise to consider making a submission (i.e., societal engagement). Results showed that the students appreciated the opportunity to explore potential application of their knowledge and delve into a socio-scientific issue. However, our findings suggested they felt uncomfortable discussing their ideas outside the classroom: nor, did they identify themselves as having sufficient knowledge to contribute to a submission. In conclusion, this study highlights two points. First, that discussion based transfer learning can be used in the tertiary sector and students value the opportunity to apply their knowledge to socio-scientific issue. Second, if social participation and democratization of science is a goal, then more emphasis should be placed on how students can realistically and confidently apply their learning to change social policy. In order to achieve this, education programs need to focus on legitimate real-life processes such as the PSB for engagement. PMID:26557790

Washtenaw Technical Middle College--High School for the High Tech.

ERIC Educational Resources Information Center

Vandenberg, Victoria

1996-01-01

An alternative high school, called a technical middle college, focuses on preparing students for technical careers; it is articulated with Washtenaw Community College. The curriculum integrates applied academics, especially math and science, with work-based learning, giving students technical knowledge and workplace experience. (Author/JOW)

Limestone or Wax?

ERIC Educational Resources Information Center

Sargianis, Kristin; Lachapelle, Cathy P.; Cunningham, Christine M.; Facchiano, Jean; Sanderson, Cheryl; Slater, Patricia

2012-01-01

In this article, the authors focus on an Engineering is Elementary unit that emphasizes students' understanding and application of properties of materials in the context of an engineering design challenge. Students build understanding through a series of hands-on activities, then apply their knowledge to solve a materials engineering problem:…

Applying Foucault's "Archaeology" to the Education of School Counselors

ERIC Educational Resources Information Center

Shenker, Susan S.

2008-01-01

Counselor educators can utilize the ideas of philosopher Michel Foucault in preparing preservice school counselors for their work with K-12 students in public schools. The Foucaultian ideas of "governmentality," "technologies of domination," "received truths," "power/knowledge," "discontinuity," and "archaeology" can contribute to students'…

Clinical reasoning and knowledge management in final year medical students: the role of Student-led Grand Rounds.

PubMed

Kandiah, David Arumaisingam

2017-01-01

The development of clinical reasoning and decision-making skills is often limited in medical school curricula. In reality, medical graduates acquire these skills during their first few years of residency. For many, this can be stressful as they may be working under limited supervision as a part of their rotations. Student-led Grand Rounds was developed to transfer both explicit and tacit knowledge to final year medical students. This pilot project was to apply the principles of knowledge management to allow students to be exposed to the reasoning and decision making of common clinical presentations. Student feedback through questionnaires was collated at the end of the program. Based on feedback and focus groups, modifications were made to produce a stable program in subsequent clinical rotations. Formal feedback was collated from all the 76 students who participated in the first year. This represented 100% of the cohort for this clinical school for that year. There was a 100% response rate as the feedback forms were given and collected at the end of the last session per block. The student responses were both in ratings defined in a feedback forms and in written comments. A total of 74 of the 76 students rated the program highly. They enjoyed the nonthreatening interactions. The remaining two students preferred more didactic teaching. This initiative allows an efficient transfer and utilization of knowledge. This could maximize the acquisition of practical knowledge by medical students as they finish their course in the transition to graduate medical practice.

Using the SEE-SEP Model to Analyze Upper Secondary Students' Use of Supporting Reasons in Arguing Socioscientific Issues

NASA Astrophysics Data System (ADS)

Christenson, Nina; Chang Rundgren, Shu-Nu; Höglund, Hans-Olof

2012-06-01

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students' informal argumentation on four socioscientific issues (SSIs) to explore students' use of supporting reasons and to what extent students used scientific knowledge in their arguments. Eighty upper secondary students were asked to express their opinions on one SSI topic they chose through written reports. The four SSIs in this study include global warming, genetically modified organisms (GMO), nuclear power, and consumption. To analyse students' supporting reasons from a holistic view, we used the SEE-SEP model, which links the six subject areas of sociology/culture (So), environment (En), economy (Ec), science (Sc), ethics/morality (Et) and policy (Po) connecting with three aspects, knowledge, value and personal experience (KVP). The results showed that students used value to a greater extent (67%) than they did scientific knowledge (27%) for all four SSI topics. According to the SEE-SEP model, the distribution of supporting reasons generated by students differed among the SSI topics. Also, some alternative concepts were disclosed in students' arguments. The implications for research and education are discussed.

Exploring the Role of the University Student as an Experiential Learner: Thoughts and Reflections from the 2013 Cohort of 3M National Student Fellows

ERIC Educational Resources Information Center

Acai, Anita; Cowan, Victoria; Doherty, Stephanie; Sharma, Gaurav; Thevathasan, Naythrah

2014-01-01

In recent years, there has been a dynamic shift in the role of the university student through the creation and promotion of experiential learning opportunities on campuses across the country. Many post-secondary programs now include co-op placements, practicums, or internships where students can apply theoretical knowledge to real-world settings.…

Effectiveness of a first-aid intervention program applied by undergraduate nursing students to preparatory school children.

PubMed

Wafik, Wagida; Tork, Hanan

2014-03-01

Childhood injuries constitute a major public health problem worldwide. First aid is an effective life-preservation tool at work, school, home, and in public locations. In this study, the effectiveness of a first-aid program delivered by undergraduate nursing students to preparatory school children was examined. This quasi-experimental study was carried out on 100 school children in governmental preparatory schools in Egypt. The researchers designed a program for first-aid training, and this was implemented by trained nursing students. The evaluation involved immediate post-test and follow-up assessment after two months. The results showed generally low levels of satisfactory knowledge and inadequate situational practice among the school students before the intervention. Statistically-significant improvements were shown at the post- and follow-up tests. Multivariate regression analysis identified the intervention and the type of school as the independent predictors of the change in students' knowledge score, while the intervention and the knowledge score were the predictors of the practice score. The study concluded that a first-aid training program delivered by nursing students to preparatory school children is effective in improving their knowledge and practice. © 2013 Wiley Publishing Asia Pty Ltd.

Guide to Mathematics Released Items: Understanding Scoring

ERIC Educational Resources Information Center

Partnership for Assessment of Readiness for College and Careers, 2017

2017-01-01

The Partnership for Assessment of Readiness for College and Careers (PARCC) mathematics items measure critical thinking, mathematical reasoning, and the ability to apply skills and knowledge to real-world problems. Students are asked to solve problems involving the key knowledge and skills for their grade level as identified by the Common Core…

Health Careers Handbook.

ERIC Educational Resources Information Center

Hicks, Sonja; And Others

Counseling the premedical applicant requires knowledge of the major steps in applying to medical school including self-assessment, career exploration and careful and knowledgable application. Students must be aware of what it means to "do" medicine on a day-to-day basis, the frustrations, the pain and the sorrow as well as the rewards, before…

Start Your Own Business Assignment in the Context of Experiential Entrepreneurship Education

ERIC Educational Resources Information Center

Malach, Sandra E.; Malach, Robert L.

2014-01-01

Experiential education is often used in entrepreneurship courses, as it conveys both substantive, theoretical knowledge and intangible learning experiences best absorbed through active participation. Starting and operating a business is a unique, educational experience allowing students to apply the substantive knowledge gained in entrepreneurship…

Knowledge Activation and Schema Construction.

ERIC Educational Resources Information Center

Alvarez, Marino C.

This study examined how instruction that encourages critical thinking about what has been read can lead to incorporated knowledge that can be retrieved and applied to other related settings. Case-based learning (an instructional method long used with graduate business, law, and medical students) is one method that can be used to foster critical…

Pure and Applied Physics and Chemistry.

ERIC Educational Resources Information Center

Winkel, Lois

1998-01-01

Argues that K-12 students in the United States will continue to lack essential science knowledge until teachers are more knowledgeable about science, science curricula are restructured, and more varied science books are available. Highlights print and Web resources dealing with earthquakes and volcanoes, the heart, science experiments at home, and…

Bone Quest - A Space-Based Science and Health Education Unit

NASA Technical Reports Server (NTRS)

Smith, Scott M.; David-Street, Janis E.; Abrams, Steve A.

2000-01-01

This proposal addresses the need for effective and innovative science and health education materials that focus on space bone biology and its implications for bone health on Earth. The focus of these materials, bone biology and health, will increase science knowledge as well as health awareness. Current investigations of the bone loss observed after long-duration space missions provide a link between studies of bone health in space, and studies of osteoporosis, a disease characterized by bone loss and progressive skeletal weakness. The overall goal of this project is to design and develop web-based and print-based materials for high school science students, that will address the following: a) knowledge of normal bone biology and bone biology in a microgravity environment; b) knowledge of osteoporosis; c) knowledge of treatment modalities for space- and Earth-based bone loss; and d} bone-related nutrition knowledge and behavior. To this end, we propose to design and develop a Bone Biology Tutorial which will instruct students about normal bone biology, bone biology in a microgravity environment, osteoporosis - its definition, detection, risk factors, and prevention, treatment modalities for space- and Earth-based bone loss, and the importance of nutrition in bone health. Particular emphasis will be placed on current trends in . adolescent nutrition, and their relationships to bone health. Additionally, we propose to design and develop two interactive nutrition/health ' education activities that will allow students to apply the information provided in the Bone Biology Tutorial. In the first, students will apply constructs provided in the Bone Biology Tutorial to design "Bone Health Plans" for space travelers.

A Study of the Cognitive Diffusion Model: Facilitating Students' High Level Cognitive Processes with Authentic Support

ERIC Educational Resources Information Center

Huang, Yueh-Min; Shadiev, Rustam; Sun, Ai; Hwang, Wu-Yuin; Liu, Tzu-Yu

2017-01-01

For this study the researchers designed learning activities to enhance students' high level cognitive processes. Students learned new information in a classroom setting and then applied and analyzed their new knowledge in familiar authentic contexts by taking pictures of objects found there, describing them, and sharing their homework with peers.…

Teaching Grammar through Task-Based Language Teaching to Young EFL Learners

ERIC Educational Resources Information Center

Yildiz, Mustafa; Senel, Mufit

2017-01-01

The present study investigates the effects of Task-Based Language Teaching on students' grammar knowledge in the field of teaching grammar. It has been studied with 32 students from 8th grade during a two-and-a-half-month process. Throughout this process, students firstly are applied a pre-test to examine their level and to confirm whether there…

On IS Students' Intentions to Use Theories of Ethics in Resolving Moral Conflicts

ERIC Educational Resources Information Center

Vartiainen, Tero; Siponen, Mikko

2010-01-01

It is widely agreed that ethics teaching should have an important role in Information Systems (IS) teaching. Yet, there are no studies exploring how students apply theories of ethics in their decision-making. This is unfortunate, because teaching ethics is of little practical use if the students do not utilise the acquired knowledge in practice.…

Deeper Learning: Improving Student Outcomes for College, Career, and Civic Life. Policy Brief

ERIC Educational Resources Information Center

Bitter, Catherine; Loney, Emily

2015-01-01

The Issue: To prepare for the demands of postsecondary education and the workforce, students need to master content and build skills that allow them to collaborate with others, and then apply that knowledge to new situations. Students will be able to access a wider range of opportunities in college, career, and civic life if they possess the…

How to Use the Science of Snow to Engage Middle School Students in an Interdisciplinary Experience

ERIC Educational Resources Information Center

Lange, Catherine; Huff, Kenneth L.; Silverman, Scott; Wallace, Karen

2012-01-01

In this interdisciplinary and field-based activity, grade 5 to 9 students engage in a comprehensive scientific study of snow. Through a series of in-class and out-of-class structured interdisciplinary and team-teaching lesson progressions, students will collect data to be able to analyze and apply knowledge about weather, the physical properties…

The Impact of a Reflective Thinking Intervention on Nursing Students in a Child and Family Nursing Course

ERIC Educational Resources Information Center

Becherer, Vicky H.

2011-01-01

With the ever-changing healthcare systems, nursing students need to think at a high level by applying their knowledge from theory to the clinical setting by prioritizing, delegating, and problem solving to provide safe, competent, quality nursing care. Using action research, nursing students participated in R.A.V.E. (Reflective Thinking Allows…

SBL-Online: Implementing Studio-Based Learning Techniques in an Online Introductory Programming Course to Address Common Programming Errors and Misconceptions

ERIC Educational Resources Information Center

Polo, Blanca J.

2013-01-01

Much research has been done in regards to student programming errors, online education and studio-based learning (SBL) in computer science education. This study furthers this area by bringing together this knowledge and applying it to proactively help students overcome impasses caused by common student programming errors. This project proposes a…

Using the SEE-SEP Model to Analyze Upper Secondary Students' Use of Supporting Reasons in Arguing Socioscientific Issues

ERIC Educational Resources Information Center

Christenson, Nina; Chang Rundgren, Shu-Nu; Hoglund, Hans-Olof

2012-01-01

To achieve the goal of scientific literacy, the skills of argumentation have been emphasized in science education during the past decades. But the extent to which students can apply scientific knowledge to their argumentation is still unclear. The purpose of this study was to analyse 80 Swedish upper secondary students' informal argumentation on…

Knowledge Transfer or Social Competence? A Comparison of German and Canadian Adolescent Students on Their Socio-Motivational Relationships in School

ERIC Educational Resources Information Center

Hoferichter, Frances; Raufelder, Diana; Eid, Michael; Bukowski, William M.

2014-01-01

This cross-national study investigates the perception of the impact of students' relationships towards teachers and peers on scholastic motivation in a total sample of 1477 seventh and eighth grade German (N?=?1088) and Canadian (N?=?389) secondary school students. By applying Multigroup Confirmatory Latent Class Analysis in Mplus we confirmed…

Improving Students' Transfer of Learning among Subject Areas through the Use of an Integrated Curriculum and Alternative Assessment.

ERIC Educational Resources Information Center

Boidy, Tish; Moran, Michelle

An intervention program sought to improve third- and fifth- grade students' ability to transfer learning among subject areas and to apply their learning to everyday occurrences. Surveys and interviews revealed the lack of student transference of knowledge among subject areas; teacher surveys and an interview with the curriculum director provided…

The Writing of the Scientific Paper To Help Students Process Water Quality Data.

ERIC Educational Resources Information Center

Friday, Gerald

This paper describes how a water monitoring program uses a science research paper to help students apply knowledge learned from the field, the lab, and class discussion. The application consists of examining water quality data of a river and determining what factors had an impact on the river, either biotic or abiotic. Students are asked to…

An Elective Course in Personal Finance for Health Care Professionals

PubMed Central

2009-01-01

Objectives To create, implement, and assess an elective course on the principles and applications of personal finance. Design A 1.5 unit (15 hours total) elective course was designed using active-learning pedagogy, lecture, and group discussion. Homework assignments were designed to provide practical tools and materials that students could individualize and apply to their personal financial goals. Assessment Student satisfaction, using a standard course evaluation form, revealed consistent high ratings. Student enrollment increased from 19 students in its initial year to 90 students in its fourth year. Student knowledge, assessed using the Jump$tart Financial Literacy Survey, indicated significant knowledge acquisition. Conclusion Many pharmacy students are ill equipped to effectively handle the complex financial decisions they face after graduation. This course provides students with practical tools to identify appropriate ways to achieve their financial goals and critically evaluate financial advice and advisors. PMID:19513143

Conceptualisation of knowledge construction in community service-learning programmes in nursing education.

PubMed

Mthembu, Sindi Z; Mtshali, Fikile G

2013-01-01

Practices in higher education have been criticised for not developing and preparing students for the expertise required in real environments. Literature reports that educational programmes tend to favour knowledge conformation rather than knowledge construction; however, community service learning (CSL) is a powerful pedagogical strategy that encourages students to make meaningful connections between the content in the classroom and real-life experiences as manifested by the communities. Through CSL, learning is achieved by the active construction of knowledge supported by multiple perspectives within meaningful real contexts, and the social interactions amongst students are seen to play a critical role in the processes of learning and cognition. This article reflects facilitators’ perspective of the knowledge construction process as used with students doing community service learning in basic nursing programmes. The aim of this article was to conceptualise the phenomenon of knowledge construction and thereby provide educators with a shared meaning and common understanding, and to analyse the interaction strategies utilised by nurse educators in the process of knowledge construction in community service-learning programmes in basic nursing education. A qualitative research approach based on a grounded theory research design was used in this article. Two nursing education institutions were purposively selected. Structured interviews were conducted with 16 participants. The results revealed that the knowledge construction in community service-learning programmes is conceptualised as having specific determinants, including the use of authentic health-related problems, academic coaching through scaffolding, academic discourse-dialogue, interactive learning in communities of learners, active learning, continuous reflection as well as collaborative and inquiry-based learning. Upon completion of an experience, students create and test generated knowledge in different contextual health settings. It was concluded that knowledge is constructed by students as a result of their interaction with the communities in their socio-cultural context and is mediated by their prior concrete experiences. The implication of this is that students construct knowledge that can be applied in their future work places.

Students' Attitudes to Information in the Press: Critical Reading of a Newspaper Article With Scientific Content

NASA Astrophysics Data System (ADS)

Oliveras, B.; Márquez, C.; Sanmartí, N.

2014-08-01

This research analyses what happens when a critical reading activity based on a press article dealing with an energy-related problem is implemented with two groups of students of 13-14 years old and 16-17 years old in the same school (a total of 117 students). Specifically, the research analyses the students' profiles from the standpoint of their attitudes to the information given in the news story and the use they make of it when writing an argumentative text. It also analyses the difficulties the students have when it comes to applying their knowledge about energy in a real-life context. Lastly, some strategies are suggested for helping students to critically analyse the scientific content of a newspaper article. Three reader profiles were identified (the credulous reader, the ideological reader and the critical reader). No significant differences were found in reading profiles in terms of age or scientific knowledge. The findings show that the activity helped to link science learning in school with facts relating to an actual context, particularly in the case of students with more science knowledge.

Elementary student teachers' science content representations

NASA Astrophysics Data System (ADS)

Zembal-Saul, Carla; Krajcik, Joseph; Blumenfeld, Phyllis

2002-08-01

This purpose of this study was to examine the ways in which three prospective teachers who had early opportunities to teach science would approach representing science content within the context of their student teaching experiences. The study is framed in the literature on pedagogical content knowledge and learning to teach. A situated perspective on cognition is applied to better understand the influence of context and the role of the cooperating teacher. The three participants were enrolled in an experimental teacher preparation program designed to enhance the teaching of science at the elementary level. Qualitative case study design guided the collection, organization, and analysis of data. Multiple forms of data associated with student teachers' content representations were collected, including audiotaped planning and reflection interviews, written lesson plans and reflections, and videotaped teaching experiences. Broad analysis categories were developed and refined around the subconstructs of content representation (i.e., knowledge of instructional strategies that promote learning and knowledge of students and their requirements for meaningful science learning). Findings suggest that when prospective teachers are provided with opportunities to apply and reflect substantively on their developing considerations for supporting children's science learning, they are able to maintain a subject matter emphasis. However, in the absence of such opportunities, student teachers abandon their subject matter emphasis, even when they have had extensive background and experiences addressing subject-specific considerations for teaching and learning.

Practical research on the teaching of Optical Design

NASA Astrophysics Data System (ADS)

Fan, Changjiang; Ren, Zhijun; Ying, Chaofu; Peng, Baojin

2017-08-01

Optical design, together with applied optics, forms a complete system from basic theory to application theory, and it plays a very important role in professional education. In order to improve senior undergraduates' understanding of optical design, this course is divided into three parts: theoretical knowledge, software design and product processing. Through learning theoretical knowledge, students can master the aberration theory and the design principles of typical optical system. By using ZEMAX(an imaging design software), TRACEPRO(a lighting optical design software), SOLIDWORKS or PROE( mechanical design software), student can establish a complete model of optical system. Student can use carving machine located in lab or cooperative units to process the model. Through the above three parts, student can learn necessary practical knowledge and get improved in their learning and analysis abilities, thus they can also get enough practice to prompt their creative abilities, then they could gradually change from scientific theory learners to an Optics Engineers.

Knowledge, attitudes and practices of prevention for cervical cancer and breast cancer among medical students.

PubMed

Rodríguez-Feria, Pablo; Hernández-Flórez, Luis J; Rodríguez-Feria, Daniela

2016-06-01

Objective To assess the knowledge, attitudes and practices of medical students for health promotion, primary prevention and early detection of breast neoplasm and uterine cervical neoplasm, as well as to make recommendations for improving the Public Health curriculum at the Universidad de los Andes. Methodology This study utilized a survey of medical knowledge, attitudes and practices applied to fifth year Colombian medical students attending the Universidad de los Andes in the first semester of 2013. Results 64/76 students answered the surveys (response rate 84.2 % ): 62.5 % (40/64) and 37.5 % (24/64) response rates from students in their ninth and tenth semesters, respectively; and 64.1 % (41/64) and 35.9 % (23/64) response rates from female and male students, respectively. Knowledge: clinical breast exam (CBE), breast self-examination (BSE) and mammography were recommended by 95.3 % (61/64) of students, 96.9 % (62/64) of medical students and 90.7 % (58/64) of students, respectively. Attitude: the most effective tests to reduce mortality in women aged ≥ 50 years were the Papanicolaou test according to 90.6 % (58/64) of students and mammography according to 82.8 % (53/64) of students. Practice: 55.0 % (35/64) of students had received training in the guidelines and protocols for breast neoplasm and uterine cervical neoplasm screening. Discussion To promote early detection of cervical and breast cancer, knowledge, attitudes and practices must be improved to enhance clinical practices (e.g. Papanicolaou test) and medical student training guidelines or protocols for these two cancers. Overall, with induced demand and support from research communities and institutions seeking to make these improvements, we collaborate to decrease missed opportunities in medical research and Public Health.

Australian student nurse's knowledge of and attitudes toward primary health care: A cross-sectional study.

PubMed

Mackey, Sandra; Kwok, Cannas; Anderson, Judith; Hatcher, Deborah; Laver, Sharon; Dickson, Cathy; Stewart, Lyn

2018-01-01

Nurses have a pivotal role in changing the focus of the health system toward a primary health care approach, yet little is known about the effectiveness of nursing students' educational preparation for this role. The aim of the study was to investigate undergraduate Australian nursing students' knowledge of and attitudes toward the primary health care approach. A cross-sectional, descriptive research design was applied. Two Australian universities, one with a rural base and one in the metropolitan area of Sydney, were involved. Both universities offer undergraduate and postgraduate nursing courses on multiple campuses. A convenience sample of 286 undergraduate nursing students, each of whom had completed a unit of study on PHC. All provided consent to participate in the study. Data was collected using the Primary Health Care Questionnaire via online survey platform SurveyMonkey for a period of three weeks in June 2015. Total knowledge scores ranged from 19.68 to 95.78 with the mean knowledge score being 69.19. Total attitude scores ranged from 33.12 to 93.88 with a mean score of 70.45. Comparison of knowledge scores showed mean scores of students born in Australia were significantly higher than those of students who were born overseas (p=0.01), and mean scores of students enrolled in the metropolitan university were also significantly higher than mean scores of students' enrolled in the rural university (p=0.002). In terms of attitudes scores, mean scores of Australian-born students were significantly higher than those of students born overseas (p=0.001), and older students' mean attitude scores were shown to be significantly higher than younger students' (p<0.005). Student's age, country of origin and university location were shown to be significant influences on student's knowledge of and attitudes toward primary health care. Copyright © 2017 Elsevier Ltd. All rights reserved.

Assessment of School-Based Quasi-Experimental Nutrition and Food Safety Health Education for Primary School Students in Two Poverty-Stricken Counties of West China.

PubMed

Shen, Minxue; Hu, Ming; Sun, Zhenqiu

2015-01-01

Few studies on nutrition and food safety education intervention for students in remote areas of China were reported. The study aimed to assess the questionnaire used to measure the knowledge, attitude and behavior with respect to nutrition and food safety, and to evaluate the effectiveness of a quasi-experimental nutrition and food safety education intervention among primary school students in poverty-stricken counties of west China. Twelve primary schools in west China were randomly selected from Zhen'an of Shaanxi province and Huize of Yunnan province. Six geographically dispersed schools were assigned to the intervention group in a nonrandom way. Knowledge, attitude and behavior questionnaire was developed, assessed, and used for outcome measurement. Students were investigated at baseline and the end of the study respectively without follow-up. Students in intervention group received targeted nutrition and food safety lectures 0.5 hour per week for two semesters. Item response theory was applied for assessment of questionnaire, and a two-level difference-in-differences model was applied to assess the effectiveness of the intervention. The Cronbach's alpha of the original questionnaire was 0.84. According to item response model, 22 knowledge items, 6 attitude items and 8 behavior items showed adequate discrimination parameter and were retained. 378 and 478 valid questionnaires were collected at baseline and the end point. Differences of demographic characteristics were statistically insignificant between the two groups. Two-level difference-in-differences models showed that health education improved 2.92 (95% CI: 2.06-3.78) and 2.92 (95% CI: 1.37-4.47) in knowledge and behavior scores respectively, but had no effect on attitude. The questionnaire met the psychometric standards and showed good internal consistence and discrimination power. The nutrition and food safety education was effective in improving the knowledge and behavior of primary school students in the two poverty-stricken counties of China.

The Effect of Lesson Structures on Predication and Inference.

ERIC Educational Resources Information Center

Li, Tiancheng; Jonassen, David H.

Theories of situated learning attempt to overcome the ill-structured nature of some domains of learning, and to use students' tendencies to construct knowledge representation on context and prior experience. Success comes when students apply abstract principles to real life. This study compares the effectiveness of two different lesson structures…

The Application of Constructivism to the Teaching of Intercultural Communication

ERIC Educational Resources Information Center

Liu, Lin; Zhang, Ying

2014-01-01

Cultivating intercultural communicative competence is not a process in which teachers transmit knowledge to students, but one in which students construct their intercultural communicative competence on their own initiative. By applying the constructivist theory to the teaching of intercultural communication, the author designs a model of teaching…

Enhancing (In)Formal Learning Ties in Interdisciplinary Management Courses: A Quasi-Experimental Social Network Study

ERIC Educational Resources Information Center

Rienties, Bart; Héliot, YingFei

2018-01-01

While interdisciplinary courses are regarded as a promising method for students to learn and apply knowledge from other disciplines, there is limited empirical evidence available whether interdisciplinary courses can effectively "create" interdisciplinary students. In this innovative quasi-experimental study amongst 377 Master's…

Incorporating Problem-Based Learning in Physical Education Teacher Education

ERIC Educational Resources Information Center

Hushman, Glenn; Napper-Owen, Gloria

2011-01-01

Problem-based learning (PBL) is an educational method that identifies a problem as a context for student learning. Critical-thinking skills, deductive reasoning, knowledge, and behaviors are developed as students learn how theory can be applied to practical settings. Problem-based learning encourages self-direction, lifelong learning, and sharing…

Concept-Oriented Task Design: Making Purposeful Case Comparisons in Organic Chemistry

ERIC Educational Resources Information Center

Graulich, Nicole; Schween, Michael

2018-01-01

Acquiring conceptual understanding seems to be one of the main challenges students face when studying organic chemistry. Traditionally, organic chemistry presents an extensive variety of chemical transformations, which often lead students to recall an organic transformation rather than apply conceptual knowledge. Strong surface level focus and…

Matriculation, Degree Structures, and Levels of Student Thinking.

ERIC Educational Resources Information Center

Collis, Kevin F.; Biggs, John B.

1983-01-01

The functions of Australian higher education institutions are examined in terms of the knowledge and skill needs of each sector. A new evaluation technique that clarifies the complexity of student thinking required at each level is applied to the programs, producing a rationale for admission and degree structure. (MSE)

Employability and Employment Outcomes of No-Fee Preservice Students

ERIC Educational Resources Information Center

Jin, Yule; Li, Ling; Ding, Shujing; Li, Zhichao

2013-01-01

This study used interviews and questionnaires to survey 770 no-fee preservice students. Its findings were as follows: (1) Their employability encompasses five dimensions: teaching skills, ability to learn specialized knowledge, ability to grasp elementary and secondary teaching materials and methods, communication skills, and ability to apply for…

Learning by Doing: Using an Online Simulation Game in an International Relations Course

ERIC Educational Resources Information Center

Epley, Jennifer

2016-01-01

Integrating interactive learning activities into undergraduate courses is one method for increasing student interest, engagement, and skills development. Online simulation games in particular offer students the unique applied opportunity to "learn by doing" in a virtual space to further their overall knowledge base and critical thinking…

Applied Industrial Electronics: Power Control and Electronic Troubleshooting.

ERIC Educational Resources Information Center

Morrow, Rick; Humler, John

This curriculum guide is designed to build upon the skills and knowledge of industrial electronics gained by the student through the learning activities of the introductory volumes of the electronics program. Specifically, the student, whether in secondary, postsecondary, or adult education, will have the opportunity to expand those skills in…

Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

ERIC Educational Resources Information Center

Leopold, Claudia; Leutner, Detlev

2015-01-01

In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

Invasion Ecology. Student Edition. Cornell Scientific Inquiry Series.

ERIC Educational Resources Information Center

Krasny, Marianne E.; Trautmann, Nancy; Carlsen, William; Cunningham, Christine

This book contains the student edition of the Environmental Inquiry curriculum series developed at Cornell University. It is designed to teach learning skills for investigating the behaviors of non-native and native species and demonstrate how to apply scientific knowledge to solve real-life problems. This book focuses on strange intruders…

Student Curators: Becoming Lifelong Learners.

ERIC Educational Resources Information Center

Koetsch, Peg; And Others

1994-01-01

Fifth graders at a Virginia school are applying new knowledge about world cultures by constructing artifacts for an Egyptian legacy exhibit. Exhibitions are a key facet of Museums-in-Progress (MIP), a program that links problem-solving activities with the real world. Students learn to develop, install, and interpret an exhibition by touring local…

Evaluation of a Biomedical Informatics course for medical students: a pre-posttest study at UNAM Faculty of Medicine in Mexico.

PubMed

Sánchez-Mendiola, Melchor; Martínez-Franco, Adrián I; Lobato-Valverde, Marlette; Fernández-Saldívar, Fabián; Vives-Varela, Tania; Martínez-González, Adrián

2015-04-01

Biomedical Informatics (BMI) education in medical schools is developing a sound curricular base, but there are few published reports of their educational usefulness. The goal of this paper is to assess knowledge change and satisfaction in medical students after a BMI curriculum. The National Autonomous University of México Faculty of Medicine (UNAM) recently implemented a curricular reform that includes two BMI sequential courses (BMI-1 and BMI-2). The research design was one-group pretest-posttest. An objective test with evidence of validity was used for knowledge measurement. A satisfaction questionnaire was applied at the end of the courses. Two-tailed paired Student's t-tests were applied, comparing knowledge scores in the pre and post-test for each course. The study included student cohorts during two consecutive academic years. The 2013 BMI-1 course (n = 986 students) knowledge pretest score was 43.0 ± 8.6 (mean percent correct ± SD), and the post-test score was 57.7 ± 10.3 (p < 0.001); the 2014 BMI-1 (n = 907) pretest score was 43.7 ± 8.5, and the post-test was 58.1 ± 10.5 (p < 0.001). The 2012 BMI-2 course (n = 683) pretest score was 26.3 ± 7.9, the post-test score was 44.3 ± 13.3 (p < 0.001); the 2013 BMI-2 (n = 926) pretest score was 27.5 ± 7.5, and the post-test was 42.0 ± 11.0 (p < 0.001). The overall opinion of the students regarding the course was from good to excellent, with a response rate higher than 90%. The satisfaction questionnaires had high reliability (Cronbach's alpha of 0.93). The study shows a significant increase in BMI knowledge after an educational intervention in four medical student cohorts, and an overall positive evaluation by the students. Long-term follow-up is needed, as well as controlled studies of BMI educational interventions using performance endpoints.

A pilot educational intervention for headache and concussion: The headache and arts program.

PubMed

Minen, Mia T; Boubour, Alexandra

2018-05-15

Using a science, technology, engineering, arts, and mathematics (STEAM) curriculum, we developed, piloted, and tested the Headache and Arts Program. This program seeks to increase knowledge and awareness of migraine and concussion among high school students through a visual arts-based curriculum. We developed a 2-week Headache and Arts Program with lesson plans and art assignments for high school visual arts classes and an age-appropriate assessment to assess students' knowledge of migraine and concussion. We assessed students' knowledge through (1) the creation of artwork that depicted the experience of a migraine or concussion, (2) the conception and implementation of methods to transfer knowledge gained through the program, and (3) preassessment and postassessment results. The assessment was distributed to all students prior to the Headache and Arts Program. In a smaller sample, we distributed the assessment 3 months after the program to assess longitudinal effects. Descriptive analyses and p values were calculated using SPSS V.24 and Microsoft Excel. Forty-eight students participated in the research program. Students created artwork that integrated STEAM knowledge learned through the program and applied creative methods to teach others about migraine and concussion. At baseline, students' total scores averaged 67.6% correct. Total scores for the longitudinal preassessment, immediate postassessment, and delayed 3-month postassessment averaged 69.4%, 72.8%, and 80.0% correct, respectively. The use of a visual arts-based curriculum may be effective for migraine and concussion education among high school students. © 2018 American Academy of Neurology.

Towards a Framework of Using Knowledge Tools for Teaching by Solving Problems in Technology-Enhanced Learning Environment

ERIC Educational Resources Information Center

Kostousov, Sergei; Kudryavtsev, Dmitry

2017-01-01

Problem solving is a critical competency for modern world and also an effective way of learning. Education should not only transfer domain-specific knowledge to students, but also prepare them to solve real-life problems--to apply knowledge from one or several domains within specific situation. Problem solving as teaching tool is known for a long…

Development of an Innovative Observational Astronomy Class for High School Students in Collaboration with the University of Texas/Rio Grande Valley

NASA Astrophysics Data System (ADS)

Hendrick, Alan W.

The vision presented by the National Academy of Science Standards is for all students to spend more time 'doing' science in order to develop science literacy and be better prepared not only for college but also in understanding and participation in global current events. A course in observational Astronomy is just that, an opportunity for student to "do 'science by collaborating with actual scientists in real research. The course follows a path in which students learn foundational knowledge and apply this knowledge to complete a successful celestial observation, interpreting the results by making inferences and predictions. This paper begins with a statement of need followed by specific learning objectives in a Texas Essential Knowledge and Skills format. Resources and activities follow along with specific directions on how to plan and operate the Observatory at Las Palms State Park in Olmito Texas. Participation in this course will give students confidence to pursue science related subjects in higher education.

A Technology-Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations

NASA Astrophysics Data System (ADS)

Shen, Ji; Linn, Marcia C.

2011-08-01

What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic-level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, and observable events. We compare learning enactments in a typical school and a magnet school in the USA. We use pre-tests, post-tests, embedded notes, and delayed post-tests to capture the trajectories of students' knowledge integration. We analyze how visualizations help students grapple with abstract electrostatics concepts such as induction. We find that overall students gain more sophisticated ideas. They can interpret dynamic, interactive visualizations, and connect charge- and particle-based explanations to interpret observable events. Students continue to have difficulty in applying the energy-based explanation.

Best practice strategies for effective use of questions as a teaching tool.

PubMed

Tofade, Toyin; Elsner, Jamie; Haines, Stuart T

2013-09-12

Questions have long been used as a teaching tool by teachers and preceptors to assess students' knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students' factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments.

Development of E-Learning Materials for Machining Safety Education

NASA Astrophysics Data System (ADS)

Nakazawa, Tsuyoshi; Mita, Sumiyoshi; Matsubara, Masaaki; Takashima, Takeo; Tanaka, Koichi; Izawa, Satoru; Kawamura, Takashi

We developed two e-learning materials for Manufacturing Practice safety education: movie learning materials and hazard-detection learning materials. Using these video and sound media, students can learn how to operate machines safely with movie learning materials, which raise the effectiveness of preparation and review for manufacturing practice. Using these materials, students can realize safety operation well. Students can apply knowledge learned in lectures to the detection of hazards and use study methods for hazard detection during machine operation using the hazard-detection learning materials. Particularly, the hazard-detection learning materials raise students‧ safety consciousness and increase students‧ comprehension of knowledge from lectures and comprehension of operations during Manufacturing Practice.

An Investigation into How Measures of Student Teacher Performance that Indicate Developmentally Informed Practice Are Related to a Measure of Overall Student Teaching Proficiency at a Private Northwest Comprehensive University

ERIC Educational Resources Information Center

Buchanan, Thomas D.

2011-01-01

Indicators of the proficiency of teacher candidates at applying knowledge of child development to teaching and learning were examined to see if they predict the overall success of the candidates full-time student teaching. The assessment instrument, the Full-Time Student Teaching Summary Report (FSTSR), was found statistically reliable and…

Improving Health with Science: Exploring Community-Driven Science Education in Kenya

NASA Astrophysics Data System (ADS)

Leak, Anne Emerson

This study examines the role of place-based science education in fostering student-driven health interventions. While literature shows the need to connect science with students' place and community, there is limited understanding of strategies for doing so. Making such connections is important for underrepresented students who tend to perceive learning science in school as disconnected to their experiences out of school (Aikenhead, Calabrese-Barton, & Chinn, 2006). To better understand how students can learn to connect place and community with science and engineering practices in a village in Kenya, I worked with community leaders, teachers, and students to develop and study an education program (a school-based health club) with the goal of improving knowledge of health and sanitation in a Kenyan village. While students selected the health topics and problems they hoped to address through participating in the club, the topics were taught with a focus on providing opportunities for students to learn the practices of science and health applications of these practices. Students learned chemistry, physics, environmental science, and engineering to help them address the health problems they had identified in their community. Surveys, student artifacts, ethnographic field notes, and interview data from six months of field research were used to examine the following questions: (1) In what ways were learning opportunities planned for using science and engineering practices to improve community health? (2) In what ways did students apply science and engineering practices and knowledge learned from the health club in their school, homes, and community? and (3) What factors seemed to influence whether students applied or intended to apply what they learned in the health club? Drawing on place-based science education theory and community-engagement models of health, process and structural coding (Saldana, 2013) were used to determine patterns in students' applications of their learning. Students applied learning across health topics they identified as interesting and relevant to their community: hand-washing, disease-prevention, first aid, balanced diet, and water. Students' application of their learning was influenced by internal, external, and relational factors with the community, science education factors, and cultural factors. Some factors, which may have been barriers for students to apply their learning, were turned into supports via bridging strategies used by the students and teacher. Bridging strategies allowed students to connect between their place and science in meaningful ways in the classroom. These strategies were critical in bringing students' place into the classroom and enabling students to apply their learning toward place. The model resulting from the identified factors informed existing models for sociocultural considerations in community-based health interventions. The community-engagement applied practices of science (CAPS) model serves to conceptualize findings in this study and informs an integrated method for using community-engagement education as a stimuli for students to become cultural brokers and improve community health. In addition to focusing on teaching practices of science and encouraging students to apply their learning, this research suggests that bridging strategies can be used to connect science with a students' place in meaningful ways that serve both students and their local communities.

Assessing a sun protection program aimed at Greek elementary school students for malign melanoma prevention.

PubMed

Saridi, Maria Ioannis; Rekleiti, Maria Demetrios; Toska, Aikaterini George; Souliotis, Kyriakos

2014-01-01

Numerous countries have launched campaigns regarding sun protection in the last decades. The aim of the present study was to assess an intervention program aimed at higher knowledge and healthier attitudes regarding sun protection. The sample consisted of 4,133 students aged 8-12 years from a single Greek province. In most items, knowledge levels after the intervention were found to be higher than those before (2.8±0.9 vs 3.3±0.9), while knowledge about sun protection factors seems to have had the highest improvement (27.1% vs 56.6%). However, student attitudes did not appear to improve, with the exception of applying sunscreen with a higher SPF (29.7% vs 54.8%). Girls seemed to have healthier attitudes compared to boys, but gender played no role with regard to knowledge levels. Also, place of residence did not play any role regarding knowledge levels, although those living in semi-urban areas seemed to have more unhealthy attitudes. Logistic regression by correlating knowledge and attitudes established that higher knowledge levels are usually accompanied by healthier attitudes, albeit marginally. The intervention had a positive contribution to the student knowledge level regarding sun protection and also led to small improvements regarding some attitudes. Continuous similar interventions could lead to better results and the adoption of healthier attitudes.

Assessment of knowledge transfer in the context of biomechanics

NASA Astrophysics Data System (ADS)

Hutchison, Randolph E.

The dynamic act of knowledge transfer, or the connection of a student's prior knowledge to features of a new problem, could be considered one of the primary goals of education. Yet studies highlight more instances of failure than success. This dissertation focuses on how knowledge transfer takes place during individual problem solving, in classroom settings and during group work. Through the lens of dynamic transfer, or how students connect prior knowledge to problem features, this qualitative study focuses on a methodology to assess transfer in the context of biomechanics. The first phase of this work investigates how a pedagogical technique based on situated cognition theory affects students' ability to transfer knowledge gained in a biomechanics class to later experiences both in and out of the classroom. A post-class focus group examined events the students remembered from the class, what they learned from them, and how they connected them to later relevant experiences inside and outside the classroom. These results were triangulated with conceptual gains evaluated through concept inventories and pre- and post- content tests. Based on these results, the next two phases of the project take a more in-depth look at dynamic knowledge transfer during independent problem-solving and group project interactions, respectively. By categorizing prior knowledge (Source Tools), problem features (Target Tools) and the connections between them, results from the second phase of this study showed that within individual problem solving, source tools were almost exclusively derived from "propagated sources," i.e. those based on an authoritative source. This differs from findings in the third phase of the project, in which a mixture of "propagated" sources and "fabricated" sources, i.e. those based on student experiences, were identified within the group project work. This methodology is effective at assessing knowledge transfer in the context of biomechanics through evidence of the ability to identify differing patterns of how different students apply prior knowledge and make new connections between prior knowledge and current problem features in different learning situations. Implications for the use of this methodology include providing insight into not only students' prior knowledge, but also how they connect this prior knowledge to problem features (i.e. dynamic knowledge transfer). It also allows the identification of instances in which external input from other students or the instructor prompted knowledge transfer to take place. The use of this dynamic knowledge transfer lens allows the addressing of gaps in student understanding, and permits further investigations of techniques that increase instances of successful knowledge transfer.

Development of an Instrument to Assess Student Knowledge Necessary to Critically Evaluate Scientific Claims in the Popular Media

ERIC Educational Resources Information Center

Strimaitis, Anna M.; Schellinger, Jennifer; Jones, Anthony; Grooms, Jonathon; Sampson, Victor

2014-01-01

Students need to learn how to engage in several scientific practices in order to be considered proficient in science. Many of these practices are needed to evaluate scientific claims made in the popular media. Yet, there are few instruments available that science educators can use to assess whether students can apply what they know about…

Examining the Usefulness of Student-Produced PSAs to Learn Advocacy in a Human Behavior and the Social Environment Course

ERIC Educational Resources Information Center

Chu, Yee Han; Quinn, Andrew

2018-01-01

Advocacy is a complex set of applications that applies knowledge of human behavior in the social environment to promote the rights of others. The purpose of this study was to explore the usefulness of student-created public service announcements (PSAs) to help BSW students learn cause-based advocacy. Our results suggest that assigning a PSA…

Knowledge, attitudes and practices concerning self-medication with antibiotics among university students in western China.

PubMed

Lv, Bing; Zhou, Zhongliang; Xu, Guiping; Yang, Dingkun; Wu, Lina; Shen, Qian; Jiang, Minghuan; Wang, Xiao; Zhao, Guilan; Yang, Shimin; Fang, Yu

2014-07-01

To evaluate the knowledge, attitude and behaviours of university students on the use of antibiotics. A knowledge-attitude-practice questionnaire was developed and distributed to undergraduate students of Xi'an Jiaotong University, comprising 18 schools/colleges in Shaanxi Province, western China. Chi-square test and logistic regression analysis were applied to identify risk factors associated with self-medication with antibiotics. Of the 731 respondents (response rate = 73.1%), 294 (40.2%) had self-medicated with antibiotics in the past 6 months. Most of the antibiotics (59.2%) for self-medication were purchased without prescription in retail pharmacies. The median score of students' knowledge about antibiotics was 4 (IQR: 3-6) of a maximum possible score of 10. Students had moderately accurate beliefs towards antibiotics. More than half of the students (56.5%) were storing antibiotics frequently. During self-medication, 16.7% of students claimed to have experienced adverse reactions, and 30.6% had used antibiotics to prevent common colds. The majority preferred to use broad-spectrum antibiotics, and nearly half preferred intravenous antibiotics. Over 44% of students had changed antibiotic dosage, and 36.5% had switched to another antibiotic during the treatment course. Logistic regression analysis identified college and home town as independent risk factors for self-medication with antibiotics (P < 0.01). Undergraduate students had inadequate knowledge, moderately accurate beliefs and inappropriate practices concerning antibiotics, and a high rate of self-medication. This highlights the need for focused educational intervention and stricter governmental regulation concerning antibiotic use and sale in retail pharmacies. © 2014 John Wiley & Sons Ltd.

Meta-Analysis on Dating Violence Prevention among Middle and High Schools

ERIC Educational Resources Information Center

Ting, Siu-Man Raymond

2009-01-01

Meta-analysis was applied to study the empirical research from 1990-2007 regarding the effectiveness of the dating violence prevention programs in middle and high schools on students' knowledge and attitudes. The results show that overall the program participants improved their knowledge and attitudes towards dating violence. Implications for…

Applying Cognitive Science to Education: Thinking and Learning in Scientific and Other Complex Domains

ERIC Educational Resources Information Center

Reif, Frederick

2008-01-01

Many students find it difficult to learn the kinds of knowledge and thinking required by college or high school courses in mathematics, science, or other complex domains. Thus they often emerge with significant misconceptions, fragmented knowledge, and inadequate problem-solving skills. Most instructors or textbook authors approach their teaching…

E-Learning and Knowledge Management: The MEMORAe Project.

ERIC Educational Resources Information Center

Abel, Marie-Helene; Lenne, Dominique; Cisse, Omar

E-learning leads to changes in the way courses are conceived. Diffused through the Web, course content cannot be the pure transcription of a "classical" course. The students need to personalize it and to access it when they need it (just-in-time). The MEMORAe project aims at applying knowledge management techniques to improve the…

How to Teach Content: Existing Concepts and Prospects for Development

ERIC Educational Resources Information Center

Zascerinska, Jelena

2011-01-01

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

An Analysis of Prospective Teachers' Knowledge for Constructing Concept Maps

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan; Esprívalo Harrell, Pamela

2015-01-01

Background: Literature contends that a teacher's knowledge of concept map-based tasks influence how their students perceive the task and execute the creation of acceptable concept maps. Teachers who are skilled concept mappers are able to (1) understand and apply the operational terms to construct a hierarchical/non-hierarchical concept map; (2)…

A Problem-Sorting Task Detects Changes in Undergraduate Biological Expertise over a Single Semester

ERIC Educational Resources Information Center

Hoskinson, Anne-Marie; Maher, Jessica Middlemis; Bekkering, Cody; Ebert-May, Diane

2017-01-01

Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking…

The Effects of Teacher Collaboration in Grade 9 Applied Mathematics

ERIC Educational Resources Information Center

Egodawatte, Gunawardena; McDougall, Douglas; Stoilescu, Dorian

2011-01-01

The current emphasis of many mathematics education reform documents is on the need to change the environment of mathematics classrooms from the transmission of knowledge by the teacher to the transaction of knowledge between the teacher and the students which promotes mathematical investigation and exploration. In this article, we discuss the…

The Significance of Practical Training in Linking Theoretical Studies with Practice

ERIC Educational Resources Information Center

Katajavuori, Nina; Lindblom-Ylanne, Sari; Hirvonen, Jouni

2006-01-01

Today's experts must continuously reconstruct their expertise and be able to apply their theoretical knowledge in actual work. The development of expertise is a long process, during which theoretical, practical and metacognitive elements of expert knowledge are integrated into a coherent whole. It is important to foster student's learning and…

Learning to Critique and Adapt Science Curriculum Materials: Examining the Development of Preservice Elementary Teachers' Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Beyer, Carrie J.; Davis, Elizabeth A.

2012-01-01

Teachers often engage in curricular planning by critiquing and adapting existing curriculum materials to contextualize lessons and compensate for their deficiencies. Designing instruction for students is shaped by teachers' ability to apply a variety of personal resources, including their pedagogical content knowledge (PCK). This study…

Knowledge and attitude of Saudi health professions’ students regarding patient’s bill of rights

PubMed Central

El-Sobkey, Salwa B.; Almoajel, Alyah M.; Al-Muammar, May N.

2014-01-01

Background: Patient’s rights are worldwide considerations. Saudi Patient’s Bill of Rights (PBR) which was established in 2006 contained 12 items. Lack of knowledge regarding the Saudi PBR limits its implementation in health facilities. This study aimed to investigate the knowledge of health professions’ students at College of Applied Medical Sciences (CAMS) Riyadh Saudi Arabia regarding the existence and content of Saudi PBR as well as their attitude toward its ineffectiveness. Methods: A 3-parts survey was used to collect data from 239 volunteer students participated in the study. Data were analyzed by descriptive and analytical statistics using SPSS. Results: Results showed that although the majority of students (96.7%) believe in the ineffectiveness of patient’s rights, half (52.3%) of them had perceptual knowledge regarding the existence of Saudi PBR and only 7.9% of them were knowledgeable about some items (1–4 items) of the bill. Privacy and confidentiality of patient was the most common known patient’s rights. Students’ academic level was not correlated to neither their knowledge regarding the bill existence or its content nor to their attitude toward the bill. The majority of the students (93%) reported that only one course within their curriculum was patient’s rights-course related. About one quarter (23.4%) of the students reported that teaching staff used to mention patient’s rights in their teaching sessions. Conclusion: The Saudi health professions students at CAMS have positive attitude toward the ineffectiveness of patient’s rights nevertheless they showed limited knowledge regarding the existence of Saudi PBR and its contents. CAMS curriculums do not support the subject of patient’s rights. PMID:25197675

Using the Rasch Model to Measure the Extent to which Students Work Conceptually with Mathematics.

PubMed

Kaspersen, Eivind

2015-01-01

Differences between working conceptually and procedurally with mathematics are well documented. In short, working procedurally can be characterized as learning and applying rules without reason. Working conceptually, in contrast, means creating and applying a web of knowledge. To continue this line of research, an instrument that is able to measure the level of conceptual work, and that is based on the basic requirements of measurement, is desireable. As such, this paper presents a Rasch calibrated instrument that measures the extent to which students work conceptually with mathematics. From a sample of 133 student teachers and 185 Civil Engineering students, 20 items are concluded as being productive for measurement.

Elwood Murray: Pioneering Methodologist in Communication

ERIC Educational Resources Information Center

Brownell, Judi

2014-01-01

Elwood Murray (1897-1988) was a pioneer in communication education. Beginning in the 1930s, he applied nontraditional methods in the speech classroom to encourage students to internalize and apply what they learned, and to view knowledge holistically. Drawing on the work of Kunkel, Moreno, Lewin, and Korzybski, Murray focused on developing skills…

Geometric Error Analysis in Applied Calculus Problem Solving

ERIC Educational Resources Information Center

Usman, Ahmed Ibrahim

2017-01-01

The paper investigates geometric errors students made as they tried to use their basic geometric knowledge in the solution of the Applied Calculus Optimization Problem (ACOP). Inaccuracies related to the drawing of geometric diagrams (visualization skills) and those associated with the application of basic differentiation concepts into ACOP…

Nurses' and Nursing Students' Knowledge and Attitudes regarding Pediatric Pain.

PubMed

Ortiz, Mario I; Ponce-Monter, Héctor A; Rangel-Flores, Eduardo; Castro-Gamez, Blanca; Romero-Quezada, Luis C; O'Brien, Jessica P; Romo-Hernández, Georgina; Escamilla-Acosta, Marco A

2015-01-01

Nursing staff spend more time with patients with pain than any other health staff member. For this reason, the nurse must possess the basic knowledge to identify the presence of pain in patients, to measure its intensity and make the steps necessary for treatment. Therefore, a prospective, descriptive, analytical, and cross-sectional study was conducted to investigate the knowledge and attitudes regarding pediatric pain in two different populations. The questionnaire, Pediatric Nurses Knowledge and Attitudes Survey Regarding Pain (PKNAS), was applied to 111 hospital pediatric nurses and 300 university nursing students. The final scores for pediatric nurses and nursing students were 40.1 ± 7.9 and 40.3 ± 7.5, respectively. None of the sociodemographic variables predicted the scores obtained by the participants (P > 0.05). There was a high correlation between the PKNAS scores of pediatric nurses and nursing students (r = 0.86, P < 0.001). It was observed that the degree of knowledge about pain and its treatment was very low in both groups. Due to this deficiency, pain in children remains inadequately managed, which leads to suffering in this population. It is necessary to increase the continued training in this subject in both areas.

Nurses' and Nursing Students' Knowledge and Attitudes regarding Pediatric Pain

PubMed Central

Ponce-Monter, Héctor A.; Rangel-Flores, Eduardo; Castro-Gamez, Blanca; Romero-Quezada, Luis C.; O'Brien, Jessica P.; Romo-Hernández, Georgina; Escamilla-Acosta, Marco A.

2015-01-01

Nursing staff spend more time with patients with pain than any other health staff member. For this reason, the nurse must possess the basic knowledge to identify the presence of pain in patients, to measure its intensity and make the steps necessary for treatment. Therefore, a prospective, descriptive, analytical, and cross-sectional study was conducted to investigate the knowledge and attitudes regarding pediatric pain in two different populations. The questionnaire, Pediatric Nurses Knowledge and Attitudes Survey Regarding Pain (PKNAS), was applied to 111 hospital pediatric nurses and 300 university nursing students. The final scores for pediatric nurses and nursing students were 40.1 ± 7.9 and 40.3 ± 7.5, respectively. None of the sociodemographic variables predicted the scores obtained by the participants (P > 0.05). There was a high correlation between the PKNAS scores of pediatric nurses and nursing students (r = 0.86, P < 0.001). It was observed that the degree of knowledge about pain and its treatment was very low in both groups. Due to this deficiency, pain in children remains inadequately managed, which leads to suffering in this population. It is necessary to increase the continued training in this subject in both areas. PMID:26543643

Evaluation of pharmacy students' knowledge and perceptions of pharmacogenetics before and after a simulation activity.

PubMed

Patel, Radha V; Chudow, Melissa; Vo, Teresa T; Serag-Bolos, Erini S

The purpose of this study was to evaluate students' knowledge and perceptions of the clinical application of pharmacogenetics through a simulation activity and to assess communication of pharmacogenetic-guided treatment recommendations utilizing standardized patients. Third-year students in the four-year doctor of pharmacy (PharmD) program at University of South Florida College of Pharmacy completed a pharmacogenetics simulation involving a patient case review, interpretation of pharmacogenetic test results, completion of a situation, background, assessment, recommendation (SBAR) note with drug therapy recommendations, and patient counseling. Voluntary assessments were completed before and after the simulation, which included demographics, knowledge, and perceptions of students' ability to interpret and communicate pharmacogenetic results. Response rates for the pre- and post-simulation assessments were 109 (98%) and 104 (94%), respectively. Correct responses in application-type questions improved after the simulation (74%) compared to before the simulation (44%, p < 0.01). Responses to perception questions shifted towards "strongly agree" or "agree" after the simulation (p < 0.01). The simulation gave students an opportunity to apply pharmacogenetics knowledge and allowed them to gain an appreciation of pharmacists' roles within the pharmacogenetics field. Copyright © 2017 Elsevier Inc. All rights reserved.

Exploring teachers' meta-strategic knowledge of science argumentation teaching with the repertory grid technique

NASA Astrophysics Data System (ADS)

Lin, Yu-Ren; Hung, Cheng-Yu; Hung, Jeng-Fung

2017-01-01

This study investigated two science teachers' meta-strategic knowledge (MSK) of argumentation teaching by applying the repertory grid technique (RGT). One teacher was a novice, while the other was experienced in teaching argumentation. Using the RGT, we elicited the objectives and strategies of the two teachers regarding their argumentation teaching involving two social scientific issue (SSI) scenarios. The results showed that the experienced teacher had more varied and organised MSK for teaching argumentation than the novice teacher. Meanwhile, the novice teacher indicated a belief that the learning of argumentation should occur in a more student-centred manner, rather than relying on a traditional lecture-based environment. Consequently, she spent a considerable amount of time engaging students with their peers' ideas through discussion and collaboration. On the other hand, the experienced teacher noticed that most of students had the ability to generate arguments, but that few knew how to argue based on evidence. Therefore, she helped students to collect data from various resources and suggested that they construct their own knowledge framework in order to improve students' ability to incorporate their understanding of scientific knowledge into scientific argumentation.

Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

NASA Astrophysics Data System (ADS)

Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

2015-06-01

To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

Investigating Graphical Representations of Slope and Derivative without a Physics Context

ERIC Educational Resources Information Center

Christensen, Warren M.; Thompson, John R.

2012-01-01

By analysis of student use of mathematics in responses to conceptual physics questions, as well as analogous math questions stripped of physical meaning, we have previously found evidence that students often enter upper-level physics courses lacking the assumed prerequisite mathematics knowledge and/or the ability to apply it productively in a…

Students' Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them

ERIC Educational Resources Information Center

Bogdanovic, Ivana; Obadovic, Dušanka Ž.; Cvjeticanin, Stanko; Segedinac, Mirjana; Budic, Spomenka

2015-01-01

This paper presents a research directed to examine the relation between students' metacognitive awareness and physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia. Obtained results…

Achieving Schooling Success for All Students.

ERIC Educational Resources Information Center

Wang, Margaret C.

This essay discusses the prospect of utilizing well-confirmed knowledge to enhance the chances for the schooling success of every student in today's elementary schools through secondary schools. The paper begins with a brief discussion of the state of practice. The balance of the paper illustrates an efficient way to apply research and practical…

The Playful and Reflective Game Designer

ERIC Educational Resources Information Center

Majgaard, Gunver

2014-01-01

A group of first-semester engineering students participated in a game design course. The aim of the course was to learn how to design computer games and programming skills by creating their own games, thereby applying their game-playing experiences to gain knowledge about game design. The aim was for students to develop a more critically…

Collaborative Strategies for Teaching Common Acid-Base Disorders to Medical Students

ERIC Educational Resources Information Center

Petersen, Marie Warrer; Toksvang, Linea Natalie; Plovsing, Ronni R.; Berg, Ronan M. G.

2014-01-01

The ability to recognize and diagnose acid-base disorders is of the utmost importance in the clinical setting. However, it has been the experience of the authors that medical students often have difficulties learning the basic principles of acid-base physiology in the respiratory physiology curriculum, particularly when applying this knowledge to…

Case Studies Add Value to a Diverse Teaching Portfolio in Science Courses

ERIC Educational Resources Information Center

Camill, Philip

2006-01-01

Together with lectures and labs, case studies assist students in acquiring content knowledge, process skills, and an understanding of the context and application of science to their daily lives. Cases make the process of scientific learning more genuine and rigorous, bringing alive classroom learning and helping students apply concepts to…

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

ERIC Educational Resources Information Center

Chitpin, Jeremy Sebastian; Chitpin, Stephanie

2017-01-01

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

Design Process of a Goal-Based Scenario on Computing Fundamentals

ERIC Educational Resources Information Center

Beriswill, Joanne Elizabeth

2014-01-01

In this design case, an instructor developed a goal-based scenario (GBS) for undergraduate computer fundamentals students to apply their knowledge of computer equipment and software. The GBS, entitled the MegaTech Project, presented the students with descriptions of the everyday activities of four persons needing to purchase a computer system. The…

Planning, Implementing, and Assessing an Authentic Performance Task in Middle Grades Classrooms

ERIC Educational Resources Information Center

Barnes, Nicole C.; Urbankowski, Daniel

2014-01-01

As young adolescents, middle grades students experience a wide variety of changes related to their cognitive capabilities, social and emotional well-being, and use of self-regulation strategies. Authentic performance tasks challenge students to apply their knowledge and skills to realistic problems to create products or performances--consistent…

Case Studies in Applied Behavior Analysis for Students and Adults with Disabilities

ERIC Educational Resources Information Center

Storey, Keith; Haymes, Linda

2016-01-01

This book responds to a critical need for highly qualified personnel who will become exemplary professionals because of their advanced knowledge, skills, and experiences in working with students and adults that have varying disabilities, including Autism Spectrum Disorders (ASD). Since Board Certification for behavior analysts was introduced,…

Investigating Novice and Expert Conceptions of Genetically Modified Organisms

ERIC Educational Resources Information Center

Potter, Lisa M.; Bissonnette, Sarah A.; Knight, Jonathan D.; Tanner, Kimberly D.

2017-01-01

The aspiration of biology education is to give students tools to apply knowledge learned in the classroom to everyday life. Genetic modification is a real-world biological concept that relies on an in-depth understanding of the molecular behavior of DNA and proteins. This study investigated undergraduate biology students' conceptions of…

City of Physics--Analogies to Increase Cognitive Coherence in Physics Learning

ERIC Educational Resources Information Center

Tabor-Morris, A. E.; Froriep, K. A.; Briles, T. M.; McGuire, C. M.

2009-01-01

Physics educators and researchers can be concerned with how students attain cognitive coherence: specifically, how students understand and intra-connect the whole of their knowledge of the "field of physics". Starting instead with the metaphor "city of physics", the implication of applying architectural concepts for the human acquisition of mental…

Applying TLC (a Targeted Learning Community) to Transform Teaching and Learning in Science

ERIC Educational Resources Information Center

Steiner, Hillary H.; Dean, Michelle L.; Foote, Stephanie M.; Goldfine, Ruth A.

2013-01-01

This article describes the development of a Targeted Learning Community (TLC) that supports first-year science students enrolled in a General Chemistry course. Drawing on student feedback and knowledge and expertise in their respective disciplines, four faculty members from two colleges at Kennesaw State University came together to develop a…

Teachers' Experiences Using Service-Learning in the High School Classroom

ERIC Educational Resources Information Center

Maguire, Lisa

2016-01-01

Teachers are looking for meaningful ways to connect with students and instill in them an understanding and appreciation for academic content that will extend beyond the classroom. Service-learning is a teaching pedagogy that connects classroom content with real-world problems that allow students to practice applying knowledge and skills while…

Engaging Students in the Library through Tabletop Gaming

ERIC Educational Resources Information Center

Alvarez, Vivian

2017-01-01

Besides being a social experience, tabletop games can serve as intrinsic educational tools that tap into students' needs and interests, inspiring them to find motivation in applying new knowledge to their academic work. Why? Because, as with school, every game has a very specific set of rules by which participants must abide. Experiences with…

Applying Challenge-Based Learning in the (Feminist) Communication Classroom: Positioning Students as Knowledgeable Change Agents

ERIC Educational Resources Information Center

Cruger, Katherine M.

2018-01-01

This article explores the potential of challenge-based learning (CBL) for feminist pedagogy. In a qualitative case study of an introductory mass communication and social theory course, students were more likely to indicate sophisticated, intersectional understandings of course concepts following the CBL project. Before the CBL project, students…

The Evolution of a Flipped Classroom: Evidence-Based Recommendations

ERIC Educational Resources Information Center

Velegol, Stephanie Butler; Zappe, Sarah E.; Mahoney, Emily

2015-01-01

Engineering students benefit from an active and interactive classroom environment where they can be guided through the problem solving process. Typically faculty members spend class time presenting the technical content required to solve problems, leaving students to apply this knowledge and problem solve on their own at home. There has recently…

Planning Guide for Career Academies

ERIC Educational Resources Information Center

Dayton, Charles

2010-01-01

A career academy is a small learning community within a high school, which selects a subset of students and teachers for a two-, three-, or four-year period. Students enter through a voluntary process; they must apply and be accepted, with parental knowledge and support. A career academy involves teachers from different subjects working together…

The Effects of Mathematical Modelling on Students' Achievement-Meta-Analysis of Research

ERIC Educational Resources Information Center

Sokolowski, Andrzej

2015-01-01

Using meta-analytic techniques this study examined the effects of applying mathematical modelling to support student math knowledge acquisition at the high school and college levels. The research encompassed experimental studies published in peer-reviewed journals between January 1, 2000, and February 27, 2013. Such formulated orientation called…

Occupationally Related Science. Draft Curriculum 1986-87.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Div. of Occupational Education Programs.

To prepare occupational students for employment, a basic understanding of scientific knowledge and the processes of science that have been applied in the development of tools, machines, instruments, and technological techniques or processes should be taught. When a second unit of science was included for all high school students in the New York…

Knowledge Levels and Training Needs of Disaster Medicine among Health Professionals, Medical Students, and Local Residents in Shanghai, China

PubMed Central

Zhang, Hongwei; Yin, Jianhua; Tan, Xiaojie; Chang, Wenjun; Ding, Yibo; Han, Yifang; Cao, Guangwen

2013-01-01

Background Disaster is a serious public health issue. Health professionals and community residents are main players in disaster responses but their knowledge levels of disaster medicine are not readily available. This study aimed to evaluate knowledge levels and training needs of disaster medicine among potential disaster responders and presented a necessity to popularize disaster medicine education. Methods A self-reporting questionnaire survey on knowledge level and training needs of disaster medicine was conducted in Shanghai, China, in 2012. A total of randomly selected 547 health professionals, 456 medical students, and 1,526 local residents provided intact information. The total response rate was 93.7%. Results Overall, 1.3% of these participants have received systematic disaster medicine training. News media (87.1%) was the most common channel to acquire disaster medicine knowledge. Although health professionals were more knowledgeable than community residents, their knowledge structure of disaster medicine was not intact. Medical teachers were more knowledgeable than medical practitioners and health administrators (p = 0.002). Clinicians performed better than public health physicians (p<0.001), whereas public health students performed better than clinical medical students (p<0.001). In community residents, education background significantly affected the knowledge level on disaster medicine (p<0.001). Training needs of disaster medicine were generally high among the surveyed. ‘Lecture’ and ‘practical training’ were preferred teaching methods. The selected key and interested contents on disaster medicine training were similar between health professionals and medical students, while the priorities chosen by local residents were quite different from health professionals and medical students (p<0.001). Conclusions Traditional clinical-oriented medical education might lead to a huge gap between the knowledge level on disaster medicine and the current needs of disaster preparedness. Continuing medical education and public education plans on disaster medicine via media should be practice-oriented, and selectively applied to different populations and take the knowledge levels and training needs into consideration. PMID:23826190

Knowledge levels and training needs of disaster medicine among health professionals, medical students, and local residents in Shanghai, China.

PubMed

Su, Tong; Han, Xue; Chen, Fei; Du, Yan; Zhang, Hongwei; Yin, Jianhua; Tan, Xiaojie; Chang, Wenjun; Ding, Yibo; Han, Yifang; Cao, Guangwen

2013-01-01

Disaster is a serious public health issue. Health professionals and community residents are main players in disaster responses but their knowledge levels of disaster medicine are not readily available. This study aimed to evaluate knowledge levels and training needs of disaster medicine among potential disaster responders and presented a necessity to popularize disaster medicine education. A self-reporting questionnaire survey on knowledge level and training needs of disaster medicine was conducted in Shanghai, China, in 2012. A total of randomly selected 547 health professionals, 456 medical students, and 1,526 local residents provided intact information. The total response rate was 93.7%. Overall, 1.3% of these participants have received systematic disaster medicine training. News media (87.1%) was the most common channel to acquire disaster medicine knowledge. Although health professionals were more knowledgeable than community residents, their knowledge structure of disaster medicine was not intact. Medical teachers were more knowledgeable than medical practitioners and health administrators (p = 0.002). Clinicians performed better than public health physicians (p<0.001), whereas public health students performed better than clinical medical students (p<0.001). In community residents, education background significantly affected the knowledge level on disaster medicine (p<0.001). Training needs of disaster medicine were generally high among the surveyed. 'Lecture' and 'practical training' were preferred teaching methods. The selected key and interested contents on disaster medicine training were similar between health professionals and medical students, while the priorities chosen by local residents were quite different from health professionals and medical students (p<0.001). Traditional clinical-oriented medical education might lead to a huge gap between the knowledge level on disaster medicine and the current needs of disaster preparedness. Continuing medical education and public education plans on disaster medicine via media should be practice-oriented, and selectively applied to different populations and take the knowledge levels and training needs into consideration.

Modified task-based learning program promotes problem-solving capacity among Chinese medical postgraduates: a mixed quantitative survey.

PubMed

Tian, Yanping; Li, Chengren; Wang, Jiali; Cai, Qiyan; Wang, Hanzhi; Chen, Xingshu; Liu, Yunlai; Mei, Feng; Xiao, Lan; Jian, Rui; Li, Hongli

2017-09-07

Despite great advances, China's postgraduate education faces many problems, for example traditional lecture-based learning (LBL) method provides fewer oppotunities to apply knowledge in a working situation. Task-based learning (TBL) is an efficient strategy for increasing the connections among skills, knowledge and competences. This study aimed to evaluate the effect of a modified TBL model on problem-solving abilities among postgraduate medical students in China. We allocated 228 first-year postgraduate students at Third Military Medical University into two groups: the TBL group and LBL group. The TBL group was taught using a TBL program for immunohistochemistry. The curriculum consisted of five phases: task design, self-learning, experimental operations, discussion and summary. The LBL group was taught using traditional LBL. After the course, learning performance was assessed using theoretical and practical tests. The students' preferences and satisfaction of TBL and LBL were also evaluated using questionnaires. There were notable differences in the mean score rates in the practical test (P < 0.05): the number of high scores (>80) in the TBL group was higher than that in the LBL group. We observed no substantial differences in the theoretical test between the two groups (P > 0.05). The questionnaire results indicated that the TBL students were satisfied with teaching content, teaching methods and experiment content. The TBL program was also beneficial for the postgraduates in completing their research projects. Furthermore, the TBL students reported positive effects in terms of innovative thinking, collaboration, and communication. TBL is a powerful educational strategy for postgraduate education in China. Our modified TBL imparted basic knowledge to the students and also engaged them more effectively in applying knowledge to solve real-world issues. In conclusion, our TBL established a good foundation for the students' future in both medical research and clinical work.

Problem-based Learning Using the Online Medicare Part D Plan Finder Tool

PubMed Central

Stebbins, Marilyn R.; Lai, Eric; Smith, Amanda R.; Lipton, Helene Levens

2008-01-01

Objectives To implement didactic and problem-based learning curricular innovations aimed at increasing students' knowledge of Medicare Part D, improving their ability to apply the online Medicare Prescription Drug Plan Finder tool to a patient case, and improving their attitudes toward patient advocacy for Medicare beneficiaries. Methods A survey instrument and a case-based online Medicare Prescription Drug Plan Finder tool exercise were administered to a single group (n = 120) of second-year pharmacy graduate students prior to and following completion of a course on health policy. Three domains (knowledge, skill mastery and attitudes) were measured before and after two 90-minute lectures on Medicare Part D. Results The online Medicare Prescription Drug Plan Finder exercise and Medicare Part D didactic lectures had positive effects on students' knowledge of Part D, attitudes toward patient advocacy, and ability to accurately use the Medicare Prescription Drug Plan Finder tool. Conclusions The success of these didactic and problem-based curricular innovations in improving pharmacy students' knowledge, skills, and attitudes regarding Part D warrants further evaluation to determine their portability to clinical settings and other pharmacy schools. PMID:18698399

Medical students' views on thoracic surgery residency programs in a Japanese medical school.

PubMed

Morishita, Kiyofumi; Naraoka, Shu-ichi; Miyajima, Masahiro; Uzuka, Takeshi; Saito, Tatsuya; Abe, Tomio

2003-09-01

There has been a decline in the number of medical students applying for thoracic surgery training programs. We obtained knowledge of medical students' views on thoracic surgery residency programs. After completion of thoracic surgery clerkship, 17 students were asked to fill out questionnaires on first-year thoracic surgery residency programs. The majority of students considered thoracic surgery to be held in high regard by the general public, and felt that the salary was sufficient. However, only one student chose a thoracic surgery training program. The main reason for not applying for thoracic surgery residency was lifestyle issues. The factors in determining career choice included quality of education and work hours. Medical students are likely to select specialties other than thoracic surgery. Since the main factor influencing medical students' career is the quality of education in a residency program, efforts should be made to improve the quality of education.

Integrating Brain Science into Health Studies: An Interdisciplinary Course in Contemplative Neuroscience and Yoga

PubMed Central

Wolfe, Uta; Moran, Amy

2017-01-01

As neuroscience knowledge grows in its scope of societal applications so does the need to educate a wider audience on how to critically evaluate its research findings. Efforts at finding teaching approaches that are interdisciplinary, accessible and highly applicable to student experience are thus ongoing. The article describes an interdisciplinary undergraduate health course that combines the academic study of contemplative neuroscience with contemplative practice, specifically yoga. The class aims to reach a diverse mix of students by teaching applicable, health-relevant neuroscience material while directly connecting it to first-hand experience. Outcomes indicate success on these goals: The course attracted a wide range of students, including nearly 50% non-science majors. On a pre/post test, students showed large increases in their knowledge of neuroscience. Students’ ratings of the course overall, of increases in positive feelings about its field, and of their progress on specific course objectives were highly positive. Finally, students in their written work applied neuroscience course content to their personal and professional lives. Such results indicate that this approach could serve as a model for the interdisciplinary, accessible and applied integration of relevant neuroscience material into the undergraduate health curriculum. PMID:29371845

[Use and knowledge of contraceptive methods in female students of children education].

PubMed

Schilling, A; Rubio, L; Schlein, J

1989-01-01

An inquire about contraception use and knowledge was applied to 292 female students. (Average of age = 21.3 years) An 88.4% of the woman with sexual activity had used contraceptive methods at least once. Principal reason for not going on using them, was not having sexual intercourse. In single women, the use of contraceptive methods was related with age, while the type selected was related with sexual intercourse's frequency. The most used contraceptive methods were rhythm and pill, which were not the best known ones.

Proposal of e-learning strategy to teach Atraumatic Restorative Treatment (ART) to undergraduate and graduate students.

PubMed

Camargo, Lucila Basto; Raggio, Daniela Prócida; Bonacina, Carlos Felipe; Wen, Chao Lung; Mendes, Fausto Medeiros; Bönecker, Marcelo José Strazzeri; Haddad, Ana Estela

2014-07-17

The aim of this study was to evaluate e-learning strategy in teaching Atraumatic Restorative Treatment (ART) to undergraduate and graduate students. The sample comprised 76 participants-38 dental students and 38 pediatric dentistry students-in a specialization course. To evaluate knowledge improvement, participants were subjected to a test performed before and after the course. A single researcher corrected the tests and intraexaminer reproducibility was calculated (CCI = 0.991; 95% IC = 0.975-0.996). All students improved their performances after the e-learning course (Paired t-tests p < 0.001). The means of undergraduate students were 4.7 (initial) and 6.4 (final) and those of graduate students were 6.8 (initial) and 8.2 (final). The comparison of the final evaluation means showed a statistically significant difference (t-tests p < 0.0001). The e-learning strategy has the potential of improving students' knowledge in ART. Mature students perform better in this teaching modality when it is applied exclusively via distance learning.

[The discussion of the infiltrative model of chemical knowledge stepping into genetics teaching in agricultural institute or university].

PubMed

Zou, Ping; Luo, Pei-Gao

2010-05-01

Chemistry is an important group of basic courses, while genetics is one of the important major-basic courses in curriculum of many majors in agricultural institutes or universities. In order to establish the linkage between the major course and the basic course, the ability of application of the chemical knowledge previously learned in understanding genetic knowledge in genetics teaching is worthy of discussion for genetics teachers. In this paper, the authors advocate to apply some chemical knowledge previously learned to understand genetic knowledge in genetics teaching with infiltrative model, which could help students learn and understand genetic knowledge more deeply. Analysis of the intrinsic logistic relationship among the knowledge of different courses and construction of the integral knowledge network are useful for students to improve their analytic, comprehensive and logistic abilities. By this way, we could explore a new teaching model to develop the talents with new ideas and comprehensive competence in agricultural fields.

A development optical course based on optical fiber white light interference

NASA Astrophysics Data System (ADS)

Jiang, Haili; Sun, Qiuhua; Zhao, Yancheng; Li, Qingbo

2017-08-01

The Michelson interferometer is a very important instrument in optical part for college physics teaching. But most students only know the instrument itself and don't know how to use it in practical engineering problems. A case about optical fiber white light interference based on engineering practice was introduced in the optical teaching of college physics and then designed a development course of university physical optics part. This system based on low-coherence white light interferometric technology can be used to measure distribution strain or temperature. It also could be used in the case of temperature compensation mode.This teaching design can use the knowledge transfer rule to enable students to apply the basic knowledge in the university physics to the new knowledge domain, which can promote the students' ability of using scientific methods to solve complex engineering problems.

Improving Medical Students' Application of Knowledge and Clinical Decision-Making Through a Porcine-Based Integrated Cardiac Basic Science Program.

PubMed

Stott, Martyn Charles; Gooseman, Michael Richard; Briffa, Norman Paul

2016-01-01

Despite the concerted effort of modern undergraduate curriculum designers, the ability to integrate basic sciences in clinical rotations is an ongoing problem in medical education. Students and newly qualified doctors themselves report worry about the effect this has on their clinical performance. There are examples in the literature to support development of attempts at integrating such aspects, but this "vertical integration" has proven to be difficult. We designed an expert-led integrated program using dissection of porcine hearts to improve the use of cardiac basic sciences in clinical medical students' decision-making processes. To our knowledge, this is the first time in the United Kingdom that an animal model has been used to teach undergraduate clinical anatomy to medical students to direct wider application of knowledge. Action research methodology was used to evaluate the local curriculum and assess learners needs, and the agreed teaching outcomes, methods, and delivery outline were established. A total of 18 students in the clinical years of their degree program attended, completing precourse and postcourse multichoice questions examinations and questionnaires to assess learners' development. Student's knowledge scores improved by 17.5% (p = 0.01; students t-test). Students also felt more confident at applying underlying knowledge to decision-making and diagnosis in clinical medicine. An expert teacher (consultant surgeon) was seen as beneficial to students' understanding and appreciation. This study outlines how the development of a teaching intervention using porcine-based methods successfully improved both student's knowledge and application of cardiac basic sciences. We recommend that clinicians fully engage with integrating previously learnt underlying sciences to aid students in developing decision-making and diagnostic skills as well as a deeper approach to learning. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A Problem-Sorting Task Detects Changes in Undergraduate Biological Expertise over a Single Semester

PubMed Central

Hoskinson, Anne-Marie; Maher, Jessica Middlemis; Bekkering, Cody; Ebert-May, Diane

2017-01-01

Calls for undergraduate biology reform share similar goals: to produce people who can organize, use, connect, and communicate about biological knowledge. Achieving these goals requires students to gain disciplinary expertise. Experts organize, access, and apply disciplinary knowledge differently than novices, and expertise is measurable. By asking introductory biology students to sort biological problems, we investigated whether they changed how they organized and linked biological ideas over one semester of introductory biology. We administered the Biology Card Sorting Task to 751 students enrolled in their first or second introductory biology course focusing on either cellular–molecular or organismal–population topics, under structured or unstructured sorting conditions. Students used a combination of superficial, deep, and yet-uncharacterized ways of organizing and connecting biological knowledge. In some cases, this translated to more expert-like ways of organizing knowledge over a single semester, best predicted by whether students were enrolled in their first or second semester of biology and by the sorting condition completed. In addition to illuminating differences between novices and experts, our results show that card sorting is a robust way of detecting changes in novices’ biological expertise—even in heterogeneous populations of novice biology students over the time span of a single semester. PMID:28408406

SAFETY: an integrated clinical reasoning and reflection framework for undergraduate nursing students.

PubMed

Hicks Russell, Bedelia; Geist, Melissa J; House Maffett, Jenny

2013-01-01

Nurse educators can no longer focus on imparting to students knowledge that is merely factual and content specific. Activities that provide students with opportunities to apply concepts in real-world scenarios can be powerful tools. Nurse educators should take advantage of student-patient interactions to model clinical reasoning and allow students to practice complex decision making throughout the entire curriculum. In response to this change in nursing education, faculty in a pediatric course designed a reflective clinical reasoning activity based on the SAFETY template, which is derived from the National Council of State Boards of Nursing RN practice analysis. Students were able to prioritize key components of nursing care, as well as integrate practice issues such as delegation, Health Insurance Portability and Accountability Act violations, and questioning the accuracy of orders. SAFETY is proposed as a framework for integration of content knowledge, clinical reasoning, and reflection on authentic professional nursing concerns. Copyright 2012, SLACK Incorporated.

Teaching geographical hydrology in a non-stationary world

NASA Astrophysics Data System (ADS)

Hendriks, Martin R.; Karssenberg, Derek

2010-05-01

Understanding hydrological processes in a non-stationary world requires knowledge of hydrological processes and their interactions. Also, one needs to understand the (non-linear) relations between the hydrological system and other parts of our Earth system, such as the climate system, the socio-economic system, and the ecosystem. To provide this knowledge and understanding we think that three components are essential when teaching geographical hydrology. First of all, a student needs to acquire a thorough understanding of classical hydrology. For this, knowledge of the basic hydrological equations, such as the energy equation (Bernoulli), flow equation (Darcy), continuity (or water balance) equation is needed. This, however, is not sufficient to make a student fully understand the interactions between hydrological compartments, or between hydrological subsystems and other parts of the Earth system. Therefore, secondly, a student also needs to be knowledgeable of methods by which the different subsystems can be coupled; in general, numerical models are used for this. A major disadvantage of numerical models is their complexity. A solution may be to use simpler models, provided that a student really understands how hydrological processes function in our real, non-stationary world. The challenge for a student then lies in understanding the interactions between the subsystems, and to be able to answer questions such as: what is the effect of a change in vegetation or land use on runoff? Thirdly, knowledge of field hydrology is of utmost importance. For this a student needs to be trained in the field. Fieldwork is very important as a student is confronted in the field with spatial and temporal variability, as well as with real life uncertainties, rather than being lured into believing the world as presented in hydrological textbooks and models, e.g. the world under study is homogeneous, isotropic, or lumped (averaged). Also, students in the field learn to plan and cooperate. Besides fieldwork, a student should also learn to make use of the many available data sets, such as google earth, or as provided by remote sensing, or automatic data loggers. In our opinion the following sequence of activities should be applied for a student to attain a desirable working knowledge level. As mentioned earlier, a student first of all needs to have sufficient classical hydrological knowledge. After this a student should be educated in using simple models, in which field knowledge is incorporated. After this, a student should learn how to build models for solving typical hydrological problems. Modelling is especially worthwhile when the model is applied to a known area, as this certifies integration of fieldwork and modelling activities. To learn how to model, tailored courses with software that provides a set of easily learned functions to match the student's conceptual thought processes are needed. It is not easy to bring theoretical, field, and modelling knowledge together, and a pitfall may be the lack of knowledge of one or more of the above. Also, a student must learn to be able to deal with uncertainties in data and models, and must be trained to deal with unpredictability. Therefore, in our opinion a modern student should strive to become an integrating specialist in all of the above mentioned fields if we are to take geographical hydrology to a higher level and if we want to come to grips with it in a non-stationary world. A student must learn to think and act in an integrative way, and for this combining classical hydrology, field hydrology and modelling at a high education level in our hydrology curricula, in our opinion, is the way to proceed.

Emotional Intelligence Instruction in a Pharmacy Communications Course

PubMed Central

Lust, Elaine; Moore, Frances C.

2006-01-01

Objectives To determine the benefits of incorporating emotional intelligence instruction into a required pharmacy communications course. Design Specific learning objectives were developed based upon the emotional intelligence framework and how it can be applied to pharmacy practice. Qualitative data on student perceptions were collected and analyzed using theme analysis. Assessment Students found instruction on emotional intelligence to be a positive experience. Students reported learning the taxonomy of emotional intelligence – a concept that previously was difficult for them to articulate or describe, and could use this knowledge in future pharmacy management situations. Students also recognized that their new knowledge of emotional intelligence would lead to better patient outcomes. Conclusion Students had positive perceptions of the importance of emotional intelligence. They valued its inclusion in the pharmacy curriculum and saw practical applications of emotional intelligence to the practice of pharmacy. PMID:17136149

The impact of a balanced science pedagogical approach to scores on the Texas Assessment of Knowledge and Skills

NASA Astrophysics Data System (ADS)

Murray, Judith L.

This applied dissertation was designed to investigate whether a science curriculum using a balance between inquiry methodologies and vocabulary instruction would increase student achievement as measured by the Texas Assessment of Knowledge and Skills test. Fifth grade students' science test scores were analyzed from two successive school years. The first year, an inquiry only methodology was used in the study. The second year, a balanced curriculum approach, where inquiry methods were balanced with vocabulary instruction, was implemented in the classrooms. Results were analyzed for the total population, as well as the subpopulations of Hispanic, low socioeconomic, and gender. Analysis of the data revealed statistically significant gains for the total population of students and female students. However, these same gains did not occur in the Hispanic and low socioeconomic student populations.

Design Guide for Earth System Science Education: Common Student Learning Objectives and Special Pedagogical Approaches

NASA Astrophysics Data System (ADS)

Baker, D.

2006-12-01

As part of the NASA-supported undergraduate Earth System Science Education (ESSE) program, fifty-seven institutions have developed and implemented a wide range of Earth system science (ESS) courses, pedagogies, and evaluation tools. The Teaching, Learning, and Evaluation section of USRA's online ESSE Design Guide showcases these ESS learning environments. This Design Guide section also provides resources for faculty who wish to develop ESS courses. It addresses important course design issues including prior student knowledge and interests, student learning objectives, learning resources, pedagogical approaches, and assessments tied to student learning objectives. The ESSE Design Guide provides links to over 130 ESS course syllabi at introductory, senior, and graduate levels. ESS courses over the past 15 years exhibit common student learning objectives and unique pedagogical approaches. From analysis of ESS course syllabi, seven common student learning objectives emerged: 1) demonstrate systems thinking, 2) develop an ESS knowledge base, 3) apply ESS to the human dimension, 4) expand and apply analytical skills, 5) improve critical thinking skills, 6) build professional/career skills, and 7) acquire an enjoyment and appreciation for science. To meet these objectives, ESSE often requires different ways of teaching than in traditional scientific disciplines. This presentation will highlight some especially successful pedagogical approaches for creating positive and engaging ESS learning environments.

Nursing students' experiences with the use of authentic assessment rubric and case approach in the clinical laboratories.

PubMed

Wu, Xi Vivien; Heng, Mary Anne; Wang, Wenru

2015-04-01

One current challenge for nurse educators is to examine effective nursing assessment tools which integrate nursing knowledge into practice. Authentic assessment allows nursing students to apply knowledge to real-life experiences. Contextualized cases have engaged students for preparation of diverse clinical situations and develop critical thinking skills. This study aimed to explore nursing students' experiences and learning outcomes with the use of an authentic assessment rubric and a case approach. An exploratory qualitative approach using focus-group discussions and an open-ended survey was adopted. Sixteen nursing students participated in three focus-group discussions and 39 nursing students completed an open-ended survey. Nursing students noted that an authentic assessment rubric with a case approach provided clarity for their learning goals; built confidence; developed knowledge, skill competencies and critical thinking skills; increased awareness of caring attributes and communication skills; and enriched and extended learning through self-, peer- and teacher-assessments. These findings provide rich insights for nurse educators and curriculum developers in the use of an authentic assessment rubric and a case approach in nursing education. Copyright © 2014 Elsevier Ltd. All rights reserved.

Academic performance of bachelor students in medical doctor and physiotherapy determined by predictive analysis.

PubMed

Aguilar, María Esther Urrutia; Rosas, Efrén Raúl Ponce; León, Silvia Ortiz; Ochoa, Laura Peñaloza; Guzmán, Rosalinda Guevara

2017-01-01

To identify and compare the predictive agents associated with medical students´ academic performance that are undertaking cellular biology and human histology, as well as those physiotherapists that take molecular, cellular and tissue biology. An academic follow up was carried out during school. Tools on previous knowledge, vocation, psychological and confrontational means were applied at the beginning of the school year; and the last two were applied two more times afterwards. Data were analyzed considering descriptive, comparative, correlational and predictive statistics. The students´ participation was voluntary and data confidentiality was looked after. Copyright: © 2017 SecretarÍa de Salud

Meta-Sticks: Having Children Consider the Source of Knowledge Promotes Scientific Thinking

ERIC Educational Resources Information Center

Kuhn, Mason

2016-01-01

Many elementary science teachers understand that the best way to enhance reasoning and thinking skills in their students is to have them engage in scientific negotiation. They know that teaching is not the simple transmission of information but a complex act that requires teachers to apply knowledge from multiple sources, including student…

Frequency of Applying Different Teaching Strategies and Social Teaching Methods in Primary Schools

ERIC Educational Resources Information Center

Ivic, Sonja

2016-01-01

The question that every modern teacher raises in their daily work is the reflection on selecting teaching strategies and social forms of teaching. Unlike traditional teaching strategies in which knowledge transfer is mainly done by the teacher while the students are passive listeners and recipients of such knowledge, modern teaching strategies…

Learning to Teach Reading: A Theory-Practice Approach to Psychology Teaching in University Teacher Education

ERIC Educational Resources Information Center

Drechsel, Barbara; Breunig, Katharina; Thurn, Daniela; Basten, Johanna

2014-01-01

The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five…

Encouraging Cognitive Connections and Creativity in the Music Classroom

ERIC Educational Resources Information Center

Peterson, Christopher W.; Madsen, Clifford K.

2010-01-01

The ability to apply knowledge rests at the core of the educational experience and is an important aspect of all teaching. In music education, many experiences are structured so information gained can be related to another activity, but such transfer can be difficult. When students learn to transfer information and knowledge to new situations,…

Reading for Deep Understanding: Knowledge Building and Conceptual Artifacts in Secondary English

ERIC Educational Resources Information Center

Nachowitz, Marc

2012-01-01

The purpose of this design-based experiment is two-fold: to see if classroom pedagogies can be developed to improve student achievement in English literature as well as prepare them for 21st Century literacies. Applying Bereiter and Scardamalia's theory of Knowledge Building to English curricula, this experiment tracked the progress of a…

Physics of Non-Newtonian Fluids and Interdisciplinary Relations (Biology and Criminology)

ERIC Educational Resources Information Center

Holubova, R.

2018-01-01

The aim of the paper is the presentation of an interdisciplinary topic that allows applying content knowledge in physics, mathematics and biology in real life environment. Students use to play games and view crime scenes but in common they have little knowledge about the science used during crime scene investigation. In this paper the science…

Middle-School Science Students' Scientific Modelling Performances Across Content Areas and Within a Learning Progression

NASA Astrophysics Data System (ADS)

Bamberger, Yael M.; Davis, Elizabeth A.

2013-01-01

This paper focuses on students' ability to transfer modelling performances across content areas, taking into consideration their improvement of content knowledge as a result of a model-based instruction. Sixty-five sixth grade students of one science teacher in an urban public school in the Midwestern USA engaged in scientific modelling practices that were incorporated into a curriculum focused on the nature of matter. Concept-process models were embedded in the curriculum, as well as emphasis on meta-modelling knowledge and modelling practices. Pre-post test items that required drawing scientific models of smell, evaporation, and friction were analysed. The level of content understanding was coded and scored, as were the following elements of modelling performance: explanation, comparativeness, abstraction, and labelling. Paired t-tests were conducted to analyse differences in students' pre-post tests scores on content knowledge and on each element of the modelling performances. These are described in terms of the amount of transfer. Students significantly improved in their content knowledge for the smell and the evaporation models, but not for the friction model, which was expected as that topic was not taught during the instruction. However, students significantly improved in some of their modelling performances for all the three models. This improvement serves as evidence that the model-based instruction can help students acquire modelling practices that they can apply in a new content area.

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students

PubMed Central

Tighe, Elizabeth L.; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population. PMID:26869981

Knowledge and attitudes toward epilepsy amongst students in the health area: intervention aimed at enlightenment.

PubMed

Tedrus, Glória Maria A S; Fonseca, Lineu Corrêa; Vieira, Ana Lídia da Câmara

2007-12-01

It is known that there is a lack of knowledge about epilepsy amongst the population in general, with consequent prejudice and discrimination towards epileptic patients. Considering the importance of health professionals in the diffusion of knowledge about this neurological condition, the objective of the present study was to evaluate modifications in the knowledge and attitudes of students in the health area with respect to epilepsy, after an intervention including the presentation of specific audio-visual material and a discussion on the basic aspects of epilepsy. Simple self-administered questionnaires were applied to one hundred and sixteen health area students before and after the session of enlightenment. After the session there was significant (p<0.05) improvement in answers to different questions about etiology, epidemiology, education, work, and attitude during the seizure. The results suggest the need to include a routine low complexity educational activity in the curriculum of various courses in the health area.

Modeling the Relations Among Morphological Awareness Dimensions, Vocabulary Knowledge, and Reading Comprehension in Adult Basic Education Students.

PubMed

Tighe, Elizabeth L; Schatschneider, Christopher

2016-01-01

This study extended the findings of Tighe and Schatschneider (2015) by investigating the predictive utility of separate dimensions of morphological awareness as well as vocabulary knowledge to reading comprehension in adult basic education (ABE) students. We competed two- and three-factor structural equation models of reading comprehension. A three-factor model of real word morphological awareness, pseudoword morphological awareness, and vocabulary knowledge emerged as the best fit and accounted for 79% of the reading comprehension variance. The results indicated that the constructs contributed jointly to reading comprehension; however, vocabulary knowledge was the only potentially unique predictor (p = 0.052), accounting for an additional 5.6% of the variance. This study demonstrates the feasibility of applying a latent variable modeling approach to examine individual differences in the reading comprehension skills of ABE students. Further, this study replicates the findings of Tighe and Schatschneider (2015) on the importance of differentiating among dimensions of morphological awareness in this population.

Evaluation of graduate nursing students' information literacy self-efficacy and applied skills.

PubMed

Robertson, D Susie; Felicilda-Reynaldo, Rhea Faye D

2015-03-01

Maintaining evidence-based nursing practice requires information literacy (IL) skills that should be established prior to completing an undergraduate nursing degree. Based on Bandura's social cognitive theory, this cross-sectional descriptive correlational study assessed the perceived and applied IL skills of graduate nursing students from two family nurse practitioner (FNP) programs in the midwestern United States. Results showed that although the 26 newly admitted FNP students demonstrated a high level of confidence in their IL skills, the students did not perform well in the actual IL skills test. According to Bandura, the students' confidence in their IL knowledge should allow students to be engaged in course activities requiring IL skills. Nurse educators teaching in undergraduate or graduate programs are in key positions to incorporate IL experiences into class activities to allow for skill assessment and further practice. Further research is needed on nursing students' IL self-efficacy and performance. Copyright 2015, SLACK Incorporated.

The Recovery Knowledge Inventory for Measurement of Nursing Student Views on Recovery-oriented Mental Health Services.

PubMed

Happell, Brenda; Byrne, Louise; Platania-Phung, Chris

2015-01-01

Recovery-oriented services are a goal for policy and practice in the Australian mental health service system. Evidence-based reform requires an instrument to measure knowledge of recovery concepts. The Recovery Knowledge Inventory (RKI) was designed for this purpose, however, its suitability and validity for student health professionals has not been evaluated. The purpose of the current article is to report the psychometric features of the RKI for measuring nursing students' views on recovery. The RKI, a self-report measure, consists of four scales: (I) Roles and Responsibilities, (II) Non-Linearity of the Recovery Process, (III) Roles of Self-Definition and Peers, and (IV) Expectations Regarding Recovery. Confirmatory and exploratory factor analyses of the baseline data (n = 167) were applied to assess validity and reliability. Exploratory factor analyses generally replicated the item structure suggested by the three main scales, however more stringent analyses (confirmatory factor analysis) did not provide strong support for convergent validity. A refined RKI with 16 items had internal reliabilities of α = .75 for Roles and Responsibilities, α = .49 for Roles of Self-Definition and Peers, and α = .72, for Recovery as Non-Linear Process. If the RKI is to be applied to nursing student populations, the conceptual underpinning of the instrument needs to be reworked, and new items should be generated to evaluate and improve scale validity and reliability.

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics

PubMed Central

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2014-01-01

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions (“integrated” vs. “separated”), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education. PMID:25191300

Integrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics.

PubMed

Harr, Nora; Eichler, Andreas; Renkl, Alexander

2014-01-01

In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogical content knowledge (PCK) in an integrated or separated way. In both conditions ("integrated" vs. "separated"), participants individually worked on computer-based learning environments addressing the same topic: use and handling of multiple external representations, a central issue in mathematics. We experimentally varied whether PPK aspects and PCK aspects were treated integrated or apart from one another. As expected, the integrated condition led to greater application of pedagogical/psychological aspects and an increase in applying both knowledge types simultaneously compared to the separated condition. Overall, our findings indicate beneficial effects of an integrated design in teacher education.

A Role Play for Revising Style and Applying Management Theories

ERIC Educational Resources Information Center

Griggs, Karen

2005-01-01

Role-playing is a well regarded learning activity. By participating in this activity, students can apply their knowledge through their assigned roles in a realistic but risk-free situation. The role play stimulates class discussion, dramatizes rhetorical principles about purpose, shows how to adapt a text to an audience of employees in a…

Evidence-Based Practice Knowledge, Attitude, Access and Confidence: A comparison of dental hygiene and dental students.

PubMed

Santiago, Victoria; Cardenas, Melissa; Charles, Anne Laure; Hernandez, Estefany; Oyoyo, Udochukwu; Kwon, So Ran

2018-04-01

Purpose: The purpose of this study was to evaluate whether current educational strategies at a dental institution in the United States made a difference in dental hygiene (DNHY) and dental students' (D3) learning outcomes in the four domains of evidence-based practice (EBP), knowledge, attitude, accessing evidence, and confidence (KACE), following a 12-week research design course. Methods: All participants DNHY (n=19) and D3 (n=96) enrolled in the research design course at Loma Linda University completed a paper KACE survey distributed on the first day of class. Students completed the KACE survey once more at the end of the 12-week course. Pre- and post-survey results were compared both within and between the DNHY and D3 student groups to identify the learning outcomes in the four domains of EBP; knowledge, attitude, accessing evidence, and confidence in EBP. Descriptive statistics were conducted to profile all variables in the study; the level of significance was set at α=0.05. Results: All DNHY students (n=19) completed the pre and post KACE surveys; of the D3 (n=96) students enrolled in the course 82% (n=79) competed the post-survey. Comparison of the survey results showed that both DNHY and D3 students demonstrated statistically significant increases in their level of knowledge and attitude (p < 0.05) towards EBP. In the attitude domain, DNHY students indicated more positive attitudes towards EBP (p < 0.001) than their D3 student cohorts. Neither group demonstrated significant changes in confidence in applying EBP (p > 0.05). Conclusion: DNHY and D3 students increased their knowledge and developed more positive attitudes towards EBP following a 12-week research design course. Study results identify improvement areas for EBP knowledge acquisition including determining levels of evidence, analysis of study results, and evaluating the appropriateness of research study designs through the use of validated EBP survey instrument. Copyright © 2018 The American Dental Hygienists’ Association.

Assessment of cognitive factors that impact on student knowledge of genetics

NASA Astrophysics Data System (ADS)

Gerow, Tracy Nelson

1999-12-01

Attaining an understanding of basic principles of inheritance and their implications is crucial for all people as society is confronted with a variety of ethical, sociological and ecological questions generated by the rapid growth of genetic knowledge. College level students are burdened by terminology, have difficulty making associations among related ideas, and often possess misconceptions or fragmented ideas about how traits are inherited. Subject comprehension is evaluated mostly with objective testing techniques that don't show how well students truly understand concepts. This research was done to determine how prior subject knowledge in biology and general cognitive ability affected community college students' understanding of several genetic principles both before and after completing a one-semester college biology course. Understanding of genetic principles was determined with a videotape assessment that evaluated student written explanations of experimental events. The evaluations were then used to place students into three categories: descriptive, transitional, and relational type learners. A subset of students was interviewed to better determine how thoroughly genetic concepts depicted in the videotape program were understood. Prior subject matter knowledge and cognitive level were discovered to be moderately correlated with ability to explain genetic phenomena. Most students in this study were categorized as either descriptive or transitional learners. Descriptive type students gave less detailed explanations, employed less successful problem solving methods, had more misconceptions and used feedback less effectively than did transitional type learners. The study results show that science teachers need to be aware of the heterogeneity existing in their students' background knowledge and cognitive skills. It demonstrated that a large contingency of students, descriptive learners, lack a framework of knowledge upon which to build new concepts or change old ones. Science teachers need to apply meaningful assessment methods as students progress through learning new concepts so that errors in thinking can be diagnosed and remedied with appropriate teaching strategies. It is anticipated that assessment methods that engage students in explaining their understanding of concepts will bring about significant changes in how students learn subjects like genetics and also impact instruction in this crucial area of biological science.

Negatively-marked MCQ assessments that reward partial knowledge do not introduce gender bias yet increase student performance and satisfaction and reduce anxiety.

PubMed

Bond, A Elizabeth; Bodger, Owen; Skibinski, David O F; Jones, D Hugh; Restall, Colin J; Dudley, Edward; van Keulen, Geertje

2013-01-01

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The 'Single Answer' (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge.

Negatively-Marked MCQ Assessments That Reward Partial Knowledge Do Not Introduce Gender Bias Yet Increase Student Performance and Satisfaction and Reduce Anxiety

PubMed Central

Bond, A. Elizabeth; Bodger, Owen; Skibinski, David O. F.; Jones, D. Hugh; Restall, Colin J.; Dudley, Edward; van Keulen, Geertje

2013-01-01

Multiple-choice question (MCQ) examinations are increasingly used as the assessment method of theoretical knowledge in large class-size modules in many life science degrees. MCQ-tests can be used to objectively measure factual knowledge, ability and high-level learning outcomes, but may also introduce gender bias in performance dependent on topic, instruction, scoring and difficulty. The ‘Single Answer’ (SA) test is often used in which students choose one correct answer, in which they are unable to demonstrate partial knowledge. Negatively marking eliminates the chance element of guessing but may be considered unfair. Elimination testing (ET) is an alternative form of MCQ, which discriminates between all levels of knowledge, while rewarding demonstration of partial knowledge. Comparisons of performance and gender bias in negatively marked SA and ET tests have not yet been performed in the life sciences. Our results show that life science students were significantly advantaged by answering the MCQ test in elimination format compared to single answer format under negative marking conditions by rewarding partial knowledge of topics. Importantly, we found no significant difference in performance between genders in either cohort for either MCQ test under negative marking conditions. Surveys showed that students generally preferred ET-style MCQ testing over SA-style testing. Students reported feeling more relaxed taking ET MCQ and more stressed when sitting SA tests, while disagreeing with being distracted by thinking about best tactics for scoring high. Students agreed ET testing improved their critical thinking skills. We conclude that appropriately-designed MCQ tests do not systematically discriminate between genders. We recommend careful consideration in choosing the type of MCQ test, and propose to apply negative scoring conditions to each test type to avoid the introduction of gender bias. The student experience could be improved through the incorporation of the elimination answering methods in MCQ tests via rewarding partial and full knowledge. PMID:23437081

Who's Listening to Victims? Nurses' Listening Styles and Domestic Violence Screening

ERIC Educational Resources Information Center

Chapin, John; Froats, Ted, Jr.; Hudspeth, Trey

2013-01-01

The current study applies the Listening Styles Profile (LSP16) to nurses and nursing students. Compared to a control group (n = 102), nurses (n = 188) and nursing students (n = 206) show marked differences in listening styles. The majority of participants were people-oriented listeners. People-oriented nurses tend to be more knowledgeable about…

Communication, and Team-Working Skills in Second-Year Undergraduate Chemistry Students

ERIC Educational Resources Information Center

Mc Goldrick, Niamh B.; Marzec, Bartosz; Scully, P. Noelle; Draper, Sylvia M.

2013-01-01

Since 2002, a multidisciplinary program has been used to encourage science students to build on their chemical knowledge and to appreciate how it applies to the world around them. The program is interactive and instills a new set of core learning skills that are often underrepresented in undergraduate curricula, namely, cooperative learning,…

Setting up the On-Site Marriage and Family Therapy Clinical Training Course

ERIC Educational Resources Information Center

Ratanasiripong, Paul; Ghafoori, Bita

2009-01-01

The first clinical training experience or practicum for graduate students in a Marriage and Family Therapy (MFT) program is one of the most important aspects of the entire training program. After a year-long journey through textbook and classroom knowledge, students have the opportunity to finally apply their skills to real life environments with…

Applying Computerized Concept Maps in Guiding Pupils to Reason and Solve Mathematical Problems: The Design Rationale and Effect

ERIC Educational Resources Information Center

Chen, I-Ching; Hu, Shueh-Cheng

2013-01-01

The capability of solving fundamental mathematical problems is essential to elementary school students; however instruction based on ordinary narration usually perplexes students. Concept mapping is well known for its effectiveness on assimilating and organizing knowledge, which is essential to meaningful learning. A variety of concept map-based…

A Schema Theory Analysis of Students' Think Aloud Protocols in an STS Biology Context

ERIC Educational Resources Information Center

Quinlan, Catherine Louise

2012-01-01

This dissertation study is a conglomerate of the fields of Science Education and Applied Cognitive Psychology. The goal of this study is to determine what organizational features and knowledge representation patterns high school students exhibit over time for issues pertinent to science and society. Participants are thirteen tenth grade students…

A Physics Show Performed by Students for Kids: "From Mechanics to Elementary Particle Physics"

ERIC Educational Resources Information Center

Dreiner, Herbi K.

2008-01-01

Physics students spend the early part of their training attending physics and mathematics lectures, solving problem sets, and experimenting in laboratory courses. The program is typically intensive and fairly rigid. They have little opportunity to follow their own curiosity or apply their knowledge. There have been many attempts to address this…

Should Mathematics Be a Mandatory Fundamental Component of Any IT Discipline?

ERIC Educational Resources Information Center

Eid, Chaker; Millham, Richard

2013-01-01

In this paper, we investigate whether and how mathematics factors into students' performance in IT learning. The involved cognitive levels of students learning mathematics and hence problem solving, are correlated to how well they are able to transpose their knowledge and apply it to problem solving in the IT field(s). Our hypothesis is that if…

Who Wants to Be an E-tailpreneur? Experiences from an Electronic Retailing Course

ERIC Educational Resources Information Center

Kumar, Archana; Mukherjee, Avinandan; McGinnis, John

2015-01-01

This paper outlines the experiences of developing a new hands-on marketing course. The objective of the course was to simulate the real-world scenario of starting an online retailing business and let students become entrepreneurs. Students were challenged to assimilate and apply relevant e-retailing knowledge while being responsible for designing,…

Service Learning in a Psychology of Women Course: Transforming Students and the Community

ERIC Educational Resources Information Center

Smirles, Kimberly Eretzian

2011-01-01

Teaching empowers students to find their own voice, critically evaluate the arguments presented to them, create meaningful knowledge by applying content to the real world, and be open to the diverse perspectives of those around them. These ideas are fundamental to feminist pedagogy, which views the classroom as a community of learners where the…

Portable Technologies: Science Learning in Context. Innovations in Science Education and Technology.

ERIC Educational Resources Information Center

Tinker, Robert F., Ed.; Krajcik, Joseph S., Ed.

Education has traditionally studied the world by bringing it into the classroom. This method can result in situated learning that appears to students to have no relevance outside the classroom. Students acquire inert, decontextualized knowledge that they cannot apply to real problems. The obvious solution to this shortcoming is to reverse the…

Using Dinosaur Models To Teach Deductive Reasoning Skills in Vertebrate Biology Lab.

ERIC Educational Resources Information Center

Chang, Nada

2000-01-01

Points out the importance of the ability to apply knowledge in a problem-solving manner to real-life situations for biology students rather than possessing an exhaustive accumulation of facts. Describes a teaching approach that employs three-dimensional animal models to teach the student how to use deductive reasoning and critical analysis to…

Critical Appraisal of Information on the Web in Practice: Undergraduate Students' Knowledge, Reported Use, and Behaviour

ERIC Educational Resources Information Center

Hogan, Neil; Varnhagen, Connie

2012-01-01

Undergraduates use a wide range of information resources for academic and nonacademic purposes, including web sites that range from credible, peer reviewed, online journal sites, to biased and inaccurate promotional web sites. Students are taught basic critical appraisal skills, but do they apply these skills to make decisions about information in…

Design Your Own Workup: A Guided-Inquiry Experiment for Introductory Organic Laboratory Courses

ERIC Educational Resources Information Center

Mistry, Nimesh; Fitzpatrick, Christopher; Gorman, Stephen

2016-01-01

A guided-inquiry experiment was designed and implemented in an introductory organic chemistry laboratory course. Students were given a mixture of compounds and had to isolate two of the components by designing a viable workup procedure using liquid-liquid separation methods. Students were given the opportunity to apply their knowledge of chemical…

International Students Take Up the Model Solar Car Challenge.

ERIC Educational Resources Information Center

Wellington, Paul

2000-01-01

Introduces an event in which two school teams from Argentina and Vietnam joined those from each Australian state in a race of model cars powered by the sun that provides a challenging and exciting approach for students to apply their scientific and technological knowledge to design and build the most efficient vehicles possible to gain hands-on…

An Onto-Semiotic Analysis of Combinatorial Problems and the Solving Processes by University Students

ERIC Educational Resources Information Center

Godino, Juan D.; Batanero, Carmen; Roa, Rafael

2005-01-01

In this paper we describe an ontological and semiotic model for mathematical knowledge, using elementary combinatorics as an example. We then apply this model to analyze the solving process of some combinatorial problems by students with high mathematical training, and show its utility in providing a semiotic explanation for the difficulty of…

Successfully Integrating Novel Games into the Curriculum: Netball for All

ERIC Educational Resources Information Center

Clancy, Mary; Portman, Penelope; Bowersock, Amy

2007-01-01

Novel activities enrich a curriculum by allowing students to learn new skills and knowledge, to apply previously learned skills in new ways, and to be introduced to a new challenge that can increase student interest and motivation. This article first presents several considerations when adding a new game to the physical education curriculum. It…

Discovering Decision Knowledge from Web Log Portfolio for Managing Classroom Processes by Applying Decision Tree and Data Cube Technology.

ERIC Educational Resources Information Center

Chen, Gwo-Dong; Liu, Chen-Chung; Ou, Kuo-Liang; Liu, Baw-Jhiune

2000-01-01

Discusses the use of Web logs to record student behavior that can assist teachers in assessing performance and making curriculum decisions for distance learning students who are using Web-based learning systems. Adopts decision tree and data cube information processing methodologies for developing more effective pedagogical strategies. (LRW)

The Little Red Hen: Bringing a Folktale to Life. Grades K-1. Tapestries for Learning Series.

ERIC Educational Resources Information Center

Stewart, Kelly; Westley, Joan

This thematic unit involves kindergarten and 1st grade students in the production of a theatrical performance based on the folktale, "The Little Red Hen." The interdisciplinary unit connects knowledge related to theater arts, art, language arts, music, applied mathematics, social studies, and science. Students visit a local theater and…

The Impact of a Web-Based Research Simulation in Bioinformatics on Students' Understanding of Genetics

ERIC Educational Resources Information Center

Gelbart, Hadas; Brill, Gilat; Yarden, Anat

2009-01-01

Providing learners with opportunities to engage in activities similar to those carried out by scientists was addressed in a web-based research simulation in genetics developed for high school biology students. The research simulation enables learners to apply their genetics knowledge while giving them an opportunity to participate in an authentic…

Constructing the Entrepreneurial-Self: How Catalan Textbooks Present the Neoliberal Worker to Their Students

ERIC Educational Resources Information Center

Bori, Pau; Petanovic, Jelena

2016-01-01

Since the year 2000 and the massive arrival of immigrants to the Spanish region of Catalonia, the Catalan language has vastly augmented its number of students. In the meantime, the Catalan government continues to apply educational and language policies from the EU related to the new public management and knowledge economy. Neoliberal technologies…

Mental Health Nursing Practicum: Student and Mentor Perspectives on Stress and Satisfaction

ERIC Educational Resources Information Center

Gelabert-Vilella, Sandra; Bonmati-Tomàs, Anna; Bosch-Farré, Cristina; Malagón-Aguilera, M. Carmen; Fuentes-Pumarola, Concepció; Ballester-Ferrando, David

2014-01-01

Nursing students begin to complete practicum experiences during their first year, increasing the number of applied credits as they progress toward degree completion. This contributes to integrating knowledge and skills from all of their courses and to obtaining the basic competencies of the nursing profession. It is also essential to identify the…

Assessment of Complex Problem Solving: What We Know and What We Don't Know

ERIC Educational Resources Information Center

Herde, Christoph Nils; Wüstenberg, Sascha; Greiff, Samuel

2016-01-01

Complex Problem Solving (CPS) is seen as a cross-curricular 21st century skill that has attracted interest in large-scale-assessments. In the Programme for International Student Assessment (PISA) 2012, CPS was assessed all over the world to gain information on students' skills to acquire and apply knowledge while dealing with nontransparent…

Diving in Head First: Finding the Volume of Norris lake

ERIC Educational Resources Information Center

Foster, Drew W.

2008-01-01

This article allows students to apply their knowledge and experience of area and volume to find the volume of Norris Lake, a large reservoir lake in Tennessee. Students have the opportunity to demonstrate their skills in using maps and scales as well as to incorporate the use of technology in developing the solution. This project satisfied the…

Crossing Boundaries: Co-Op Students Relearning to Write

ERIC Educational Resources Information Center

Brent, Doug

2012-01-01

This article reviews the deeply conflicted literature on learning transfer, especially as it applies to rhetorical knowledge and skill. It then describes a study in which six students are followed through their first co-op work term to learn about which resources they draw on as they enter a new environment of professional writing. It suggests…

Gaining Modelling and Mathematical Experience by Constructing Virtual Sensory Systems in Maze-Videogames

ERIC Educational Resources Information Center

Sacristán, Ana Isabel; Pretelín-Ricárdez, Angel

2017-01-01

This work is part of a research project that aims to enhance engineering students' learning of how to apply mathematics in modelling activities of real-world situations, through the construction (design and programming) of videogames. We want also for students to relate their mathematical knowledge with other disciplines (e.g., physics, computer…

ConfChem Conference on Flipped Classroom: Flipping at an Open-Enrollment College

ERIC Educational Resources Information Center

Butzler, Kelly B.

2015-01-01

The flipped classroom is a blended, constructivist learning environment that reverses where students gain and apply knowledge. Instructors from K-12 to the college level are interested in the prospect of flipping their classes, but are unsure how and with which students to implement this learning environment. There has been little discussion…

Responses to Different Types of Inquiry Prompts: College Students' Discourse, Performance, and Perceptions of Group Work in an Engineering Class

ERIC Educational Resources Information Center

Balgopal, Meena M.; Casper, Anne Marie A.; Atadero, Rebecca A.; Rambo-Hernandez, Karen E.

2017-01-01

Working in small groups to solve problems is an instructional strategy that allows university students in science, technology, engineering, and mathematics disciplines the opportunity to practice interpersonal and professional skills while gaining and applying discipline-specific content knowledge. Previous research indicates that not all group…

The Effectiveness of Reason Racer, a Game Designed to Engage Middle School Students in Scientific Argumentation

ERIC Educational Resources Information Center

Ault, Marilyn; Craig-Hare, Jana; Frey, Bruce; Ellis, James D.; Bulgren, Janis

2015-01-01

Reason Racer is an online, rate-based, multiplayer game that applies specific game features in order to engage middle school students in introductory knowledge of and thinking related to scientific argumentation. Game features include rapid and competitive play, timed performance, immediate feedback, and high rates of response across many…

Study of the Influence of Social Relationships among Students on Knowledge Building Using a Moderately Constructivist Learning Model

ERIC Educational Resources Information Center

Alonso, Fernando; Manrique, Daniel; Martínez, Loïc; Viñes, José M.

2015-01-01

The main objective of higher education institutions is to educate students to high standards to proficiently perform their role in society. Elsewhere we presented empirical evidence illustrating that the use of a blended learning approach to the learning process that applies a moderate constructivist e-learning instructional model improves…

An Instrument to Measure the Cognitive Ability Evaluation of the Taxonomy.

ERIC Educational Resources Information Center

Schaff, John F.

Described is the development of an instrument designed to measure the cognitive ability of evaluation in high school chemistry students. The instrument was composed of several situations found in chemistry courses, each designed to measure a student's evaluation ability based on his knowledge of kinetic-molecular theory as it applied to gases,…

Personalising e-learning modules: targeting Rasmussen levels using XML.

PubMed

Renard, J M; Leroy, S; Camus, H; Picavet, M; Beuscart, R

2003-01-01

The development of Internet technologies has made it possible to increase the number and the diversity of on-line resources for teachers and students. Initiatives like the French-speaking Virtual Medical University Project (UMVF) try to organise the access to these resources. But both teachers and students are working on a partly redundant subset of knowledge. From the analysis of some French courses we propose a model for knowledge organisation derived from Rasmussen's stepladder. In the context of decision-making Rasmussen has identified skill-based, rule-based and knowledge-based levels for the mental process. In the medical context of problem-solving, we apply these three levels to the definition of three students levels: beginners, intermediate-level learners, experts. Based on our model, we build a representation of the hierarchical structure of data using XML language. We use XSLT Transformation Language in order to filter relevant data according to student level and to propose an appropriate display on students' terminal. The model and the XML implementation we define help to design tools for building personalised e-learning modules.

Educational software and improvement of first grade school students' knowledge about prevention of overweight and obesity.

PubMed

Santos Vital Alves Coelho, Luana; Roner Vilanova Novais, Felipe; Armaneli Macedo, Giulia; Nunes Neves Dos Santos, Júlia; Lara Sousa, Vinícius; Mattos Mendes, Luis Augusto; Morais Dos Reis, Daniel; Caetano Romano, Márcia Christina

2016-06-01

To evaluate the effects of educational software to improve first grade school students' knowledge about prevention of overweight and obesity. This non-controlled trial with a before-and-after evaluation was carried out in an school located in the municipality of Divinópolis (Brazil) among 71 students aged 6 to 10 years. The educational software about prevention of overweight and obesity was designed and then validated. The educational intervention comprised the use of the software. Before and after of the intervention we applied a questionnaire based on the Ten Steps to Healthy Eating for Children, proposed by the Brazilian Ministry of Health. Comparing the times before and after application of the educational software, we observed statistically significant differences in proportion of questions answered correctly by first grade school students, mainly concerning daily eating of healthy and unhealthy food, adequate preparation of food and importance of exercise. This study highlights the importance of educational actions using software to build knowledge of first grade school students about prevention of overweight and obesity.

STEM-based workbook: Enhancing students' STEM competencies on lever system

NASA Astrophysics Data System (ADS)

Sejati, Binar Kasih; Firman, Harry; Kaniawati, Ida

2017-05-01

Twenty-first century is a century of technology, a rapid development of scientific studies and technology make them relied heavily on each other. This research investigated about the effect of STEM-based workbook in enhancing students' STEM competencies in terms of knowledge understanding, problem solving skill, innovative abilities, and responsibility. The workbook was tried on 24 students that applied engineering design processes together with mathematics and science knowledge to design and create an egg cracker. The result showed that the implementation of STEM-based workbook on lever system in human body is effective to improve students' STEM competencies, it can be proven by students' result on their knowledge understanding improvement which can be seen from normalized gain () score is 0.41 and categorized as medium improvement, students' problem solving skill is also improving where it obtained a medium improvement with normalized gain as much as 0.45. Innovative abilities also encountered an the improvement, the workbook analysis obtained a higher score which means students can be more innovative after finishing their workbook. Last, students' responsibility is keep improving day by day, students' effort gain the highest score it means that the students become more responsible after implementation of STEM-based workbook. All of the results are supported with the response of students towards STEM-based workbook implementation which showed positive response in all indicators.

Undergraduate courses for enhancing design ability in naval architecture

NASA Astrophysics Data System (ADS)

Lee, Kyu-Yeul; Ku, Namkug; Cha, Ju-Hwan

2013-09-01

Contemporary lectures in undergraduate engineering courses typically focus on teaching major technical knowledge-based theories in a limited time. Therefore, most lectures do not allow the students to gain understanding of how the theories are applied, especially in Naval Architecture and Ocean Engineering departments. Shipyards require students to acquire practical ship design skills in undergraduate courses. To meet this requirement, two lectures are organized by the authors; namely, "Planning Procedure of Naval Architecture & Ocean Engineering" (PNAOE) and "Innovative Ship Design" (ISD). The concept of project-based and collaborative learning is applied in these two lectures. In the PNAOE lecture, sophomores receive instruction in the designing and building of model ships, and the students' work is evaluated in a model ship contest. This curriculum enables students to understand the concepts of ship design and production. In the ISD lecture, seniors learn how to develop their creative ideas about ship design and communicate with members of group. They are encouraged to cooperate with others and understand the ship design process. In the capstone design course, students receive guidance to facilitate understanding of how the knowledge from their sophomore or junior classes, such as fluid mechanics, statics, and dynamics, can be applied to practical ship design. Students are also encouraged to compete in the ship design contest organized by the Society of Naval Architects of Korea. Moreover, the effectiveness of project-based and collaborative learning for enhancing interest in the shipbuilding Industry and understanding the ship design process is demonstrated by citing the PNAOE and ISD lectures as examples.

Assessing the Knowledge, Attitudes and Behaviors of Human and Animal Health Students towards Antibiotic Use and Resistance: A Pilot Cross-Sectional Study in the UK.

PubMed

Dyar, Oliver James; Hills, Holly; Seitz, Lara-Turiya; Perry, Alex; Ashiru-Oredope, Diane

2018-01-30

The Global Action Plan on Antimicrobial Resistance highlights the importance of training all healthcare professionals. No study has assessed patterns of students' knowledge, attitudes and practices concerning antibiotic use simultaneously across different healthcare course types. We conducted a cross-sectional multi-center survey among UK students. The survey was advertised through local survey coordinators at 25 universities. The online survey was accessible from 10th October to 17th November 2016 (before European Antibiotic Awareness Day). A total of 255 students from 25 universities participated, including students on medicine, pharmacy, nursing, physician associate, dentistry and veterinary medicine courses. Antibiotic resistance was considered to be a more important global challenge than climate change, obesity or food security ( p < 0.001). Most students (95%) believed that antibiotic resistance will be a problem for their future practice, but fewer (69%) thought that the antibiotics they will prescribe, administer or dispense will contribute to the problem. A fifth of students felt they had sufficient knowledge of antibiotic use for their future work. Our exploratory study suggests that UK human and animal healthcare students are aware of the importance of antibiotic resistance, but many still have certain misconceptions. Campaigns and improved educational efforts applying behavioral insights methodology could address these.

Student Understanding of pH: "I Don't Know What the Log Actually Is, I Only Know Where the Button Is on My Calculator"

ERIC Educational Resources Information Center

Watters, Dianne J.; Watters, James J.

2006-01-01

In foundation biochemistry and biological chemistry courses, a major problem area that has been identified is students' lack of understanding of pH, acids, bases, and buffers and their inability to apply their knowledge in solving acid/base problems. The aim of this study was to explore students' conceptions of pH and their ability to solve…

Digital storytelling: an innovative technological approach to nursing education.

PubMed

Price, Deborah M; Strodtman, Linda; Brough, Elizabeth; Lonn, Steven; Luo, Airong

2015-01-01

This study investigated the impact of using digital stories in promoting deeper understanding in nursing students about palliative care concepts. Students (N = 134) created a 5-minute narrated digital story utilizing VoiceThread technology that synthesized and applied knowledge that had been presented in class and course readings. Postsurvey and focus group evaluation data revealed that through the writing and sharing of digital stories, students embraced the personal and complex nature of palliative care.

A blended-learning programme regarding professional ethics in physiotherapy students.

PubMed

Aguilar-Rodríguez, Marta; Marques-Sule, Elena; Serra-Añó, Pilar; Espí-López, Gemma Victoria; Dueñas-Moscardó, Lirios; Pérez-Alenda, Sofía

2018-01-01

In the university context, assessing students' attitude, knowledge and opinions when applying an innovative methodological approach to teach professional ethics becomes fundamental to know if the used approach is enough motivating for students. To assess the effect of a blended-learning model, based on professional ethics and related to clinical practices, on physiotherapy students' attitude, knowledge and opinions towards learning professional ethics. Research design and participants: A simple-blind clinical trial was performed (NLM identifier NCT03241693) (control group, n = 64; experimental group, n = 65). Both groups followed clinical practices for 8 months. Control group performed a public exposition of a clinical case about professional ethics. By contrast, an 8-month blended-learning programme regarding professional ethics was worked out for experimental group. An online syllabus and online activities were elaborated, while face-to-face active participation techniques were performed to discuss ethical issues. Students' attitudes, knowledge and opinions towards learning professional ethics were assessed. Ethical considerations: The study was approved by the University Ethic Committee of Human Research and followed the ethical principles according to the Declaration of Helsinki. After the programme, attitudes and knowledge towards learning professional ethics of experimental group students significantly improved, while no differences were observed in control group. Moreover, opinions reported an adequate extension of themes and temporization, importance of clinical practices and interest of topics. Case study method and role playing were considered as the most helpful techniques. The blended-learning programme proposed, based on professional ethics and related to clinical practices, improves physiotherapy students' attitudes, knowledge and opinions towards learning professional ethics.

A qualitative study comparing the instruction on vectors between a physics course and a trigonometry course

NASA Astrophysics Data System (ADS)

James, Wendy Michelle

Science and engineering instructors often observe that students have difficulty using or applying prerequisite mathematics knowledge in their courses. This qualitative project uses a case-study method to investigate the instruction in a trigonometry course and a physics course based on a different methodology and set of assumptions about student learning and the nature of mathematics than traditionally used when investigating students' difficulty using or applying prerequisite mathematics knowledge. Transfer theory examined within a positivist or post-positivist paradigm is often used to investigate students' issue applying their knowledge; in contrast, this qualitative case-study is positioned using constructionism as an epistemology to understand and describe mathematical practices concerning vectors in a trigonometry and a physics course. Instructor interviews, observations of course lectures, and textbooks served as the qualitative data for in-depth study and comparison, and Saussure's (1959) concept of signifier and signified provided a lens for examining the data during analysis. Multiple recursions of within-case comparisons and across-case comparison were analyzed for differences in what the instructors and textbooks explicitly stated and later performed as their practices. While the trigonometry and physics instruction differed slightly, the two main differences occurred in the nature and use of vectors in the physics course. First, the "what" that is signified in notation and diagrams differs between contextualized and context-free situations, and second, physics instruction taught vectors very similar to trigonometry instruction when teaching the mathematics for doing physics, but once instruction focused on physics, the manner in which vector notation and diagrams are used differed from what is explicitly stated during mathematics instruction.

Implementation of the WHO-6-step method in the medical curriculum to improve pharmacology knowledge and pharmacotherapy skills.

PubMed

Keijsers, Carolina J P W; Segers, Wieke S; de Wildt, Dick J; Brouwers, Jacobus R B J; Keijsers, Loes; Jansen, Paul A F

2015-06-01

The only validated tool for pharmacotherapy education for medical students is the 6-step method of the World Health Organization. It has proven effective in experimental studies with short term interventions. The generalizability of this effect after implementation in a contextual-rich medical curriculum was investigated. The pharmacology knowledge and pharmacotherapy skills of cohorts of students, from years before, during and after implementation of a WHO-6-step-based integrated learning programme were tested using a standardized assessment containing 50 items covering knowledge of basic (n = 25) and clinical (n = 24) pharmacology, and pharmacotherapy skills (n = 1 open question). All scores are expressed as a percentage of the maximum score possible per (sub)domain. In total, 1652 students were included between September 2010 and July 2014 (participation rate 89%). The WHO-6-step-based learning programme improved students' knowledge of basic pharmacology (mean score ± SD, 60.6 ± 10.5% vs. 63.4 ± 10.9%, P < 0.01) and clinical or applied pharmacology (63.7 ± 10.4% vs. 67.4 ± 10.3%, P < 0.01), and improved their pharmacotherapy skills (68.8 ± 26.1% vs. 74.6% ± 22.9%, P 0.02). Moreover, satisfaction with education increased (5.7 ± 1.3 vs. 6.3 ± 1.0 on a 10-point scale, P < 0.01) and as did students' confidence in daily practice (from -0.81 ± 0.72 to -0.50 ± 0.79 on a -2 to +2 scale, P < 0.01). The WHO-6-step method was successfully implemented in a medical curriculum. In this observational study, the integrated learning programme had positive effects on students' knowledge of basic and applied pharmacology, improved their pharmacotherapy skills, and increased satisfaction with education and self-confidence in prescribing. Whether this training method leads to better patient care remains to be established. © 2015 The British Pharmacological Society.

Method and application of ocean environmental awareness measurement: Lessons learnt from university students of China.

PubMed

Umuhire, Marie Louise; Fang, Qinhua

2016-01-30

Different studies have proved that enhancing public Ocean Environmental Awareness (OEA) will lead to increased public support for ocean environmental protection. Our study develops a questionnaire to investigate current levels of students' OEA from three aspects including ocean environmental concerns, ocean environment knowledge and willingness to participate in ocean related activities. This questionnaire was applied to students from Xiamen University to understand the OEA of university students in China, of which there are few studies. Using data gathered from a random purposive sample, the OEA level of students in Xiamen University was investigated and then the influencing factors (education, geographical situation, age and gender etc.) were further analyzed. Findings suggest that most students are concerned about the ocean environment but their knowledge is not enough that makes the willingness to participate in ocean related actions limited as well. The results show there is an urgent need to improve students' OEA. Copyright © 2015 Elsevier Ltd. All rights reserved.

Enhancing clinical learning in the workplace: a qualitative study.

PubMed

Magnier, K; Wang, R; Dale, V H M; Murphy, R; Hammond, R A; Mossop, L; Freeman, S L; Anderson, C; Pead, M J

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students.

Enhancing clinical learning in the workplace: a qualitative study

PubMed Central

Magnier, K.; Wang, R.; Dale, V. H. M.; Murphy, R.; Hammond, R. A.; Mossop, L.; Freeman, S. L.; Anderson, C.; Pead, M. J.

2011-01-01

Workplace learning (WPL) is seen as an essential component of clinical veterinary education by the veterinary profession. This study sought to understand this type of learning experience more deeply. This was done utilising observations of students on intramural rotations (IMR) and interviews with students and clinical staff. WPL was seen as an opportunity for students to apply knowledge and develop clinical and professional skills in what is generally regarded as a safe, authentic environment. Clinical staff had clear ideas of what they expected from students in terms of interest, engagement, professionalism, and active participation, where this was appropriate. In contrast, students often did not know what to expect and sometimes felt under-prepared when entering the workplace, particularly in a new species area. With the support of staff acting as mentors, students learned to identify gaps in their knowledge and skills, which could then be addressed during specific IMR work placements. Findings such as these illustrate both the complexities of WPL and the diversity of different workplace settings encountered by the students. PMID:22090156

Discovery learning model with geogebra assisted for improvement mathematical visual thinking ability

NASA Astrophysics Data System (ADS)

Juandi, D.; Priatna, N.

2018-05-01

The main goal of this study is to improve the mathematical visual thinking ability of high school student through implementation the Discovery Learning Model with Geogebra Assisted. This objective can be achieved through study used quasi-experimental method, with non-random pretest-posttest control design. The sample subject of this research consist of 62 senior school student grade XI in one of school in Bandung district. The required data will be collected through documentation, observation, written tests, interviews, daily journals, and student worksheets. The results of this study are: 1) Improvement students Mathematical Visual Thinking Ability who obtain learning with applied the Discovery Learning Model with Geogebra assisted is significantly higher than students who obtain conventional learning; 2) There is a difference in the improvement of students’ Mathematical Visual Thinking ability between groups based on prior knowledge mathematical abilities (high, medium, and low) who obtained the treatment. 3) The Mathematical Visual Thinking Ability improvement of the high group is significantly higher than in the medium and low groups. 4) The quality of improvement ability of high and low prior knowledge is moderate category, in while the quality of improvement ability in the high category achieved by student with medium prior knowledge.

Knowledge and reported confidence of final year midwifery students regarding giving advice on contraception and sexual health.

PubMed

Walker, Susan H; Davis, Geraldine

2014-05-01

this study explored the views of three cohorts of final year midwifery students, regarding their confidence in giving advice to women on contraception and sexual health in the postnatal period. The project also investigated knowledge of contraception using a factual quiz, based on clinical scenarios regarding contraception and sexual health in the postpartum period. a mixed method design using qualitative data from focus groups, and mixed qualitative and quantitative data from a paper based questionnaire was used. the project was carried out in one higher educational institution in England. findings demonstrate that expressed confidence varies according to contraceptive method, with most confidence being reported when advising on the male condom. The findings of the factual quiz indicate that students applied theoretical knowledge poorly in a practically oriented context. These findings also indicated that most students limited advice to general advice. the paper concludes that midwifery students need more practically oriented education in contraception and sexual health, and that the role of mentors is very important in helping students feel confident when giving advice in this area. Copyright © 2014 Elsevier Ltd. All rights reserved.

[Knowledge of AIDS of the medical students from three Mexican universities].

PubMed

Jarillo Soto, E C; Delgadillo Gutiérrez, H J; Granados Cosme, J A

2000-01-01

The Hegemonic Medical Model is discussed and is articulated with the postulates of the sociology of the professions. The information takes Aids as a specific topic, because it involves the aspects of recent scientific development, of clinical and epidemiological importance and due to the research which is being done for its treatment and the production of immunizations. This is a case study of students enrolled in different years of study for medical degrees at the three main universities in México City. A closed-question questionnaire was handed out, checked and corrected, the variables of which were related to three types of knowledge, that is, basic, technical and general. The students were revealed to master this subject to only a minor extent the extensions of the knowledge of the disciplines of the profession however being applied to new cases without the suitable accuracy. A certain degree of dissociation was found to exist among the different types of knowledge which were researched, the professional know-how having been noted to clearly conform within specialized, segmented, curative logic of the Hegemonic Medical Model. The technical, problem-solving knowledge employed in clinical use prevails over the systematic, abstract knowledge of the general knowledge of medicine. A clear notion of the processes based on the dominant medical pattern is revealed in the single-causal relations of the disease. There is an extension of the basic knowledge a the resolving of clinical problems. The medical students are oriented toward taking in knowledge which will be useful to them in clinical practice.

Collaborative diagramming during problem based learning in medical education: Do computerized diagrams support basic science knowledge construction?

PubMed

De Leng, Bas; Gijlers, Hannie

2015-05-01

To examine how collaborative diagramming affects discussion and knowledge construction when learning complex basic science topics in medical education, including its effectiveness in the reformulation phase of problem-based learning. Opinions and perceptions of students (n = 70) and tutors (n = 4) who used collaborative diagramming in tutorial groups were collected with a questionnaire and focus group discussions. A framework derived from the analysis of discourse in computer-supported collaborative leaning was used to construct the questionnaire. Video observations were used during the focus group discussions. Both students and tutors felt that collaborative diagramming positively affected discussion and knowledge construction. Students particularly appreciated that diagrams helped them to structure knowledge, to develop an overview of topics, and stimulated them to find relationships between topics. Tutors emphasized that diagramming increased interaction and enhanced the focus and detail of the discussion. Favourable conditions were the following: working with a shared whiteboard, using a diagram format that facilitated distribution, and applying half filled-in diagrams for non-content expert tutors and\\or for heterogeneous groups with low achieving students. The empirical findings in this study support the findings of earlier more descriptive studies that diagramming in a collaborative setting is valuable for learning complex knowledge in medicine.

A persuasive concept of research-oriented teaching in Soil Biochemistry

NASA Astrophysics Data System (ADS)

Blagodatskaya, Evgenia; Kuzyakova, Irina

2013-04-01

One of the main problems of existing bachelor programs is disconnection of basic and experimental education: even during practical training the methods learned are not related to characterization of soil field experiments and observed soil processes. We introduce a multi-level research-oriented teaching system involving Bachelor students in four-semesters active study by integration the basic knowledge, experimental techniques, statistical approaches, project design and it's realization.The novelty of research-oriented teaching system is based 1) on linkage of ongoing experiment to the study of statistical methods and 2) on self-responsibility of students for interpretation of soil chemical and biochemical characteristics obtained in the very beginning of their study by analysing the set of soil samples allowing full-factorial data treatment. This experimental data set is related to specific soil stand and is used as a backbone of the teaching system accelerating the student's interest to soil studies and motivating them for application of basic knowledge from lecture courses. The multi-level system includes: 1) basic lecture course on soil biochemistry with analysis of research questions, 2) practical training course on laboratory analytics where small groups of students are responsible for analysis of soil samples related to the specific land-use/forest type/forest age; 3) training course on biotic (e.g. respiration) - abiotic (e.g. temperature, moisture, fire etc.) interactions in the same soil samples; 4) theoretical seminars where students present and make a first attempt to explain soil characteristics of various soil stands as affected by abiotic factors (first semester); 5) lecture and seminar course on soil statistics where students apply newly learned statistical methods to prove their conclusions and to find relationships between soil characteristics obtained during first semester; 6) seminar course on project design where students develop their scientific projects to study the uncertainties revealed in soil responses to abiotic factors (second and third semesters); 7) Lecture, seminar and training courses on estimation of active microbial biomass in soil where students realize their projects applying a new knowledge to the soils from the stands they are responsible for (fourth semester). Thus, during four semesters the students continuously combine the theoretical knowledge from the lectures with their own experimental experience, compare and discuss results of various groups during seminars and obtain the skills in project design. The successful application of research-oriented teaching system in University of Göttingen allowed each student the early-stage revealing knowledge gaps, accelerated their involvement in ongoing research projects, and motivated them to begin own scientific career.

Geographic-didactical games as interactive tools to test and improve student's basic knowledge in Physical Geography

NASA Astrophysics Data System (ADS)

Winkler, S.; Tintrup Gen. Suntrup, A.

2009-04-01

Due to an increasing disproportion between experienced teaching staff and student numbers at German universities, the time available for teaching the fundamental basic knowledge in Physical Geography was condensed during the past decade. Unfortunately, this mainly has been achieved at the expense of practical lessons of testing student's knowledge. The recent introduction of the Bachelor/Master degree has not solved this problem, but rather accelerated that tend. The "losers" of this tendency are those students enrolled in trainee teacher studies in Geography. In conjunction with the recent modifications of the study programs putting more focus on applied or specialized fields of Geography and its methodology, the trainee teacher students often express their critics and urgently demand opportunities to improve and test their basic knowledge (because it is especially that knowledge, they need at school and for their traditional examination). As the study program is quite dense, there is no room for special courses or seminars. By contrast, one has to use some free time slots available e.g. in the evenings of the usually quite long German excursions or of weekend seminars. However, after a day in the field or in the classroom, the teacher has to find a method owing enough excitement and clearly visible benefit for the students to achieve sufficient motivation. Interactive geographic-didactical games have been developed exclusively for this purpose and applied at different occasions. Those games had the goal of testing student's basic knowledge in a rather unconventional and "casual" style in order to motivate active participation. Most of the games could be played in small groups of students with the teacher only occasionally being involved as referee. Of course, the games had the general aim of improving the basic knowledge - or at least give the students the possibility to discover their own strength (or weakness) just before it is too late (as it e.g. would be during examination). Some examples of the games developed will be presented. Among those, games based on the principle of visualisation were most successfully. E.g. students had to describe and explain an image showing a geomorphologic landform or process, a geological rock formation etc. in front of the group to win some goodies. This game was considered as of very practical use by the students as such image interpretation is a common exercise in their oral examination. In addition, a special version of the child's favourite "Memory" containing selected geological and geomorphologic features was designed. As the students not only had to find the correct pair of photos, but as well were asked to name the feature and give as much information as available to the referee supplied with a related fact sheet, this game has shown great pedagogic value. The application of games for the purpose of testing and improving the basic knowledge in Physical Geography was successful, and gained very positive evaluation by the students themselves. As they directly discovered their immediate benefit for their own studies, motivation was high throughout the (sometimes very late) evenings. Such games might be at least partially an appropriate substitution for the recent time deficit in teaching basic fundamentals of Physical Geography in the regular study program. Therefore, they should be considered as part of a modern way of teaching at university level. However, their conceptual and practical development requires last but not least much experience and routine of the teaching staff, and a high degree of motivation from their side, too.

Applying Funds of Knowledge Theory in a New Zealand High School: New Directions for Pedagogical Practice

ERIC Educational Resources Information Center

Hogg, Linda

2016-01-01

In New Zealand teacher practice is expected to be inclusive and supportive of all learners (Ministry of Education, 2007). However, diverse evidence highlights inequitable school experiences for Maori and Pasifika students. This study explored the application of funds of knowledge (FoK) theory within a New Zealand high school, with a focus on…

Virtual Chemistry Laboratory: Effect of Constructivist Learning Environment

ERIC Educational Resources Information Center

Tatli, Zeynep; Ayas, Alipasa

2012-01-01

The lab applications, which were started to be applied through mid 19th century, not only provide a new point of view but also bring about a new dimension to the lessons. At early times they were used to prove theoretical knowledge but lately they turned into environments where students freely discover knowledge as an individual or in groups. The…

The Effects of Interactive Learning Environments on Cooperative Learning Achievement and Student Anxiety in Environmental Education

ERIC Educational Resources Information Center

Yavuz, Soner

2007-01-01

All events in the world are caused by chemical events and reactions. One of the most important aims of life chemistry is bringing up individuals who have sensitivity towards the environment and environmental awareness; could apply their learnt knowledge to daily issues and problems; have the ability to comment and adopt their knowledge into…

What Are the Required Outcomes of Education--Professional Competencies, Personal Attributes and Social Skills.

ERIC Educational Resources Information Center

Gow, Kathryn

Although students need to be competent in a wide range of work knowledge, skills, and abilities, they also need to be "capable" human beings to take their place as contributors to the Australian community. Capability has been described as having confidence in one's ability to acquire and apply knowledge, new skills, and understanding,…

Students’ thinking level based on intrapersonal intelligence

NASA Astrophysics Data System (ADS)

Sholikhati, Rahadian; Mardiyana; Retno Sari Saputro, Dewi

2017-12-01

This research aims to determine the students’ thinking level based on bloom taxonomy guidance and reviewed from students' Intrapersonal Intelligence. Taxonomy bloom is a taxonomy that classifies the students' thinking level into six, ie the remembering, understanding, applying, analyzing, creating, and evaluating levels. Students' Intrapersonal Intelligence is the intelligence associated with awareness and knowledge of oneself. The type of this research is descriptive research with qualitative approach. The research subject were taken by one student in each Intrapersonal Intelligence category (high, moderate, and low) which then given the problem solving test and the result was triangulated by interview. From this research, it is found that high Intrapersonal Intelligence students can achieve analyzing thinking level, subject with moderate Intrapersonal Intelligence being able to reach the level of applying thinking, and subject with low Intrapersonal Intelligence able to reach understanding level.

Conceptual and procedural knowledge community college students use when solving a complex science problem

NASA Astrophysics Data System (ADS)

Steen-Eibensteiner, Janice Lee

2006-07-01

A strong science knowledge base and problem solving skills have always been highly valued for employment in the science industry. Skills currently needed for employment include being able to problem solve (Overtoom, 2000). Academia also recognizes the need for effectively teaching students to apply problem solving skills in clinical settings. This thesis investigates how students solve complex science problems in an academic setting in order to inform the development of problem solving skills for the workplace. Students' use of problem solving skills in the form of learned concepts and procedural knowledge was studied as students completed a problem that might come up in real life. Students were taking a community college sophomore biology course, Human Anatomy & Physiology II. The problem topic was negative feedback inhibition of the thyroid and parathyroid glands. The research questions answered were (1) How well do community college students use a complex of conceptual knowledge when solving a complex science problem? (2) What conceptual knowledge are community college students using correctly, incorrectly, or not using when solving a complex science problem? (3) What problem solving procedural knowledge are community college students using successfully, unsuccessfully, or not using when solving a complex science problem? From the whole class the high academic level participants performed at a mean of 72% correct on chapter test questions which was a low average to fair grade of C-. The middle and low academic participants both failed (F) the test questions (37% and 30% respectively); 29% (9/31) of the students show only a fair performance while 71% (22/31) fail. From the subset sample population of 2 students each from the high, middle, and low academic levels selected from the whole class 35% (8/23) of the concepts were used effectively, 22% (5/23) marginally, and 43% (10/23) poorly. Only 1 concept was used incorrectly by 3/6 of the students and identified as a misconception. One of 21 (5%) problem-solving pathway characteristics was used effectively, 7 (33%) marginally, and 13 (62%) poorly. There were very few (0 to 4) problem-solving pathway characteristics used unsuccessfully most were simply not used.

Professional Development for Design-Based Learning in Engineering Education: A Case Study

ERIC Educational Resources Information Center

Gómez Puente, Sonia M.; van Eijck, Michiel; Jochems, Wim

2015-01-01

Design-based learning (DBL) is an educational approach in which students gather and apply theoretical knowledge to solve design problems. In this study, we examined how critical DBL dimensions (project characteristics, design elements, the teacher's role, assessment, and social context) are applied by teachers in the redesign of DBL projects.…

The Representation of Applied Psychology Areas in Introductory Psychology Textbooks

ERIC Educational Resources Information Center

Haselhuhn, Charlotte W.; Clopton, Kerri L.

2008-01-01

Many psychology majors indicate helping others as a reason for majoring in psychology, yet many enter positions not closely related to the field. This discrepancy may be due to a lack of student knowledge of the applied areas of psychology. The purpose of this study was to investigate the coverage of clinical, counseling,…

Student Learning in Physical Education: Applying Research To Enhance Instruction. Second Edition.

ERIC Educational Resources Information Center

Silverman, Steven J., Ed.; Ennis, Catherine D., Ed.

This book provides the latest research on physical education curriculum, teaching, and teacher education and shows physical educators how to apply this knowledge to their day-to-day practices. There are 19 chapters in five parts. Part 1, "Overview of the Field," includes (1) "Enhancing Learning: An Introduction" (Stephen J. Silverman and Catherine…

Understanding Pain and Pain Management in Elderly Nursing Home Patients Applying an Interprofessional Learning Activity in Health Care Students: A Norwegian Pilot Study.

PubMed

Damsgård, Elin; Solgård, Hege; Johannessen, Karin; Wennevold, Katrine; Kvarstein, Gunnvald; Pettersen, Gunn; Garcia, Beate

2018-05-17

Pain is common among elderly patients in nursing homes. However, pain assessment and treatment are inadequate. Interprofessional treatment is recommended, and consequently interprofessional education in pain management is necessary. This pilot project aimed to describe how two interprofessional groups of students approached pain management in two nursing home patients. We formed two teams comprising one student from the nursing, physical therapy, pharmacy, and medical educations. Each team spent one day examining a patient with chronic pain at a nursing home and they developed pain management plans. We collected data through video recordings during teamwork before and after examining the patients and field notes during the patient examination. We analysed the video-recordings applying the seven-step model including 1) viewing the video data, 2) describing the video data, 3) identifying critical events, 4) transcribing, 5) coding, 6) constructing storyline and 7) composing a narrative. Field notes supplied the transcripts. Both teams succeeded in making a pain management plan for their patient. The common examination of the patient was crucial for the students' approaches to pain management and changed their pre-assumptions about the patients' pain. By sharing knowledge and reflecting together, the students reached a common consensus on suggestions for management of the patients' problems. Interprofessional collaboration fostered enthusiasm and a more holistic pain management approach. However,students' lack of knowledge limited their understanding of pain. Knowledge of pain management in nursing home patients and the practice of interprofessional cooperation should be included in pain curricula for health care professionals. Copyright © 2018 American Society for Pain Management Nursing. Published by Elsevier Inc. All rights reserved.

Teacher knowledge, instructional expertise, and the development of reading proficiency.

PubMed

Reid Lyon, G; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

Can goal-free problems facilitating students' flexible thinking?

NASA Astrophysics Data System (ADS)

Maulidya, Sity Rahmy; Hasanah, Rusi Ulfa; Retnowati, Endah

2017-08-01

Problem solving is the key of doing and also learning mathematics. It takes also the fundamental role of developing mathematical knowledge. Responding to the current reform movement in mathematics, students are expected to learn to be a flexible thinker. The ability to think flexible is challenged by the globalisation, hence influence mathematics education. A flexible thinking includes ability to apply knowledge in different contexts rather than simply use it in similar context when it is studied. Arguably problem solving activities can contribute to the development of the ability to apply skills to unfamiliar situations. Accordingly, an appropriate classroom instructional strategy must be developed. A cognitive load theory suggests that by reducing extraneous cognitive load during learning could enhance transfer learning. A goal-free problem strategy that is developed based in cognitive load theory have been showed to be effective for transfer learning. This strategy enables students to learn a large numbers of problem solving moves from a mathematics problem. The instruction in a goal-free problem directs students to `calculate as many solution as you can' rather than to calculate a single given goal. Many experiment research evident goal-free problem enhance learning. This literature review will discuss evidence goal-free problem facilitate students to solve problems flexibly and thus enhance their problem solving skills, including how its implication in the classroom.

Biomedical research competencies for osteopathic medical students

PubMed Central

Cruser, des Anges; Dubin, Bruce; Brown, Sarah K; Bakken, Lori L; Licciardone, John C; Podawiltz, Alan L; Bulik, Robert J

2009-01-01

Background Without systematic exposure to biomedical research concepts or applications, osteopathic medical students may be generally under-prepared to efficiently consume and effectively apply research and evidence-based medicine information in patient care. The academic literature suggests that although medical residents are increasingly expected to conduct research in their post graduate training specialties, they generally have limited understanding of research concepts. With grant support from the National Center for Complementary and Alternative Medicine, and a grant from the Osteopathic Heritage Foundation, the University of North Texas Health Science Center (UNTHSC) is incorporating research education in the osteopathic medical school curriculum. The first phase of this research education project involved a baseline assessment of students' understanding of targeted research concepts. This paper reports the results of that assessment and discusses implications for research education during medical school. Methods Using a novel set of research competencies supported by the literature as needed for understanding research information, we created a questionnaire to measure students' confidence and understanding of selected research concepts. Three matriculating medical school classes completed the on-line questionnaire. Data were analyzed for differences between groups using analysis of variance and t-tests. Correlation coefficients were computed for the confidence and applied understanding measures. We performed a principle component factor analysis of the confidence items, and used multiple regression analyses to explore how confidence might be related to the applied understanding. Results Of 496 total incoming, first, and second year medical students, 354 (71.4%) completed the questionnaire. Incoming students expressed significantly more confidence than first or second year students (F = 7.198, df = 2, 351, P = 0.001) in their ability to understand the research concepts. Factor analyses of the confidence items yielded conceptually coherent groupings. Regression analysis confirmed a relationship between confidence and applied understanding referred to as knowledge. Confidence scores were important in explaining variability in knowledge scores of the respondents. Conclusion Medical students with limited understanding of research concepts may struggle to understand the medical literature. Assessing medical students' confidence to understand and objectively measured ability to interpret basic research concepts can be used to incorporate competency based research material into the existing curriculum. PMID:19825171

Facilitating the Learning Process in Design-Based Learning Practices: An Investigation of Teachers' Actions in Supervising Students

ERIC Educational Resources Information Center

Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

2013-01-01

Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL…

Dos and Don'ts in Designing an Annual Financial Report Project: "A Teacher's Perspective"

ERIC Educational Resources Information Center

Dockter, DuWayne L.

2013-01-01

The principle purpose of this article serves a number of purposes. Among them, it provides instructors with a tested financial statement report project. It also helps students to develop higher-level learning skills. In addition, the project provides an opportunity for students to apply their basic accounting knowledge to the analysis and use of…

Unraveling the Complexities: An Investigation of the Factors That Induce Load in Chemistry Students Constructing Lewis Structures

ERIC Educational Resources Information Center

Tiettmeyer, Jessica M.; Coleman, Amelia F.; Balok, Ryan S.; Gampp, Tyler W.; Duffy, Patrick L.; Mazzarone, Kristina M.; Grove, Nathaniel P.

2017-01-01

Mastering the ability to construct and manipulate Lewis structures is an important first step along the journey to reaching representational competence. Lewis structures serve as a convenient organizational scheme that can help students to scaffold their chemical knowledge and help them to apply it to predict a variety of physical and chemical…

A Study on the Effect of Virtual Reality 3D Exploratory Education on Students' Creativity and Leadership

ERIC Educational Resources Information Center

Lin, Mike Tz-Yauw; Wang, Jau-Shyong; Kuo, Hui-Ming; Luo, Yuzhou

2017-01-01

Applying education ideas and concepts to education sites, through good educational policies, to complete education tasks is important for developing personal potential. Centered on students, educational objective is to cultivate multiple talents for the future society. In such a rapidly changing era, limited knowledge is not enough to cope with…

On Safari: Animals and Their Habitats. Grades 2/3. Tapestries for Learning Series.

ERIC Educational Resources Information Center

McDonald, Heather

This thematic unit involves 2nd and 3rd grade students in an in-depth study of wild animals and their habitats. The interdisciplinary unit connects knowledge related to art, language arts, applied mathematics, social studies, and science. Students think about different types of animals from around the world and consider how they are alike and…

Knowledge Acquisition in Biochemistry, Physiology and Anatomy within the Context of Problem-Based Learning

ERIC Educational Resources Information Center

Hassan, S.

2013-01-01

The existing literature on Problem-based learning (PBL) mostly paints a positive picture. If there were more evidence of the limitations of PBL, more could be done to apply the appropriate interventions to optimize the experience of PBL for students. The purpose of this article is to discuss second year medical students' perceptions of the…

Action Research: Applying a Bilingual Parallel Corpus Collocational Concordancer to Taiwanese Medical School EFL Academic Writing

ERIC Educational Resources Information Center

Reynolds, Barry Lee

2016-01-01

Lack of knowledge in the conventional usage of collocations in one's respective field of expertise cause Taiwanese students to produce academic writing that is markedly different than more competent writing. This is because Taiwanese students are first and foremost English as a Foreign language (EFL) readers and may have difficulties picking up on…

Destrezas de communicacion en la vida actual. Volumen I. Edicion para el maestro (Communications Skills in Everday Life. Volume I. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

Destrezas de communicacion en la vida actual. Volumen III. Edicion para el maestro (Communication Skills in Everyday Life. Volume III. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

Destrezas de communicacion en la vida acutal. Volumen II. Edicion para el maestro (Communication Skills in Everyday Life. Volume II. Teacher Edition). Applied Basic Curriculum Series.

ERIC Educational Resources Information Center

Evaluation, Dissemination and Assessment Center, Dallas.

The communication activities described in this guide for Spanish-speaking students emphasize functional competence over passive knowledge and focus on verbal strategies which enable students to interact. Communicative competencies are highlighted through stress on developmental levels (listening, speaking, reading, and writing) and nonverbal…

Using Learning Analytics to Identify Medical Student Misconceptions in an Online Virtual Patient Environment

ERIC Educational Resources Information Center

Poitras, Eric G.; Naismith, Laura M.; Doleck, Tenzin; Lajoie, Susanne P.

2016-01-01

This study aimed to identify misconceptions in medical student knowledge by mining user interactions in the MedU online learning environment. Data from 13000 attempts at a single virtual patient case were extracted from the MedU MySQL database. A subgroup discovery method was applied to identify patterns in learner-generated annotations and…

The Public School Washroom as Analytic Space for Troubling Gender: Investigating the Spatiality of Gender through Students' Self-Knowledge

ERIC Educational Resources Information Center

Ingrey, Jennifer C.

2012-01-01

This paper derives from a larger study, looking at how students in one secondary school in Ontario problematised and understood gender expression. This study applies a Foucaultian analytic framework of disciplinary space to the problem of the bathroom in public schools. It focuses specifically on the surveillance and regulation of gendered bodies…

Co-Relational Study of Achievement in Mathematics and Students' Academic Performance at the Federal College of Forestry

ERIC Educational Resources Information Center

Appah, O. R.; Ojo, M. O.; Adegbite, R. A.; Adeniyi, O. S.; Oluwatayo, G. K.

2014-01-01

Mathematics serves as a strong reinforcement to most of the courses being offered at the Federal College of Forestry Ibadan, Oyo state, Nigeria. The knowledge gained from mathematics is expected to be applied to the courses offered in the College of Forestry. This study investigated the relationship between the students' score in mathematics and…

Determination Instructions Efficiency of Teaching Methods in Teaching Physics in the Case of Teaching Unit "Viscosity. Newtonian and Stokes Law"

ERIC Educational Resources Information Center

Radulovic, Branka; Stojanovic, Maja

2015-01-01

The use of different teaching methods has resulted in different quality and quantity of students' knowledge. For this reason, it is important to constantly review the teaching methods and applied most effectively. One way of determining instruction efficiency is by using cognitive load and student achievement. Cognitive load can be generally…

Project Atlantis--An Exercise in the Application of Earth Science to a Critical Examination of a Pseudoscience Hypothesis.

ERIC Educational Resources Information Center

Earle, Steven

2003-01-01

Describes an activity in which students are asked to write an essay on the Crustal Displacement hypothesis, an hypothesis that is inconsistent with the accepted understanding of crustal and mantle processes. The assignment is useful because it forces students to solidify their understanding of plate tectonics by applying their knowledge in a new…

Applying the Geoscience Education Research Strength of Evidence Pyramid: Developing a Rubric to Characterize Existing Geoscience Teaching Assistant Training Studies

ERIC Educational Resources Information Center

Bitting, Kelsey S.; Teasdale, Rachel; Ryker, Katherine

2017-01-01

Graduate teaching assistants (GTAs) are responsible for direct instruction of geoscience undergraduate students at an array of universities and have a major effect on the knowledge, beliefs, and practices of their students. GTAs benefit from in-department training in both beliefs and practices that align with the existing literature on teaching…

How to Do Things with Mouse Clicks: Applying Austin's Speech Act Theory to Explain Learning in Virtual Worlds

ERIC Educational Resources Information Center

Loke, Swee-Kin; Golding, Clinton

2016-01-01

This article addresses learning in desktop virtual worlds where students role play for professional education. When students role play in such virtual worlds, they can learn some knowledge and skills that are useful in the physical world. However, existing learning theories do not provide a plausible explanation of how performing non-verbal…

Is the Learning Community of Economics and Accounting Effective? Empirical Assessment of Class Achievements

ERIC Educational Resources Information Center

Stumph, Carolyn Fabian; Kim, Myeong Hwan; Han, Yongseung; Minke, Susan

2017-01-01

Learning communities are increasingly used at colleges and universities, as one of the goals of a learning community is to increase interaction among students and teach them how to apply knowledge. The goal of this research is to assess the learning community of the economics and accounting students in their class performance measured by class…

The Effects of Single-Sex Mathematics Classrooms on African American Males in the Ninth Grade

ERIC Educational Resources Information Center

Faulkner-Simmons, Denise

2012-01-01

Research indicated that educators must consider socio-ecological accommodations because not all students learn in cooperative groups. Students must be taught how to discover the process of learning and to apply knowledge to real life situations. Gurian and Ballew (2003) identified differences in the male and female brain and the differences in how…

A Case Study Using CRA to Teach Students with Disabilities to Count Using Flexible Numbers: Applying Skip Counting to Multiplication

ERIC Educational Resources Information Center

Gibbs, Anna S.; Hinton, Vanessa M.; Flores, Margaret M.

2018-01-01

Children who struggle in mathematics have a limited understanding of the foundational processes of mathematics. A lack of conceptual understanding causes students to fall behind as they progress through the core curriculum. Children at high risk for developing mathematics disabilities fail to gain numeracy knowledge. The purpose of this case study…

Impact of nutrition education on university students' fat consumption.

PubMed

Emrich, Teri E; Mazier, M J Patricia

2009-01-01

University science students who have taken a nutrition course possess greater knowledge of fats than do those who have not; whether students apply this knowledge to their diet is unknown. We measured and compared science students' total and saturated fat intake in the first and fourth years, and evaluated whether taking a nutrition course influenced fat consumption. A sample of 269 first- and fourth-year science students at a small undergraduate university completed a survey with both demographic questions and a semi-quantitative food frequency questionnaire about fats in the diet. Data were analyzed using chi-square tests and independent-sample t-tests. Fourth-year science students consumed fewer grams of total and saturated fat than did first-year science students (p<0.001). Science students who had taken a nutrition course consumed fewer grams of total and saturated fat than did those who had not (p<0.001). Taking a nutrition course may decrease first-year students' fat consumption, which may improve diet quality and decrease the risk of chronic disease related to fat consumption.

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

[Application of problem-based learning in pre-job training of postgraduate students in department of endodontics].

PubMed

Shao, Li-na; Wang, Xue-mei; Qiu, Li-hong; Zhan, Fu-liang; Xue, Ming

2013-08-01

To apply problem-based learning (PBL) in pre-job training of postgraduate students in department of endodontics. Thirty master degree postgraduate students of China Medical University were randomly divided into 2 groups, there were 15 students in each group. One group were taught with PBL method while the other group with lecture-based learning (LBL) method. The teaching effect was measured with examination and questionnaire survey. The data were analyzed by student's t-test using SPSS 11.5 software package. There was no significant difference in basic knowledge, medical records writing, oral examination between the two groups (P>0.05). There were significant differences in case analysis, dental operation, theory examination, practical examination and total scores between the two groups (P<0.05). The PBL method was welcomed by master degree postgraduate students. The abilities of postgraduate students can be developed by PBL method in different aspects. PBL achieves satisfactory teaching effect, and can be applied in pre-job training of postgraduate students.

Students' attitudes toward and knowledge about snakes in the semiarid region of Northeastern Brazil.

PubMed

Alves, Rômulo R N; Silva, Vanessa N; Trovão, Dilma M B M; Oliveira, José V; Mourão, José S; Dias, Thelma L P; Alves, Ângelo G C; Lucena, Reinaldo F P; Barboza, Raynner R D; Montenegro, Paulo F G P; Vieira, Washington L S; Souto, Wedson M S

2014-03-27

Humans in various cultures have feared snakes, provoking an aversion and persecution that hinders conservation efforts for these reptiles. Such fact suggests that conservation strategies for snakes should consider the interactions and perceptions of the local population towards these animals. The aim of this study was to investigate students' perception of snakes and if attitudes and knowledge may differ according to gender and local residence (urban or rural). Data was collected in the second half of 2012 and consisted of questionnaires applied to 108 students in the Basic Education School in the municipality of Sumé, located in the semiarid region of Northeastern Brazil. The male respondents recognized more species than female did. Part of the students affirmed to have a fear of snakes, especially women. Nearly half of respondents (49%) showed negative behaviour towards these animals, reflecting the influence of potential risk and myths associated with snakes, and supported by a limited knowledge about these animals and their ecological and utilitarian role. We find that the rural students recognized significantly more species than the urban students. Our results point to the need for educational interventions in order to increase knowledge about the positive aspects associated with snakes, seeking to minimize the influence of myths and beliefs that contribute to a strong aversion to snakes by the locals. Conservation strategies should therefore engage students but also teachers, who are key individuals in the process.

Evaluating learning among undergraduate medical students in schools with traditional and problem-based curricula.

PubMed

Meo, Sultan Ayoub

2013-09-01

This study aimed to assess knowledge and skills in a respiratory physiology course in traditional versus problem-based learning (PBL) groups in two different medical schools. Two different undergraduate medical schools were selected for this study. The first medical school followed the traditional [lecture-based learning (LBL)] curriculum, and the second medical school followed the PBL curriculum. Sixty first-year male medical students (30 students from each medical school) volunteered; they were apparently healthy and of the same age, sex, nationality, and regional and cultural background. Students were taught respiratory physiology according to their curriculum for a period of 2 wk. At the completion of the study period, knowledge was measured based on a single best multiple-choice question examination, and skill was measured based on the objective structured practical examination in the lung function laboratory (respiratory physiology). A Student's t-test was applied for the analysis of the data, and the level of significance was set at P < 0.05. Students belonging to the PBL curriculum obtained a higher score in the multiple-choice question examination (P = 0.001) and objective structured practical examination (P = 0.0001) compared with traditional (LBL) students. Students in the PBL group obtained significantly higher knowledge and skill scores in the respiratory physiology course compared with students in the traditional (LBL) style of medical schools.

A Framework for Understanding Physics Students' Computational Modeling Practices

NASA Astrophysics Data System (ADS)

Lunk, Brandon Robert

With the growing push to include computational modeling in the physics classroom, we are faced with the need to better understand students' computational modeling practices. While existing research on programming comprehension explores how novices and experts generate programming algorithms, little of this discusses how domain content knowledge, and physics knowledge in particular, can influence students' programming practices. In an effort to better understand this issue, I have developed a framework for modeling these practices based on a resource stance towards student knowledge. A resource framework models knowledge as the activation of vast networks of elements called "resources." Much like neurons in the brain, resources that become active can trigger cascading events of activation throughout the broader network. This model emphasizes the connectivity between knowledge elements and provides a description of students' knowledge base. Together with resources resources, the concepts of "epistemic games" and "frames" provide a means for addressing the interaction between content knowledge and practices. Although this framework has generally been limited to describing conceptual and mathematical understanding, it also provides a means for addressing students' programming practices. In this dissertation, I will demonstrate this facet of a resource framework as well as fill in an important missing piece: a set of epistemic games that can describe students' computational modeling strategies. The development of this theoretical framework emerged from the analysis of video data of students generating computational models during the laboratory component of a Matter & Interactions: Modern Mechanics course. Student participants across two semesters were recorded as they worked in groups to fix pre-written computational models that were initially missing key lines of code. Analysis of this video data showed that the students' programming practices were highly influenced by their existing physics content knowledge, particularly their knowledge of analytic procedures. While this existing knowledge was often applied in inappropriate circumstances, the students were still able to display a considerable amount of understanding of the physics content and of analytic solution procedures. These observations could not be adequately accommodated by the existing literature of programming comprehension. In extending the resource framework to the task of computational modeling, I model students' practices in terms of three important elements. First, a knowledge base includes re- sources for understanding physics, math, and programming structures. Second, a mechanism for monitoring and control describes students' expectations as being directed towards numerical, analytic, qualitative or rote solution approaches and which can be influenced by the problem representation. Third, a set of solution approaches---many of which were identified in this study---describe what aspects of the knowledge base students use and how they use that knowledge to enact their expectations. This framework allows us as researchers to track student discussions and pinpoint the source of difficulties. This work opens up many avenues of potential research. First, this framework gives researchers a vocabulary for extending Resource Theory to other domains of instruction, such as modeling how physics students use graphs. Second, this framework can be used as the basis for modeling expert physicists' programming practices. Important instructional implications also follow from this research. Namely, as we broaden the use of computational modeling in the physics classroom, our instructional practices should focus on helping students understand the step-by-step nature of programming in contrast to the already salient analytic procedures.

Results of Formal Evaluation of a Data and Modeling Driven Hydrology Learning Module

NASA Astrophysics Data System (ADS)

Ruddell, B. L.; Sanchez, C. A.; Schiesser, R.; Merwade, V.

2014-12-01

New hydrologists should not only develop a well-defined knowledgebase of basic hydrological concepts, but also synthesize this factual learning with more authentic 'real-world' knowledge gained from the interpretation and analysis of data from hydrological models (Merwade and Ruddell, 2012, Wagener et al., 2007). However, hydrological instruction is often implemented using a traditional teacher-centered approach (e.g., lectures) (Wagener, 2007). The emergence of rich and dynamic computer simulation techniques which allow students the opportunity for more authentic application of knowledge (Merwade & Ruddell, 2012). This study evaluates the efficacy of using such data-driven simulations to increase the understanding of the field of hydrology in the lower-division undergraduate geoscience classroom. In this study, 88 students at a local community college who were enrolled in an Introductory Earth Science class were evaluated on their learning performance in a unit on applying the Rational Method to estimate hydrographs and flooding for urban areas. Students were either presented with a data and visualization rich computer module (n=52), or with paper and pencil calculation activities (n=36). All conceptual material presented in lecture was consistent across these two conditions. Students were evaluated for not only changes in their knowledge and application of the concepts within the unit (e.g., effects of urbanization and impervious cover, discharge rates), but also for their broad "T-shaped" profile of professional knowledge and skills. While results showed significant (p<.05) increases from pre to post assessments in all learning areas for both groups, there is a significantly larger benefit for the data module group when it came to (1) understanding the effects of urbanization and impervious cover on flooding, (2) applying consistent vocabulary appropriately within context, and (3) explaining the roles and responsibilities of hydrologists and flood managers.

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.

Application of the Technological Pedagogical Content Knowledge framework in integrating an educational EMR into health informatics education.

PubMed

Bassi, Jesdeep; Kushniruk, Andre W; Borycki, Elizabeth M

2013-01-01

The discipline of health informatics is highly immersed in information technology, specifically health information systems. Students graduating from Bachelor degree programs in health informatics are expected to be familiar with a variety of systems upon entering the workforce. The adoption of systems like electronic medical records is on the rise across Canada, therefore it would be highly beneficial for students to have exposure to such systems in their coursework. While some individual instructors have done this to some extent on an ad hoc basis, formal strategies for EMR integration do not exist. A prominent framework for technology integration in learning that has been applied in many scientific disciplines is the Technological Pedagogical Content Knowledge (TPCK) framework. This paper describes how TPCK was used and applied as the guiding conceptual framework for exploring the integration of an educational EMR into undergraduate health informatics education.

ED51: Using International Networks to Develop the Future Global Geoscience Workforce

NASA Astrophysics Data System (ADS)

Velasco, E. E.; Pangman, P.; Jacobs, R. L.

2011-12-01

Developed nations face the immediate need to replace the current wave of retiring geoscientists at the same time developing nations need to build an infrastructure to train future geoscientists. But what does a successful geoscientist look like? Recruiters seem to favor candidates from respected universities that pair applied book knowledge with excellent communication skills and the ability to take a multidisciplinary approach to challenges. Students should be global thinking, business minded, and socially aware. The Society of Exploration Geophysicists as a successful global society addresses the needs of a growing diverse membership through an international approach. Student membership has doubled over the past five years to almost 10,000. The Society is building momentum through targeted, yet diverse programs. Students are eager to participate in the unique SEG/Chevron Student Leadership Symposium, SEG/ExxonMobil Student Education Program, Challenge Bowls, Student Expositions, Honorary Lecturer presentations and related events. These are transformative educational opportunities that provide the impetus for expanded and very effective international networking and transfer of knowledge. As SEG's students build on these relationships and newly acquired leadership skills, they affect the scope and breadth of SEG Student Chapter activities. There has been a resulting increase in multi-country field camps. The Geoscientists Without Borders° humanitarian program provides cross-cultural field opportunities that demonstrate how applied geoscience can make a difference in the global society, while providing students with valuable workforce skills that employers seek. These collaborative efforts are facilitated by social media and on-line communities that cause boundaries to dissolve and time zones to become irrelevant.

Medical students' attitudes towards early clinical exposure in Iran.

PubMed

Khabaz Mafinejad, Mahboobeh; Mirzazadeh, Azim; Peiman, Soheil; Khajavirad, Nasim; Mirabdolhagh Hazaveh, Mojgan; Edalatifard, Maryam; Allameh, Seyed-Farshad; Naderi, Neda; Foroumandi, Morteza; Afshari, Ali; Asghari, Fariba

2016-06-19

This study was carried out to investigate the medical students' attitudes towards early clinical exposure at Tehran University of Medical Sciences. A cross-sectional study was conducted during 2012-2015. A convenience sample of 298 first- and second-year students, enrolled in the undergraduate medical curriculum, participated in an early clinical exposure program. To collect data from medical students, a questionnaire consisting of open-ended questions and structured questions, rated on a five-point Likert scale, was used to investigate students' attitudes toward early clinical exposure. Of the 298 medical students, 216 (72%) completed the questionnaires. The results demonstrated that medical students had a positive attitude toward early clinical exposure. Most students (80.1%) stated that early clinical exposure could familiarize them with the role of basic sciences knowledge in medicine and how to apply this knowledge in clinical settings. Moreover, 84.5% of them believed that early clinical exposure increased their interest in medicine and encouraged them to read more. Furthermore, content analysis of the students' responses uncovered three main themes of early clinical exposure, were considered helpful to improve learning: "integration of theory and practice", "interaction with others and professional development" and "desire and motivation for learning medicine". Medical students found their first experience with clinical setting valuable. Providing clinical exposure in the initial years of medical curricula and teaching the application of basic sciences knowledge in clinical practice can enhance students' understanding of the role they will play in the future as a physician.

Is Judgement of Biotechnological Ethical Aspects Related to High School Students' Knowledge?

NASA Astrophysics Data System (ADS)

Črne-Hladnik, Helena; Hladnik, Aleš; Javornik, Branka; Košmelj, Katarina; Peklaj, Cirila

2012-05-01

Quantitative and qualitative studies of various aspects of the perception of biotechnology were conducted among 469 Slovenian high school students of average age 17 years. Our research aimed to explore relationships among students' pre-knowledge of molecular and human genetics, and their attitudes to four specific biotechnological applications. These applications-Bt corn, genetically modified (GM) salmon, somatic and germ line gene therapy (GT)-were investigated from the viewpoints of usefulness, moral acceptance and risk perception. In addition, patterns and quality of moral reasoning related to the biotechnological applications from the aspect of moral acceptability were examined. Clear gender differences were found regarding the relationship between our students' pre-knowledge of genetics and their attitudes to biotechnological applications. While females with a better genetics background expressed a higher risk perception in the case of GM salmon, their similarly well-educated male colleagues emphasized the risk associated with the use of germ line GT. With all four biotechnological applications, patterns of both rationalistic-deontological and teleological-and intuitive moral reasoning were identified. Students with poorer genetics pre-knowledge applied an intuitive pattern of moral reasoning more frequently than their peers with better pre-knowledge. A pattern of emotive reasoning was detected only in the case of GM salmon. A relatively low quality of students' moral reasoning, as demonstrated by their brief and small number of supporting justifications (explanations), show that there is a strong need for practising skills of argumentation about socio-scientific issues in Slovenian high schools on a much larger scale. The implications for future research and classroom applications are discussed.

Effects of Combining Case-Based Instruction and Mindfulness Activities on the Acquisition, Application, and Transfer of Complex Knowledge: An Experimental Comparison of Two Multiple-Case Treatments on Videodisc.

ERIC Educational Resources Information Center

Cunningham, Thomas H.; Thorkildsen, Ron J.

Two multiple-case instructional treatments were compared to determine their relative effectiveness for helping program participants acquire, apply, and transfer complex knowledge about Assistive Technology (AT) available to help people with impaired vision. Thirty-eight college students were randomly assigned to two conditions. Both treatments…

A trial of e-simulation of sudden patient deterioration (FIRST2ACT WEB) on student learning.

PubMed

Bogossian, Fiona E; Cooper, Simon J; Cant, Robyn; Porter, Joanne; Forbes, Helen

2015-10-01

High-fidelity simulation pedagogy is of increasing importance in health professional education; however, face-to-face simulation programs are resource intensive and impractical to implement across large numbers of students. To investigate undergraduate nursing students' theoretical and applied learning in response to the e-simulation program-FIRST2ACT WEBTM, and explore predictors of virtual clinical performance. Multi-center trial of FIRST2ACT WEBTM accessible to students in five Australian universities and colleges, across 8 campuses. A population of 489 final-year nursing students in programs of study leading to license to practice. Participants proceeded through three phases: (i) pre-simulation-briefing and assessment of clinical knowledge and experience; (ii) e-simulation-three interactive e-simulation clinical scenarios which included video recordings of patients with deteriorating conditions, interactive clinical tasks, pop up responses to tasks, and timed performance; and (iii) post-simulation feedback and evaluation. Descriptive statistics were followed by bivariate analysis to detect any associations, which were further tested using standard regression analysis. Of 409 students who commenced the program (83% response rate), 367 undergraduate nursing students completed the web-based program in its entirety, yielding a completion rate of 89.7%; 38.1% of students achieved passing clinical performance across three scenarios, and the proportion achieving passing clinical knowledge increased from 78.15% pre-simulation to 91.6% post-simulation. Knowledge was the main independent predictor of clinical performance in responding to a virtual deteriorating patient R(2)=0.090, F(7, 352)=4.962, p<0.001. The use of web-based technology allows simulation activities to be accessible to a large number of participants and completion rates indicate that 'Net Generation' nursing students were highly engaged with this mode of learning. The web-based e-simulation program FIRST2ACTTM effectively enhanced knowledge, virtual clinical performance, and self-assessed knowledge, skills, confidence, and competence in final-year nursing students. Copyright © 2015 Elsevier Ltd. All rights reserved.

Simulation: a new approach to teaching ethics.

PubMed

Buxton, Margaret; Phillippi, Julia C; Collins, Michelle R

2015-01-01

The importance of ethical conduct in health care was acknowledged as early as the fifth century in the Hippocratic Oath and continues to be an essential element of clinical practice. Providers face ethical dilemmas that are complex and unfold over time, testing both practitioners' knowledge and communication skills. Students learning to be health care providers need to develop the knowledge and skills necessary to negotiate complex situations involving ethical conflict. Simulation has been shown to be an effective learning environment for students to learn and practice complex and overlapping skills sets. However, there is little guidance in the literature on constructing effective simulation environments to assist students in applying ethical concepts. This article describes realistic simulations with trained, standardized patients that present ethical problems to graduate-level nurse-midwifery students. Student interactions with the standardized patients were monitored by faculty and peers, and group debriefing was used to help explore students' emotions and reactions. Student feedback postsimulation was exceedingly positive. This simulation could be easily adapted for use by health care education programs to assist students in developing competency with ethics. © 2014 by the American College of Nurse-Midwives.

A Confirmatory Factor Analysis of the Student Evidence-Based Practice Questionnaire (S-EBPQ) in an Australian sample.

PubMed

Beccaria, Lisa; Beccaria, Gavin; McCosker, Catherine

2018-03-01

It is crucial that nursing students develop skills and confidence in using Evidence-Based Practice principles early in their education. This should be assessed with valid tools however, to date, few measures have been developed and applied to the student population. To examine the structural validity of the Student Evidence-Based Practice Questionnaire (S-EBPQ), with an Australian online nursing student cohort. A cross-sectional study for constructing validity. Three hundred and forty-five undergraduate nursing students from an Australian regional university were recruited across two semesters. Confirmatory Factor Analysis was used to examine the structural validity. Confirmatory Factor Analysis was applied which resulted in a good fitting model, based on a revised 20-item tool. The S-EBPQ tool remains a psychometrically robust measure of evidence-based practice use, attitudes, and knowledge and skills and can be applied in an online Australian student context. The findings of this study provided further evidence of the reliability and four factor structure of the S-EBPQ. Opportunities for further refinement of the tool may result in improvements in structural validity. Copyright © 2018 Elsevier Ltd. All rights reserved.

Knowledge dimensions in hypothesis test problems

NASA Astrophysics Data System (ADS)

Krishnan, Saras; Idris, Noraini

2012-05-01

The reformation in statistics education over the past two decades has predominantly shifted the focus of statistical teaching and learning from procedural understanding to conceptual understanding. The emphasis of procedural understanding is on the formulas and calculation procedures. Meanwhile, conceptual understanding emphasizes students knowing why they are using a particular formula or executing a specific procedure. In addition, the Revised Bloom's Taxonomy offers a twodimensional framework to describe learning objectives comprising of the six revised cognition levels of original Bloom's taxonomy and four knowledge dimensions. Depending on the level of complexities, the four knowledge dimensions essentially distinguish basic understanding from the more connected understanding. This study identifiesthe factual, procedural and conceptual knowledgedimensions in hypothesis test problems. Hypothesis test being an important tool in making inferences about a population from sample informationis taught in many introductory statistics courses. However, researchers find that students in these courses still have difficulty in understanding the underlying concepts of hypothesis test. Past studies also show that even though students can perform the hypothesis testing procedure, they may not understand the rationale of executing these steps or know how to apply them in novel contexts. Besides knowing the procedural steps in conducting a hypothesis test, students must have fundamental statistical knowledge and deep understanding of the underlying inferential concepts such as sampling distribution and central limit theorem. By identifying the knowledge dimensions of hypothesis test problems in this study, suitable instructional and assessment strategies can be developed in future to enhance students' learning of hypothesis test as a valuable inferential tool.

[Teaching design and practice of human blood type traits in genetics comprehensive laboratory course].

PubMed

Zhao, Jian; Hu, Dong-mei; Yu, Da-de; Dong, Ming-liang; Li, Yun; Fan, Ying-ming; Wang, Yan-wei; Zhang, Jin-feng

2016-05-01

Comprehensive laboratory courses, which enable students to aptly apply theoretic knowledge and master experiment skills, play an important role in the present educational reform of laboratory courses. We utilized human ABO blood type as the experimental subject, and designed the experiment--"Molecular Genotyping of Human ABO Blood Type and Analysis of Population Genetic Equilibrium". In the experiment, DNA in mucosal cells is extracted from students' saliva, and each student's genotype is identified using a series of molecular genetics technologies, including PCR amplification of target fragments, enzymatic digestion, and electrophoretic separation. Then, taking the whole class as an analogous Mendel population, a survey of genotype frequency of ABO blood type is conducted, followed with analyses of various population genetic parameters using Popgene. Through the open laboratory course, students can not only master molecular genetic experimental skills, but also improve their understanding of theoretic knowledge through independent design and optimization of molecular techniques. After five years of research and practice, a stable experimental system of molecular genetics has been established to identify six genotypes of ABO blood types, namely I(A)I(A), I(A)i, I(B)I(B), I(B)i, I(A)I(B) and ii. Laboratory courses of molecular and population genetics have been integrated by calculating the frequencies of the six genotypes and three multiple alleles and testing population genetic equilibrium. The goal of the open laboratory course with independent design and implementation by the students has been achieved. This laboratory course has proved effective and received good reviews from the students. It could be applied as a genetics laboratory course for the biology majors directly, and its ideas and methods could be promoted and applied to other biological laboratory courses.

Applied Electronics and Optical Laboratory: an optimized practical course for comprehensive training on optics and electronics

NASA Astrophysics Data System (ADS)

Wang, Kaiwei; Wang, Xiaoping

2017-08-01

In order to enhance the practical education and hands-on experience of optoelectronics and eliminate the overlapping contents that previously existed in the experiments section adhering to several different courses, a lab course of "Applied Optoelectronics Laboratory" has been established in the College of Optical Science and Engineering, Zhejiang University. The course consists of two sections, i.e., basic experiments and project design. In section 1, basic experiments provide hands-on experience with most of the fundamental concept taught in the corresponding courses. These basic experiments including the study of common light sources such as He-Ne laser, semiconductor laser and solid laser and LED; the testing and analysis of optical detectors based on effects of photovoltaic effect, photoconduction effect, photo emissive effect and array detectors. In section 2, the course encourages students to build a team and establish a stand-alone optical system to realize specific function by taking advantage of the basic knowledge learned from section 1. Through these measures, students acquired both basic knowledge and the practical application skills. Moreover, interest in science has been developed among students.

Departing from PowerPoint default mode: Applying Mayer's multimedia principles for enhanced learning of parasitology.

PubMed

Nagmoti, Jyoti Mahantesh

2017-01-01

PowerPoint (PPT™) presentation has become an integral part of day-to-day teaching in medicine. Most often, PPT™ is used in its default mode which in fact, is known to cause boredom and ineffective learning. Research has shown improved short-term memory by applying multimedia principles for designing and delivering lectures. However, such evidence in medical education is scarce. Therefore, we attempted to evaluate the effect of multimedia principles on enhanced learning of parasitology. Second-year medical students received a series of lectures, half of the lectures used traditionally designed PPT™ and the rest used slides designed by Mayer's multimedia principles. Students answered pre and post-tests at the end of each lecture (test-I) and an essay test after six months (test-II) which assessed their short and long term knowledge retention respectively. Students' feedback on quality and content of lectures were collected. Statistically significant difference was found between post test scores of traditional and modified lectures (P = 0.019) indicating, improved short-term memory after modified lectures. Similarly, students scored better in test II on the contents learnt through modified lectures indicating, enhanced comprehension and improved long-term memory (P < 0.001). Many students appreciated learning through multimedia designed PPT™ and suggested for their continued use. It is time to depart from default PPT™ and adopt multimedia principles to enhance comprehension and improve short and long term knowledge retention. Further, medical educators may be trained and encouraged to apply multimedia principles for designing and delivering effective lectures.

Automotive Mechanics as Applied to Auto Body; Auto Body Repair and Refinishing 3: 9037.02.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

This is a course in which the student will receive the general information, technical knowledge, basic skills, attitudes, and values required for job entry level as an auto body repair helper. Course content includes general and specific goals, orientation, instruction in service tools and bench skills, and auto mechanics as applied to auto body.…

Changes in Elementary Mathematics Teachers' Understanding of Cognitive Demand: When Adapting, Creating, and Using Mathematical Performance Tasks

ERIC Educational Resources Information Center

Jamieson, Thad Spencer

2015-01-01

The use of mathematics performance tasks can provide a window into how a student is applying mathematics to various situations, how they are reasoning mathematically and how they are applying conceptual knowledge through problem solving and critical thinking. The purpose of this study was to investigate, according to the elementary mathematics…

'Students-as-partners' scheme enhances postgraduate students' employability skills while addressing gaps in bioinformatics education.

PubMed

Mello, Luciane V; Tregilgas, Luke; Cowley, Gwen; Gupta, Anshul; Makki, Fatima; Jhutty, Anjeet; Shanmugasundram, Achchuthan

2017-01-01

Teaching bioinformatics is a longstanding challenge for educators who need to demonstrate to students how skills developed in the classroom may be applied to real world research. This study employed an action research methodology which utilised student-staff partnership and peer-learning. It was centred on the experiences of peer-facilitators, students who had previously taken a postgraduate bioinformatics module, and had applied knowledge and skills gained from it to their own research. It aimed to demonstrate to peer-receivers, current students, how bioinformatics could be used in their own research while developing peer-facilitators' teaching and mentoring skills. This student-centred approach was well received by the peer-receivers, who claimed to have gained improved understanding of bioinformatics and its relevance to research. Equally, peer-facilitators also developed a better understanding of the subject and appreciated that the activity was a rare and invaluable opportunity to develop their teaching and mentoring skills, enhancing their employability.

Word and Person Effects on Decoding Accuracy: A New Look at an Old Question

PubMed Central

Gilbert, Jennifer K.; Compton, Donald L.; Kearns, Devin M.

2011-01-01

The purpose of this study was to extend the literature on decoding by bringing together two lines of research, namely person and word factors that affect decoding, using a crossed random-effects model. The sample was comprised of 196 English-speaking grade 1 students. A researcher-developed pseudoword list was used as the primary outcome measure. Because grapheme-phoneme correspondence (GPC) knowledge was treated as person and word specific, we are able to conclude that it is neither necessary nor sufficient for a student to know all GPCs in a word before accurately decoding the word. And controlling for word-specific GPC knowledge, students with lower phonemic awareness and slower rapid naming skill have lower predicted probabilities of correct decoding than counterparts with superior skills. By assessing a person-by-word interaction, we found that students with lower phonemic awareness have more difficulty applying knowledge of complex vowel graphemes compared to complex consonant graphemes when decoding unfamiliar words. Implications of the methodology and results are discussed in light of future research. PMID:21743750

Making Quantitative Genetics Relevant: Effectiveness of a Laboratory Investigation that Links Scientific Research, Commercial Applications, and Legal Issues

ERIC Educational Resources Information Center

Rutledge, Michael L.; Mathis, Philip M.; Seipelt, Rebecca L.

2005-01-01

As students apply their knowledge of scientific concepts and of science as a method of inquiry, learning becomes relevant. This laboratory exercise is designed to foster students' understanding of the genetics of quantitative traits and of the nature of science as a method of inquiry by engaging them in a real-world business scenario. During the…

Effects of Teachers' Perceptions on Students' Perceptions and Achievement in Environmental Education in Secondary School Biology in Gilgil Sub-County Nakuru County, Kenya

ERIC Educational Resources Information Center

Kiarie, Simon M.

2016-01-01

The teachers' perceptions on environmental education play a key role on how students learn, retain and apply the knowledge, attitudes and skills in changing their perceptions of their environment. This also enhances their achievement in environmental education. This study was designed to investigate the effects of teachers' perceptions on…

An Investigation of the Factors That Influence Students' Long Term Application of Environmental Literacy Skills

ERIC Educational Resources Information Center

Nitowski, Helena

2014-01-01

Schools today are commissioned to provide students with a solid foundation in global citizenship. Future leaders must be knowledgeable problem solvers who can apply those skills to better the world. An awareness of global issues along with a sense of urgency and strength to act are needed for the welfare of all. The achievement of these goals must…

Increasing High School Students' Chemistry Performance and Reducing Cognitive Load through an Instructional Strategy Based on the Interaction of Multiple Levels of Knowledge Representation

ERIC Educational Resources Information Center

Milenkovic´, Dus?ica D.; Segedinac, Mirjana D.; Hrin, Tamara N.

2014-01-01

The central goal of this study was to examine the extent to which a teaching approach focused on the interaction between macroscopic, submicroscopic, and symbolic levels of chemistry representations could affect high school students' performance in the field of inorganic reactions, as well as to examine how the applied instruction influences…

THE DEVELOPMENT AND TESTING OF AN EXPERIMENTAL POLYSENSORY SELF-INSTRUCTIONAL SYSTEM DESIGNED TO HELP STUDENTS ACQUIRE BASIC ELECTRICAL OCCUPATIONAL COMPETENCIES. FINAL REPORT NO. 19.

ERIC Educational Resources Information Center

HILL, EDWIN K.

AN EXPERIMENTAL POLYSENSORY SELF-INSTRUCTIONAL SYSTEM DESIGNED TO ASSIST STUDENTS IN ACQUIRING AND APPLYING KNOWLEDGE OF THE NATURE, CONVERSION, AND TRANSMISSION OF ELECTRICAL ENERGY AND OF PRINCIPLES OF SIMPLE EELECTRICAL CIRCUITS WAS DEVELOPED AND TESTED FOR EFFECTIVENESS. RELATED LABORATORY EXERCISES WERE AN INTEGRAL PART OF THE SYSTEM WHICH…

The Relationship between Item Context Characteristics and Student Performance: The Case of the 2006 and 2009 PISA Science Items

ERIC Educational Resources Information Center

Ruiz-Primo, Maria Araceli; Li, Min

2015-01-01

Background: A long-standing premise in test design is that contextualizing test items makes them concrete, less demanding, and more conducive to determining whether students can apply or transfer their knowledge. Purpose: We assert that despite decades of study and experience, much remains to be learned about how to construct effective and fair…

Energy Content Estimation by Collegians for Portion Standardized Foods Frequently Consumed in Korea

PubMed Central

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans. PMID:24527417

Energy content estimation by collegians for portion standardized foods frequently consumed in Korea.

PubMed

Kim, Jin; Lee, Hee Jung; Lee, Hyun Jung; Lee, Sun Ha; Yun, Jee-Young; Choi, Mi-Kyeong; Kim, Mi-Hyun

2014-01-01

The purpose of this study is to estimate Korean collegians' knowledge of energy content in the standard portion size of foods frequently consumed in Korea and to investigate the differences in knowledge between gender groups. A total of 600 collegians participated in this study. Participants' knowledge was assessed based on their estimation on the energy content of 30 selected food items with their actual-size photo images. Standard portion size of food was based on 2010 Korean Dietary Reference Intakes, and the percentage of participants who accurately estimated (that is, within 20% of the true value) the energy content of the standard portion size was calculated for each food item. The food for which the most participants provided the accurate estimation was ramyun (instant noodles) (67.7%), followed by cooked rice (57.8%). The proportion of students who overestimated the energy content was highest for vegetables (68.8%) and beverages (68.1%). The proportion of students who underestimated the energy content was highest for grains and starches (42.0%) and fruits (37.1%). Female students were more likely to check energy content of foods that they consumed than male students. From these results, it was concluded that the knowledge on food energy content was poor among collegians, with some gender difference. Therefore, in the future, nutrition education programs should give greater attention to improving knowledge on calorie content and to helping them apply this knowledge in order to develop effective dietary plans.

Referring periodontal patients: clinical decision making by dental and dental hygiene students.

PubMed

Williams, Karen B; Burgardt, Grayson J; Rapley, John W; Bray, Kimberly K; Cobb, Charles M

2014-03-01

Referral of periodontal patients requires development of a complex set of decision making skills. This study was conducted to determine criteria used by dental and dental hygiene students regarding the referral of periodontal patients for specialty care. Using mixed methods, a thirteen-item survey was developed to elicit the students' perceptions of their knowledge, confidence regarding managing patients, and clinical reasoning related to periodontal patients. The instrument was administered during the summer prior to (T1) and at the end of the students' final year (T2) of training. Seventy-nine dental students (81 percent of total class) and thirty dental hygiene students (83 percent of total class) completed T1. At T2, forty-two dental (44 percent of total class) and twenty-six dental hygiene students (87 percent of total class) completed the questionnaire. While 90 percent of dental and 96 percent of dental hygiene respondents reported a willingness to refer patients with active disease to specialists, only 40 percent of dental and 36 percent of dental hygiene respondents reported confidence in diagnosing, treating, and appropriately referring such patients. The students' ability to recognize critical disease and risk factors influencing referral was good; however, clinical application of that knowledge indicated a gap between knowledge and applied reasoning. The students' attitudes about the importance of periodontal disease and their perceived competence to identify critical disease risk factors were not significantly related (p>0.05) to correct clinical decisions in the case scenarios. The study concludes that dental and dental hygiene curricula should emphasize both the acquisition and application of knowledge regarding criteria for referral of periodontal patients.

[Surgical laboratory in pregraduate medicine.

PubMed

Tapia-Jurado, Jesús

2011-01-01

Surgical laboratory in pregraduate students in medicine is beneficial and improves learning processes in cognitive aspects and skills acquisition. It is also an early initiation into scientific research. The laboratory is the introductory pathway into basic concepts of medical science (meaningful learning). It is also where students gain knowledge in procedures and abilities to obtain professional skills, an interactive teacher-student process. Medicine works rapidly to change from an art to a science. This fact compromises all schools and medical faculties to analyze their actual lesson plans. Simulators give students confidence and ability and save time, money and resources, eliminating at the same time the ethical factor of using live animals and the fear of patient safety. Multimedia programs may give a cognitive context evolving logically with an explanation based on written and visual animation followed by a clinical problem and its demonstration in a simulator, all before applying knowledge to the patient.

[Cultural and trivial knowledge among Chilean university students].

PubMed

Vargas C, Nelson A; Pinochet T, Dante; Juárez E, Paula

2010-03-01

Culture is defined by the Webster's dictionary as acquaintance with and taste in fine arts, humanities, and broad aspects of science as distinguished from vocational and technical skills. To assess the general cultural knowledge of university students. A test containing 58 questions about art, national and universal literature, national and universal history, mythology science and trivial national issues was designed and applied to 251 medical students in Santiago (149 from first year and 86 from fifth year, Universidad de Chile) and 138 agronomy students in Valdivia (61 from first year and 77 from fifth year, Universidad Austral de Chile). All students answered the test. Medical students from first and fifth year omitted 19 and 15% of questions respectively The figures for first and fifth year agronomy students were 23% each. The percentage of cored answers among first and fifth year medical students was 50 and 59% respectively. The figures for first and fifth year agronomy students were 39 and 44% respectively. The questions with higher rates of cored answers were those about trivial issues. There was a high rate of omissions and wrong answers about general cultural issues among university students particularly in national cultural subjects.

Improving entrepreneurial opportunity recognition through web content analytics

NASA Astrophysics Data System (ADS)

Bakar, Muhamad Shahbani Abu; Azmi, Azwiyati

2017-10-01

The ability to recognize and develop an opportunity into a venture defines an entrepreneur. Research in opportunity recognition has been robust and focuses more on explaining the processes involved in opportunity recognition. Factors such as prior knowledge, cognitive and creative capabilities are shown to affect opportunity recognition in entrepreneurs. Prior knowledge in areas such as customer problems, ways to serve the market, and technology has been shows in various studies to be a factor that facilitates entrepreneurs to identify and recognize opportunities. Findings from research also shows that experienced entrepreneurs search and scan for information to discover opportunities. Searching and scanning for information has also been shown to help novice entrepreneurs who lack prior knowledge to narrow this gap and enable them to better identify and recognize opportunities. There is less focus in research on finding empirically proven techniques and methods to develop and enhance opportunity recognition in student entrepreneurs. This is important as the country pushes for more graduate entrepreneurs that can drive the economy. This paper aims to discuss Opportunity Recognition Support System (ORSS), an information support system to help especially student entrepreneurs in identifying and recognizing business opportunities. The ORSS aims to provide the necessary knowledge to student entrepreneurs to be able to better identify and recognize opportunities. Applying design research, theories in opportunity recognition are applied to identify the requirements for the support system and the requirements in turn dictate the design of the support system. The paper proposes the use of web content mining and analytics as two core components and techniques for the support system. Web content mining can mine the vast knowledge repositories available on the internet and analytics can provide entrepreneurs with further insights into the information needed to recognize opportunities in a given market or industry.

Best Practice Strategies for Effective Use of Questions as a Teaching Tool

PubMed Central

Elsner, Jamie; Haines, Stuart T.

2013-01-01

Questions have long been used as a teaching tool by teachers and preceptors to assess students’ knowledge, promote comprehension, and stimulate critical thinking. Well-crafted questions lead to new insights, generate discussion, and promote the comprehensive exploration of subject matter. Poorly constructed questions can stifle learning by creating confusion, intimidating students, and limiting creative thinking. Teachers most often ask lower-order, convergent questions that rely on students’ factual recall of prior knowledge rather than asking higher-order, divergent questions that promote deep thinking, requiring students to analyze and evaluate concepts. This review summarizes the taxonomy of questions, provides strategies for formulating effective questions, and explores practical considerations to enhance student engagement and promote critical thinking. These concepts can be applied in the classroom and in experiential learning environments. PMID:24052658

Value and benefits of open-book examinations as assessment for deep learning in a post-graduate animal health course.

PubMed

Dale, Vicki H M; Wieland, Barbara; Pirkelbauer, Birgit; Nevel, Amanda

2009-01-01

This study provides an overview of the perceptions of alumni in relation to their experience of open-book examinations (OBEs) as post-graduate students. This type of assessment was introduced as a way of allowing these adult learners to demonstrate their conceptual understanding and ability to apply knowledge in practice, which in theory would equip them with problem-solving skills required for the workplace. This study demonstrates that alumni-shown to be predominantly deep learners-typically regarded OBEs as less stressful than closed-book examinations, and as an effective way to assess the application of knowledge to real-life problems. Additional staff training and student induction, particularly for international students, are suggested as a means of improving the acceptability and effectiveness of OBEs.

Preparing Elementary Preservice Teachers for Urban Elementary Science Classrooms: Challenging Cultural Biases Toward Diverse Students

NASA Astrophysics Data System (ADS)

Moore, Felicia M.

2008-02-01

This study reports the learning of elementary preservice teachers regarding diversity and teaching science in diverse urban elementary classrooms. From participating in a semester-long book club, the preservice teachers reveal their cultural biases, connect and apply their knowledge of diversity, and understand that getting to know their students are important elements for teaching science in diverse classrooms. These 3 things connect in ways that allow the preservice teachers to understand how their cultural biases impede student learning and gain new knowledge of diversity as they change their cultural biases. Implications of this study reveal that preservice teachers need opportunities to reveal, confront, challenge, and change their cultural models and to develop new models for teaching science in urban elementary classrooms.

Integrated design course of applied optics focusing on operating and maintaining abilities

NASA Astrophysics Data System (ADS)

Xu, Zhongjie; Ning, Yu; Jiang, Tian; Cheng, Xiangai

2017-08-01

The abilities of operating and maintaining optical instruments are crucial in modern society. Besides the basic knowledge in optics, the optics courses in the National University of Defense Technology also focus on the training on handling typical optical equipment. As the link between classroom courses on applied optics and the field trips, the integrated design course of applied optics aims to give the students a better understanding on several instantly used optical equipment, such as hand-held telescope and periscope, etc. The basic concepts of optical system design are also emphasized as well. The course is arranged rightly after the classroom course of applied optics and composed of experimental and design tasks. The experimental tasks include the measurements of aberrations and major parameters of a primitive telescope, while in the design parts, the students are asked to design a Keplerian telescope. The whole course gives a deepened understandings on the concepts, assembling, and operating of telescopes. The students are also encouraged to extend their interests on other typical optical instruments.

Retention of knowledge and perceived relevance of basic sciences in an integrated case-based learning (CBL) curriculum

PubMed Central

2013-01-01

Background Knowledge and understanding of basic biomedical sciences remain essential to medical practice, particularly when faced with the continual advancement of diagnostic and therapeutic modalities. Evidence suggests, however, that retention tends to atrophy across the span of an average medical course and into the early postgraduate years, as preoccupation with clinical medicine predominates. We postulated that perceived relevance demonstrated through applicability to clinical situations may assist in retention of basic science knowledge. Methods To test this hypothesis in our own medical student cohort, we administered a paper-based 50 MCQ assessment to a sample of students from Years 2 through 5. Covariates pertaining to demographics, prior educational experience, and the perceived clinical relevance of each question were also collected. Results A total of 232 students (Years 2–5, response rate 50%) undertook the assessment task. This sample had comparable demographic and performance characteristics to the whole medical school cohort. In general, discipline-specific and overall scores were better for students in the latter years of the course compared to those in Year 2; male students and domestic students tended to perform better than their respective counterparts in certain disciplines. In the clinical years, perceived clinical relevance was significantly and positively correlated with item performance. Conclusions This study suggests that perceived clinical relevance is a contributing factor to the retention of basic science knowledge and behoves curriculum planners to make clinical relevance a more explicit component of applied science teaching throughout the medical course. PMID:24099045

Students’ attitudes toward and knowledge about snakes in the semiarid region of Northeastern Brazil

PubMed Central

2014-01-01

Background Humans in various cultures have feared snakes, provoking an aversion and persecution that hinders conservation efforts for these reptiles. Such fact suggests that conservation strategies for snakes should consider the interactions and perceptions of the local population towards these animals. The aim of this study was to investigate students' perception of snakes and if attitudes and knowledge may differ according to gender and local residence (urban or rural). Methods Data was collected in the second half of 2012 and consisted of questionnaires applied to 108 students in the Basic Education School in the municipality of Sumé, located in the semiarid region of Northeastern Brazil. Results The male respondents recognized more species than female did. Part of the students affirmed to have a fear of snakes, especially women. Nearly half of respondents (49%) showed negative behaviour towards these animals, reflecting the influence of potential risk and myths associated with snakes, and supported by a limited knowledge about these animals and their ecological and utilitarian role. We find that the rural students recognized significantly more species than the urban students. Conclusions Our results point to the need for educational interventions in order to increase knowledge about the positive aspects associated with snakes, seeking to minimize the influence of myths and beliefs that contribute to a strong aversion to snakes by the locals. Conservation strategies should therefore engage students but also teachers, who are key individuals in the process. PMID:24673877

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.

An Investigation into the Process of Transference, through the Integration of Art with Science and Math Curricula, in a California Community College: A Case Study

ERIC Educational Resources Information Center

Rachford, Maryann Kvietkauskas

2011-01-01

The transference of learning from one discipline to another creates new knowledge between subjects. Students can connect and apply what they learn in one subject to previously existing knowledge. Art expression is an integral part of human nature and has been a means of communication throughout history. Through the integration of art with science…

Incorporating Student Activities into Climate Change Education

NASA Astrophysics Data System (ADS)

Steele, H.; Kelly, K.; Klein, D.; Cadavid, A. C.

2013-12-01

Under a NASA grant, Mathematical and Geospatial Pathways to Climate Change Education, students at California State University, Northridge integrated Geographic Information Systems (GIS), remote sensing, satellite data technologies, and climate modelling into the study of global climate change under a Pathway for studying the Mathematics of Climate Change (PMCC). The PMCC, which is an interdisciplinary option within the BS in Applied Mathematical Sciences, consists of courses offered by the departments of Mathematics, Physics, and Geography and is designed to prepare students for careers and Ph.D. programs in technical fields relevant to global climate change. Under this option students are exposed to the science, mathematics, and applications of climate change science through a variety of methods including hands-on experience with computer modeling and image processing software. In the Geography component of the program, ESRI's ArcGIS and ERDAS Imagine mapping, spatial analysis and image processing software were used to explore NASA satellite data to examine the earth's atmosphere, hydrosphere and biosphere in areas that are affected by climate change or affect climate. These technology tools were incorporated into climate change and remote sensing courses to enhance students' knowledge and understanding of climate change through hands-on application of image processing techniques to NASA data. Several sets of exercises were developed with specific learning objectives in mind. These were (1) to increase student understanding of climate change and climate change processes; (2) to develop student skills in understanding, downloading and processing satellite data; (3) to teach remote sensing technology and GIS through applications to climate change; (4) to expose students to climate data and methods they can apply to solve real world problems and incorporate in future research projects. In the Math and Physics components of the course, students learned about atmospheric circulation with applications of the Lorenz model, explored the land-sea breeze problem with the Dynamics and Thermodynamics Circulation Model (DTDM), and developed simple radiative transfer models. Class projects explored the effects of varying the content of CO2 and CH4 in the atmosphere, as well as the properties of paleoclimates in atmospheric simulations using EdGCM. Initial assessment of student knowledge, attitudes, and behaviors associated with these activities, particularly about climate change, was measured. Pre- and post-course surveys provided student perspectives about the courses and their learning about remote sensing and climate change concepts. Student performance on the tutorials and course projects evaluated students' ability to learn and apply their knowledge about climate change and skills with remote sensing to assigned problems or proposed projects of their choice. Survey and performance data illustrated that the exercises were successful in meeting their intended learning objectives as well as opportunities for further refinement and expansion.

Improving medical students' understanding of prehospital care through a fourth year emergency medicine clerkship.

PubMed

Merlin, Mark A; Moon, Jeffery; Krimmel, Jessica; Liu, Junfeng; Marques-Baptista, Andreia

2010-02-01

The objective of this study was to survey medical students for a measurable opinion or knowledge increase in prehospital care after a fourth-year clerkship in emergency medicine (EM). The goal of the mandatory prehospital care aspect of the clerkship was twofold: to diminish the prehospital knowledge gap in medical school by teaching students about prehospital protocols and disaster medicine and to increase student interest. The study setting was within a university-based academic EM department with a prehospital system of 250 prehospital personnel. Data were collected from two similar questionnaires administered pre- and post-rotation to 49 fourth-year medical students. Statistical analyses were applied to collected data to quantify the changes of opinion and knowledge. Questions used a Likert five-point Scale. The data verified the improvement of students' knowledge in multiple areas of assessment. Greater than 35% opinion change (two points on the Likert Scale) was found in areas of prehospital care, 911 dispatch and education differences in prehospital providers (all p<0.0001; 95% CI 0.90 to 1.02, 0.66 to 0.90 and 0.66 to 0.90, respectively). Greater than 35% opinion change was also found in understanding triage (p=0.03; 95% CI 0.29 to 0.58) and general teaching of prehospital care, fellowship opportunities and use of a monitor/defibrillator (p<0.0001, p<0.0001 and p=0.04, respectively). We found medical students developed a significantly improved understanding of prehospital care. Without extraordinary effort, academic emergency departments could easily include a significant experience and education within fourth-year EM clerkships.

Thai primary students' understanding of nature of science (NOS) in learning about force and motion for explicit NOS through STS approach

NASA Astrophysics Data System (ADS)

Jimakorn, Narakorn; Yuenyong, Chokchai

2018-01-01

This paper aimed to study of primary school students' understanding of nature of science in learning about force and motion for Explicit Nature of Science through science technology and society (STS) approach. Participants were 11 Grade 5 students who study in Baan Khongtaphet, Bothong, Chonburi, Thailand. This research regarded interpretive paradigm. The intervention of STS physics provided 4 weeks of teaching about force and motion through Yuenyong (2006) science technology and society (STS) approach. The issues of making skate board was brought into the class in order to enhance students learning about force and motion and applying knowledge for designing skate board. The intervention was also designed to allow students explicitly mentioning their ideas about nature of science related to learning activities of STS force and motion. Students' understanding of nature of science was interpreted through students' worksheets, participant observation, students' journal writing and informal interview. The findings revealed that majority of students could reflect their ideas related to many aspects of nature of science. This included Science demands and relies on empirical evidence; knowledge production in science shares many common factors and shared habits of mind, norms, logical thinking and methods; tentative of scientific knowledge; historical, cultural and social influences on science; historical, cultural and social influences on science; science and its methods cannot answer all questions. The study has implications for NOS teaching in Thailand primary school.

Science teaching in science education

NASA Astrophysics Data System (ADS)

Callahan, Brendan E.; Dopico, Eduardo

2016-06-01

Reading the interesting article Discerning selective traditions in science education by Per Sund , which is published in this issue of CSSE, allows us to open the discussion on procedures for teaching science today. Clearly there is overlap between the teaching of science and other areas of knowledge. However, we must constantly develop new methods to teach and differentiate between science education and teaching science in response to the changing needs of our students, and we must analyze what role teachers and teacher educators play in both. We must continually examine the methods and concepts involved in developing pedagogical content knowledge in science teachers. Otherwise, the possibility that these routines, based on subjective traditions, prevent emerging processes of educational innovation. Modern science is an enormous field of knowledge in its own right, which is made more expansive when examined within the context of its place in society. We propose the need to design educative interactions around situations that involve science and society. Science education must provide students with all four dimensions of the cognitive process: factual knowledge, conceptual knowledge, procedural knowledge, and metacognitive knowledge. We can observe in classrooms at all levels of education that students understand the concepts better when they have the opportunity to apply the scientific knowledge in a personally relevant way. When students find value in practical exercises and they are provided opportunities to reinterpret their experiences, greater learning gains are achieved. In this sense, a key aspect of educational innovation is the change in teaching methodology. We need new tools to respond to new problems. A shift in teacher education is needed to realize the rewards of situating science questions in a societal context and opening classroom doors to active methodologies in science education to promote meaningful learning through meaningful teaching.

Artifact-based reflective interviews for identifying pragmatic epistemological resources

NASA Astrophysics Data System (ADS)

Shubert, Christopher Walden

Physics Education Research studies the science of teaching and learning physics. The process of student learning is complex, and the factors that affect it are numerous. Describing students' understanding of physics knowledge and reasoning is the basis for much productive research; however, such research fails to account for certain types of student learning difficulties. In this dissertation, I explore one source of student difficulty: personal epistemology, students' ideas about knowledge and knowing. Epistemology traditionally answers three questions: What is knowledge? How is knowledge created? And, how do we know what we know? An individual's responses to these questions can affect learning in terms of how they approach tasks involving the construction and application of knowledge. The key issue addressed in this dissertation is the effect of methodological choices on the validity and reliability of claims concerning personal epistemology. My central concern is contextual validity, how what is said about one's epistemology is not identical to how one behaves epistemologically. In response to these issues, I present here a new methodology for research on student epistemology: video artifact-based reflective interview protocols. These protocols begin with video taping students in their natural classroom activities, and then asking the participants epistemological questions immediately after watching selected scenes from their activity, contextually anchoring them in their actual learning experience. The data from these interviews is viewed in the framework of Epistemological Resource Theory, a framework of small bits of knowledge whose coordination in a given context is used to describe personal epistemology. I claim that the privileged data from these interviews allows detailed epistemological resources to be identified, and that these resources can provide greater insight into how student epistemologies are applied in learning activities. This research, situated within an algebra-based physics for life scientists course reform project, focuses on student work in Modeling Informed Instruction (MII) laboratory activities, which are an adaptation of Modeling Instruction. The development of these activities is based on the epistemological foundations of Modeling Instruction, and these foundations are used to describe a potential assessment for the epistemological effectiveness of a curriculum.

Teaching Mathematics in Geography Degrees

ERIC Educational Resources Information Center

Bennett, Robert

1978-01-01

Examines ways of developing college students' motivation for mathematical training; describes the type of mathematical knowledge required in the geography discipline; and explores an applied approach to mathematics teaching based on a systems concept. For journal availability, see SO 506 224. (Author/AV)

The Q Sort Technique Applied to Nutrition Attitudes Investigation.

ERIC Educational Resources Information Center

Sutnick, Mona R.

1981-01-01

Suggests the use of the Q Sort Technique to assess attitudes toward nutrition-related topics. Describes research utilizing this technique to assess junior high school students' (N=512) attitudes toward and knowledge of nutrition with and without nutrition instruction. (DS)

Addressing educational challenges in veterinary medicine through the use of distance education.

PubMed

Murray, Amanda L; Sischo, William M

2007-01-01

The veterinary profession is currently facing many educational challenges, including an insufficient capacity to train and educate veterinarians for the multiple disciplines within the profession, a shortage of veterinarians in private and public practice, a shortage of faculty, a lack of human and professional diversity, and a rising cost of education resulting in extreme student debt loads. As a methodology for teaching, distance education (DE) has the potential to address many of these issues. By its very nature, DE can increase the capacity of current facilities and faculty. In addition, DE can allow students to acquire the necessary knowledge at less cost. This article describes a model for incorporating DE in the form of interactive Web-based courses, in conjunction with short, intensive residential programs, for the lecture portions of courses taught in the pre-veterinary, veterinary, and post-veterinary educational periods. In this model, the Web-based courses are used to convey the necessary core knowledge required at each step of the educational process. The residential portions are then used to apply the knowledge in such a way as to combine clinical applications with research in basic and applied sciences. Distance education can provide increased flexibility, high-quality educational experiences, and a less costly alternative for students while maximizing the reach of current faculty efforts and the capacity of existing physical structures.

Assessing the Knowledge, Attitudes and Behaviors of Human and Animal Health Students towards Antibiotic Use and Resistance: A Pilot Cross-Sectional Study in the UK

PubMed Central

Hills, Holly; Seitz, Lara-Turiya; Perry, Alex

2018-01-01

The Global Action Plan on Antimicrobial Resistance highlights the importance of training all healthcare professionals. No study has assessed patterns of students’ knowledge, attitudes and practices concerning antibiotic use simultaneously across different healthcare course types. We conducted a cross-sectional multi-center survey among UK students. The survey was advertised through local survey coordinators at 25 universities. The online survey was accessible from 10th October to 17th November 2016 (before European Antibiotic Awareness Day). A total of 255 students from 25 universities participated, including students on medicine, pharmacy, nursing, physician associate, dentistry and veterinary medicine courses. Antibiotic resistance was considered to be a more important global challenge than climate change, obesity or food security (p < 0.001). Most students (95%) believed that antibiotic resistance will be a problem for their future practice, but fewer (69%) thought that the antibiotics they will prescribe, administer or dispense will contribute to the problem. A fifth of students felt they had sufficient knowledge of antibiotic use for their future work. Our exploratory study suggests that UK human and animal healthcare students are aware of the importance of antibiotic resistance, but many still have certain misconceptions. Campaigns and improved educational efforts applying behavioral insights methodology could address these. PMID:29385687

Perceptional Peculiarities and Selective Attitude of Teenagers towards the Pieces of Traditional Applied and Decorative Arts

ERIC Educational Resources Information Center

Kamak, Abdikarim; Auelbekov, Erzhan; Beisenbekov, Zhalgasbek; Zholdasova, Bibigul; Sadibek, Azhar

2016-01-01

The objective of this article is to eliminate the specifics of traditional applied and decorative arts as a special kind of fine arts and the results of the authors' experimental work on revealing of the peculiarities of children's perception of the art pieces. Methods: for revealing the level of the school students' knowledge of the traditional…

Teaching Research Skills to Student Pharmacists in One Semester: An Applied Research Elective.

PubMed

Perez, Alexandra; Rabionet, Silvia; Bleidt, Barry

2017-02-25

Objectives. To implement and assess the effectiveness of a 15-week applied research elective that introduced students to secondary database analysis in clinical pharmacy. Design. In small groups, students learned, planned, developed and completed a secondary database study to answer an original research question. During one semester, they completed a basic research proposal and Institutional Review Board application, created and analyzed a National Health and Nutrition Examination Survey (NHANES) sample dataset, and reported the results in an abstract and poster presentation. Assessment. All deliverables resulted in high grades. Mean scores on a survey conducted following completion of the course revealed that students strongly agreed or agreed that they had high levels of confidence about performing research-related tasks. Eight student groups delivered poster presentations at professional conferences. Conclusions. Within one semester, student pharmacists with no or little research experience completed original research projects that contributed to pharmacy practice knowledge. They felt highly confident doing research-related tasks, and successfully disseminated their studies beyond the classroom.

UDL and Intellectual Disability: What Do We Know and Where Do We Go?

PubMed

Rao, Kavita; Smith, Sean J; Lowrey, K Alisa

2017-02-01

As an instructional design framework that can be used to design curriculum for students with and without disabilities, Universal Design for Learning (UDL) has the potential to support meaningful inclusion of students with intellectual disability (ID) in general educational settings. This article presents an overview of the existing set of research studies on UDL application for students with ID in PreK-12 settings. The current body of research illustrates that UDL is being applied to instructional activities for students with ID to examine a variety of interventions (e.g., adapted stories for individual students, inclusive general education curriculum) and outcomes (e.g., interaction, perceptions, knowledge gains) in self-contained and general educational settings. It also identifies important questions for consideration in future research as the field seeks to determine how UDL guidelines can be applied to curriculum, used with evidence-based and effective practices, and used to support schoolwide initiatives inclusive of students with ID.

Teaching a Systems Approach: An Innovative Quality Improvement Project.

PubMed

Hamrin, Vanya; Vick, Rose; Brame, Cynthia; Simmons, Megan; Smith, Letizia; Vanderhoef, Dawn

2016-04-01

Nurse practitioners are required to navigate complex health care systems. Quality improvement (QI) projects provide the opportunity for nurse practitioner students to learn systems knowledge and improve health care outcomes in patient populations. A gap in the literature exists around how to systematically teach, apply, and measure QI curricular objectives at the master's level. Six faculty evaluated the QI project for the psychiatric nurse practitioner master's program by identifying the most challenging QI concepts for students to apply, revising their teaching strategies to address gaps, and retrospectively evaluating the outcomes of these curriculum changes by comparing student outcomes before and after the curricular changes. A significant difference was noted on QI project performance between students in the 2014 and 2015 graduating classes, measured by the scores earned on students' final papers (t[92] = 1.66, p = .05, d = .34, r(2) = .0289). Theoretical principles of adult and cooperative learning were used to inform curricular changes to enhance student's acquisition of QI skills. Copyright 2016, SLACK Incorporated.

Online Scholarly Conversations in General Education Astronomy Courses

NASA Astrophysics Data System (ADS)

Cai, Qijie; Wong, Ka-Wah

2018-01-01

In general education astronomy courses, many students are struggling with understanding the foundational concepts and theories in astronomy. One of the possible reasons is that, due the large class size, many of the courses are taught using a lecture mode, where human interactions and active learning are limited (Freeman et al., 2014). To address this challenge, we have applied the knowledge building framework (Scardamalia & Bereiter, 2006) to design an online collaborative learning component, called Scholarly Conversations, to be integrated into a general education astronomy course at a public, comprehensive university.During Scholarly Conversations, students are treated as scholars to advance knowledge frontiers (Scardamalia & Bereiter, 2006). The whole process involves the creation of new ideas and requires discourse and collective work for the advancement and creation of artifacts, such as theories and models (van Aalst, 2009). Based on the knowledge building principles (Scardamalia, 2002; Zhang, Scardamalia, Reeve, & Messina, 2009), several features have been built into Scholarly Conversations so that students are guided to deepen understanding of the astronomy concepts through three phases: knowledge sharing, knowledge construction and knowledge building, and reflections on learning growth (van Aalst, 2009; Cai, 2017). The online Scholarly Conversation is an extension of the lecture component of the general education astronomy course. It promotes student interactions and collaborative learning, and provides scaffolds for students to construct meanings of the essential concepts in astronomy through social learning and online technology. In this presentation, we will explain the specific design principles of the online Scholarly Conversation, and share the artifacts created to facilitate the online conversations in an general education astronomy course.Note: This project has been supported by the College of Education Research Grant Program at Minnesota State University, Mankato.

Investigating the Awareness and Knowledge of Secondary School Students about the Effects of Allergic Pollen on Human Health: A Case of Burdur Province

ERIC Educational Resources Information Center

Tuzlak, Kadir

2016-01-01

The overall objective of this study is to increase the awareness of secondary school students of the effects of pollen allergy on human health by mapping allergic pollens appearing in Burdur atmosphere. This study is a pre-test and post-test experimental design. Mix method is applied thus. Both qualitative and quantitative data are gathered. The…

The Effectiveness of a Multi Sensory Approach in Improving Letter-Sound Correspondence among Mild Intellectual Disabled Students in State of Kuwait

ERIC Educational Resources Information Center

Moustafa, Amr; Ghani, Mohd Zuri

2016-01-01

This research examines the effectiveness of multi sensory approach for the purpose of improving the knowledge on English Letter sound correspondence among mild disabled students in the state of Kuwait. The discussion in this study is based on the multisensory approach that could be applied in the teaching of reading skills as well as phonemic…

Peer Tutoring and Clinical Stage: analysis of experience and potential applications in the First Level Degree Course in Nursing, section of Desenzano Del Garda.

PubMed

Lo Biondo, Paolo; Avino, Nicola; Podavini, Enrica; Prandelli, Matteo

2015-01-01

Among the various methods of learning and experience in the literature, the methodology of Peer Tutoring is particularly important for the formation of the student nurses. The Peer Tutoring identifies a model of cooperative learning, aiming to activate a spontaneous process to transfer knowledge, emotions and experiences from some members of a group to other members of equal status but with a difference in the knowledge and cognitive skills or relational. The First level degree course in Nursing, section of Desenzano del Garda (Brescia, Italy) has been applying a methodology that can be defined as Peer Tutoring for the last four years. The applicability of the method is based on the coupling of an expert student of the 3rd year of the course to a group of students from the 1st or 2nd year. The study has the main objective to analyze the experience in the branch of Desenzano del Garda and see if the learning method of the Peer Tutoring is valid within the context of clinical internship. The study, of descriptive-observational type, was conducted in the academic year 2013-2014. The samples in the research are two: the first sample consisted of 53 students in their first year of studies, 46 students of the 2nd year of the course and 30 students of the 3rd year of the course who attended the experience as tutoring students (students tutors), for a total of 129 students; the second sample consisted of 15 students of the 3rd year of the course who attended the experience of the Peer Tutoring applied to the Stage clinical students as tutors (students Tutor). The research allowed important information to be gathered regarding the utility and interventions to improve the quality of the project of Peer tutoring. Peer Tutoring is a learning methodology that works and that can be applied in learning pathways for nursing students. The training of students Tutor is a matter of considerable importance: in fact the students ask to be trained to respect the structure and functions of the organizations in which they are inserted, in the management of the groups, the educational skills and techniques and teaching strategies.

Initial study of neutral post-instruction responses on the Maryland Physics Expectation Survey

NASA Astrophysics Data System (ADS)

Saltzman, J.; Price, M. F.; Rogers, M. B.

2016-06-01

Epistemological studies generally focus on how students think about their construction of knowledge compared to how experts think about the same ideas. Instruments such as the MPEX and CLASS use a Likert scale to gauge whether students agree or disagree with how experts think about the same ideas. During analysis, five point scale responses are typically reduced to favorable, neutral, and unfavorable with neutral being treated as a nonresponse. What if students are actively selecting neutral and not treating it as a "does not apply?" To address this question we chose to analyze the postinstruction neutral responses of students in our Physics I course using data from multiple years, multiple sections, and multiple instructors. We found that classroom average postinstruction neutral responses were consistently within a band of 15%-25% and that this was also consistent with other published results. It is not yet clear what this pattern means. Is this a measure of students receiving mixed messages from instructors or a measure of a transitional stage that students go through when learning how to be a good college physics student? These initial findings are interesting enough that we are presenting them here with a more detailed question-by-question analysis to be published in the near future. For example, high levels of neutral responses to applied questions (e.g., "All I need to do is. …") may indicate that students are receiving mixed messages from instructors. On the other hand, high levels of neutral responses to conceptual questions (e.g., "Knowledge in physics…") may indicate that students are in a transitional stage between novice and expert.

[Application of role-play simulation in pre-clinical practice of the fourth grade students in department of endodontics].

PubMed

Zhu, Lin-lin; Qiu, Li-hong; Qu, Liu; Xue, Ming; Yan, Lu

2014-10-01

To apply role- play simulation in pre-clinical practice of the fourth grade students in department of endodontics. Thirty-two students were randomly divided into 2 groups, there were 16 students in each group. Students in one group were taught with role-play simulation while the other group with lecture-based learning method. The teaching effect was measured with examination and questionnaire survey. The data was analyzed by using SPSS 17.0 software package. There were no significant differences in basic knowledge, case analysis and oral examination between 2 groups (P>0.05), but there was significant difference in history taking and medical records writing, practical examination and total scores between 2 groups (P<0.05). The role-play simulation was generally approved by both teachers and students in experimental group. The abilities of the fourth grade students can be developed by role-play simulation in different aspects. Role-play simulation can be applied in pre-clinical practice of the fourth grade students in department of endodontics.

Multiprog virtual laboratory applied to PLC programming learning

NASA Astrophysics Data System (ADS)

Shyr, Wen-Jye

2010-10-01

This study develops a Multiprog virtual laboratory for a mechatronics education designed to teach how to programme a programmable logic controller (PLC). The study was carried out with 34 students in the Department of Industry Education and Technology at National Changhua University of Education in Taiwan. In total, 17 students were assigned to each group, experimental and control. Two laboratory exercises were designed to provide students with experience in PLC programming. The results show that the experiments supported by Multiprog virtual laboratory user-friendly control interfaces generate positive meaningful results in regard to students' knowledge and understanding of the material.