The Use of a Student Group Log to Facilitate Student and Teacher Learning

ERIC Educational Resources Information Center

Coenders, Fer

2016-01-01

In 21st century education students should have ample opportunities to collaborate on authentic problems. Many teachers however find it difficult to make the transfer from teacher to student-centered education. Giving students autonomy can be disquieting to teachers, as they fear to lose control of student learning. Teachers in a teacher…

Secondary Students' Perceptions about Learning Qualitative Analysis in Inorganic Chemistry

NASA Astrophysics Data System (ADS)

Tan, Kim-Chwee Daniel; Goh, Ngoh-Khang; Chia, Lian-Sai; Treagust, David F.

2001-02-01

Grade 10 students in Singapore find qualitative analysis one of the more difficult topics in their external examinations. Fifty-one grade 10 students (15-17 years old) from three schools were interviewed to investigate their perceptions about learning qualitative analysis and the aspects of qualitative analysis they found difficult. The results showed that students found qualitative analysis tedious, difficult to understand and found the practical sessions unrelated to what they learned in class. They also believed that learning qualitative analysis required a great amount of memory work. It is proposed that their difficulties may arise from not knowing explicitly what is required in qualitative analysis, the content of qualitative analysis, the lack of motivation to understand qualitative analysis, cognitive overloading, and the lack of mastery of the required process skills.

Education and Greece.

ERIC Educational Resources Information Center

Chapman, Rosemary

The Greek immigrant student finds adjustment to the American education system difficult and bewildering. This paper reveals the cultural and educational background of the immigrant so teachers may better understand student behavior and thereby help the foreign student through the transition period. In Greece, education is a privilege of the…

Encouraging Students to Think Strategically when Learning to Solve Linear Equations

ERIC Educational Resources Information Center

Robson, Daphne; Abell, Walt; Boustead, Therese

2012-01-01

Students who are preparing to study science and engineering need to understand equation solving but adult students returning to study can find this difficult. In this paper, the design of an online resource, Equations2go, for helping students learn to solve linear equations is investigated. Students learning to solve equations need to consider…

Motivating Students with Authentic Science Experiences: Changes in Motivation for School Science

ERIC Educational Resources Information Center

Hellgren, Jenny M.; Lindberg, Stina

2017-01-01

Background: Students' motivation for science declines over the early teenage years, and students often find school science difficult and irrelevant to their everyday lives. This paper asks whether creating opportunities to connect school science to authentic science can have positive effects on student motivation. Purpose: To understand how…

Challenges in Teaching the Mechanics of Breathing to Medical and Graduate Students

ERIC Educational Resources Information Center

West, John B.

2008-01-01

The mechanics of breathing has always been a difficult topic for some medical and graduate students. The subject is very quantitative and contains a number of concepts that some students have trouble with, including physical principles such as pressure, flow, volume, resistance, elasticity, and compliance. Apparently, present-day students find the…

Understanding Protein Synthesis: An Interactive Card Game Discussion

ERIC Educational Resources Information Center

Lewis, Alison; Peat, Mary; Franklin, Sue

2005-01-01

Protein synthesis is a complex process and students find it difficult to understand. This article describes an interactive discussion "game" used by first year biology students at the University of Sydney. The students, in small groups, use the game in which the processes of protein synthesis are actioned by the students during a…

Research on training model of the optoelectronic major university student's innovative ability under the guidance of TRIZ theory

NASA Astrophysics Data System (ADS)

Wang, Qing; Xiao, Wenbo; Yan, Chao; Wan, Shengpeng; He, Xingdao; Jones, S. Gregory; Schmidt, Titania A. R.; Suzuki, Kenneth M.

2017-08-01

With the rapid development of optoelectronic technology, it is more and more difficult for the students to grasp the related knowledge, and to have innovative thinking and innovative ability. The reason is that the students can't understand that knowledge easily; In addition, the students find it is hard to find innovative projects to enhance themselves. This paper summarizes a teaching approach to impart innovative knowledge. The following is: help students to establish the following thinking, "according to the difficulties encountered in photovoltaic technology, identify and find the key problem, -> converted into the standard TRIZ problem →find their own solutions. The results show that this approach plays an important role in cultivating students' creative thinking.

A Wide World of Risk

ERIC Educational Resources Information Center

Van Der Werf, Martin

2007-01-01

As the number of American students studying overseas increases, it will be difficult for colleges to establish or find enough adequate programs with challenging curricula. Students desire ever more remote locations, and colleges are being pushed to support the extremely adventurous. With more students studying abroad, and amid heightened fears…

Cross-Level Peer Mentoring

ERIC Educational Resources Information Center

Goel, Sanjay

2011-01-01

With increasing demand for engineering education in India, universities and colleges are finding it increasingly difficult to build enough faculty capacity to provide a long term individual attention to all students. A few hours of weekly engagement of senior students in mentoring junior students can greatly supplement faculty efforts to enhance…

What's Shaking?!

ERIC Educational Resources Information Center

Anderson, Janice L.; Smith, Diane; Corbat, Josh; Minshew, Lana; Madlangbayan, Melissa

2016-01-01

Direct experience is a powerful learning and teaching tool. However, when trying to teach students about natural hazards such as earthquakes, direct experience is not the best idea. Depending on location, it might be difficult to help young students understand the impact of natural hazards on their lives. Students will naturally find it…

Online Discussion: Can It Help International Students Ease into British University Life?

ERIC Educational Resources Information Center

Skinner, Barbara

2010-01-01

International students arriving at UK higher education institutions often find the first stage of the period of transition from home to British university difficult. Research has shown that the difficulties relate to finding themselves in a new culture. This University of Ulster project encouraged them to explore their feelings by participating in…

Uncertainty and Complexity in Mathematical Modeling

ERIC Educational Resources Information Center

Cannon, Susan O.; Sanders, Mark

2017-01-01

Modeling is an effective tool to help students access mathematical concepts. Finding a math teacher who has not drawn a fraction bar or pie chart on the board would be difficult, as would finding students who have not been asked to draw models and represent numbers in different ways. In this article, the authors will discuss: (1) the properties of…

Teaching Expository Text Structures

ERIC Educational Resources Information Center

Montelongo, Jose; Berber-Jimenez, Lola; Hernandez, Anita C.; Hosking, David

2006-01-01

Many students enter high school unskilled in the art of reading to learn from science textbooks. Even students who can read full-length novels often find science books difficult to read because students have relatively little practice with the various types of expository text structures used by such textbooks (Armbruster, 1991). Expository text…

Physics as a Useful Tool for Learning English

ERIC Educational Resources Information Center

Fidalgo, Jesus; Gallastegui, Juan Ramon

2006-01-01

Some students may find physics hard, but wouldn't it be more difficult to be taught it in a foreign language? The project described here uses English to teach physics to Spanish secondary school students. The students perform just as well in physics while their results in English improve markedly.

Evaluating the Impact and Determinants of Student Team Performance: Using LMS and CATME Data

ERIC Educational Resources Information Center

Braender, Lynn M.; Naples, Michele I.

2013-01-01

Practitioners find it difficult to allocate grades to individual students based on their contributions to the team project. They often use classroom observation of teamwork and student peer evaluations to differentiate an individual's grade from the group's grade, which can be subjective and imprecise. We used objective data from student activity…

Linear Algebra Revisited: An Attempt to Understand Students' Conceptual Difficulties

ERIC Educational Resources Information Center

Britton, Sandra; Henderson, Jenny

2009-01-01

This article looks at some of the conceptual difficulties that students have in a linear algebra course. An overview of previous research in this area is given, and the various theories that have been espoused regarding the reasons that students find linear algebra so difficult are discussed. Student responses to two questions testing the ability…

Web-Based Student Art Galleries

ERIC Educational Resources Information Center

Burton, David

2010-01-01

Exhibition is an important part of the artistic process for students as well as professional artists, but finding enough good places to exhibit can be as difficult for student artists as for adult artists. Venues that are accessible, display art attractively, and provide adequate space for many artists are usually in short supply. There is an…

Cross-Grade Comparison of Students' Conceptual Understanding with Lenses in Geometric Optics

ERIC Educational Resources Information Center

Tural, G.

2015-01-01

Students commonly find the field of physics difficult. Therefore, they generally have learning problems. One of the subjects with which they have difficulties is optics within a physics discipline. This study aims to determine students' conceptual understanding levels at different education levels relating to lenses in geometric optics. A…

Assessment Drives Student Learning: Evidence for Summative Assessment from Pakistan

ERIC Educational Resources Information Center

Qureshi, Rashida; Zahoor, Mahrukh; Zahoor, Mahwish

2017-01-01

Research studies from various parts of the world indicate that university students find research methodology courses among the most difficult subjects to grasp. Students in Pakistan display similar attitudes towards learning of research. Those of us who teach research at the institutions of higher learning in Pakistan continuously hear students…

Background Knowledge and the Magazine Reading Students Choose

ERIC Educational Resources Information Center

Gabriel, Rachael; Allington, Richard; Billen, Monica

2012-01-01

Can students read difficult but self-selected texts--and if so, how? In this article we describe what we learned about middle school students' use of background knowledge and specific vocabulary from interviews and surveys in our longitudinal study of magazine reading habits. Then we discuss the implications of these findings for structuring…

Adjustment Difficulties of American Students in Israeli Institutions of Higher Learning.

ERIC Educational Resources Information Center

Halpern, Jacob I.; Hodinko, Bernard A.

This paper examines the extent to which American undergraduate students find problems adjusting to study in Israeli colleges, universities, and yeshivot with respect to the Hebrew language, academic matters, personal situations, and living arrangements. The study asked 671 undergraduate American students studying in Israel how difficult it was for…

Enhancing Teaching and Learning Wi-Fi Networking Using Limited Resources to Undergraduates

ERIC Educational Resources Information Center

Sarkar, Nurul I.

2013-01-01

Motivating students to learn Wi-Fi (wireless fidelity) wireless networking to undergraduate students is often difficult because many students find the subject rather technical and abstract when presented in traditional lecture format. This paper focuses on the teaching and learning aspects of Wi-Fi networking using limited hardware resources. It…

Peer Assisted Study Sessions (PASS): Does Gender Matter?

ERIC Educational Resources Information Center

Geerlings, Peter M.; Cole, Helen; Batt, Sharryn; Martin-Lynch, Pamela

2016-01-01

Peer-learning is an effective way to assist students to acquire study skills and content knowledge, especially in university courses that students find difficult, and it is an effective adjunct to improve student retention. In 2014, Murdoch University in Perth, Western Australia, commenced Peer Assisted Study Sessions (PASS) in two first-year…

A Pilot Intervention to Improve the Structural Quality of Exam Essay Writing in UK Undergraduate Psychology Students

ERIC Educational Resources Information Center

Connelly, Vincent; Dockrell, Julie E.; Barnett, Jo

2006-01-01

Psychology undergraduates need to produce good quality essays in order to succeed at university. Students find the transition to university writing difficult. Using a rubric, a profile of student weakness in psychology essay writing was described. The students were generally poor at the structural organisation of their essays. A pilot intervention…

Culture Shock in the Basic Communication Course: A Case Study of Malaysian Students.

ERIC Educational Resources Information Center

Yook, Eunkyong

A study examined foreign students from one cultural background, Malaysia, in the American basic speech class to discover which areas they find most difficult and to discover those norms and values that cause these difficulties. Malaysian students were chosen as the focus of the study because Asian students comprise more than half of the total…

Selecting Software for Students with Learning and Other Disabilities

ERIC Educational Resources Information Center

Marino, Matthew T.; Tsurusaki, Blakely K.; Basham, James D.

2011-01-01

Have you ever bought a computer program that you thought would be great for your struggling students, only to find that it did not work on your school computers, or that your students found it difficult to use? Selecting science software for students with learning and other disabilities can be a challenge. This Idea Bank provides a list of…

Critique: A Communicative Event in Design Education--A Qualitative Research on Western Faculty and Asian Students

ERIC Educational Resources Information Center

Wong, Ho Lan Helena

2011-01-01

Critique is a communicative and sociable event in which students present their design and critics provide feedback. Students often find it difficult to explain their work and articulate their thoughts because most design knowledge is tacit by nature. If design is about new concepts, then in a critique, students have to describe and clearly present…

Finding a Voice

ERIC Educational Resources Information Center

Stuart, Shannon

2012-01-01

Schools have struggled for decades to provide expensive augmentative and alternative communication (AAC) resources for autistic students with communication challenges. Clunky voice output devices, often included in students' individualized education plans, cost about $8,000, a difficult expense to cover in hard times. However, mobile technology is…

The role of difficulty and gender in numbers, algebra, geometry and mathematics achievement

NASA Astrophysics Data System (ADS)

Rabab'h, Belal Sadiq Hamed; Veloo, Arsaythamby; Perumal, Selvan

2015-05-01

This study aims to identify the role of difficulty and gender in numbers, algebra, geometry and mathematics achievement among secondary schools students in Jordan. The respondent of the study were 337 students from eight public secondary school in Alkoura district by using stratified random sampling. The study comprised of 179 (53%) males and 158 (47%) females students. The mathematics test comprises of 30 items which has eight items for numbers, 14 items for algebra and eight items for geometry. Based on difficulties among male and female students, the findings showed that item 4 (fractions - 0.34) was most difficult for male students and item 6 (square roots - 0.39) for females in numbers. For the algebra, item 11 (inequality - 0.23) was most difficult for male students and item 6 (algebraic expressions - 0.35) for female students. In geometry, item 3 (reflection - 0.34) was most difficult for male students and item 8 (volume - 0.33) for female students. Based on gender differences, female students showed higher achievement in numbers and algebra compare to male students. On the other hand, there was no differences between male and female students achievement in geometry test. This study suggest that teachers need to give more attention on numbers and algebra when teaching mathematics.

Overcoming Misconceptions in Neurophysiology Learning: An Approach Using Color-Coded Animations

ERIC Educational Resources Information Center

Guy, Richard

2012-01-01

Anyone who has taught neurophysiology would be aware of recurring concepts that students find difficult to understand. However, a greater problem is the development of misconceptions that may be difficult to change. For example, one common misconception is that action potentials pass directly across chemical synapses. Difficulties may be…

Visualizing Neuroscience: Learning about the Brain through Art

ERIC Educational Resources Information Center

Chudler, Eric H.; Konrady, Paula

2006-01-01

Neuroscience is a subject that can motivate, excite, and stimulate the curiosity of everyone However, the study of the brain is made difficult by an abundance of new vocabulary words and abstract concepts. Although neuroscience has the potential to inspire students, many teachers find it difficult to include a study of the brain in their…

EFL Teachers' and Learners' Perceptions of Grammatical Difficulties

ERIC Educational Resources Information Center

Alhaysony, Maha; Alhaisoni, Eid

2017-01-01

This paper investigates grammatical difficulty from the perspective of Saudi university students, of EFL as well as from the perspective of university teachers. It aims to find out which English grammar features are more difficult/less difficult than others. Furthermore, it attempts to determine the reasons and causes that account for such grammar…

Why Do Disadvantaged Filipino Children Find Word Problems in English Difficult?

ERIC Educational Resources Information Center

Bautista, Debbie; Mulligan, Joanne

2010-01-01

Young Filipino students are expected to solve mathematical word problems in English, a language that many encounter only in schools. Using individual interviews of 17 Filipino children, we investigated why word problems in English are difficult and the extent to which the language interferes with performance. Results indicate that children could…

Teaching the Combined Gas Law

ERIC Educational Resources Information Center

Andersen, Lauren; Nobile, Nicole; Cormas, Peter

2011-01-01

For students to develop an understanding of science content and processes, teachers must create classroom environments in which students use inquiry to understand the natural world. However, teachers frequently find it difficult, if not impossible, to demonstrate complex scientific concepts, which textbooks often fail to properly explain. During…

Facilitating the Critique of Racism and Classism: An Experimental Model for Euro-American Middle-Class Students.

ERIC Educational Resources Information Center

Cohen, Lorraine

1995-01-01

Maintains that, during the 1980s, it was difficult to find classroom approaches that effectively challenged racial and class stereotypes. Describes a college community service project designed to teach students about racial, social, and gender discrimination. (CFR)

Beyond Rewards

ERIC Educational Resources Information Center

Hall, Philip S.

2009-01-01

Using rewards to impact students' behavior has long been common practice. However, using reward systems to enhance student learning conveniently masks the larger and admittedly more difficult task of finding and implementing the structure and techniques that children with special needs require to learn. More important, rewarding the child for good…

A Mnemonic for Ozonolysis

ERIC Educational Resources Information Center

Ruekberg, Ben

2011-01-01

Many students find product prediction in ozonolysis reactions of alkenes and alkynes difficult, and they often have greater difficulty discerning the starting compounds when presented with ozonolysis products. The mnemonic device suggested here can help students figure out what the ozonolysis product (or products) will be. Once mastered, this…

Investigating Mathematics Students' Use of Multiple Representations when Solving Linear Equations with One Unknown

ERIC Educational Resources Information Center

Beyranevand, Matthew L.

2010-01-01

Although it is difficult to find any current literature that does not encourage use of multiple representations in mathematics classrooms, there has been very limited research that compared such practice to student achievement level on standardized tests. This study examined the associations between students' achievement levels and their (a)…

The Impact of Cyberreading Workstations on At-Risk Mexican American Elementary Students' Vocabulary Acquisition

ERIC Educational Resources Information Center

Reyna, Concepcion

2012-01-01

An achievement gap between Anglo and Mexican American students is profound in many school districts. The lack of academic vocabulary that many Mexican American students possess is a major constituent that contributes to this educational gap. Conversely, children who enter school with limited vocabulary find reading, difficult, resist reading,…

Effective Lifestyle Habits and Coping Strategies for Stress Tolerance among College Students

ERIC Educational Resources Information Center

Welle, Paul D.; Graf, Helen M.

2011-01-01

Background: Stress among college students is a major problem, impacting their overall health. Students, especially freshmen, are expected to handle difficult academic workloads at a faster pace while adapting to new social situations. In addition, findings from new stress data purport that stress responses might vary by gender and race. Purpose:…

The Chronic Illness Initiative: Supporting College Students with Chronic Illness Needs at DePaul University

ERIC Educational Resources Information Center

Royster, Lynn; Marshall, Olena

2008-01-01

College students with chronic illness find it difficult to succeed in traditional degree programs due to disruptions caused by relapses and unpredictable waxing and waning symptoms. College disability offices are often unable to help, both because their standard supports are not appropriate and because students with chronic illness frequently do…

Choose Your Own Adventure: Examining Social Exchange Theory and Relational Choices

ERIC Educational Resources Information Center

Ribarsky, Elizabeth

2013-01-01

To many students, theory can be confusing and difficult to retain. Therefore, instructors who put emphasis on theory in their courses and lectures must find new ways for students to connect to the sometimes obscure material. Through a hands-on approach to learning theory, students may be challenged to examine their own beliefs and knowledge…

Actively Engaging Students in Culture, Gender, and Class Issues in Medieval Literature

ERIC Educational Resources Information Center

Donnelly, Colleen E.

2017-01-01

Students often find it difficult to understand literature of another era and a world that differs from their own. From interacting with illuminated manuscript pages to conducting a mock trial, this article discusses ways in which visual and active learning techniques can be used to engage students in medieval literature and culture.

Finding Purpose in Pain: Using Logotherapy as a Method for Addressing Survivor Guilt in First-Generation College Students

ERIC Educational Resources Information Center

Tate, Kevin A.; Williams, Cyrus, III; Harden, Dia

2013-01-01

First-generation college students face a variety of academic and personal challenges, including survivor guilt (Piorkowski, 1983). Survivor guilt for these students involves negative emotions related to leaving family and friends "behind" in difficult contexts and lived experiences. This article provides (a) an overview of first-generation college…

Enhancing Practice and Achievement in Introductory Programming with a Robot Olympics

ERIC Educational Resources Information Center

Scott, Michael James; Counsell, Steve; Lauria, Stanislao; Swift, Stephen; Tucker, Allan; Shepperd, Martin; Ghinea, Gheorghita

2015-01-01

Computer programming is notoriously difficult to learn. To this end, regular practice in the form of application and reflection is an important enabler of student learning. However, educators often find that first-year B.Sc. students do not readily engage in such activities. Providing each student with a programmable robot, however, could be used…

Expert Consensus on Barriers to College and University Online Education for Students with Blindness and Low Vision

ERIC Educational Resources Information Center

Pavithran, Sachin D.

2017-01-01

Online education courses have increased exponentially over the last twenty years. These courses provide opportunities for education to students that may find attending in a regular classroom difficult, if not impossible. The number of students with disabilities enrolling in online education courses is also increasing. However, because of the mode…

Resilience and Struggle: Exploring the Experiences of Undocumented College Students through Chicana Feminist Theory and Dialogical Performance

ERIC Educational Resources Information Center

Juarez, Sergio F.

2017-01-01

In an increasingly hostile political and social climate undocumented students in the United States continue to struggle to find space for themselves within universities. This research project undertakes a goal of illuminating how undocumented students make sense of their experiences on university campuses despite facing difficult climates at their…

Increasing Student Interest and Comprehension of Production Planning and Control and Operations Performance Measurement Concepts Using a Production Line Game

ERIC Educational Resources Information Center

Cox, James F., III; Walker, Edward D., II

2005-01-01

Production planning and control (PPC) systems and operations performance measures are topics that students generally find both boring and difficult to understand. In the article, the authors present a production line game that they have found to be an effective tool to increase student interest in the topics as well as student comprehension. The…

Using a Multi-Tier Diagnostic Test to Explore the Nature of Students' Alternative Conceptions on Reaction Kinetics

ERIC Educational Resources Information Center

Yan, Yaw Kai; Subramaniam, R.

2018-01-01

This study focused on grade 12 students' understanding of reaction kinetics. A 4-tier diagnostic instrument was developed for this purpose and administered to 137 students in the main study. Findings showed that reaction kinetics is a difficult topic for these students, with a total of 25 alternative conceptions (ACs) being uncovered. Except for…

Malaysian Secondary Physics Teachers' Perceptions towards the Teaching and Learning of Archimedes' Principle

NASA Astrophysics Data System (ADS)

Salleh, Khalijah Mohd; Abdullah, Abu Bakar Bin

2008-05-01

An explorative study was carried out to confirm Malaysian Physics teachers' perception that Archimedes' principle is a difficult topic for secondary level students. The interview method was used for data collection. The study sample was made of nine national secondary schools teachers from Miri, Sarawak. The data was analysed qualitatively using the Atlas-ti version 5.2 software. The findings of the study showed that i) Archimedes' principle as compared to Bernoulli's and Pascal's is the most difficult principle of hydrodynamics for students, ii) more time was given in the teaching and learning (TL) of Archimedes principle compared to the other two principles, iii) the major TL problems include conceptual understanding, application of physics principles and ideas, and lack of mathematical skills. These findings implicate the need to develop corresponding instructional materials and learning kits that can assist students' understanding of Archimedes' principle.

The "Lived Experience" of Political Engagement.

ERIC Educational Resources Information Center

Hildreth, R. W.

For faculty members who incorporate experiential or service learning pedagogies into their courses, student experiences in the field can be difficult, emotionally charged, and full of unexpected outcomes. This paper presents the findings from a qualitative study of student lived experiences in the political science course "Democracy and…

An active learning approach to Bloom's Taxonomy.

PubMed

Weigel, Fred K; Bonica, Mark

2014-01-01

As educators strive toward improving student learning outcomes, many find it difficult to instill their students with a deep understanding of the material the instructors share. One challenge lies in how to provide the material with a meaningful and engaging method that maximizes student understanding and synthesis. By following a simple strategy involving Active Learning across the 3 primary domains of Bloom's Taxonomy (cognitive, affective, and psychomotor), instructors can dramatically improve the quality of the lesson and help students retain and understand the information. By applying our strategy, instructors can engage their students at a deeper level and may even find themselves enjoying the process more.

From Divergent Evolution to Witting Cross-Fertilisation: The Need for More Awareness of Potential Inter-Discursive Communication Regarding Students' Extended Historical Writing

ERIC Educational Resources Information Center

Carroll, James Edward

2017-01-01

History education stakeholders in England have consistently judged that some students find formal historical writing prohibitively difficult due to the demands of constructing an extended argument. While policy makers have agreed students need support in their historical writing, recurring themes in centralised resourcing have been wastage,…

Improving Students' Understanding of Waves by Plotting a Displacement-Time Graph in Class

ERIC Educational Resources Information Center

Wei, Yajun

2012-01-01

The topic of waves is one that many high school physics students find difficult to understand. This is especially true when using some A-level textbooks used in the U.K., where the concept of waves is introduced prior to the concept of simple harmonic oscillations. One of the challenges my students encounter is understanding the difference between…

Enhancing Student Awareness of and Exposure to the Global Environment through Extra-Curricular Social Studies Activities.

ERIC Educational Resources Information Center

Peters, Richard

Culture studies/global education could easily occupy students' time for an entire academic year. However, faced with the realities of the typical teaching day, it is difficult to find time for anything new or different. One solution is to provide students in the social studies with enrichment learning opportunities through the creation of an…

Teaching Appropriate Play to Replace Stereotypy Using a Treatment Package with Students Having Autism

ERIC Educational Resources Information Center

Greenberg, Jeremy H.; Lau, Wendy; Lau, Sandy

2016-01-01

Students with special education needs such as autism tend to have difficulty with appropriate play skills and leisure time skills. A lack of play may lead to inappropriate behaviors such as stereotypy or passivity. When students have a limited community of reinforcers it may be difficult for educators to find motivators that can be used to teach…

Active Learning Session Based on Didactical Engineering Framework for Conceptual Change in Students' Equilibrium and Stability Understanding

ERIC Educational Resources Information Center

Canu, Michael; Duque, Mauricio; de Hosson, Cécile

2017-01-01

Engineering students on control courses lack a deep understanding of equilibrium and stability that are crucial concepts in this discipline. Several studies have shown that students find it difficult to understand simple familiar or academic static equilibrium cases as well as dynamic ones from mechanics even if they know the discipline's criteria…

How Much Math Do Students Need to Succeed in Business and Economics Statistics? An Ordered Probit Analysis

ERIC Educational Resources Information Center

Green, Jeffrey J.; Stone, Courtenay C.; Zegeye, Abera; Charles, Thomas A.

2009-01-01

Because statistical analysis requires the ability to use mathematics, students typically are required to take one or more prerequisite math courses prior to enrolling in the business statistics course. Despite these math prerequisites, however, many students find it difficult to learn business statistics. In this study, we use an ordered probit…

Students' Different Understandings of Class Diagrams

ERIC Educational Resources Information Center

Boustedt, Jonas

2012-01-01

The software industry needs well-trained software designers and one important aspect of software design is the ability to model software designs visually and understand what visual models represent. However, previous research indicates that software design is a difficult task to many students. This article reports empirical findings from a…

Determining Students' Conceptual Understanding Level of Thermodynamics

ERIC Educational Resources Information Center

Saricayir, Hakan; Ay, Selahattin; Comek, Arif; Cansiz, Gokhan; Uce, Musa

2016-01-01

Science students find heat, temperature, enthalpy and energy in chemical reactions to be some of the most difficult subjects. It is crucial to define their conceptual understanding level in these subjects so that educators can build upon this knowledge and introduce new thermodynamics concepts. This paper reports conceptual understanding levels of…

Learning about Functions through Learner-Generated Examples

ERIC Educational Resources Information Center

Dinkelman, Martha O.; Cavey, Laurie O.

2015-01-01

In many mathematics classrooms, the teacher provides "worked examples" to demonstrate how students should perform certain algorithms or processes. Some students find it difficult to generalize from the examples that teachers provide and cannot apply what they have learned in new situations (Watson and Mason 2002). Instead, teachers might…

Debugging from the Student Perspective

ERIC Educational Resources Information Center

Fitzgerald, S.; McCauley, R.; Hanks, B.; Murphy, L.; Simon, B.; Zander, C.

2010-01-01

Learning to debug is a difficult, yet essential, aspect of learning to program. Students in this multi-institutional study report that finding bugs is harder than fixing them. They use a wide variety of debugging strategies, some of them unexpected. Time spent on understanding the problem can be effective. Pattern matching, particularly at the…

Supporting Student Teaching through Virtual Classrooms

ERIC Educational Resources Information Center

Yoon, Jiyoon

2007-01-01

All teacher education programs require teacher candidates to have in-school practicum experiences. Placing student teachers in schools is not always easy, however, and it is getting harder. According to the field experience office at the University of Minnesota, Duluth, it is getting more difficult to find schools where the teacher candidates can…

RtI in Math Class

ERIC Educational Resources Information Center

Gresham, Gina; Little, Mary

2012-01-01

One of the most difficult tasks that classroom teachers face is finding ways to reach all their students and match each student's level of mathematical readiness and performance to the skills they are required to teach. In classrooms and schools, current federal and state requirements have increased the emphasis on accountability for improved…

Measuring Academic Competencies of Students Who Are Deaf or Hard of Hearing: What Parents Need to Know about Test Equity in Schools. Test Equity Considerations: Parents

ERIC Educational Resources Information Center

PEPNet-West, 2010

2010-01-01

Many children find school tests difficult, but children who are deaf or hard of hearing may find them especially so. Reports from the 2008 Test Equity Summit indicate that disproportionate numbers of students who are deaf or hard of hearing at all grade levels are failing critically important tests even though their classroom work may show that…

Using Biology Education Research and Qualitative Inquiry to Inform Genomic Nursing Education.

PubMed

Ward, Linda D

Decades of research in biology education show that learning genetics is difficult and reveals specific sources of learning difficulty. Little is known about how nursing students learn in this domain, although they likely encounter similar difficulties as nonnursing students. Using qualitative approaches, this study investigated challenges to learning genetics among nursing students. Findings indicate that nursing students face learning difficulties already identified among biology students, suggesting that nurse educators might benefit from biology education research.

"Just Talking about Life": Using Oral Histories of the Civil Rights Movement to Encourage Classroom Dialogue on Race

ERIC Educational Resources Information Center

Johnson, Melencia M.; Mason, Philip B.

2017-01-01

Students in mixed race classrooms often find it difficult to discuss race. Using an assignment where students must have a conversation with someone who lived during the Civil Rights Movement (CRM) brings an element of oral history into the discussion of race and ethnicity. Students are able to discuss race using a historical lens from the…

Identifying Students' Misconceptions in Writing Balanced Equations for Dissolving Ionic Compounds in Water and Using Multiple-Choice Questions at the Symbolic and Particulate Levels to Confront These Misconceptions

ERIC Educational Resources Information Center

Naah, Basil M.

2012-01-01

Students who harbor misconceptions often find chemistry difficult to understand. To improve teaching about the dissolving process, first semester introductory chemistry students were asked to complete a free-response questionnaire on writing balanced equations for dissolving ionic compounds in water. To corroborate errors and misconceptions…

When Do Students Recognize Relationships between Molecular Structure and Properties? A Longitudinal Comparison of the Impact of Traditional and Transformed Curricula

ERIC Educational Resources Information Center

Underwood, Sonia M.; Reyes-Gastelum, David; Cooper, Melanie M.

2016-01-01

The ability to use a chemical structure to predict and explain phenomenon is essential to a robust understanding of chemistry; however, previous research has shown that students find it difficult to make the connection between structure and properties. In this study we examine how student recognition of the connections between structure and…

Developing a Graphical Tool for Students to Understand Air Resistance and Free Fall: When Heavier Objects "Do" Fall Faster

ERIC Educational Resources Information Center

Ferreira, Annalize; Seyffert, Albertus S.; Lemmer, Miriam

2017-01-01

Many students find it difficult to apply certain physics concepts to their daily lives. This is especially true when they perceive a principle taught in physics class as being in conflict with their experience. An important instance of this occurs when students are instructed to ignore the effect of air resistance when solving kinematics problems.…

5 Key Findings for Middle Grades from "Looking Forward to High School and College"

ERIC Educational Resources Information Center

Allensworth, Elaine M.; Gwynne, Julia A.; Moore, Paul; de La Torre, Marisa

2014-01-01

Preparation for college and careers begins when students are young, yet, it can be difficult for middle grade educators to know how best to prepare these students for future success. Middle grade practitioners need to know what to pay attention to and who needs additional support. Without knowing how to identify students who are on-track for high…

Scratching Records

ERIC Educational Resources Information Center

Wampfler, Rebecca; Haroldson, Rachelle

2016-01-01

Units on static electricity and electrical charges are always a third-grade favorite, with students finding the inquiry and hands-on activities, well, electrifying. However, teachers planning a unit on static electricity may find it difficult to navigate around latex bans. While latex allergy is a serious issue, removing balloons from the…

Promoting Middle School Students' Proportional Reasoning Skills through an Ongoing Professional Development Programme for Teachers

ERIC Educational Resources Information Center

Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

2016-01-01

Proportional reasoning, the ability to use ratios in situations involving comparison of quantities, is essential for mathematical competence, especially in the middle school years, and is an important determinant of success beyond school. Research shows students find proportional reasoning and its foundational concepts difficult. Proportional…

A Policy Analysis of Student Attendance Standards Related to State Education Policies

ERIC Educational Resources Information Center

Guilliams, Mary Elizabeth

2014-01-01

This paper is a project report of a policy analysis of state attendance information available to public schools. Current state attendance information rarely expands beyond compulsory attendance law. It is vague, non-existent or difficult to find. Research provides strong links between student attendance and achievement. Informed school leaders…

Prospective Pedagogy for Teaching Chemical Bonding for Smart and Sustainable Learning

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Treagust, David F.

2014-01-01

As an important subject in the curriculum, many students find chemistry concepts difficult to learn and understand. Chemical bonding especially is important in understanding the compositions of chemical compounds and related concepts and research has shown that students struggle with this concept. In this theoretical paper based on analysis of…

Central-City Schooling: Money Can Make a Difference.

ERIC Educational Resources Information Center

Silard, John; And Others

Urban school systems are finding it increasingly difficult to meet the extensive educational needs of their students, many of whom are from poverty backgrounds. By all statistical measures, the cities have far more than their share of economically disadvantaged pupils. Because of urban poverty, many of these students are not prepared to learn,…

Essay Development for Secondary Students with Learning Disabilities: Graphic Organizers for Visualizing Organizational Patterns

ERIC Educational Resources Information Center

Sundeen, Todd H.

2014-01-01

Students with disabilities often find expressive writing frustrating and difficult. The prospect of writing a well-developed five-paragraph essay can be especially daunting. One reason is that struggling writers may have difficulty conceptualizing how the elements of an effective essay are developed. This article describes an instructional…

Incorporating GeoGebra into Geometry Learning--A Lesson from India

ERIC Educational Resources Information Center

Bhagat, Kaushal Kumar; Chang, Chun-Yen

2015-01-01

Students often find geometrical concepts abstract and difficult to understand. This results in poor performance, which contributes in the declining interest in geometry. The aim of this study was to examine the impact of using the free educational software program, "GeoGebra" on 9th grade student's mathematics achievement in learning…

How Do I Earn Buy-In from Digital Natives?

ERIC Educational Resources Information Center

Schechter, Amy; Denmon, Jennifer M.

2012-01-01

Many teachers find it difficult to encourage their students to write in class, yet writing is becoming increasingly important in academic and workplace settings. Students are already writing through cell phone texting, gaming systems, and social networking sites every day, but these resources go largely untapped in many English language arts…

Barriers to Physical Access for Students with Motor Disability at the University of Granada

ERIC Educational Resources Information Center

Polo, Maria Tamara; Lopez, Maria Dolores

2005-01-01

Introduction: For a number of years we have been witnessing the progressive incorporation of disabled students into the university. There are publications (Alcantud, 1995) which recount experiences of social and educational integration of the disabled in primary and secondary education. However, it is more difficult to find documentation on…

The Development, Implementation, and Evaluation of a Problem Solving Heuristic

ERIC Educational Resources Information Center

Lorenzo, Mercedes

2005-01-01

Problem-solving is one of the main goals in science teaching and is something many students find difficult. This research reports on the development, implementation and evaluation of a problem-solving heuristic. This heuristic intends to help students to understand the steps involved in problem solving (metacognitive tool), and to provide them…

Connecting Writing and Speaking with Linguistically Diverse Teacher Education Students

ERIC Educational Resources Information Center

Kennedy, Eileen

2008-01-01

The increasing diversity of students and the pedagogical issues that such differences bring to the classroom is a challenge for early childhood teacher education programs today. In the early childhood education classroom, culturally and linguistically diverse teachers are sought after, yet these same diverse teacher candidates find it difficult to…

The Benefits of Making It Harder to Learn

ERIC Educational Resources Information Center

Lang, James M.

2012-01-01

In January 2011, a trio of researchers published the results of an experiment in which they demonstrated that students who read material in difficult, unfamiliar fonts learned it more deeply than students who read the same material in conventional, familiar fonts. Strange as that may seem, the finding stems from a well-established principle in…

Linguistic Simplification of Mathematics Items: Effects for Language Minority Students in Germany

ERIC Educational Resources Information Center

Haag, Nicole; Heppt, Birgit; Roppelt, Alexander; Stanat, Petra

2015-01-01

In large-scale assessment studies, language minority students typically obtain lower test scores in mathematics than native speakers. Although this performance difference was related to the linguistic complexity of test items in some studies, other studies did not find linguistically demanding math items to be disproportionally more difficult for…

Identity and Ethnomathematics Projects in Papua New Guinea

ERIC Educational Resources Information Center

Owens, Kay

2012-01-01

Indigenous students may find mathematics in schools difficult because there is discontinuity between cultural mathematics and school mathematics. One of the reasons for this is that their teacher's identity as a mathematical thinker may not link to their cultural ways of thinking. In Papua New Guinea, there is a subject to assist student teachers…

Stories from the Stacks: Students Lost in the Labyrinth

ERIC Educational Resources Information Center

Schoonover, Dan; Kinsley, Kirsten M.

2014-01-01

Research shows that academic libraries can be difficult to navigate and that students are often frustrated with not being able to find the right materials. This current study attempts to identify access barriers in FSU's Strozier Library by assessing the effectiveness of signs and directories, as well as wayfinding patterns of both undergraduate…

Debugging: Finding, Fixing and Flailing, a Multi-Institutional Study of Novice Debuggers

ERIC Educational Resources Information Center

Fitzgerald, Sue; Lewandowski, Gary; McCauley, Renee; Murphy, Laurie; Simon, Beth; Thomas, Lynda; Zander, Carol

2008-01-01

Debugging is often difficult and frustrating for novices. Yet because students typically debug outside the classroom and often in isolation, instructors rarely have the opportunity to closely observe students while they debug. This paper describes the details of an exploratory study of the debugging skills and behaviors of contemporary novice Java…

Flexible Delivery Approach in Architecture and Construction Management Course

ERIC Educational Resources Information Center

Chan, Eric

2013-01-01

The millennial generation is facing challenges in their career path and they believe that tertiary education can help them to equip better to tackle against. However, some students find it difficult to rush back to classroom due to work commitment. Fortunately, flexible education developed these years allows students to capture knowledge anytime…

Re-Thinking Statistics Education for Social Science Majors

ERIC Educational Resources Information Center

Reid, Howard M.; Mason, Susan E.

2008-01-01

Many college students majoring in the social sciences find the required statistics course to be dull as well as difficult. Further, they often do not retain much of the material, which limits their success in subsequent courses. We describe a few simple changes, the incorporation of which may enhance student learning. (Contains 1 table.)

Survey of What Secondary Teachers Read Aloud to Students.

ERIC Educational Resources Information Center

Carneal, Ann; Bohning, Gerry

Prompted by the fact that short and interesting materials suitable for reading aloud to secondary school students are difficult to find, a survey was conducted to compile a list of such materials for dissemination. The 260 respondents included secondary school teachers in all curriculum areas. Results indicated that half the respondents read…

Collaborative Co-Mentoring for the Novice and the Experienced English Teacher

ERIC Educational Resources Information Center

Bickmore, Steven T.

2013-01-01

Novice teachers often find themselves isolated; they are often assigned students with the most difficult challenges, with no mentor, and without professional learning to further develop the skills they began to acquire as student teachers. It is important to disrupt the institutionalized isolation of the novice teacher (Darling-Hammond and Sclan;…

Why Teachers Find It Difficult to Include Students with EBD in Mainstream Classes

ERIC Educational Resources Information Center

Gidlund, Ulrika

2018-01-01

In Sweden, teachers in mainstream schools show frustration and insecurity about how to organise education for inclusion and diversity. This article contributes to the understanding of how they articulate their view of the advantages and disadvantages of including students with EBD in mainstream classes. To study teachers' understanding, an…

Medical education of attention: A qualitative study of learning to listen to sound.

PubMed

Harris, Anna; Flynn, Eleanor

2017-01-01

There has been little qualitative research examining how physical examination skills are learned, particularly the sensory and subjective aspects of learning. The authors set out to study how medical students are taught and learn the skills of listening to sound. As part of an ethnographic study in Melbourne, 15 semi-structured in-depth interviews were conducted with students and teachers as a way to reflect explicitly on their learning and teaching. From these interviews, we found that learning the skills of listening to lung sounds was frequently difficult for students, with many experiencing awkwardness, uncertainty, pressure, and intimidation. However not everyone found this process difficult. Often those who had studied music reported finding it easier to be attentive to the frequency and rhythm of body sounds and find ways to describe them. By incorporating, distinctively in medical education, theoretical insights into "attentiveness" from anthropology and science and technology studies, the article suggests that musical education provides medical students with skills in sensory awareness. Training the senses is a critical aspect of diagnosis that needs to be better addressed in medical education. Practical approaches for improving students' education of attention are proposed.

Forging a New Path

ERIC Educational Resources Information Center

Boerner, Heather

2016-01-01

For those who do not come up through the typical faculty-dean-vice president route, making the leap to college president can be difficult--but more leaders are doing it. As colleges find themselves increasingly shifting to a student success model and grappling with performance funding, some leaders are finding that their unconventional experience…

Students' Accounts of Grammatical Forms of German That Are Difficult, Unattainable, and Irrelevant for Self-Expression

ERIC Educational Resources Information Center

Chavez, Monika

2016-01-01

This study examined the responses of 39 first-year, 63 second-year, 20 third-year, and 19 fourth-year US college learners of German when they were asked what forms of L2 grammar they, respectively, find particularly difficult; do not expect to ever acquire fully; and believe are not necessary for self-expression. Nominal morphology--particularly…

Creating the Chemistry in Cellular Respiration Concept Inventory (CCRCI)

NASA Astrophysics Data System (ADS)

Forshee, Jay Lance, II

Students at our institution report cellular respiration to be the most difficult concept they encounter in undergraduate biology, but why students find this difficult is unknown. Students may find cellular respiration difficult because there is a large amount of steps, or because there are persistent, long-lasting misconceptions and misunderstandings surrounding their knowledge of chemistry, which affect their performance on cellular respiration assessments. Most studies of cellular respiration focus on student macro understanding of the process related to breathing, and matter and energy. To date, no studies identify which chemistry concepts are most relevant to students' development of an understanding of the process of cellular respiration or have developed an assessment to measure student understanding of them. Following the Delphi method, the researchers conducted expert interviews with faculty members from four-year, masters-, and PhD-granting institutions who teach undergraduate general biology, and are experts in their respective fields of biology. From these interviews, researchers identified twelve chemistry concepts important to understanding cellular respiration and using surveys, these twelve concepts were refined into five (electron transfer, energy transfer, thermodynamics (law/conservation), chemical reactions, and gradients). The researchers then interviewed undergraduate introductory biology students at a large Midwestern university to identify their knowledge and misconceptions of the chemistry concepts that the faculty had identified previously as important. The CCRCI was developed using the five important chemistry concepts underlying cellular respiration. The final version of the CCRCI was administered to n=160 introductory biology students during the spring 2017 semester. Reliability of the CCRCI was evaluated using Cronbach's alpha (=.7) and split-half reliability (=.769), and validity of the instrument was assessed through content validity via expert agreement, response process validity through student think-aloud interviews, and via the Delphi survey methodology. Included is a discussion of item function (difficulty, discrimination, and point-biserial correlation), persistent misconceptions and the interpretation, uses, and future directions of the CCRCI.

Taking Another Look: Using Fingers As Eyes. Creating the Whole from Parts.

ERIC Educational Resources Information Center

Townley, Mary Ross

1983-01-01

Many students find it difficult to draw complex subjects. Suggested to help elementary students is a method in which they draw eyes from the center out. Observing detail, breaking an area down into small parts, and then connecting them to complete the whole also facilitates reproduction of a variety of objects. (IS)

A Historical Study to Understand Students' Current Difficulties about RMS Values

ERIC Educational Resources Information Center

Khantine-Langlois, Françoise; Munier, Valérie

2016-01-01

Several studies show that students experience more and more difficulties managing the measurements of electrical values in alternating current and that they have trouble making links between theory and practice. They find it difficult to give meaning to root mean square (RMS; or effective) values, which are not understood as average values and are…

A Jigsaw Cooperative Learning Application in Elementary Science and Technology Lessons: Physical and Chemical Changes

ERIC Educational Resources Information Center

Tarhan, Leman; Ayyildiz, Yildizay; Ogunc, Aylin; Sesen, Burcin Acar

2013-01-01

Background: Cooperative learning is an active learning approach in which students work together in small groups to complete an assigned task. Students commonly find the subject of "physical and chemical changes" difficult and abstract, and thus they generally have many misconceptions about it. Purpose: This study aimed to investigate the…

Effects of Asynchronous Audio Feedback on the Story Revision Practices of Students with Emotional/ Behavioral Disorders

ERIC Educational Resources Information Center

McKeown, Debra; Kimball, Kathleen; Ledford, Jennifer

2015-01-01

Young writers, especially students with disabilities, have difficulty writing complete essays, and when asked to revise often make only surface-level changes. Individualized feedback may lead to gains in writing achievement, but finding class time for feedback is difficult. Using a multiple probe across participants design, the effectiveness of…

Can Models Foster Conceptual Change? The Case of Heat and Temperature. Technical Report.

ERIC Educational Resources Information Center

Wiser, Marianne; And Others

The target of difficulty of the Educational Technology Center (ETC) Heat and Temperature Group is basic thermal physics, particularly the differentiation between heat and temperature. High school teachers often find that thermal concepts are very difficult for their students to master and attribute students' difficulties at least in part to the…

Text-Based Writing of Low-Skilled Postsecondary Students: Relation to Comprehension, Self-Efficacy and Teacher Judgments

ERIC Educational Resources Information Center

Perin, Dolores; Lauterbach, Mark; Raufman, Julia; Kalamkarian, Hoori Santikian

2017-01-01

Summarization and persuasive writing are important in postsecondary education and often require the use of source text. However, students entering college with low literacy skills often find this type of writing difficult. The present study compared predictors of performance on text-based summarization and persuasive writing in a sample of…

A Nongraded Phase Elective Senior High English Curriculum.

ERIC Educational Resources Information Center

South Bend Community School Corp., IN.

The course content in this nongraded phase elective curriculum is classified into Phase 1, designed for students who find reading, writing, and speaking difficult, Phase 2 for students who need to improve and refine basic skills at a somewhat slower pace, Phase 3 for those who have an average command of basic language skills and want to advance at…

Creating a Double-Spring Model to Teach Chromosome Movement during Mitosis & Meiosis

ERIC Educational Resources Information Center

Luo, Peigao

2012-01-01

The comprehension of chromosome movement during mitosis and meiosis is essential for understanding genetic transmission, but students often find this process difficult to grasp in a classroom setting. I propose a "double-spring model" that incorporates a physical demonstration and can be used as a teaching tool to help students understand this…

Introducing High School Students to NMR Spectroscopy through Percent Composition Determination Using Low-Field Spectrometers

ERIC Educational Resources Information Center

Bonjour, Jessica L.; Pitzer, Joy M.; Frost, John A.

2015-01-01

Mole to gram conversions, density, and percent composition are fundamental concepts in first year chemistry at the high school or undergraduate level; however, students often find it difficult to engage with these concepts. We present a simple laboratory experiment utilizing portable nuclear magnetic resonance spectroscopy (NMR) to determine the…

FastFeedback Questions: A New Teaching Method

ERIC Educational Resources Information Center

Elnashar, Magdy Mahmoud

2018-01-01

In Australian Universities, based on a study from 1992 to 2014, the Feedback item has been consistently poorly rated by students. In addition, Biochemistry is a complex STEM subject which many students find difficult and was considered the hardest subject according to a recent study by Antigua medical school in the United States. In this work, a…

Conceptual Integration of Covalent Bond Models by Algerian Students

ERIC Educational Resources Information Center

Salah, Hazzi; Dumon, Alain

2014-01-01

The concept of covalent bonding is characterized by an interconnected knowledge framework based on Lewis and quantum models of atoms and molecules. Several research studies have shown that students at all levels of chemistry learning find the quantum model to be one of the most difficult subjects to understand. We have tried in this paper to…

Improving Students' Memory for Musical Compositions and Their Composers: Mneme that Tune!

ERIC Educational Resources Information Center

Carney, Russell N.; Levin, Joel R.

2007-01-01

Students enrolled in music appreciation and music history courses may find it difficult to remember composers' names and the titles of their compositions--particularly when retrieval is prompted by corresponding classical music themes. We sought to develop and validate a mnemonic approach in which musical themes were first recoded as more concrete…

The Use of Web Cameras for Video Conferencing in Field Experience Supervision

ERIC Educational Resources Information Center

Zgonc, Kimberly; Harris, Kymberly; Sparkman, Dana

2009-01-01

For universities located in rural areas, field placement supervisors often find it difficult to locate placements for student teachers who are specialized in areas (e.g., special education, P.E.) with a limited number of cooperating teachers in each school. In those cases, placements for student teachers may require the cooperation of schools…

A Study of the Effects of Outsourcing Residence Life Programs on Student Satisfaction

ERIC Educational Resources Information Center

Manley, James H., Jr.

2011-01-01

Institutions of higher education are facing the difficult challenge of meeting increased demands for high quality education and services for students, while keeping costs low, and finding new sources of revenue to compensate for the decrease in funding from state and federal sources. In an attempt to meet these demands new strategies and…

Using "Giving Voice to Values" to Improve Student Academic Integrity in Information Technology Contexts

ERIC Educational Resources Information Center

Riemenschneider, Cynthia K.; Manly, Tracy S.; Leonard, Lori N. K.

2016-01-01

Academic integrity continues to be a concern for universities and faculty. Yet practical methods for conveying ethical behavior can be difficult to achieve. This study uses the multidimensional ethics scale to gain insight into three situations involving students. The findings from those scenarios are then framed using the "Giving Voice to…

Can Interactive Visualization Tools Engage and Support Pre-University Students in Exploring Non-Trivial Mathematical Concepts?

ERIC Educational Resources Information Center

Liang, Hai-Ning; Sedig, Kamran

2010-01-01

Many students find it difficult to engage with mathematical concepts. As a relatively new class of learning tools, visualization tools may be able to promote higher levels of engagement with mathematical concepts. Often, development of new tools may outpace empirical evaluations of the effectiveness of these tools, especially in educational…

"What Say These Young Ones": Students' Responses to Shakespeare--An Icon of Englishness

ERIC Educational Resources Information Center

Balinska-Ourdeva, Vessela; Johnston, Ingrid; Mangat, Joyti; McKeown, Brent

2013-01-01

Challenging the taken-for-granted status of canonical authors, especially Shakespeare, is difficult, but not impossible. This research offers a glimpse into the inferential processes of a group of grade ten students from diverse backgrounds who read unfamiliar passages from Shakespeare. The findings reveal a complex picture of meaning-making,…

Multi-Cultural Literacy in the Composition Classroom: Report on a Pilot Project.

ERIC Educational Resources Information Center

Hoffman, Amy

At the root of the writing problems of most college students is a lack of critical thinking. Students find analyzing an article or essay, writing a review, or arguing persuasively difficult and unpleasant because they have little practice in identifying and evaluating assumptions and reasoning. One solution to this problem, developed by a college…

Sustaining the Progress to Improve Physics Education

ERIC Educational Resources Information Center

Abdul-Razzaq, Wathiq

2010-01-01

One of the problems we face in teaching introductory physics courses at the college level is that about 2/3 of students never had physics prior coming to college. Thus, many students find it very difficult to learn physics for the first time at the relatively fast-paced teaching of college physics courses. Sometimes the drop/failure/withdrawal…

Developing Conceptual Understanding and Definitional Clarity in Linear Algebra through the Three Worlds of Mathematical Thinking

ERIC Educational Resources Information Center

Hannah, John; Stewart, Sepideh; Thomas, Michael

2016-01-01

Linear algebra is one of the first abstract mathematics courses that students encounter at university. Research shows that many students find the dense presentation of definitions, theorems and proofs difficult to comprehend. Using a case study approach, we report on a teaching intervention based on Tall's three worlds (embodied, symbolic and…

Incorporating Radiology into Medical Gross Anatomy: Does the Use of Cadaver CT Scans Improve Students' Academic Performance in Anatomy?

ERIC Educational Resources Information Center

Lufler, Rebecca S.; Zumwalt, Ann C.; Romney, Carla A.; Hoagland, Todd M.

2010-01-01

Radiological images show anatomical structures in multiple planes and may be effective for teaching anatomical spatial relationships, something that students often find difficult to master. This study tests the hypotheses that (1) the use of cadaveric computed tomography (CT) scans in the anatomy laboratory is positively associated with…

Senior High School Students' Errors on the Use of Relative Words

ERIC Educational Resources Information Center

Bao, Xiaoli

2015-01-01

Relative clause is one of the most important language points in College English Examination. Teachers have been attaching great importance to the teaching of relative clause, but the outcomes are not satisfactory. Based on Error Analysis theory, this article aims to explore the reasons why senior high school students find it difficult to choose…

Analysing Student Programs in the PHP Intelligent Tutoring System

ERIC Educational Resources Information Center

Weragama, Dinesha; Reye, Jim

2014-01-01

Programming is a subject that many beginning students find difficult. The PHP Intelligent Tutoring System (PHP ITS) has been designed with the aim of making it easier for novices to learn the PHP language in order to develop dynamic web pages. Programming requires practice. This makes it necessary to include practical exercises in any ITS that…

Teacher Self-Efficacy in Understanding Standards-Based Curriculum: Finding the Gap between Curriculum and Instructional Design

ERIC Educational Resources Information Center

James, Richard A.

2013-01-01

In standards-based education the importance of interpreting standards and effectively embedding them into instructional design is critical in connecting curriculum and instruction. Finding the link between standards and instruction while striving to engage students has proven difficult. Too often instructional design does not meet the cognitive…

Have Words, Will Understand?

ERIC Educational Resources Information Center

James, Jon

2013-01-01

Shifting the focus from words to concepts--does it work? The author shares his findings from such a project with three primary schools in the UK. Many children aged 7-10 find mastering the language of science difficult and do not make the progress that they could. Encountering complex terminology in the science language causes students to become…

Thinking/Feeling: Emotion, Spectatorship, and the Pedagogy of Horror

ERIC Educational Resources Information Center

Whitney, Allison

2014-01-01

When teaching horror films, where the primary texts are created to frighten and disturb their audiences, instructors often find it challenging to find pedagogical strategies that are at once effective and responsible. For students not accustomed to horror, the shocking nature of the texts can sometimes be difficult to handle, while even the horror…

From Muddleton Manor to Clarity Cathedral: Improving Year 12's Extended Writing through an Enhanced Sense of the Reader

ERIC Educational Resources Information Center

Brown, Mary

2013-01-01

Mary Brown recognised that her A-level students were finding extended writing difficult, particularly in terms of guiding the reader through the argument with appropriate "signposting". To help her students manage this, Brown devised a metaphor to represent the construction of a piece of argumentative writing which she deployed over a…

Using Dissertation Projects to Facilitate Transitions to University and Employment: An Exploratory Case Study

ERIC Educational Resources Information Center

McMurray, Isabella; Rafferty, Cheryl; Sutton, Cordelia; Patel, Shweta

2017-01-01

The transition between school or college and higher education can be a challenging time for a student. Schools, colleges and universities work together in a number of ways in order to try and ease this process. However, many students still find their first-year experience difficult to adjust to, which can impact on their own development and…

Sending Learning Pills to Mobile Devices in Class to Enhance Student Performance and Motivation in Network Services Configuration Courses

ERIC Educational Resources Information Center

Munoz-Organero, M.; Munoz-Merino, P. J.; Kloos, C. D.

2012-01-01

Teaching electrical and computer software engineers how to configure network services normally requires the detailed presentation of many configuration commands and their numerous parameters. Students tend to find it difficult to maintain acceptable levels of motivation. In many cases, this results in their not attending classes and not dedicating…

Serving Community College Students on Probation: Four-Year Findings from Chaffey College's Opening Doors Program

ERIC Educational Resources Information Center

Weiss, Michael; Brock, Thomas; Sommo, Colleen; Rudd, Timothy; Turner, Mary Clair

2011-01-01

Community colleges across the United States face a difficult challenge. On the one hand, they are "open access" institutions, with a mission to serve students from all backgrounds and at varying levels of college readiness. On the other hand, they must uphold high academic standards in order to maintain accreditation and prepare students…

Serving Community College Students on Probation: Four-Year Findings from Chaffey College's Opening Doors Program. Executive Summary

ERIC Educational Resources Information Center

Weiss, Michael; Brock, Thomas; Sommo, Colleen; Rudd, Timothy; Turner, Mary Clair

2011-01-01

Community colleges across the United States face a difficult challenge. On the one hand, they are "open access" institutions, with a mission to serve students from all backgrounds and at varying levels of college readiness. On the other hand, they must uphold high academic standards in order to maintain accreditation and prepare students…

Service-Learning by Doing: How a Student-Run Consulting Company Finds Relevance and Purpose in a Business Strategy Capstone Course

ERIC Educational Resources Information Center

Robinson, David F.; Sherwood, Arthur Lloyd; DePaolo, Concetta A.

2010-01-01

A challenge for undergraduate learning in strategy is that the students lack professional work experiences. Without a rich background of experience, many strategic management topics are difficult to grasp. Our solution has been to develop a strategic management capstone course that combines service-learning and problem-based learning. The…

Does Online Learning Deliver? A Comparison of Student Teacher Outcomes from Candidates in Face-to-Face and Online Program Pathways

ERIC Educational Resources Information Center

Mollenkopf, Dawn; Vu, Phu; Crow, Sherry; Black, Chilene

2017-01-01

Although a growing number of students are accessing online learning programs, there are concerns about the quality of these programs. Multiple reports examined online program quality, but many of those studies had methodology and design issues that make it difficult to interpret the findings conclusively. This study attempted to address the…

A Qualitative Examination of Strategies Used in Rural Districts to Prepare Students with Disabilities for Transition to Employment Post-Graduation

ERIC Educational Resources Information Center

Thew, Jodi Nicole

2011-01-01

Traditional high schools do not prepare students with disabilities to transition to employment after graduation as successfully as they prepare their peers without disabilities. Work experience can be a meaningful part of the transition process, though finding work placements in rural areas can be difficult. This qualitative study examined what…

Sea Lions and Honors Students: More in Common than You May Think

ERIC Educational Resources Information Center

Lindemann-Biolsi, Kristy L.

2014-01-01

One can easily find a link between the general principles of learning in relation to both nonhuman and human animals. What may be a more difficult but equally important parallel is how these learning principles are applied to the training of animals and the teaching of honors students. The author considers what teachers can learn from observing…

Moving Forward: School Library Experiences beyond the Expected

ERIC Educational Resources Information Center

Allen, James

2017-01-01

If you stopped by and visited the author's school library in Eminence, Kentucky, it would be difficult to predict everything you might see and experience. You might see first-grade students browsing and finding books to check out, a ninth-grade student using a compound miter saw to prepare parts for a project in an engineering class, a fifth-grade…

Towards Development of OER Derived Custom-Built Open Textbooks: A Baseline Survey of University Teachers at the University of the South Pacific

ERIC Educational Resources Information Center

Prasad, Deepak; Usagawa, Tsuyoshi

2014-01-01

Textbook prices have soared over the years, with several studies revealing many university students are finding it difficult to afford textbooks. Fortunately, two innovations--open educational resources (OER) and open textbooks--hold the potential to increase textbook affordability. Experts, though, have stated the obvious: that students can save…

Increasing Student Physical Activity during the School Day: Opportunities for the Physical Educator

ERIC Educational Resources Information Center

Brewer, Joan D.; Luebbers, Paul E.; Shane, Shawna D.

2009-01-01

America is facing an obesity epidemic--one that is difficult to ignore. In order to combat the nation's obesity crisis, it is imperative that schools find ways to increase the physical activity levels of students during the school day, as well as encourage additional activity outside of school. By teaching youth to incorporate physical activity…

Using an In-Class Simulation in the First Accounting Class: Moving from Surface to Deep Learning

ERIC Educational Resources Information Center

Phillips, Mary E.; Graeff, Timothy R.

2014-01-01

As students often find the first accounting class to be abstract and difficult to understand, the authors designed an in-class simulation as an intervention to move students toward deep learning and away from surface learning. The simulation consists of buying and selling merchandise and accounting for transactions. The simulation is an effective…

Widening Access to Higher Education: An Evaluative Case Study of a Foundation Year Alternative to Access

ERIC Educational Resources Information Center

Reddy, Peter A.; Moores, Elisabeth

2008-01-01

Universities are encouraged to widen access to a broad range of applicants, including mature students taking Access qualifications. Admissions tutors can find it difficult to compare and choose between Access and A-level applications, and Access applicants for popular courses may be disadvantaged relative to students with good A-levels. In this…

'You find yourself.' Perceptions of nursing students from non-English speaking backgrounds of the effect of an intensive language support program on their oral clinical communication skills.

PubMed

Rogan, Fran; San Miguel, Caroline; Brown, Di; Kilstoff, Kathleen

2006-10-01

Nurses of ethnically diverse backgrounds are essential in providing multicultural populations in western societies with culturally and linguistically competent health care. However, many nurses from non-English speaking backgrounds (NESB) are at high risk of failure in university programs particularly during clinical placements. Few studies investigate the clinical experiences of students from NESB and strategies to support their learning. This study describes perceptions of fifteen undergraduate nursing students from NESB about their first clinical placement in an Australian university program and the effect of a language support program on their oral clinical communication skills. Three categories arose: *Wanting to belong but feeling excluded; *Wanting to learn how to...; and *You find yourself. While many students find clinical placement challenging, it appeared difficult for students in this study as language and cultural adjustments required some modification of their usual ways of thinking and communicating, often without coping strategies available to other students.

Modeling Chromosomes

ERIC Educational Resources Information Center

Robertson, Carol

2016-01-01

Learning about chromosomes is standard fare in biology classrooms today. However, students may find it difficult to understand the relationships among the "genome", "chromosomes", "genes", a "gene locus", and "alleles". In the simple activity described in this article, which follows the 5E approach…

"I Am out of My Comfort Zone": Self-Study of the Struggle of Adapting to the Professional Identity of a Teacher Educator

ERIC Educational Resources Information Center

Allen, Jared; Park Rogers, Meredith; Borowski, Rebecca

2016-01-01

It is often assumed that graduate students will develop as teacher educators simply by participating in a doctoral program. However, research has shown that doctoral students find the shift from teaching K-12 to preparing teachers to be a difficult transition. Within the context of a doctoral program community of practice established specifically…

Determination of Al Content in Commercial Samples through Stoichiometry: A Simple Experiment for an Advanced High-School Chemistry Olympiad Preparatory Course

ERIC Educational Resources Information Center

de Lima, Kassio M. G.; da Silva, Amison R. L.; de Souza, Joao P. F.; das Neves, Luiz S.; Gasparotto, Luiz H. S.

2014-01-01

Stoichiometry has always been a puzzling subject. This may be partially due to the way it is introduced to students, with stoichiometric coefficients usually provided in the reaction. If the stoichiometric coefficients are not given, students find it very difficult to solve problems. This article describes a simple 4-h laboratory experiment for…

Differences in Males and Females in When and Why They Become Interested in Information Systems Majors

ERIC Educational Resources Information Center

Snyder, Johnny; Slauson, Gayla Jo

2016-01-01

Determining when and why students become interested in careers in information systems is a critical step in filling the pipeline of majors to become information systems workers. Although students who have chosen a particular major may find it difficult to indicate or even understand all of the reasons for their choice, it is possible to tease out…

Psychological Approaches within Sustainable and Global Learning. Think Global Thinkpiece Series 2013

ERIC Educational Resources Information Center

Sander, Jane; Conway, Paula

2013-01-01

In this paper the authors explore what gets in the way of embedding a meaningful global learning curriculum and why some teachers and students find it difficult to engage with global issues. The authors use a psychodynamic model to try and make sense of what some global learning practitioners might find puzzling and frustrating. A psychodynamic…

"Don't Be Uneasy, My Children": Finding Strength in Stories of the Enslaved

ERIC Educational Resources Information Center

Gilbert, Lisa

2014-01-01

Tackling challenging topics in history can be difficult, and sometimes teachers struggle to find age-appropriate ways to help students confront painful stories from the past. About four years ago, this author spearheaded a focus group with the purpose of taking on such a challenge. In the initial meetings, members of the group (four educators from…

Helping Students with Difficult First Year Subjects through the PASS Program

ERIC Educational Resources Information Center

Sultan, Fauziah K. P. D.; Narayansany, Kannaki S.; Kee, Hooi Ling; Kuan, Chin Hoay; Palaniappa Manickam, M. Kamala; Tee, Meng Yew

2013-01-01

The purpose of this action research was to find out if participants of a pilot PASS program found it to be helpful. The program was implemented for the first time in an institute of higher learning in Malaysia. An action research design guided the study, with surveys, documents, and reflections as primary data sources. The findings were largely…

Self-Regulated Learning and Social Media--A "Natural Alliance"? Evidence on Students' Self-Regulation of Learning, Social Media Use, and Student-Teacher Relationship

ERIC Educational Resources Information Center

Matzat, U.; Vrieling, E. M.

2016-01-01

Research on the educational consequences of social media has led to divergent findings that are difficult to integrate and studies often examine specific courses. It remains unclear what types of social media use in classroom prevail on a broader scale and how teachers, if at all, can affect outcomes. We contribute to answering these questions by…

Medical student resilience and stressful clinical events during clinical training.

PubMed

Houpy, Jennifer C; Lee, Wei Wei; Woodruff, James N; Pincavage, Amber T

2017-01-01

Medical students face numerous stressors during their clinical years, including difficult clinical events. Fostering resilience is a promising way to mitigate negative effects of stressors, prevent burnout, and help students thrive after difficult experiences. However, little is known about medical student resilience. To characterize medical student resilience and responses to difficult clinical events during clinical training. Sixty-two third-year (MS3) and 55 fourth-year (MS4) University of Chicago medical students completed surveys in 2016 assessing resilience (Connor Davidson Resilience Scale, CD-RISC 10), symptoms of burnout, need for resilience training, and responses to difficult clinical events. Medical student mean resilience was lower than in a general population sample. Resilience was higher in males, MS4s, those without burnout symptoms, and students who felt able to cope with difficult clinical events. When students experienced difficult events in the clinical setting, the majority identified poor team dynamics among the most stressful, and agreed their wellbeing was affected by difficult clinical events. A majority also would prefer to discuss these events with their team later that day. Students discussed events with peers more than with attendings or residents. Students comfortable discussing stress and burnout with peers had higher resilience. Most students believed resilience training would be helpful and most beneficial during MS3 year. Clinical medical student resilience was lower than in the general population but higher in MS4s and students reporting no burnout. Students had some insight into their resilience and most thought resilience training would be helpful. Students discussed difficult clinical events most often with peers. More curricula promoting medical student resilience are needed.

Ethics in Consulting and Outside Professional Activities.

ERIC Educational Resources Information Center

Dillon, Kristine E.

Ethical concerns related to faculty consulting and other professional activities for supplemental pay are discussed. Some groups, like students and taxpayers, may find it difficult to view outside professional activities of faculty members in the context of public service and professional development. Universities employing academic professionals…

Thai Grade 11 students' alternative conceptions for acid-base chemistry

NASA Astrophysics Data System (ADS)

Artdej, Romklao; Ratanaroutai, Thasaneeya; Coll, Richard Kevin; Thongpanchang, Tienthong

2010-07-01

This study involved the development of a two-tier diagnostic instrument to assess Thai high school students' understanding of acid-base chemistry. The acid-base diagnostic test (ABDT) comprising 18 items was administered to 55 Grade 11 students in a science and mathematics programme during the second semester of the 2008 academic year. Analysis of students' responses from this study followed the methodology outlined by Çalik and Ayas. The research findings suggest that the ABDT, the multiple choice diagnostic instrument, enables researchers and teachers to classify students' understanding at different levels. Most students exhibited alternative conceptions for several concepts: acid-base theory, dissociation of strong acids or bases, and dissociation of weak acids/bases. Interestingly, one of the concepts that students appeared to find most difficult, and for which they exhibited the most alternative conceptions, was acid-base theory. Some alternative conceptions revealed in this study differ from earlier reports, such as the concept of electrolyte and non-electrolyte solutions as well as the concentration changes of H3O+and OH- in water. These research findings present valuable information for facilitating better understanding of acid-base chemistry by providing insight into the preventable and correctable alternative conceptions exhibited by students.

The fact of ignorance: revisiting the Socratic method as a tool for teaching critical thinking.

PubMed

Oyler, Douglas R; Romanelli, Frank

2014-09-15

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education.

Changing classroom designs: Easy; Changing instructors' pedagogies: Not so easy...

NASA Astrophysics Data System (ADS)

Lasry, Nathaniel; Charles, Elizabeth; Whittaker, Chris; Dedic, Helena; Rosenfield, Steven

2013-01-01

Technology-rich student-centered classrooms such as SCALE-UP and TEAL are designed to actively engage students. We examine what happens when instructors adopt the classroom but not the pedagogy that goes with it. We measure the effect of using socio-technological spaces on students' conceptual change and compare learning gains made in groups using different pedagogies (active learning vs. conventional instruction). We also correlate instructors' self-reported instructional approach (teacher-centered, student-centered) with their classes' normalized FCI gains. We find that technology-rich spaces are only effective when implemented with student-centered active pedagogies. In their absence, the technology-rich classroom is not significantly different from conventional teacher-centered classrooms. We also find that instructors' self-reported perception of student-centeredness accounts for a large fraction of the variance (r2 = 0.83) in their class' average normalized gain. Adopting student-centered pedagogies appears to be a necessary condition for the effective use of technology-rich spaces. However, adopting a new pedagogy seems more difficult than adopting new technology.

Islands of Empowerment: Facilitating Multicultural Learning Communities in College

ERIC Educational Resources Information Center

Chavez, Alicia Fedelina

2007-01-01

Multiculturally congruent classroom learning environments have remained elusive in United States higher education as colleges strive to recruit, retain, and educate an increasingly diverse population. Frustrations run high amongst domestic and international students of color who find collegiate classrooms in the United States difficult to…

Vocabulary, Concept, Evidence, and Examples

ERIC Educational Resources Information Center

D'Alessandro, John; Sorenson, Tim; Homoelle, Bradley; Hodun, Tony

2014-01-01

Reading is critical for scientific thinking. It is a foundation for many of the skills in which scientists and engineers must be proficient, such as conducting research, developing informed conjectures, and engaging in reasoned argument (NRC 2012). Yet, students frequently find science reading difficult, time-consuming, and frustrating. Strategies…

Conflict in Multicultural Classes: Approaches to Resolving Difficult Dialogues

ERIC Educational Resources Information Center

Burton, Stephen; Furr, Susan

2014-01-01

Survey data are presented from instructors (N = 114) regarding how they would hypothetically use conflict management interventions within multicultural courses. Findings indicate that participants had more difficulty dealing with conflict directed at the instructor than with cognitive conflict, which involved students' ideas or beliefs. In…

Student Drivers Will Find This Defensive Course Difficult

ERIC Educational Resources Information Center

Nation's Schools, 1972

1972-01-01

Map and description of 40-acre defensive driving range being built for secondary school driver education programs in the Burke County Public Schools of North Carolina. Features include a beginner course, streets, driveways, expressway, gravel road, a driver education building, and an emergency skid area. (Author/DN)

Evaluating the Implementation of Professional Learning Communities over Time

ERIC Educational Resources Information Center

Monceaux, Matthew C.

2017-01-01

Professional Learning Communities (PLCs) have become a popular reform initiative for schools looking to increase student achievement. School district officials can find it difficult to implement and sustain Professional Learning Communities as some teachers are not accustomed to the levels of collaboration with peers involved. If implemented and…

The Long Game: Five Years of Simulating the Middle East

ERIC Educational Resources Information Center

Hardy, Mat; Totman, Sally

2017-01-01

Scholarly literature attesting to the benefits of role play in teaching international relations or political science subjects is abundant and universally positive. However, despite many case studies presenting snapshots of single examples, long term data concerning a role play exercise is difficult to find. This study presents student feedback…

A Framework for Multifaceted Evaluation of Student Models

ERIC Educational Resources Information Center

Huang, Yun; González-Brenes, José P.; Kumar, Rohit; Brusilovsky, Peter

2015-01-01

Latent variable models, such as the popular Knowledge Tracing method, are often used to enable adaptive tutoring systems to personalize education. However, finding optimal model parameters is usually a difficult non-convex optimization problem when considering latent variable models. Prior work has reported that latent variable models obtained…

Planetarium Software in the Classroom

ERIC Educational Resources Information Center

Persson, J. R.; Eriksson, U.

2016-01-01

Students often find astronomy and astrophysics to be most interesting and exciting, but the Universe is difficult to access using only one's eyes or simple equipment available at different educational settings. To open up the Universe and enhance learning astronomy and astrophysics different planetarium software can be used. In this article we…

Overcoming Barriers for "Niche" Learners through Distance Learning.

ERIC Educational Resources Information Center

Miller, Lawrence G.; And Others

For over 15 years, Tennessee's Chattanooga State Technical Community College has been offering non-traditional, distance education to reach "niches" of students who would otherwise find it difficult to attain a college education. Begun in 1979 with a laboratory-based independent study program offering a mix of purchased and…

Investigating Crickets: Observing Animal Exploratory Behavior

ERIC Educational Resources Information Center

Bowen, G. M.

2008-01-01

For curriculum content-related reasons, inquiry activities can be difficult in classrooms unless the activities are approached in a manner that makes variations among student group findings understandable in the context of the study. Studies of individual animals and plant reactions to stimuli, such as insect exploratory behavior, allow the…

An Ounce of Prevention

ERIC Educational Resources Information Center

Sternbach, David

2004-01-01

The quality of students' lives can be greatly enhanced through music, and teachers know that musicians at all levels risk injury when they practice and perform. Overuse injuries are painful, disrupt progress, and can even permanently halt performing careers. Expert treatment can be difficult to find on short notice, especially when an injured…

Organic Chemistry Educators' Perspectives on Fundamental Concepts and Misconceptions: An Exploratory Study

ERIC Educational Resources Information Center

Duis, Jennifer M.

2011-01-01

An exploratory study was conducted with 23 organic chemistry educators to discover what general chemistry concepts they typically review, the concepts they believe are fundamental to introductory organic chemistry, the topics students find most difficult in the subject, and the misconceptions they observe in undergraduate organic chemistry…

Microworlds for Learning Object-Oriented Programming: Considerations from Research to Practice

ERIC Educational Resources Information Center

Djelil, Fahima; Albouy-Kissi, Adelaide; Albouy-Kissi, Benjamin; Sanchez, Eric; Lavest, Jean-Marc

2016-01-01

Object-Oriented paradigm is a common paradigm for introductory programming courses. However, many teachers find that transitioning to teaching this paradigm is a difficult task. To overcome this complexity, many experienced teachers use microworlds to give beginner students an intuitive and rapid understanding of fundamental abstract concepts of…

School Job Placement: Can It Avoid Reproducing Social Inequalities?

ERIC Educational Resources Information Center

Redline, Julie E.; Rosenbaum, James E.

2010-01-01

Background: Labor market entry is difficult for two-year college graduates. Job search literature focuses on personal connections, but disadvantaged students often lack useful contacts. Moreover, employers often don't recognize and value two-year college credentials as much as bachelor's degrees. Teacher contacts could help, but studies find that…

Embodied, Symbolic and Formal Thinking in Linear Algebra

ERIC Educational Resources Information Center

Stewart, Sepideh; Thomas, Michael O. J.

2007-01-01

Students often find their first university linear algebra experience very challenging. While coping with procedural aspects of the subject, solving linear systems and manipulating matrices, they may struggle with crucial conceptual ideas underpinning them, making it very difficult to progress in more advanced courses. This research has sought to…

Personal Self-Disclosure: Expectancy and Situational Effects

ERIC Educational Resources Information Center

Wilson, Melvin; Rappaport, Julian

1974-01-01

Male college students were randomly assigned to one of two conditions of specific expectancy, in which they were told that they would find it either easy or difficult to self-disclose to a stranger interviewer. The JSDQ, scored for anticipated self-disclosure, but not for recalled self-disclosure, predicted observed performance. (Author)

The Fact of IgnoranceRevisiting the Socratic Method as a Tool for Teaching Critical Thinking

PubMed Central

Romanelli, Frank

2014-01-01

Critical thinking, while highly valued as an ability of health care providers, remains a skill that many educators find difficult to teach. This review provides an analysis examining why current methods of teaching critical thinking to health care students (primarily medical and pharmacy students) often fail and describes a premise and potential utility of the Socratic method as a tool to teach critical thinking in health care education. PMID:25258449

Student experience of school science

NASA Astrophysics Data System (ADS)

Shirazi, Shaista

2017-09-01

This paper presents the findings of a two-phase mixed methods research study that explores the link between experiences of school science of post-16 students and their decisions to take up science for their higher studies. In the first phase, students aged 16-17 (n = 569) reflected on the past five years of their school science experience in a quasi-longitudinal approach to determine a typology of experiences. The second phase entailed data collection through interviews of a sample of these students (n = 55) to help triangulate and extend findings from the first phase. Students taking up science post-16 reported significantly more positive experiences of school science than students who had decided not to take science further. Of school-related factors influencing experiences of school science curriculum content was the most important followed by being interested and motivated in the subject. There is evidence that interest and motivation in science depend on teacher practice and the perception of science as a difficult subject.

Exploring the influence of students' attributions for success on their self-regulation in pathophysiology.

PubMed

Dunn, Karee E; Osborne, Cara; Link, Hope J

2012-06-01

Pathophysiology is a difficult course both for students to take and for instructors to teach. However, little research has explored learner characteristics that teachers may address through targeted instruction to make both the teaching and learning experience better. This study examined the influence of students' causal attributions for success on their self-regulated learning, which is strongly associated with positive learning outcomes. Results indicated that ability, effort, and luck attributions for success collectively influenced Pathophysiology students' self-regulated learning and that ability was the most potent influence. The findings and the implication for teaching are discussed. Copyright 2012, SLACK Incorporated.

Students' abilities to critique scientific evidence when reading and writing scientific arguments

NASA Astrophysics Data System (ADS)

Knight, Amanda M.

Scientific arguments are used to persuade others for explanations that make sense of the natural world. Over time, through the accumulation of evidence, one explanation for a scientific phenomenon tends to take precedence. In science education, arguments make students' thinking and reasoning visible while also supporting the development of their conceptual, procedural, and epistemic knowledge. As such, argumentation has become a goal within recent policy documents, including the Next Generation Science Standards, which, in turn, presents a need for comprehensive, effective, and scalable assessments. This dissertation used assessments that measure students' abilities to critique scientific evidence, which is measured in terms of the form of justification and the support of empirical evidence, when reading and writing scientific arguments. Cognitive interviews were then conducted with a subset of the students to explore the criteria they used to critique scientific evidence. Specifically, the research investigated what characteristics of scientific evidence the students preferred, how they critiqued both forms of justification and empirical evidence, and whether the four constructs represented four separate abilities. Findings suggest that students' prioritized the type of empirical evidence to the form of justification, and most often selected relevant-supporting justifications. When writing scientific arguments, most students constructed a justified claim, but struggled to justify their claims with empirical evidence. In comparison, when reading scientific arguments, students had trouble locating a justification when it was not empirical data. Additionally, it was more difficult for students to critique than identify or locate empirical evidence, and it was more difficult for students to identify than locate empirical evidence. Findings from the cognitive interviews suggest that students with more specific criteria tended to have more knowledge of the construct. Lastly, dimensional analyses suggest that these may not be four distinct constructs, which has important implications for curriculum development and instructional practice. Namely, teachers should attend to the critique of scientific evidence separately when reading and writing scientific arguments.

Examining problem solving in physics-intensive Ph.D. research

NASA Astrophysics Data System (ADS)

Leak, Anne E.; Rothwell, Susan L.; Olivera, Javier; Zwickl, Benjamin; Vosburg, Jarrett; Martin, Kelly Norris

2017-12-01

Problem-solving strategies learned by physics undergraduates should prepare them for real-world contexts as they transition from students to professionals. Yet, graduate students in physics-intensive research face problems that go beyond problem sets they experienced as undergraduates and are solved by different strategies than are typically learned in undergraduate coursework. This paper expands the notion of problem solving by characterizing the breadth of problems and problem-solving processes carried out by graduate students in physics-intensive research. We conducted semi-structured interviews with ten graduate students to determine the routine, difficult, and important problems they engage in and problem-solving strategies they found useful in their research. A qualitative typological analysis resulted in the creation of a three-dimensional framework: context, activity, and feature (that made the problem challenging). Problem contexts extended beyond theory and mathematics to include interactions with lab equipment, data, software, and people. Important and difficult contexts blended social and technical skills. Routine problem activities were typically well defined (e.g., troubleshooting), while difficult and important ones were more open ended and had multiple solution paths (e.g., evaluating options). In addition to broadening our understanding of problems faced by graduate students, our findings explore problem-solving strategies (e.g., breaking down problems, evaluating options, using test cases or approximations) and characteristics of successful problem solvers (e.g., initiative, persistence, and motivation). Our research provides evidence of the influence that problems students are exposed to have on the strategies they use and learn. Using this evidence, we have developed a preliminary framework for exploring problems from the solver's perspective. This framework will be examined and refined in future work. Understanding problems graduate students face and the strategies they use has implications for improving how we approach problem solving in undergraduate physics and physics education research.

Validating YouTube Factors Affecting Learning Performance

NASA Astrophysics Data System (ADS)

Pratama, Yoga; Hartanto, Rudy; Suning Kusumawardani, Sri

2018-03-01

YouTube is often used as a companion medium or a learning supplement. One of the educational places that often uses is Jogja Audio School (JAS) which focuses on music production education. Music production is a difficult material to learn, especially at the audio mastering. With tutorial contents from YouTube, students find it easier to learn and understand audio mastering and improved their learning performance. This study aims to validate the role of YouTube as a medium of learning in improving student’s learning performance by looking at the factors that affect student learning performance. The sample involves 100 respondents from JAS at audio mastering level. The results showed that student learning performance increases seen from factors that have a significant influence of motivation, instructional content, and YouTube usefulness. Overall findings suggest that YouTube has a important role to student learning performance in music production education and as an innovative and efficient learning medium.

Teaching thermal physics in the paradigms project

NASA Astrophysics Data System (ADS)

Roundy, David

2011-10-01

Thermal physics is probably the most disliked course in the physics major curriculum, with students feeling that they are being led through a mathematical maze, leading to an unsatisfactory conclusion. Classical thermodynamics involves scary derivatives, while statistical mechanics leads to lengthy summations and is difficult to apply to interacting systems. It is unsurprising that students find themselves failing to see the physics for the math. In this talk, I will discuss my experiences teaching the Energy and Entropy paradigm, and will introduce materials we have developed to aide student understanding of partial derivatives and their relationship to experimental observables.

Impact of Expert Teaching Quality on Novice Academic Performance in the Jigsaw Cooperative Learning Method

NASA Astrophysics Data System (ADS)

Berger, Roland; Hänze, Martin

2015-01-01

We assessed the impact of expert students' instructional quality on the academic performance of novice students in 12th-grade physics classes organized in an expert model of cooperative learning ('jigsaw classroom'). The instructional quality of 129 expert students was measured by a newly developed rating system. As expected, when aggregating across all four subtopics taught, regression analysis revealed that academic performance of novice students increases with the quality of expert students' instruction. The difficulty of subtopics, however, moderates this effect: higher instructional quality of more difficult subtopics did not lead to better academic performance of novice students. We interpret this finding in the light of Cognitive Load Theory. Demanding tasks cause high intrinsic cognitive load and hindered the novice students' learning.

Making Cancer Health Text on the Internet Easier to Read for Deaf People Who Use American Sign Language.

PubMed

Kushalnagar, Poorna; Smith, Scott; Hopper, Melinda; Ryan, Claire; Rinkevich, Micah; Kushalnagar, Raja

2018-02-01

People with relatively limited English language proficiency find the Internet's cancer and health information difficult to access and understand. The presence of unfamiliar words and complex grammar make this particularly difficult for Deaf people. Unfortunately, current technology does not support low-cost, accurate translations of online materials into American Sign Language. However, current technology is relatively more advanced in allowing text simplification, while retaining content. This research team developed a two-step approach for simplifying cancer and other health text. They then tested the approach, using a crossover design with a sample of 36 deaf and 38 hearing college students. Results indicated that hearing college students did well on both the original and simplified text versions. Deaf college students' comprehension, in contrast, significantly benefitted from the simplified text. This two-step translation process offers a strategy that may improve the accessibility of Internet information for Deaf, as well as other low-literacy individuals.

How Does the Freezer Burn Our Food?

ERIC Educational Resources Information Center

Schmidt, Shelly J.; Lee, Joo Won

2009-01-01

Freezer burn is a common problem that significantly affects the color, texture, and flavor of frozen foods. Food science students should be able to clearly explain the causes and consequences of freezer burn. However, it is difficult to find a modern, detailed, accurate, yet concise, explanation of the mechanism and factors influencing the rate of…

Transition. Practice Perspectives--Highlighting Information on Deaf-Blindness. Number 4

ERIC Educational Resources Information Center

Malloy, Peggy; McGinnity, Betsy

2009-01-01

Finding a job, learning to live independently, and obtaining further education are important goals for all young adults as they leave high school. But achieving these goals is often extremely difficult for students who are deaf-blind. Limited or absent hearing and vision, difficulties with communication, and the frequent presence of additional…

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…

Embodying Earth's Place in the Solar System

ERIC Educational Resources Information Center

Plummer, Julia

2015-01-01

Elementary students find it difficult to connect the apparent motion of objects in the sky with how celestial objects actually move in the solar system. As a university astronomy education researcher, the author has been investigating methods to help children learn astronomy through workshops and summer camps at science museums and planetariums.…

Pronunciation Problems of Chinese Learners of English

ERIC Educational Resources Information Center

Han, Feifei

2013-01-01

Increasingly, Chinese students are pursuing their studies abroad in English-speaking countries, such as the USA, the UK, Australia, and New Zealand. Despite the fact that they have studied English as a compulsory subject for a number of years and have passed multiple English proficiency tests, many still find it is difficult to communicate well in…

When Do First-Movers Have an Advantage? A Stackelberg Classroom Experiment

ERIC Educational Resources Information Center

Rebelein, Robert; Turkay, Evsen

2016-01-01

The timing of moves can dramatically affect firm profits and market outcomes. When firms choose output quantities, there is a first-mover advantage, and when firms choose prices, there is a second-mover advantage. Students often find it difficult to understand the differences between these two situations. This classroom experiment simulates each…

Dynamics of Identity in the Academic Field and Implications to Science Students' Identity Formation

ERIC Educational Resources Information Center

Rezende, Flavia

2011-01-01

Aydeniz and Hodge investigated how college professors negotiate their responsibilities as teachers and as researchers and the rationales behind their pedagogical approaches. Their findings illustrate how difficult it can be to keep the balance between these two responsibilities in a university that does not support professor's enactment of…

No More Textbooks: Changing How We Structure Classes

ERIC Educational Resources Information Center

Burgraff, Donna L.

2016-01-01

With college textbook prices soaring, acceptable solutions are difficult to find. After going over the controversial past of textbooks, some of the reasons for these skyrocketing costs and the impact they are having on students, professors and higher education institutions are reviewed. This article outlines a solution that is pleasing to all…

An Elementary Model of the Earth's Magnetic Field

ERIC Educational Resources Information Center

Watt, Jeanie I.; Roth, Bradley J.

2007-01-01

This article is intended as a guide for teaching geomagnetism in a high school or university introductory physics class. Many students find this subject fascinating. Instructors, however, often have a difficult time introducing this topic at an elementary level. Suggestions will be made on how to accomplish this using three electricity and…

Public School Early Childhood Music Education: Challenges and Solutions

ERIC Educational Resources Information Center

May, Brittany Nixon

2013-01-01

With the increase of preK programs in public schools, music educators are increasingly more involved in teaching 3- and 4-year-old students. Many music educators find this difficult, as teaching young children requires different--and often unfamiliar--training and experience in child development and appropriate early childhood methodologies. This…

Exploring Plurilingual Pedagogies across the College Curriculum

ERIC Educational Resources Information Center

Pujol-Ferran, Mercè; DiSanto, Jacqueline M.; Rodríguez, Nelson Núñez; Morales, Angel

2016-01-01

Many students in US community colleges often speak a language other than English (LOTE) at home. They find it difficult to complete college requirements, and many drop out. Struggling with the acquisition of academic English and the content of their courses, they exhibit low academic confidence and are easily frustrated. In an attempt to raise…

Using an R Shiny to Enhance the Learning Experience of Confidence Intervals

ERIC Educational Resources Information Center

Williams, Immanuel James; Williams, Kelley Kim

2018-01-01

Many students find understanding confidence intervals difficult, especially because of the amalgamation of concepts such as confidence levels, standard error, point estimates and sample sizes. An R Shiny application was created to assist the learning process of confidence intervals using graphics and data from the US National Basketball…

Reclaiming School in the Aftermath of Trauma: Advice Based on Experience

ERIC Educational Resources Information Center

Mears, Carolyn Lunsford, Ed.

2012-01-01

September 11... Virginia Tech... Columbine... Hurricane Katrina... Traumatic events with long lasting consequences. Lives are upended, safety is threatened, and all are forced to find a way to adapt to a new normal. Educators in schools where students have experienced trauma face difficult challenges, for how are they to promote academic growth…

Minding the Gap: Children's Difficulty Conceptualizing Spatial Intervals as Linear Measurement Units

ERIC Educational Resources Information Center

Solomon, Tracy L.; Vasilyeva, Marina; Huttenlocher, Janellen; Levine, Susan C.

2015-01-01

Understanding measurement units is critical to mathematics and science learning, but it is a topic that American students find difficult. In 3 studies, we investigated the challenges underlying this difficulty in kindergarten and second grade by comparing performance on different versions of a linear measurement task. Children measured crayons…

The Role of Work Placement in Engineering Students' Academic Performance

ERIC Educational Resources Information Center

Blicblau, Aaron Simon; Nelson, Tracey Louise; Dini, Kurosh

2016-01-01

Engineering graduates without industrial experience may find that employment is difficult to obtain immediately after completing their studies. This study investigates the impact of two arrangements of work experiences; short term (over 12 weeks, STP) and long-term (over 52 weeks, IBL) on academic grades. This study involved 240 undergraduate…

The Algebra of the Arches

ERIC Educational Resources Information Center

Buerman, Margaret

2007-01-01

Finding real-world examples for middle school algebra classes can be difficult but not impossible. As we strive to accomplish teaching our students how to solve and graph equations, we neglect to teach the big ideas of algebra. One of those big ideas is functions. This article gives three examples of functions that are found in Arches National…

Mexico City's Indios Verdes: Exploring Cultural Processes Using Public Memorials

ERIC Educational Resources Information Center

Dixon, Seth

2010-01-01

Finding ways to convey current research in cultural geography that is predicated on theoretical frameworks in a manner accessible to high school and undergraduate college students is pedagogically important but difficult in practice. Statues in Mexico City nicknamed the Indios Verdes offer a rich example of fluid cultural dynamics that illustrate…

Name that Word: Using Song Lyrics to Improve the Decoding Skills of Adolescents with Learning Disabilities

ERIC Educational Resources Information Center

Hines, Sara J.

2010-01-01

Many adolescents, especially those with learning disabilities, lack basic word identification skills. Finding motivating instructional techniques to improve word-level reading skills is increasingly difficult as students move through the grades. One technique that holds promise in motivating adolescents involves using song lyrics from their…

Jazzing up the Psychological Contract

ERIC Educational Resources Information Center

Hartley, Nell Tabor

2010-01-01

Helping students and practitioners to understand and utilize the Psychological Contract is often a difficult task. Unlike fault-finding research, this paper presents the PC as a positive, vibrant and valuable tool. In an effort to make the concept less elusive, the paper draws upon the metaphor of jazz. The metaphor is an accepted tool of…

Issues in Post-Entry Language Assessment in English-Medium Universities

ERIC Educational Resources Information Center

Read, John

2015-01-01

Students entering English-medium universities around the world come from diverse linguistic backgrounds and many find it difficult to cope with the language demands of their degree courses. This speech focuses first on the motivations for introducing what are known in Australia as post-entry language assessments (PELAs). I discuss in particular…

Transfer of Algebraic and Graphical Thinking between Mathematics and Chemistry

ERIC Educational Resources Information Center

Potgieter, Marietjie; Harding, Ansie; Engelbrecht, Johann

2008-01-01

Students in undergraduate chemistry courses find, as a rule, topics with a strong mathematical basis difficult to master. In this study we investigate whether such mathematically related problems are due to deficiencies in their mathematics foundation or due to the complexity introduced by transfer of mathematics to a new scientific domain. In the…

Making It Real: Using a Collaborative Simulation to Teach Crisis Communications

ERIC Educational Resources Information Center

Olson, K. S.

2012-01-01

Even seasoned public relations (PR) practitioners can find it difficult to handle communications during a crisis situation when the consequences of making poor decisions may seem overwhelming. This article shares results from using a collaborative simulation to teach college students about crisis communications in an advanced-level PR course.…

Parent Involvement and Technologically-Based Communications in Missouri's Top Performing Schools

ERIC Educational Resources Information Center

Wood, Gina M.

2009-01-01

With ever-increasing accountability requirements, public schools need to seek the support of the most invested parties, the parents. Despite the good intentions of all involved, finding meaningful ways for schools and parents to collaborate on student learning remains a difficult task. The purpose of this study was to explore perceptions of…

Embedding Blended Learning in a University's Teaching Culture: Experiences and Reflections

ERIC Educational Resources Information Center

Davis, Hugh C.; Fill, Karen

2007-01-01

Blended learning, the combination of traditional face-to-face teaching methods with authentic online learning activities, has the potential to transform student-learning experiences and outcomes. In spite of this advantage, university teachers often find it difficult to adopt new online techniques, in part because institutional practices are still…

Conducting a Social Network Audit

ERIC Educational Resources Information Center

Gumm, Jim; Hatala, John-Paul

2007-01-01

Current research makes it abundantly clear that career and technical educators in North America know how to give students the technical skills they need to be competitive in the 21st century marketplace. However, there may be a gap in many educators' toolboxes. The latest research findings indicate that the majority of people have a difficult time…

Learning about Seasons: A Guide for Teachers and Curriculum Developers

ERIC Educational Resources Information Center

Sneider, Cary; Bar, Varda; Kavanagh, Claudine

2011-01-01

The video "A Private Universe" evokes surprise and dismay among educators and scientists by demonstrating that even the brightest students fail to grasp a seemingly simple and fundamental concept--the reason for seasons. This literature review describes the findings of 41 studies that collectively illustrate why the concept proves difficult to…

Presentation and Impact of Experimental Techniques in Chemistry

ERIC Educational Resources Information Center

Sojka, Zbigniew; Che, Michel

2008-01-01

Laboratory and practical courses, where students become familiar with experimental techniques and learn to interpret data and relate them to appropriate theory, play a vital role in chemical education. In the large panoply of currently available techniques, it is difficult to find a rational and easy way to classify the techniques in relation to…

The Potential of Supplemental Instruction in Engineering Education: Creating Additional Peer-Guided Learning Opportunities in Difficult Compulsory Courses for First-Year Students

ERIC Educational Resources Information Center

Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

2016-01-01

Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher…

DPS Planetary Science Graduate Programs Database for Students and Advisors

NASA Astrophysics Data System (ADS)

Klassen, David R.; Roman, Anthony; Meinke, Bonnie K.

2017-10-01

Planetary science is a topic that covers an extremely diverse set of disciplines; planetary scientists are typically housed in a departments spanning a wide range of disciplines. As such it is difficult for undergraduate students to find programs that will give them a degree and research experience in our field as Department of Planetary Science is a rare sighting, indeed. Not only can this overwhelm even the most determined student, it can even be difficult for many undergraduate advisers.Because of this, the DPS Education committee decided several years ago that it should have an online resource that could help undergraduate students find graduate programs that could lead to a PhD with a focus in planetary science. It began in 2013 as a static page of information and evolved from there to a database-driven web site. Visitors can browse the entire list of programs or create a subset listing based on several filters. The site should be of use not only to undergraduates looking for programs, but also for advisers looking to help their students decide on their future plans. We present here a walk-through of the basic features as well as some usage statistics from the collected web site analytics. We ask for community feedback on additional features to make the system more usable for them. We also call upon those mentoring and advising undergraduates to use this resource, and for program admission chairs to continue to review their entry and provide us with the most up-to-date information.The URL for our site is http://dps.aas.org/education/graduate-schools.

The potential of supplemental instruction in engineering education: creating additional peer-guided learning opportunities in difficult compulsory courses for first-year students

NASA Astrophysics Data System (ADS)

Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

2016-09-01

Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher for students attending SI, compared to students not attending. The study also shows that a higher percentage of female students attend SI, compared to male students. However, both genders seem to benefit to the same degree as a result of attending SI meetings. Also all students, independent of prior academic ability, benefit from attending SI. A qualitative study suggests that SI meetings provide elements important for understanding course material, which are missing from other scheduled learning opportunities in the courses.

Undergraduate Students’ Difficulties in Reading and Constructing Phylogenetic Tree

NASA Astrophysics Data System (ADS)

Sa'adah, S.; Tapilouw, F. S.; Hidayat, T.

2017-02-01

Representation is a very important communication tool to communicate scientific concepts. Biologists produce phylogenetic representation to express their understanding of evolutionary relationships. The phylogenetic tree is visual representation depict a hypothesis about the evolutionary relationship and widely used in the biological sciences. Phylogenetic tree currently growing for many disciplines in biology. Consequently, learning about phylogenetic tree become an important part of biological education and an interesting area for biology education research. However, research showed many students often struggle with interpreting the information that phylogenetic trees depict. The purpose of this study was to investigate undergraduate students’ difficulties in reading and constructing a phylogenetic tree. The method of this study is a descriptive method. In this study, we used questionnaires, interviews, multiple choice and open-ended questions, reflective journals and observations. The findings showed students experiencing difficulties, especially in constructing a phylogenetic tree. The students’ responds indicated that main reasons for difficulties in constructing a phylogenetic tree are difficult to placing taxa in a phylogenetic tree based on the data provided so that the phylogenetic tree constructed does not describe the actual evolutionary relationship (incorrect relatedness). Students also have difficulties in determining the sister group, character synapomorphy, autapomorphy from data provided (character table) and comparing among phylogenetic tree. According to them building the phylogenetic tree is more difficult than reading the phylogenetic tree. Finding this studies provide information to undergraduate instructor and students to overcome learning difficulties of reading and constructing phylogenetic tree.

A comprehensive clinical competency-based assessment in periodontics.

PubMed

Shiloah, J; Scarbecz, M; Bland, P S; Hottel, T L

2017-05-01

Traditional periodontics clinical examinations in dental education frequently assess a narrow set of clinical skills and do not adequately assess the ability of students to independently manage a periodontal patient. As an alternative, the authors developed a comprehensive periodontics competency case experience (CCCE) for senior dental students and surveyed students regarding their experience with the CCCE. Students challenging the CCCE must treat a patient with moderate periodontitis and must independently decide when a state of periodontal and oral health has been achieved. Students are also required to conduct an oral presentation to periodontology faculty. Dental students who completed the CCCE had a favourable impression of the experience, compared with the traditional clinical examinations taken in the junior year. The majority of students rated all the components of the CCCE as 'somewhat' or 'very helpful'. About 72.4% of students felt that being able to work independently on the examination was very helpful for learning about the clinical management of patients with periodontal disease, followed by 'simulation of care in private practice' (65.5%), and oral photography experience (55.2%). The greatest difficulty reported by students was finding an acceptable patient. About 62.1% of students rated 'finding the right patient' as very difficult. Students reported having to screen a mean of 5.9 patients (SD: 4.5) to find a qualified patient. The results of the survey will be useful in improving the examination as an assessment tool in periodontal therapy. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Racial dialogues: challenges faculty of color face in the classroom.

PubMed

Sue, Derald Wing; Rivera, David P; Watkins, Nicole L; Kim, Rachel H; Kim, Suah; Williams, Chantea D

2011-07-01

Research on the experiences of faculty of color in predominantly White institutions (PWIs) suggests that they often experience the campus climate as invalidating, alienating, and hostile. Few studies, however, have actually focused on the classroom experiences of faculty of color when difficult racial dialogues occur. Using Consensually Qualitative Research, eight faculty of color were interviewed about their experiences in the classroom when racially tinged topics arose. Three major findings emerged. First, difficult racial dialogues were frequently instigated by the presence of racial microaggressions delivered toward students of color or the professor. Dialogues on race were made more difficult when the classrooms were diverse, when heated emotions arose, when there was a strong fear of self-disclosure, and when racial perspectives differed. Second, all faculty experienced an internal struggle between balancing their own values and beliefs with an attempt to remain objective. This conflict was often described as exhausting and energy-depleting. Third, faculty of color described both successful and unsuccessful strategies in facilitating difficult dialogues on race that arose in the course of their teaching. These findings have major implications for how PWIs can develop new programs, policies, and practices that will aid and support colleagues of color.

Compare the educational achievement of medical students with different circadian rhythms in difficult courses of basic sciences.

PubMed

Liaghatdar, Mohammad Javad; Ashoorion, Vahid; Avizhgan, Maryam

2016-01-01

Advantageous times for different people are different to some extent, considering the effective physiological changes during the circadian rhythm, in terms of the peak time of physiological activities. The goal of this study is to compare the educational achievement of students, with different morning-evening habits, in completing difficult and easy courses. This research is a retrospective descriptive-analytical study, which has been conducted on students of the fifth semester of General Medicine in the Faculty of Medicine, Isfahan University of Medical Sciences. The morning-evening habits of the students were determined by the Horne-Strauss 19-item questionnaire. The students were asked to determine the courses that were 'difficult' and 'easy,' using a researcher-made questionnaire. The students' scores in the considered courses during the five semesters were obtained from the Education Department of the Faculty and analyzed using the descriptive t-test, analysis of variance (ANOVA), and the multivariate regression test in the SPSS software. Sixty-three students (67% girls and 33% boys) participated in this study, of whom 11, 60, and 29% were morning, morning-evening, and evening students, respectively. The mean scores of the difficult courses in all five semesters were reduced in the evening pattern compared to the morning and morning-evening patterns. Reduction of the mean score in the difficult courses, in the evening group, compared with the morning-evening and morning groups was observed in all five semesters among girls, but in three semesters among boys. This study showed that evening students experienced academic failure in difficult courses, which required a more cognitive performance. It is recommended that difficult specialized courses be presented at hours when all student groups have a better cognitive performance.

Big Progress in Authentic Assessment, but by Itself Not Enough

ERIC Educational Resources Information Center

Sullivan, Daniel F.; McConnell, Kate Drezek

2017-01-01

First, the good news: due to increased attention from accreditors, the federal and state governments, and the public, it is difficult to find a college or university that does not have at least a nascent institutional process for--if not culture of--assessing student learning. There is also bad news: the existence of an assessment office or…

Nudging Fledgling Teen Readers from the Nest: From Round Robin to Real Reading

ERIC Educational Resources Information Center

Fair, Ginni Chase; Combs, Dorie

2011-01-01

Middle and Secondary teachers often find it difficult to help their students read textbooks and other instructional materials. In order to ensure they read the text, teachers may rely on "round robin reading" and other ineffective strategies. In this article, the authors explain why this strategy hinders comprehension, fluency and development of…

A Commentary on "Contextualizing the Intermediate Financial Accounting Courses in the Financial Global Crisis"

ERIC Educational Resources Information Center

Woods, Margaret

2011-01-01

The breadth of issues raised by the ongoing global financial crisis (GFC) has made accounting education potentially very exciting of late, particularly in the fields of financial reporting and auditing. Students can find it difficult to engage with the conceptual principles that underpin accounting regulation and it can be challenging for the…

An Active Learning Exercise to Facilitate Understanding of Nephron Function: Anatomy and Physiology of Renal Transporters

ERIC Educational Resources Information Center

Dirks-Naylor, Amie J.

2016-01-01

Renal transport is a central mechanism underlying electrolyte homeostasis, acid base balance and other essential functions of the kidneys in human physiology. Thus, knowledge of the anatomy and physiology of the nephron is essential for the understanding of kidney function in health and disease. However, students find this content difficult to…

From a Compartmentalised to a Complicated Past: Developing Transferable Knowledge at A-Level

ERIC Educational Resources Information Center

Stacey-Chapman, Andrew

2015-01-01

Students find it difficult to join up the different things they study into a complex account of the past. Examination specifications do not necessarily help with this because of the way in which history is divided up into different "units", a problem exacerbated by textbooks being designed for particular exam topics. Stacey-Chapman…

Newly Revised "Intellectual Freedom Manual" Makes It Easier to Find the Help You Need

ERIC Educational Resources Information Center

Magi, Trina

2015-01-01

School librarians regularly face difficult intellectual freedom questions. Is it a good idea to put grade- or reading-level labels on the outside of books or use labels to determine what students should read? Do children have First Amendment rights? The ALA "Intellectual Freedom Manual" provides answers and guidance. The…

A Working Model of Natural Selection Illustrated by Table Tennis

ERIC Educational Resources Information Center

Dinc, Muhittin; Kilic, Selda; Aladag, Caner

2013-01-01

Natural selection is one of the most important topics in biology and it helps to clarify the variety and complexity of organisms. However, students in almost every stage of education find it difficult to understand the mechanism of natural selection and they can develop misconceptions about it. This article provides an active model of natural…

A Call for Student Involvement in the Push for Assessment

ERIC Educational Resources Information Center

Rodgers, Megan

2011-01-01

As readers of "Assessment Update" know, the call for assessment is sweeping over the globe, so much so that faculty and administrators are finding it difficult to ignore it--though many may wish they could. Unfortunately, awareness does not lead to an increase in assessment implementation because fear of assessment is still widespread. The push…

Liberal Practices in a Global World: Stumbling Blocks for Democratic Citizenship Education

ERIC Educational Resources Information Center

Chaput, Catherine; O'Sullivan, Michael

2013-01-01

Reflecting on our efforts to provide Canadian university students with a transformative learning experience in Cuba, we were surprised to find that dominant forms of liberal thinking were more difficult to challenge than was anticipated. This paper explores this phenomenon and offers deliberation as a means toward lessening the stronghold of such…

[Nursing stance in the face of Jinn possession in Mayotte].

PubMed

Gillard-Berthod, Claire

2013-01-01

Caregivers and nursing students practising in Mayotte can find themselves in a difficult position when faced with patients believing themselves to be possessed by spirits called Jinn. Through a multidisciplinary roundtable, different perspectives and practices can be shared leading to a more enlightened treatment of patients which respects their beliefs, blending traditional and modern medicine.

Using Role-Playing Game Dice to Teach the Concepts of Symmetry

ERIC Educational Resources Information Center

Grafton, Anthony K.

2011-01-01

Finding and describing the location of symmetry elements in complex objects is often a difficult skill to learn. Introducing the concepts of symmetry using high-symmetry game dice is one way of helping students overcome this difficulty in introductory physical chemistry classes. The dice are inexpensive, reusable, and come in a variety of shapes…

A Focus on "Hands-On," Learner-Centered Technology at The Citadel

ERIC Educational Resources Information Center

DeRoma, Virginia; Nida, Steve

2004-01-01

While advances in technology have enhanced the quality and variety of visual presentations in teaching, most instructors find themselves teaching to a generation of students who are difficult to dazzle. Although the innovative use of technology in and outside of the classroom is a challenge, selecting practices that optimize technology as a tool…

Online Classes See Cheating Go High-Tech

ERIC Educational Resources Information Center

Young, Jeffrey R.

2012-01-01

Easy A's may be even easier to score these days, with the growing popularity of online courses. Tech-savvy students are finding ways to cheat that let them ace online courses with minimal effort, in ways that are difficult to detect. The issue of online cheating may rise in prominence, as more and more institutions embrace online courses, and as…

On the Quality of Examples in Introductory Java Textbooks

ERIC Educational Resources Information Center

Borstler, Jurgen; Nordstrom, Marie; Paterson, James H.

2011-01-01

Example programs play an important role in the teaching and learning of programming. Students as well as teachers rank examples as the most important resources for learning to program. Example programs work as role models and must therefore always be consistent with the principles and rules we are teaching. However, it is difficult to find or…

The Effects of Differentiating Instruction by Learning Styles on Problem Solving in Cooperative Groups

ERIC Educational Resources Information Center

Westbrook, Amy F.

2011-01-01

It can be difficult to find adequate strategies when teaching problem solving in a standard based mathematics classroom. The purpose of this study was to improve students' problem solving skills and attitudes through differentiated instruction when working on lengthy performance tasks in cooperative groups. This action research studied for 15 days…

Finding "Mathematics": Parents Questioning School-Centered Approaches to Involvement in Children's Mathematics Learning

ERIC Educational Resources Information Center

Jay, Tim; Rose, Jo; Simmons, Ben

2017-01-01

This paper reports on a study of parental involvement in children's mathematics learning in the context of a series of workshops carried out in four primary schools in the United Kingdom. Previous research suggests that, while there are high correlations between parental involvement and positive student outcomes, it can be difficult to raise…

Visualization in Mechanics: The Dynamics of an Unbalanced Roller

ERIC Educational Resources Information Center

Cumber, Peter S.

2017-01-01

It is well known that mechanical engineering students often find mechanics a difficult area to grasp. This article describes a system of equations describing the motion of a balanced and an unbalanced roller constrained by a pivot arm. A wide range of dynamics can be simulated with the model. The equations of motion are embedded in a graphical…

The Difficult Transition of the Italian University System: Growth, Underfunding and Reforms

ERIC Educational Resources Information Center

Turri, Matteo

2016-01-01

The evolution of Italian universities in terms of growth, economic sustainability and reforms can be interpreted in the light of the élite, mass and universal access categories defined by Martin Trow. The findings from this analysis show that although the number of enrolled students and funding problems propel the Italian university system towards…

Looking Forward: Increased Attention to LGBTQ Students and Families in Middle Grade Classrooms

ERIC Educational Resources Information Center

Wickens, Corrine M.; Wedwick, Linda

2011-01-01

Looking backwards, discussions around sexual orientation and sexual identity have been noticeably absent at the middle grades. As a result, middle grade teachers may find it difficult to know how to effectively select age-appropriate materials that include LGBTQ issues and content. To move the field forward, the authors specifically highlight four…

An A+ Teaching Model for Serving K-12 Gifted Students in a Technologically Rich Environment

ERIC Educational Resources Information Center

Maynard, Brandi

2012-01-01

Experts in the field have had a difficult time finding a conclusive set of attributes of high-quality gifted teachers using collaborative technology. The purpose of this multiple, exploratory case study was to examine the views of selected educators regarding the teacher characteristics and technology most relevant to the development of shared…

Understanding "Human" Waves: Exploiting the Physics in a Viral Video

ERIC Educational Resources Information Center

Ferrer-Roca, Chantal

2018-01-01

Waves are a relevant part of physics that students find difficult to grasp, even in those cases in which wave propagation kinematics can be visualized. This may hinder a proper understanding of sound, light or quantum physics phenomena that are explained using a wave model. So-called "human" waves, choreographed by people, have proved to…

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

PubMed Central

2011-01-01

Background All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students. Methods Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions. Results Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral'). Conclusions Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult. PMID:21542905

Supporting bachelor of nursing students within the clinical environment: perspectives of preceptors.

PubMed

Broadbent, Marc; Moxham, Lorna; Sander, Teresa; Walker, Sandra; Dwyer, Trudy

2014-08-01

Student learning in the clinical environment is a cornerstone of pedagogy for students undertaking a Bachelor of Nursing in Australia. This paper presents the results of a survey that was conducted with registered nurses who preceptor students for universities in Australia. Findings reveal that some preceptors do not hold the qualification they are preceptoring students to obtain, that university involvement in preparation of preceptors is scant and that resource provision and communication from universities to preceptors is considered problematic. Registered nurses choose to act as preceptors for reasons that are both altruistic and professional. They are often employed in senior positions and as such find it difficult to manage time and resolve role conflict. This paper concludes that the registered nurses who preceptor students generally have a positive experience but require greater involvement by universities in their preparation, particularly when they are responsible for the direct assessment of students. The paper posits this may be best achieved by universities creating effective lines of communication and ongoing support. This will sustain collaborative and meaningful engagement with registered nurses who preceptor undergraduate students. Copyright © 2014 Elsevier Ltd. All rights reserved.

Supervising international students in clinical placements: perceptions of experiences and factors influencing competency development.

PubMed

Attrill, Stacie; Lincoln, Michelle; McAllister, Sue

2016-07-16

Health professional education programs attract students from around the world and clinical supervisors frequently report that international students find learning in clinical placement contexts particularly challenging. In existing literature clinical supervisors, who support international students on placement have identified concerns about their communication and interactions within clinical environments. However, clinical supervisors' perspectives about their experiences with international students on placement and the strategies they utilise to facilitate international student learning have not been described. As a result we have little insight into the nature of these concerns and what clinical supervisors do to support international students' competency development. Five focus group interviews were conducted with twenty Speech-Language Pathology clinical supervisors, recruited from 2 Australian universities. Interview data were analysed thematically. Themes identified were interpreted using cognitive load and sociocultural learning theories to enhance understanding of the findings. Four themes were identified: 'Complex teaching and learning relationships', 'Conceptions of students as learners'; Student communication skills for professional practice', and 'Positive mutual learning relationships'. Findings indicated that clinical supervisors felt positive about supporting international students in clinical placements and experienced mutual learning benefits. However, they also identified factors inherent to international students and the placement environment that added to workload, and made facilitating student learning complex. Clinical supervisors described strategies they used to support international students' cultural adjustment and learning, but communication skills were reported to be difficult to facilitate within the constraints of placements. Future research should address the urgent need to develop and test strategies for improving international students' learning in clinical settings.

Long-lasting effect of subliminal processes on cardiovascular responses and performance.

PubMed

Capa, Rémi L; Cleeremans, Axel; Bustin, Gaëlle M; Hansenne, Michel

2011-07-01

Students were exposed to a priming task in which subliminal representations of the goal of studying were directly paired (priming-positive group) or not (priming group) to positive words. A control group without subliminal prime of the goal was added. Just after the priming task, students performed an easy or a difficult learning task based on their coursework. Participants in the priming-positive group performed better and had a stronger decrease of pulse transit time and pulse wave amplitude reactivity than participants of the two other groups, but only during the difficult condition. Results suggested that subliminal priming induces effortful behavior extending over twenty five minutes but only when the primes had been associated with visible positive words acting as a reward. These findings provide evidence that subliminal priming can have long-lasting effects on behaviors typical of daily life. Copyright © 2011 Elsevier B.V. All rights reserved.

LGBT Students in Community College: Characteristics, Challenges, and Recommendations

ERIC Educational Resources Information Center

Ivory, Brian T.

2005-01-01

Due to the transitory nature of students at community colleges, it is often difficult for student affairs professionals to connect with lesbian, gay, bisexual, and transgender (LGBT) students and even more difficult for them to provide services for this invisible population.

Improving the Skill Component of Clothing and Textiles among Students in Second Cycle Institutions in Ghana and Its Effect on the Polytechnic Fashion Student. A Case Study of OLA Girls, Mawuko Girls and Mawuli Senior High School in Ho, Ghana

ERIC Educational Resources Information Center

Joana, Amankwa; Selase, Gbadegbe Richard; Selorm, Gbetodeme; Emefa, Agra Florence

2015-01-01

For a nation like Ghana to develop, it is necessary to pay much attention to Vocational and Technical Education. This is so because school programmes that place emphasis on theory courses or humanities are no longer useful to the nation.Graduates who offer such programmes find it very difficult to secure employment in the Ghanaian job market…

Exploring the issue of failure to fail in a nursing program.

PubMed

Larocque, Sylvie; Luhanga, Florence Loyce

2013-05-18

A study using a qualitative descriptive design was undertaken to explore the issue of "failure to fail" in a nursing program. Individual in-depth interviews were conducted with nursing university faculty members, preceptors, and faculty advisors (n=13). Content analysis was used to analyze the data. Results indicate that: (a) failing a student is a difficult process; (b) both academic and emotional support are required for students and preceptors and faculty advisors; (c) there are consequences for programs, faculty, and students when a student has failed a placement; (d) at times, personal, professional, and structural reasons exist for failing to fail a student; and (e) the reputation of the professional program can be diminished as a result of failing to fail a student. Recommendations for improving assessment, evaluation, and intervention with a failing student include documentation, communication, and support. These findings have implications for improving the quality of clinical experiences.

The Effectiveness of Song Technique in Teaching Paper Based TOEFL (PBT)'s Listening Comprehension Section

ERIC Educational Resources Information Center

Kuswoyo, Heri

2013-01-01

Among three sections that follow the Paper-Based TOEFL (PBT), many test takers find listening comprehension section is the most difficult. Thus, in this research the researcher aims to explore how students learn PBT's listening comprehension section effectively through song technique. This sounds like a more interesting and engaging way to learn…

The Effect of Written Corrective Feedback on Omani Students' Accuracy in the Use of English Prepositions

ERIC Educational Resources Information Center

Al Ajmi, Ahmed Ali Saleh

2015-01-01

A quasi-experimental study was conducted to examine the effectiveness of providing written corrective feedback (WCF) to Arab speakers of English on ten uses of English prepositions. Arab speakers commonly find it difficult to correctly use English prepositions, mainly due to the differences between the two languages (e.g. Ortega, 2009). Examples…

Teachers' Conceptualization and Actual Practice in the Student Evaluation Process at the Upper Secondary School Level in Japan, Focusing on Problem Solving Skills.

ERIC Educational Resources Information Center

Wai, Nu Nu; Hirakawa, Yukiko

2001-01-01

Studied the participation and performance of upper secondary school teachers in Japan through surveys completed by 360 Geography teachers. Findings suggest that the importance of developing problem-solving skills is widely recognized among these teachers. Implementing training in such skills is much more difficult. Developing effective teaching…

Physics Education Research in the United States: A Summary of Its Rationale and Main Findings.

ERIC Educational Resources Information Center

Gonzales-Espada, Wilson J.

2003-01-01

Recognizes how difficult it is for secondary and post-secondary students to make connections between physics and everyday phenomena, rationalize the use of a particular formula for a given problem, and go beyond algebraic substitutions to really make sense of physics in a meaningful way. Provides a rationale for physicists to become involved in…

Helping Students Put Shape on the Past: Systematic Use of Analogies to Accelerate Understanding

ERIC Educational Resources Information Center

Myson, Ian

2006-01-01

One of the challenges facing pupils in the history classroom is conceptual understanding. Pupils also find it difficult to recognise themes or patterns across different parts of time and space. Ian Myson has recognised the importance of analogy as a way to facilitate pupils' understanding. He is quick to recognise, however, that poor use of…

Obama Finding Teacher Support Secure, If Tepid: Policy Rifts Complicate Obama-Teacher Dance

ERIC Educational Resources Information Center

Klein, Alyson

2012-01-01

Ask Antonio White what he thinks of Race to the Top--President Barack Obama's signature K-12 initiative--and the Florida teacher will tell you the competitive-grant program is a "difficult pill to swallow." Merit pay for teachers based partly on student test scores is "a joke," he says. He's also not a fan of expanding charter…

A Comparative Analysis of Word Problems in Selected United States and Russian First Grade Textbooks

ERIC Educational Resources Information Center

Grishchenko, Svetlana

2009-01-01

The purpose of this study was to explore word problems as a subject matter in mathematics textbook curricula. The motivation for the study derived from the following evidence: (a) American students find some word problems are more difficult than others (Garcia, Jimenez, & Hess, 2006; Riley & Green, 1988; Stern, 2001), and (b) one of the…

When Science and Information Literacy Meet: An Approach to Exploring the Sources of Science News with Non-Science Majors

ERIC Educational Resources Information Center

Majetic, Cassie; Pellegrino, Catherine

2014-01-01

The skill set associated with lifelong scientific literacy often includes the ability to decode the content and accuracy of scientific research as presented in the media. However, students often find decoding science in the media difficult, due to limited content knowledge and shifting definitions of accuracy. Faculty have developed a variety of…

Design and Validation of a Novel Learning Tool, the "Anato-Rug," for Teaching Equine Topographical Anatomy

ERIC Educational Resources Information Center

Braid, Francesca; Williams, Sarah B.; Weller, Renate

2012-01-01

Recognition of anatomical landmarks in live animals (and humans) is key for clinical practice, but students often find it difficult to translate knowledge from dissection-based anatomy onto the live animal and struggle to acquire this vital skill. The purpose of this study was to create and evaluate the use of an equine anatomy rug…

Using Photos and Visual-Processing Assistive Technologies to Develop Self-Expression and Interpersonal Communication of Adolescents with Asperger Syndrome (AS)

ERIC Educational Resources Information Center

Shrieber, Betty; Cohen, Yael

2013-01-01

The purpose of this paper is to examine the use of photographs and assistive technologies for visual information processing as motivating tools for interpersonal communication of adolescents with Asperger Syndrome (AS), aged 16 to 18 years, attending special education school. Students with AS find it very difficult to create social and…

Copyfitting Instructor: A Computer-Assisted Instructional Aid for the Dirtiest Job in Advertising Design and Production Courses.

ERIC Educational Resources Information Center

Wesson, David A.

Copyfitting is probably the least exciting portion of any course that deals with design and production of print advertising. Students find the transformation of manuscript copy into set type difficult to visualize. The math, though no more than multiplication and division, seems insurmountable to some--probably because the entities such as points,…

A Pedagogical Trebuchet: A Case Study in Experimental History and History Pedagogy

ERIC Educational Resources Information Center

Brice, Lee L.; Catania, Steven

2012-01-01

A common problem history teachers face regardless of their field of specialization is how to help students find answers to the most difficult historical questions, those for which the sources are unavailable or inaccessible, and teach them to do so in a methodologically valid manner. This article presents a case study which shows how a project in…

Investigating the Explicit Instruction of Apology Speech Act on Pragmatic Development of Iranian EFL Learners

ERIC Educational Resources Information Center

Rajabi, Shima; Azizifar, Akbar; Gowhary, Habib

2015-01-01

Learning a foreign language requires students to acquire both grammatical knowledge and socio-pragmatic rules of a language. Pragmatic competence as one of the most difficult aspects of language provides several challenges to L2 learners in the process of learning a foreign language. To overcome this problem, EFL teachers should find the most…

The Analysis of Factors and Levels Associated with Lecturers' Motivation and Job Satisfaction in University of Rwanda

ERIC Educational Resources Information Center

Munyengabe, Sylvestre; He, Haiyan; Yiyi, Zhao

2016-01-01

It is difficult to expect good performance of students in universities without having a motivated lecturing staff. The study aimed to correlate the levels of lecturers' motivation and job satisfaction and find out factors associated with. A cross-sectional study was conducted between February and April 2016. Structured online questionnaires of the…

Assessing Business Student Thinking Skills

ERIC Educational Resources Information Center

Smith, Gerald F.

2014-01-01

The development of student thinking skills is a major goal of business education. As with other such goals, student outcomes assessment must be undertaken to measure goal achievement. Thinking is difficult to teach; it is also difficult to assess. The purpose of this article is to improve management educators' understanding of student thinking…

Vocational interests and career indecision among psychosis-prone college students.

PubMed

Poreh, A M; Schullen, C

1998-10-01

This study investigated the relationship between scores on scales that purport to measure psychosis-proneness and scores on vocational interests, identity, and differentiation scales in a sample of 233 college students who completed the Perceptual Aberration and Magical Ideation scales, the Strong Campbell Interest Inventory, and the Career Decision Scale. The present findings are consistent with prior work indicating a sex-related association of scores on measures of psychosis-proneness and vocational interests. A positive correlation between scores on vocational indecision and measures of psychosis-proneness was also found, suggesting that both men and women who score high on psychosis-proneness find it difficult to formulate long-term career goals. Finally, there was no significant correlation between scores on measures of psychosis-proneness and Holland's Vocational Differentiation Index. Present results are discussed in light of previously reported sex differences among psychosis-prone adults and diagnosed schizophrenics. The implications of the findings for vocational counselors are also addressed.

Experiences Teaching Stoichiometry to Students in Grades 10 and 11

NASA Astrophysics Data System (ADS)

Bridges, Cynthia Denise

Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews, which were analyzed via an inductive approach to reveal 6 themes: a difficult subject to teach, presentation of stoichiometry, relevancy, students' reactions, barriers, and gender differences. Findings suggested the need for teachers to be knowledgeable, creative, and resourceful in their subject areas to help their students to learn stoichiometry. Findings also revealed the need for teachers to adapt their instructional strategies and modes of delivery to reflect their students' individual learning styles. Understanding how the participating teachers explained stoichiometry to their students might help other chemistry teachers to examine and adapt their own instructional styles and delivery methods of the concept. This understanding might, in term, help to improve student achievement in stoichiometry in particular and chemistry in general.

Transactional sex and sexual harassment between professors and students at an urban university in Benin.

PubMed

Eller, Amanda

2016-07-01

This paper adds to discussion of transactional sex relationships in Africa by examining the distinction between transactional sex and sexual harassment in the context of professor-student relationships and their inherent power dynamics. By exploring the ways in which female university students in urban Benin toe the line between empowered agent and victim, I show how the power differential between professor and student obstructs the professor's ability to objectively determine consent, and examine why, in spite of this differential, male professors are frequently perceived as the victims of these relationships. Ethnographic data were gathered through participant observation on a public university campus in Benin and in-depth interviews and focus groups with 34 students and 5 professors from that university. Findings suggest that the problem of sexual harassment on campus will be difficult to address so long as transactional sex relationships between professors and students are permitted to continue.

The Use of Geometry Learning Media Based on Augmented Reality for Junior High School Students

NASA Astrophysics Data System (ADS)

Rohendi, D.; Septian, S.; Sutarno, H.

2018-02-01

Understanding the geometry especially of three-dimensional space is still considered difficult by some students. Therefore, a learning innovation is required to overcome students’ difficulties in learning geometry. In this research, we developed geometry learning media based on augmented reality in android flatform’s then it was implemented in teaching three-dimensional objects for some junior high school students to find out: how is the students response in using this new media in geometry and is this media can solve the student’s difficulties in understanding geometry concept. The results showed that the use of geometry learning media based on augmented reality in android flatform is able to get positive responses from the students in learning geometry concepts especially three-dimensional objects and students more easy to understand concept of diagonal in geometry than before using this media.

Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior

PubMed Central

O’Brennan, Lindsey M.; Bradshaw, Catherine P.; Furlong, Michael J.

2014-01-01

Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students’ behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior. PMID:25346779

Investigating the Role of Computer-Supported Annotation in Problem-Solving-Based Teaching: An Empirical Study of a Scratch Programming Pedagogy

ERIC Educational Resources Information Center

Su, Addison Y. S.; Yang, Stephen J. H.; Hwang, Wu-Yuin; Huang, Chester S. J.; Tern, Ming-Yu

2014-01-01

For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students' Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in…

Local (L, [epsilon])-Approximation of a Function of Single Variable: An Alternative Way to Define Limit

ERIC Educational Resources Information Center

Bokhari, M. A.; Yushau, B.

2006-01-01

At the start of a freshman calculus course, many students conceive the classical definition of limit as the most problematic part of calculus. They not only find it difficult to understand, but also consider it of no use while solving most of the limit problems and therefore, skip it. This paper reformulates the rigorous definition of limit, which…

Where to Be or Not to Be: The Question of Place in "Hamlet"

ERIC Educational Resources Information Center

Golden, John

2009-01-01

The author does not really like "Hamlet." He loves the play, the language, and the characters, but always finds it difficult to teach. Part of this is because he prefers to assign students scenes to perform as they read a Shakespeare text, but Hamlet does not divide nicely into manageable scenes, and he usually does not have enough teenage Ken…

Representations of Chemical Bonding Models in School Textbooks--Help or Hindrance for Understanding?

ERIC Educational Resources Information Center

Bergqvist, Anna; Drechsler, Michal; De Jong, Onno; Rundgren, Shu-Nu Chang

2013-01-01

Models play an important and central role in science as well as in science education. Chemical bonding is one of the most important topics in upper secondary school chemistry, and this topic is dominated by the use of models. In the past decade, research has shown that chemical bonding is a topic that students find difficult, and therefore, a wide…

At the Very Root of the Development of Interest: Using Human Body Contexts to Improve Women's Emotional Engagement in Introductory Physics

ERIC Educational Resources Information Center

Allaire-Duquette, Geneviève; Charland, Patrick; Riopel, Martin

2014-01-01

In physics, women find contexts concerning human biology, medical applications, or natural phenomena highly relevant (Hoffmann, 2002), and the rareness or absence of these in physics curricula may make it more difficult for women to develop and maintain their interest in physics. To date, research in physics education addressing student's…

Teaching Chemistry with Electron Density Models

NASA Astrophysics Data System (ADS)

Shusterman, Gwendolyn P.; Shusterman, Alan J.

1997-07-01

Linus Pauling once said that a topic must satisfy two criteria before it can be taught to students. First, students must be able to assimilate the topic within a reasonable amount of time. Second, the topic must be relevant to the educational needs and interests of the students. Unfortunately, the standard general chemistry textbook presentation of "electronic structure theory", set as it is in the language of molecular orbitals, has a difficult time satisfying either criterion. Many of the quantum mechanical aspects of molecular orbitals are too difficult for most beginning students to appreciate, much less master, and the few applications that are presented in the typical textbook are too limited in scope to excite much student interest. This article describes a powerful new method for teaching students about electronic structure and its relevance to chemical phenomena. This method, which we have developed and used for several years in general chemistry (G.P.S.) and organic chemistry (A.J.S.) courses, relies on computer-generated three-dimensional models of electron density distributions, and largely satisfies Pauling's two criteria. Students find electron density models easy to understand and use, and because these models are easily applied to a broad range of topics, they successfully convey to students the importance of electronic structure. In addition, when students finally learn about orbital concepts they are better prepared because they already have a well-developed three-dimensional picture of electronic structure to fall back on. We note in this regard that the types of models we use have found widespread, rigorous application in chemical research (1, 2), so students who understand and use electron density models do not need to "unlearn" anything before progressing to more advanced theories.

Growth in Oral Reading Fluency of Spanish ELL Students with Learning Disabilities

ERIC Educational Resources Information Center

Rubin, Daniel Ian

2016-01-01

The process of learning to read is difficult for many children, and this is especially true for students with learning disabilities (LD). Reading in English becomes even more difficult when a student's home language is not English. For English language learner (ELL) students with LD, acquiring the necessary skills to read fluently is an even…

Dazed and Confused: Learning to Engage Non-Science Undergraduates in the Geosciences

NASA Astrophysics Data System (ADS)

Price, J.

2014-12-01

Teaching science courses to non-science undergraduate is often times difficult and frustrating for instructors because of the lack of interest and knowledge from students. Additionally, students find it difficult to learn from instructors that are not engaging or are unable to simplify concepts, methods, and analyses. These complications multiple when graduate students try to teach non-science undergraduates. Graduate instructional/teaching assistants have less teaching experience, often do not care about teaching, and frequently get frustrated with non-science undergraduates more easily. This presentation will focus on teaching non-science undergraduates in marine science and geology classes by engaging students, simplifying concepts, working in groups, and making the material fun and interesting. Instructional/teaching assistants teach undergraduate courses as a way to pay for their graduate education and in doing so, often forget to express their passion and interest in the subject. Graduate instructional/teaching assistants will be asked not give up on undergraduates because of their lack of interest and experience but rather challenge them to remember what it is like to feel lost and disinterested. While we may not be able to turn them into scientists, we can share our passion, teach them scientific concepts, and hope they leave feeling more knowledgeable, comfortable, and with more appreciation for the geosciences.

Teaching differential diagnosis to nurse practitioner students in a distance program.

PubMed

Colella, Christine L; Beery, Theresa A

2014-08-01

An interactive case study (ICS) is a novel way to enhance the teaching of differential diagnosis to distance learning nurse practitioner students. Distance education renders the use of many teaching strategies commonly used with face-to-face students difficult, if not impossible. To meet this new pedagogical dilemma and to provide excellence in education, the ICS was developed. Kolb's theory of experiential learning supported efforts to follow the utilization of the ICS. This study sought to determine whether learning outcomes for the distance learning students were equivalent to those of on-campus students who engaged in a live-patient encounter. Accuracy of differential diagnosis lists generated by onsite and online students was compared. Equivalency testing assessed clinical, rather than only statistical, significance in data from 291 students. The ICS responses from the distance learning and onsite students differed by 4.9%, which was within the a priori equivalence estimate of 10%. Narrative data supported the findings. Copyright 2014, SLACK Incorporated.

Simulated patients in audiology education: student reports.

PubMed

Naeve-Velguth, Susan; Christensen, Sara A; Woods, Suzanne

2013-09-01

Despite increased attention in recent years to audiology counseling education, students remain concerned about their abilities to interact with patients in challenging situations, such as when breaking difficult news. Simulated patients, or actors trained to portray patients in clinical scenarios, have been used for many years in medical schools to teach and assess students' interpersonal skills, and are just beginning to be used in audiology programs. Although research suggests that medical students value simulated patient experiences, little is known about whether the same is true for audiology students. The purpose of this study was to survey audiology students who had completed a simulated patient counseling experience as part of their graduate coursework at Central Michigan University, to learn about their experiences and views of this instructional format. This study used descriptive and comparative statistics to report student observations and to determine if student responses to evaluative questions differed from chance. Study participants included 29 audiology students who had completed a "breaking difficult news" simulated patient experience as part of their required graduate coursework in patient counseling. Participants completed an online survey that included seven evaluative five-point Likert-scale questions about their simulated patient counseling experience. Participants also completed one multiple-choice question on suggestions for future simulated-patient sessions. For each of the seven evaluative questions, a majority of participants (76-100%) responded positively, agreeing or strongly agreeing that the experience was helpful to their learning. For each of these evaluative questions, a χ² analysis revealed that the distribution of positive (i.e., strongly agree and agree) to nonpositive (i.e., neutral, disagree, and strongly disagree) responses differed significantly from chance (p < .0001, df = 1). The results also indicated that when asked which of several suggested clinical scenarios would be helpful for future sessions, simulations of challenging patient types (i.e., hostile, rambling, and noncommunicative patients) were supported by most (62-90%) respondents. The results of the present study are consistent with findings of medical students' positive perceptions of simulated patient experiences as well as those previously reported for audiology students. Together, these data support the continued use of simulated patients as a method of instruction for audiology counseling education for breaking difficult news, and suggest a potential value of using simulated patient interactions for training counseling skills in other clinical situations and scenarios. American Academy of Audiology.

Response switching and self-efficacy in Peer Instruction classrooms

NASA Astrophysics Data System (ADS)

Miller, Kelly; Schell, Julie; Ho, Andrew; Lukoff, Brian; Mazur, Eric

2015-06-01

Peer Instruction, a well-known student-centered teaching method, engages students during class through structured, frequent questioning and is often facilitated by classroom response systems. The central feature of any Peer Instruction class is a conceptual question designed to help resolve student misconceptions about subject matter. We provide students two opportunities to answer each question—once after a round of individual reflection and then again after a discussion round with a peer. The second round provides students the choice to "switch" their original response to a different answer. The percentage of right answers typically increases after peer discussion: most students who answer incorrectly in the individual round switch to the correct answer after the peer discussion. However, for any given question there are also students who switch their initially right answer to a wrong answer and students who switch their initially wrong answer to a different wrong answer. In this study, we analyze response switching over one semester of an introductory electricity and magnetism course taught using Peer Instruction at Harvard University. Two key features emerge from our analysis: First, response switching correlates with academic self-efficacy. Students with low self-efficacy switch their responses more than students with high self-efficacy. Second, switching also correlates with the difficulty of the question; students switch to incorrect responses more often when the question is difficult. These findings indicate that instructors may need to provide greater support for difficult questions, such as supplying cues during lectures, increasing times for discussions, or ensuring effective pairing (such as having a student with one right answer in the pair). Additionally, the connection between response switching and self-efficacy motivates interventions to increase student self-efficacy at the beginning of the semester by helping students develop early mastery or to reduce stressful experiences (i.e., high-stakes testing) early in the semester, in the hope that this will improve student learning in Peer Instruction classrooms.

A study of time management: the correlation between video game usage and academic performance markers.

PubMed

Anand, Vivek

2007-08-01

This study analyzes the correlation between video game usage and academic performance. Scholastic Aptitude Test (SAT) and grade-point average (GPA) scores were used to gauge academic performance. The amount of time a student spends playing video games has a negative correlation with students' GPA and SAT scores. As video game usage increases, GPA and SAT scores decrease. A chi-squared analysis found a p value for video game usage and GPA was greater than a 95% confidence level (0.005 < p < 0.01). This finding suggests that dependence exists. SAT score and video game usage also returned a p value that was significant (0.01 < p < 0.05). Chi-squared results were not significant when comparing time spent studying and an individual's SAT score. This research suggests that video games may have a detrimental effect on an individual's GPA and possibly on SAT scores. Although these results show statistical dependence, proving cause and effect remains difficult, since SAT scores represent a single test on a given day. The effects of video games maybe be cumulative; however, drawing a conclusion is difficult because SAT scores represent a measure of general knowledge. GPA versus video games is more reliable because both involve a continuous measurement of engaged activity and performance. The connection remains difficult because of the complex nature of student life and academic performance. Also, video game usage may simply be a function of specific personality types and characteristics.

End of the Day.

ERIC Educational Resources Information Center

Worth-Baker, Marcia

2000-01-01

Describes one seventh grade teacher's experiences with a student from a problem home who was known for his difficult behavior, noting the student's deep interest in the Trojan War and its circumstances, describing his death at age 16, and concluding that it is important to notice and cherish all students, even the difficult ones. (SM)

Teachers' challenges, strategies, and support needs in schools affected by community violence: a qualitative study.

PubMed

Maring, Elisabeth F; Koblinsky, Sally A

2013-06-01

Exposure to community violence compromises teacher effectiveness, student learning, and socioemotional well-being. This study examined the challenges, strategies, and support needs of teachers in urban schools affected by high levels of community violence. Twenty teachers from 3 urban middle schools with predominantly low-income African American students completed open-ended interviews. Selected schools were in geographic areas with high violent crime levels. Consistent with an ecological risk and resilience framework, findings revealed that teachers experienced challenges and adopted coping strategies at the individual, family, school, and community levels. Teachers employed a number of strategies associated with resilience, such as prayer and seeking support from family and colleagues, but also engaged in some avoidant strategies, such as emotional withdrawal and avoiding difficult students. Findings suggest interventions to improve school safety and reduce the negative impact of violence-related stressors. Teacher training in behavior management, effective school leadership, improved school security, peer mediation, expanded mental health services, and parent involvement may promote resilience among both teachers and their students. © 2013, American School Health Association.

Human Simulators and Standardized Patients to Teach Difficult Conversations to Interprofessional Health Care Teams

PubMed Central

Zimmerman, Christine; Kennedy, Christopher; Schremmer, Robert; Smith, Katharine V.

2010-01-01

Objective To design and implement a demonstration project to teach interprofessional teams how to recognize and engage in difficult conversations with patients. Design Interdisciplinary teams consisting of pharmacy students and residents, student nurses, and medical residents responded to preliminary questions regarding difficult conversations, listened to a brief discussion on difficult conversations; formed ad hoc teams and interacted with a standardized patient (mother) and a human simulator (child), discussing the infant's health issues, intimate partner violence, and suicidal thinking; and underwent debriefing. Assessment Participants evaluated the learning methods positively and a majority demonstrated knowledge gains. The project team also learned lessons that will help better design future programs, including an emphasis on simulations over lecture and the importance of debriefing on student learning. Drawbacks included the major time commitment for design and implementation, sustainability, and the lack of resources to replicate the program for all students. Conclusion Simulation is an effective technique to teach interprofessional teams how to engage in difficult conversations with patients. PMID:21088725

Students' Multimodal Construction of the Work-Energy Concept

NASA Astrophysics Data System (ADS)

Tang, Kok-Sing; Chee Tan, Seng; Yeo, Jennifer

2011-09-01

This article examines the role of multimodalities in representing the concept of work-energy by studying the collaborative discourse of a group of ninth-grade physics students engaging in an inquiry-based instruction. Theorising a scientific concept as a network of meaning relationships across semiotic modalities situated in human activity, this article analyses the students' interactions through their use of natural language, mathematical symbolism, depiction, and gestures, and examines the intertextual meanings made through the integration of these modalities. Results indicate that the thematic integration of multimodalities is both difficult and necessary for students in order to construct a scientific understanding that is congruent with the physics curriculum. More significantly, the difficulties in multimodal integration stem from the subtle differences in the categorical, quantitative, and spatial meanings of the work-energy concept whose contrasts are often not made explicit to the students. The implications of these analyses and findings for science teaching and educational research are discussed.

The difficulties of teacher in teaching geometry for mental retardation students

NASA Astrophysics Data System (ADS)

Shomad, Z. A.; Kusmayadi, T. A.; Riyadi

2018-03-01

The purpose of this research is to find out the problems faced by teachers in teaching materials on mental retardation students. It focused on the difficulties faced by the teacher in teaching geometry. A qualitative method with field study approach used in this study. The subjects in this research are the teacher and mild mental retardation students. There are six teachers and six students involve as the subject which is chosen by purposive sampling. The data of this research is the observation and interview against teachers and mental retardation students. The data was analyzed qualitatively with Miles and Huberman steps. The results of this research show that mental retardation students have less attention to the materials, less special books or learning media props, difficult in the set the students, and the difficulty in choosing the material that suits the student needs and the condition of mental retardation students. There's not much pay attention to the children with special need, particularly mental retardation student. Thus, this study can help analyze the difficulties teachers so that learning math for mental retardation students more optimal.

Practicum in adapted physical activity: a Dewey-inspired action research project.

PubMed

Standal, Øyvind; Rugseth, Gro

2014-07-01

The purpose of this study was to investigate what adapted physical activity (APA) students learn from their practicum experiences. One cohort of APA students participated, and data were generated from an action research project that included observations, reflective journals, and a focus group interview. The theoretical framework for the study was Dewey's and Wackerhausen's theories of reflections. The findings show the objects of students' reflections, the kind of conceptual resources they draw on while reflecting, and their knowledge interests. In addition, two paradoxes are identified: the tension between reflecting from and on own values, and how practicum as a valued experience of reality can become too difficult to handle. In conclusion, we reflect on how practicum learning can be facilitated.

United States Air Force Graduate Student Research Program. 1989 Program Management Report

DTIC Science & Technology

1989-12-01

research at Air Force laboratories /centers. Each assignment is in a subject area and at an Air Force facility mutually agreed upon by the...housing difficult to find, c) 10 weeks too short for research period. June 20, 1989 Astronautics Laboratory Edwards Air Force Base, California June 21...1989 HRL: Operations Training Division Williams Air Force Base, Arizona June 22, 1989 Weapons Laboratory Kirtland Air

"I Didn't Raise My Boy to Be a Soldier:" Ideas and Strategies for Using Music from the National Jukebox to Teach Difficult Topics in History

ERIC Educational Resources Information Center

Moats, Stacie; Poxon, Stephanie

2011-01-01

It seems each generation of young people finds new ways to express life's complex emotions and experiences through music. As a favored outlet for self-expression, music also provides future generations with a fascinating historical record. Sound recordings and sheet music of once popular songs offer unique opportunities for students to analyze…

Open Source ERP Applications: A Reality Check for Their Possible Adoption and Use in Teaching Business Process Integration

ERIC Educational Resources Information Center

Huynh, Minh; Pinto, Ivan

2010-01-01

For years, there has been a need for teaching students about business process integration. The use of ERP systems has been proposed as a mechanism to meet this need. Yet, in the midst of a recent economic crisis, it is difficult to find funding for the acquisition and implementation of an ERP system for teaching purpose. While it is recognized…

College Students’ Views of Work–Life Balance in STEM Research Careers: Addressing Negative Preconceptions

PubMed Central

Tan-Wilson, Anna; Stamp, Nancy

2015-01-01

In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work–life balance would be more difficult to achieve in a STEM research path than in other professions they were considering. Their views of STEM research being less family-friendly were more pronounced on issues of parental leaves and caring for children than finding a spouse/partner and landing two jobs in the same locality. To provide role models of work–life balance in STEM professions, we convened panels of dual-career couples who described how they worked together to raise their children while advancing their scientific careers. Our selection of panelists and topics of discussion were based on findings of social science research on work–life balance. On a survey with the same questions administered afterward, the changes in paired responses of male and female students with respect to all four issues showed a significant shift toward thinking that a research-based STEM career would be no more difficult than other careers they were considering. PMID:26163564

Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences.

PubMed

Hannigan, Ailish; Hegarty, Avril C; McGrath, Deirdre

2014-04-04

While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences. 121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences. Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes. The teaching of statistics to medical students should start with addressing the association between students' past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines. Addressing these issues may reduce students' anxiety and perception of difficulty at the start of their learning experience and encourage students to engage with statistics in their future careers.

Emotions in the classroom: the role of teachers' emotional intelligence ability in predicting students' achievement.

PubMed

Curci, Antonietta; Lanciano, Tiziana; Soleti, Emanuela

2014-01-01

School days can be a difficult time, especially when students are faced with subjects that require motivational investment along with cognitive effort, such as mathematics and sciences. In the present study, we investigated the effects of teachers' emotional intelligence (El) ability, self-efficacy, and emotional states and students' self-esteem, perceptions of ability, and metacognitive beliefs in predicting school achievement. We hypothesized that the level of teacher EI ability would moderate the impact of students' self-perceptions and beliefs about their achievements in mathematics and sciences. Students from Italian junior high schools (N = 338) and their math teachers (N = 12) were involved in the study, and a multilevel approach was used. Findings showed that teachers' EI has a positive role in promoting students' achievement, by enhancing the effects of students' self-perceptions of ability and self-esteem.These results have implications for the implementation of intervention programs on the emotional, motivational, and metacognitive correlates of studying and learning behavior.

Active Learning session based on Didactical Engineering framework for conceptual change in students' equilibrium and stability understanding

NASA Astrophysics Data System (ADS)

Canu, Michael; Duque, Mauricio; de Hosson, Cécile

2017-01-01

Engineering students on control courses lack a deep understanding of equilibrium and stability that are crucial concepts in this discipline. Several studies have shown that students find it difficult to understand simple familiar or academic static equilibrium cases as well as dynamic ones from mechanics even if they know the discipline's criteria and formulae. Our aim is to study the impact of a specific and innovative classroom session, containing well-chosen situations that address students' misconceptions. We propose an example of Active Learning experiment based both on the Didactical Engineering methodology and the Conceptual Fields Theory that aims at promoting a conceptual change in students. The chosen methodology allows, at the same time, a proper design of the student learning activities, an accurate monitoring of the students' rational use during the tasks and provides an internal tool for the evaluation of the session's efficiency. Although the expected starting conceptual change was detected, it would require another activity in order to be reinforced.

Hypothetical biotechnology companies: A role-playing student centered activity for undergraduate science students.

PubMed

Chuck, Jo-Anne

2011-01-01

Science students leaving undergraduate programs are entering the biotechnology industry where they are presented with issues which require integration of science content. Students find this difficult as through-out their studies, most content is limited to a single subdiscipline (e.g., biochemistry, immunology). In addition, students need knowledge of the ethical, economic, and legal frame work in which the industry operates. This article presents an approach to deliver these outcomes in a collaborative and active learning modality which promotes deep learning. In the model, groups of final year undergraduate students form hypothetical biotechnology companies and identify real issues of interest to industry, make integrative team decisions, use professional level technology, and develop appropriate communication skills. The final successful teaching paradigm was based on self reflection, observation, and student feedback to ensure appropriate attainment of content, group work skills and increased confidence in professional decision-making. It is these outcomes which will facilitate life long learning skills, a major outcome applicable for all tertiary education. Copyright © 2011 Wiley Periodicals, Inc.

Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety

PubMed Central

Hjeltnes, Aslak; Binder, Per-Einar; Moltu, Christian; Dundas, Ingrid

2015-01-01

The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative–reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research. PMID:26297629

Facing the fear of failure: An explorative qualitative study of client experiences in a mindfulness-based stress reduction program for university students with academic evaluation anxiety.

PubMed

Hjeltnes, Aslak; Binder, Per-Einar; Moltu, Christian; Dundas, Ingrid

2015-01-01

The aim of this qualitative study was to investigate the subjective experiences of 29 university students who participated in an 8-week mindfulness-based stress reduction (MBSR) program for academic evaluation anxiety. Participants who self-referred to the Student Counseling Service underwent individual semi-structured interviews about how they experienced the personal relevance and practical usefulness of taking the MBSR program. Interviews were transcribed and analyzed through a team-based explorative-reflective thematic approach based on a hermeneutic-phenomenological epistemology. Five salient patterns of meaning (themes) were found: (1) finding an inner source of calm, (2) sharing a human struggle, (3) staying focused in learning situations, (4) moving from fear to curiosity in academic learning, and (5) feeling more self-acceptance when facing difficult situations. We contextualize these findings in relation to existing research, discuss our own process of reflexivity, highlight important limitations of this study, and suggest possible implications for future research.

Interactive basic mathematics web using Wordpress

NASA Astrophysics Data System (ADS)

Septia, Tika; Husna; Cesaria, Anna

2017-12-01

Wordpress is a popular open source tool that can be used for developing learning media. Basic Mathematics is the difficult subject for a physics student. The students need an interactive learning to improve their knowledge. The aims of this study were to develop the interactive media using Wordpress and to know the effectiveness of web as a learning media to improve the ICT Literacy students. This study used ADDIE models. The effectiveness of interactive web can be described as the students’ equipness of ICT literacy. The population is physics students. The findings show that the interactive web is valid for the content, presentation, linguistic, and graphic aspects. The results concluded that basic mathematic interactive web is effective to equip the learners ICT literacy of categories of high, medium, and low with the observations and questionnaires are in very good criteria.

To pass or to fail? Understanding the factors considered by faculty in the clinical evaluation of nursing students.

PubMed

DeBrew, Jacqueline Kayler; Lewallen, Lynne Porter

2014-04-01

Making the decision to pass or to fail a nursing student is difficult for nurse educators, yet one that all educators face at some point in time. To make this decision, nurse educators draw from their past experiences and personal reflections on the situation. Using the qualitative method of critical incident technique, the authors asked educators to describe a time when they had to make a decision about whether to pass or fail a student in the clinical setting. The findings describe student and faculty factors important in clinical evaluation decisions, demonstrate the benefits of reflective practice to nurse educators, and support the utility of critical incident technique not only as research methodology, but also as a technique for reflective practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

Validity and reliability of an instrument for assessing case analyses in bioengineering ethics education.

PubMed

Goldin, Ilya M; Pinkus, Rosa Lynn; Ashley, Kevin

2015-06-01

Assessment in ethics education faces a challenge. From the perspectives of teachers, students, and third-party evaluators like the Accreditation Board for Engineering and Technology and the National Institutes of Health, assessment of student performance is essential. Because of the complexity of ethical case analysis, however, it is difficult to formulate assessment criteria, and to recognize when students fulfill them. Improvement in students' moral reasoning skills can serve as the focus of assessment. In previous work, Rosa Lynn Pinkus and Claire Gloeckner developed a novel instrument for assessing moral reasoning skills in bioengineering ethics. In this paper, we compare that approach to existing assessment techniques, and evaluate its validity and reliability. We find that it is sensitive to knowledge gain and that independent coders agree on how to apply it.

Examining Preservice Secondary Mathematics Teachers' Responses to Student Work to Solve Linear Equations

ERIC Educational Resources Information Center

Casey, Stephanie; Lesseig, Kristin; Monson, Debra; Krupa, Erin E.

2018-01-01

This study examined proposed teacher responses to students' work to investigate how they respond, what characteristics of a good response are more difficult than others to achieve, and whether particular student error types are more difficult to respond to appropriately. Sixteen preservice secondary mathematics teachers' proposed responses to five…

Equivalence of Students' Scores on Timed and Untimed Anatomy Practical Examinations

ERIC Educational Resources Information Center

Zhang, Guiyun; Fenderson, Bruce A.; Schmidt, Richard R.; Veloski, J. Jon

2013-01-01

Untimed examinations are popular with students because there is a perception that first impressions may be incorrect, and that difficult questions require more time for reflection. In this report, we tested the hypothesis that timed anatomy practical examinations are inherently more difficult than untimed examinations. Students in the Doctor of…

Engaging Gender: Student Application of Theory through Digital Storytelling

ERIC Educational Resources Information Center

Coventry, Michael

2008-01-01

Enabling students' engagement with gender theory can be a difficult task. One of the best ways to help students learn difficult conceptual material, such as theoretical texts, is to provide them with opportunities to state and restate those ideas in multiple ways and through multiple means. Digital storytelling provides an effective pedagogy that…

An evaluation of nursing and midwifery sign off mentors, new mentors and nurse lecturers' understanding of the sign off mentor role.

PubMed

Rooke, Nickey

2014-01-01

This paper presents the findings of a small scale evaluation examining nursing and midwifery mentors and nursing lecturers perceptions of the Nursing and Midwifery Council 'sign off' mentor role (NMC, 2008). For this evaluation 114 new sign off mentors, 37 preparation for mentorship students and 13 nursing and midwifery lecturers within a Higher Education Institute (HEI) in the United Kingdom participated in the evaluation project. Nursing and midwifery students were not included in this initial evaluation. The initial findings suggested that all participants viewed the introduction of sign off mentors positively; offering a more robust mechanism for ensuring students were competent, helped to protect the public, and offered an increased level of support for students themselves. Concerns were raised about varying levels of support available for sign off mentors and some Stage 2 mentors' abilities to assess competence. Several participants felt the 1 h protected time per week per final placement student would be difficult to implement, whilst anxieties were also expressed about levels of responsibility for ensuring fitness to practice alongside concern that some mentors may leave sign off mentors to manage and identify under-achieving students. Copyright © 2013 Elsevier Ltd. All rights reserved.

Social media and social work education: understanding and dealing with the new digital world.

PubMed

Fang, Lin; Mishna, Faye; Zhang, Vivian F; Van Wert, Melissa; Bogo, Marion

2014-10-01

Accompanying the multiple benefits and innovations of social media are the complex ethical and pedagogical issues that challenge social work educators. Without a clear understanding of the blurred boundaries between public and private, the potentially limitless and unintended audiences, as well as the permanency of the information shared online, social work students who use social media can find themselves in difficult situations in their personal and professional lives. In this article, we present three scenarios that illustrate issues and complexities involving social media use by social work students, followed by a discussion and recommendations for social work educators.

From biology to mathematical models and back: teaching modeling to biology students, and biology to math and engineering students.

PubMed

Chiel, Hillel J; McManus, Jeffrey M; Shaw, Kendrick M

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a "live" textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology.

Attitudes towards statistics of graduate entry medical students: the role of prior learning experiences

PubMed Central

2014-01-01

Background While statistics is increasingly taught as part of the medical curriculum, it can be an unpopular subject and feedback from students indicates that some find it more difficult than other subjects. Understanding attitudes towards statistics on entry to graduate entry medical programmes is particularly important, given that many students may have been exposed to quantitative courses in their previous degree and hence bring preconceptions of their ability and interest to their medical education programme. The aim of this study therefore is to explore, for the first time, attitudes towards statistics of graduate entry medical students from a variety of backgrounds and focus on understanding the role of prior learning experiences. Methods 121 first year graduate entry medical students completed the Survey of Attitudes toward Statistics instrument together with information on demographics and prior learning experiences. Results Students tended to appreciate the relevance of statistics in their professional life and be prepared to put effort into learning statistics. They had neutral to positive attitudes about their interest in statistics and their intellectual knowledge and skills when applied to it. Their feelings towards statistics were slightly less positive e.g. feelings of insecurity, stress, fear and frustration and they tended to view statistics as difficult. Even though 85% of students had taken a quantitative course in the past, only 24% of students described it as likely that they would take any course in statistics if the choice was theirs. How well students felt they had performed in mathematics in the past was a strong predictor of many of the components of attitudes. Conclusion The teaching of statistics to medical students should start with addressing the association between students’ past experiences in mathematics and their attitudes towards statistics and encouraging students to recognise the difference between the two disciplines. Addressing these issues may reduce students’ anxiety and perception of difficulty at the start of their learning experience and encourage students to engage with statistics in their future careers. PMID:24708762

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 40: Technical communications in aerospace education: A study of AIAA student members

NASA Technical Reports Server (NTRS)

Kennedy, John M.; Pinelli, Thomas E.; Barclay, Rebecca O.

1994-01-01

This paper describes the preliminary analysis of a survey of the American Institute of Aeronautics and Astronautics (AIAA) student members. In the paper we examine (1) the demographic characteristics of the students, (2) factors that affected their career decisions, (3) their career goals and aspirations, and (4) their training in technical communication and techniques for finding and using aerospace scientific and technical information (STI). We determine that aerospace engineering students receive training in technical communication skills and the use of STI. While those in the aerospace industry think that more training is needed, we believe the students receive the appropriate amount of training. We think that the differences between the amount of training students receive and the perception of training needs is related partially to the characteristics of the students and partially to the structure of the aerospace STI dissemination system. Overall, we conclude that the students' technical communication training and knowledge of STI, while limited by external forces, makes it difficult for students to achieve their career goals.

Understanding Gauss's Law Using Spreadsheets

ERIC Educational Resources Information Center

Baird, William H.

2013-01-01

Some of the results from the electrostatics portion of introductory physics are particularly difficult for students to understand and/or believe. For students who have yet to take vector calculus, Gauss's law is far from obvious and may seem more difficult than Coulomb's. When these same students are told that the minimum potential…

Effective Inclusion Strategies for Professionals Working with Students with Disabilities

ERIC Educational Resources Information Center

Hogan, Kathleen A.; Lohmann, Marla; Champion, Rose

2013-01-01

Inclusive classrooms are now the norm in many K-12 public schools across the United States. General education teachers have a difficult job making sure all their students are meeting state standards. With the addition of special education students in the classroom, their job becomes even more difficult due to meeting the needs of the general…

One Brief, Shining Moment? The Impact of Neo-Liberalism on Science Curriculum in the Compulsory Years of Schooling

ERIC Educational Resources Information Center

Smith, Dorothy Veronica

2011-01-01

The past 20 years or so have seen ongoing concern for the nature of science education in the Anglophone developed world. A particular focus of this concern has been the need to find new ways to frame science curricula that will engage students, yet it is proving difficult to achieve this goal. In this article I argue that the impact on science…

A Study of Support Services in Schools and Their Relationship with School Effectiveness in American Public Schools: Findings from the School and Staffing Survey (Sass) 2007-2008

ERIC Educational Resources Information Center

Gibbs, Diane J.

2012-01-01

This study inquires into support services in schools and their relationship to school effectiveness by using data from the National Center for Education Statistics 2007-2008 School and Staffing Survey (SASS). Students' ability to learn is impacted by their physical and mental health. It is more difficult to measure the influence of nonacademic…

Problem types used in math lessons: the relationship between student achievement and teacher preferences

NASA Astrophysics Data System (ADS)

Guven, Bulent; Aydin-Guc, Funda; Medine Ozmen, Zeynep

2016-08-01

The purpose of this study was to determine the relationship between the problems teachers preferred in mathematics lessons and student achievement in different types of problems. In accordance with this purpose, nine mathematics teachers were interviewed, and corresponding problems were prepared and administered to 225 eighth-grade students. The findings indicate that problem types are dependent on teacher preferences. It was found that curriculum-dependent and routine problems were dominant for teacher preferences. Students are more successful at with missing data, problems that are visual and do not require the use of different strategies. They have lower success at long problems, those that contain irrelevant data, problems that require the use of different strategies and difficult problem types. It was found that problem types at which students were successful and which teachers preferred were related. These results relay information about problems used in the learning environment and effect of problem-solving experiences on students' success.

A Study of Cognitive Load for Enhancing Student’s Quantitative Literacy in Inquiry Lab Learning

NASA Astrophysics Data System (ADS)

Nuraeni, E.; Rahman, T.; Alifiani, D. P.; Khoerunnisa, R. S.

2017-09-01

Students often find it difficult to appreciate the relevance of the role of quantitative analysis and concept attainment in the science class. This study measured student cognitive load during the inquiry lab of the respiratory system to improve quantitative literacy. Participants in this study were 40 11th graders from senior high school in Indonesia. After students learned, their feelings about the degree of mental effort that it took to complete the learning tasks were measured by 28 self-report on a 4-point Likert scale. The Task Complexity Worksheet were used to asses processing quantitative information and paper based test were applied to assess participants’ concept achievements. The results showed that inquiry instructional induced a relatively low mental effort, high processing information and high concept achievments.

Girls, boys and conceptual physics: An evaluation of a senior secondary physics course

NASA Astrophysics Data System (ADS)

Woolnough, J. A.; Cameron, R. S.

1991-12-01

This paper reports an evaluation of the physics course at Dickson College (ACT) looking at students' high school experience, their expectations before beginning and their impressions and feelings during the course. In general, students seem to have a fairly negative approach to physics, enrolling for a variety of often vague utilitarian reasons but with little expectation of enjoyment or interest. These opinions were most prevalent in girls who tend to find the content difficult and the course as a whole uninteresting. There is also a significant difference between girls and boys in their response to different types of assessment items. In an attempt to enhance the level of interest and enjoyment in students we have been phasing in a more ‘conceptual’ approach to the teaching of physics.

Initiative Games in Physical Education: A Practical Approach for Teaching Critical Thinking Skills--Part II

ERIC Educational Resources Information Center

Maina, Michael P.; Maina, Julie Schlegel; Hunt, Kevin

2016-01-01

Often students have a difficult time when asked to use critical thinking skills to solve a problem. Perhaps students have a difficult time adjusting because teachers frequently tell them exactly what to do and how to do it. When asked to use critical thinking skills, students may suddenly become confused and discouraged because the teacher no…

Hispanic Students and the Gates Millennium Scholarship Program: Promising Results Extending to the Third College Year

ERIC Educational Resources Information Center

Oseguera, Leticia; Denson, Nida; Hurtado, Sylvia

2009-01-01

Financing college is increasingly difficult for many college students and it can be especially difficult for low-income students. Using data from the Gates Millennium Scholarship Program, this study provides a portrait of the 1st and 3rd year experiences of a sample of both high achieving Hispanic scholarship recipients and non-recipients.…

Effects of Web based inquiry on physical science teachers and students in an urban school district

NASA Astrophysics Data System (ADS)

Stephens, Joanne

An inquiry approach in teaching science has been advocated by many science educators for the past few decades. Due to insufficient district funding for science teaching, inadequate science laboratory facilities, and outdated science materials, inquiry teaching has been difficult for many science teachers, particularly science teachers in urban settings. However, research shows that the availability of computers with high speed Internet access has increased in all school districts. This study focused on the effects of inservice training on teachers and using web based science inquiry activities with ninth grade physical science students. Participants were 16 science teachers and 474 physical science students in an urban school district of a large southern U.S. city. Students were divided into control and experimental groups. The students in the experimental group participated in web based inquiry activities. Students in the control group were taught using similar methods, but not web based science activities. Qualitative and quantitative data were collected over a nine-week period using instruments and focus group interviews of students' and teachers' perceptions of the classroom learning environment, students' achievement, lesson design and classroom implementation, science content of lesson, and classroom culture. The findings reported that there were no significant differences in teachers' perception of the learning environment before and after implementing web based inquiry activities. The findings also reported that there were no overall significant differences in students' perceptions of the learning environment and achievement, pre-survey to post-survey, pre-test to post-test, between the control group and experimental group. Additional findings disclosed that students in the experimental group learned in a collaborative environment. The students confirmed that collaborating with others contributed to a deeper understanding of the science content. This study provides insights about utilizing technology to promote science inquiry teaching and learning. This study describes students' and teachers' perceptions of using web based inquiry to support scientific inquiry.

Owning My Thoughts Was Difficult: Encouraging Students to Read and Write Critically in a Tertiary Qualitative Research Methods Course

ERIC Educational Resources Information Center

Wiles, Janine L.; Allen, Ruth E. S.; Butler, Rachael

2016-01-01

This paper adds to the nascent literature on teaching research methods and what students learn from courses and assessment. Postgraduate students are often confronted with large amounts of reading, and the content of material can be intimidating. Convincing them also to engage critically with readings is even more difficult. We report on a…

Why we should teach the Bohr model and how to teach it effectively

NASA Astrophysics Data System (ADS)

McKagan, S. B.; Perkins, K. K.; Wieman, C. E.

2008-06-01

Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing a curriculum on models of the atom, including the Bohr and Schrödinger models. We examine student descriptions of atoms on final exams in transformed modern physics classes using various versions of this curriculum. We find that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms rather than a more accurate Schrödinger model. However, with an improved curriculum designed to develop model-building skills and with better integration between different models, it is possible to get most students to describe atoms using the Schrödinger model. In comparing our results with previous research, we find that comparing and contrasting different models is a key feature of a curriculum that helps students move beyond the Bohr model and adopt Schrödinger’s view of the atom. We find that understanding the reasons for the development of models is much more difficult for students than understanding the features of the models. We also present interactive computer simulations designed to help students build models of the atom more effectively.

Students’ understanding of forces: Force diagrams on horizontal and inclined plane

NASA Astrophysics Data System (ADS)

Sirait, J.; Hamdani; Mursyid, S.

2018-03-01

This study aims to analyse students’ difficulties in understanding force diagrams on horizontal surfaces and inclined planes. Physics education students (pre-service physics teachers) of Tanjungpura University, who had completed a Basic Physics course, took a Force concept test which has six questions covering three concepts: an object at rest, an object moving at constant speed, and an object moving at constant acceleration both on a horizontal surface and on an inclined plane. The test is in a multiple-choice format. It examines the ability of students to select appropriate force diagrams depending on the context. The results show that 44% of students have difficulties in solving the test (these students only could solve one or two items out of six items). About 50% of students faced difficulties finding the correct diagram of an object when it has constant speed and acceleration in both contexts. In general, students could only correctly identify 48% of the force diagrams on the test. The most difficult task for the students in terms was identifying the force diagram representing forces exerted on an object on in an inclined plane.

Astronomy across State Lines: A Collaborative Model for Astronomical Research

NASA Astrophysics Data System (ADS)

Johnson, Chelen H.; Barge, Jacqueline; Linahan, Marcella; York, Donald G.; Cante, David; Cook, Mary; Daw, Maeve; Donahoe, Katherine E.; Ford, Sydney; Haecker, Lille W.; Hibbs, Cecily A.; Hogan, Eleanor B.; Karos, Demetra N.; Kozikowski, Kendall G.; Martin, Taylor A.; Miranda, Fernando; Ng, Emily; Noel, Imany; O'Bryan, Sophie E.; Sharma, Vikrant; Zegeye, David

2015-01-01

Scientists do not work in isolation, nor should student scientists. In a collaborative effort, students from three high schools examined plates from the Sloan Digital Sky Survey (SDSS) to estimate the number of galaxies that contain evidence of a black hole. Working under the direction of Don York, former SDSS director, the three teachers used Google hangouts to discuss weekly progress. At their home institutions, students examined optical spectra from SDSS Data Release 10 to determine if a quasar could be discerned. Both Type I and Type II quasars can be seen in the SDSS data. Seven teams of students from different schools compared their findings and collaborated online to discuss potential discoveries. This project can serve as a model for high school teachers who want to facilitate their students participating in an authentic research project. The keys to a successful project are working with a mentor who can guide the group through difficult concepts and communicating frequently throughout the project.

Second-Year Pharmacy Students’ Perceptions of Adhering to a Complex Simulated Medication Regimen

PubMed Central

Hamer, David; Lehotsky, Kristin

2012-01-01

Objective. To conduct a simulated medication regimen with second-year pharmacy students to determine their anticipated versus actual difficulty in adhering to it. Methods. Second-year pharmacy students were given 6 fictitious medications (jellybeans) and a drug regimen to adhere to for 6 days. Pre- and post-intervention surveys were conducted to compare participants anticipated vs. actual difficulty with adherence and changes in empathy toward patients. Results. The 69 (96%) students who participated in the study missed on average 16% of all simulated medication doses and noted that adhering to the complex medication regimen was more difficult than they had anticipated. Eighty-nine percent of students agreed or strongly agreed the project was valuable in developing empathy towards patients taking complex medication regimens. Conclusions. Pharmacy students participating in a simulated medication regimen missed a notable number of doses and reported a greater level of empathy for patients taking complex medication regiments. Finding meaningful ways to integrate adherence into the curriculum is essential. PMID:22412210

Outreach activities in anticipation of the 2016 solar eclipse in Sorong

NASA Astrophysics Data System (ADS)

Putra Raharja, Endra; Pramudya, Yudhiakto

2016-11-01

Sorong is located outside the narrow path of total solar eclipse on March 9th, 2016. The predicted obscuration of the sun was 94.2%. The public outreach to anticipate the solar eclipse was intended to educate students in junior and senior high school in Sorong Regency. Some of them are located in the remote area where the educational materials are difficult to find. The public outreach is unique, since it was run by the local person who is student of physics education. The student has both the ability to explain the solar eclipse phenomenon and able to adapt to knowledge level of students. The materials that were given to the schools are brochure and the eclipse glasses. Beside solar eclipse lectures in class, the pinhole workshop and observation practice were held. The limited materials and resources were faced during the public outreach. However, the enthusiasm was shown by the students and teachers. At least one of the schools held the solar eclipse observation on the day of the eclipse.

Telescopic Topics: The Impact of Student-Created Podcasts in a Large, General Education Course

NASA Astrophysics Data System (ADS)

Kraal, E. R.

2014-12-01

Large, general education courses are important to the geoscience community. These courses serve as valuable recruiting tools for future geoscience majors because over 55% of geoscience students select their major in the first two years of college (Wilson, 2013). These courses can have many challenges such as large class sizes, limited (or no) laboratory time and facilities, little financial resource support, non-permanent faculty, and a variety of student abilities and needs. High impact practices, such as writing courses, student research, and community service can be difficult to integrate into large, non-major courses. Student-produced audio (e. g. podcasts) provide one approach to providing high impact practices within these courses. Other researchers have found student produced audio to be effective at transmitting content, integrating place based experiences, and building community connections within the students. Here I present the implementation of student-created audio within a large (100+), general education course (AST 30 - Mission to the Planets) over the last 4 years called 'Telescopic Topics.' Activities scaffold the students through the semester where they select a topic on planetary science, work with the science reference librarian, visit the writing center, and record their podcast at campus student radio station. The top podcasts are then aired on the campus radio station during the news broadcasts through a rotating series. Surveys of student experiences find that student find the activity valuable and engaging. Students reported feeling less intimidated by the science content and more connected to the subject matter. In addition, it provides many of them with their first introduction to and use of the university library and associated campus resources.

From Biology to Mathematical Models and Back: Teaching Modeling to Biology Students, and Biology to Math and Engineering Students

PubMed Central

McManus, Jeffrey M.; Shaw, Kendrick M.

2010-01-01

We describe the development of a course to teach modeling and mathematical analysis skills to students of biology and to teach biology to students with strong backgrounds in mathematics, physics, or engineering. The two groups of students have different ways of learning material and often have strong negative feelings toward the area of knowledge that they find difficult. To give students a sense of mastery in each area, several complementary approaches are used in the course: 1) a “live” textbook that allows students to explore models and mathematical processes interactively; 2) benchmark problems providing key skills on which students make continuous progress; 3) assignment of students to teams of two throughout the semester; 4) regular one-on-one interactions with instructors throughout the semester; and 5) a term project in which students reconstruct, analyze, extend, and then write in detail about a recently published biological model. Based on student evaluations and comments, an attitude survey, and the quality of the students' term papers, the course has significantly increased the ability and willingness of biology students to use mathematical concepts and modeling tools to understand biological systems, and it has significantly enhanced engineering students' appreciation of biology. PMID:20810957

Are Africans, Europeans, and Asians Different "Races"? A Guided-Inquiry Lab for Introducing Undergraduate Students to Genetic Diversity and Preparing Them to Study Natural Selection

ERIC Educational Resources Information Center

Kalinowski, Steven T.; Andrews, Tessa M.; Leonard, Mary J.; Snodgrass, Meagan

2012-01-01

Many students do not recognize that individual organisms within populations vary, and this may make it difficult for them to recognize the essential role variation plays in natural selection. Also, many students have weak scientific reasoning skills, and this makes it difficult for them to recognize misconceptions they might have. This paper…

Attitudes of European physiotherapy students towards their chosen career in the context of different educational systems and legal regulations pertaining to the practice of physiotherapy: implications for university curricula.

PubMed

Gotlib, Joanna; Białoszewski, Dariusz; Opavsky, Jaroslav; Garrod, Rachel; Fuertes, Nicolas Estévez; Gallardo, Lucia Pérez; Lourido, Berta Paz; Monterde, Sonia; Serrano, Carmen Suarez; Sacco, Marc; Kunicka, Irena

2012-03-01

Differences in the organisation of educational systems and regulations pertaining to the practice of a profession can influence the attitudes of students towards their chosen career and their perceptions of employment possibilities. The aim of this paper was to discuss the different educational systems and legal regulations pertaining to the practice of physiotherapy in selected countries of the European Union (EU), and to present some conclusions regarding the influence of these differences on the perceptions of first-year physiotherapy students on their chosen career. Quantitative questionnaire-based study. Twenty-one university-level schools in the Czech Republic, Latvia, Malta, Poland, Spain and the U.K. Six hundred and sixty-seven first-year physiotherapy students. The mean response rate was 74%. Most students (79%) reported that a personal interest was the main reason why they had decided to study physiotherapy (79%). Most students from Spain and the Czech Republic reported that, on completion of their studies, they would like to work as physiotherapists (61/120, 51% Czech Republic; 140/250, 56% Spain), compared with only 4% of Polish students (P<0.001). Most students from Poland and Spain were not familiar with employment opportunities in their respective countries (202/250, 81% Spain; 212/250, 85% Poland), and claimed that it is difficult to find employment as a physiotherapist in their country. Most students from the Czech Republic, Latvia, Malta, Poland, Spain and the U.K. claimed that it is easy to find a job in other EU countries. Most physiotherapy students chose their course because of an interest in physiotherapy. They were not familiar with employment possibilities for graduates, and believed that it is easier to find work in other EU countries. Both factors may further aggravate the problem of unemployment among physiotherapists. Copyright © 2011 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.

Instructional Note: Engaging with Shakespeare through Translation

ERIC Educational Resources Information Center

Kleypas, Kathryn L.

2004-01-01

Teaching Shakespeare to undergraduates can be difficult under the best of circumstances. The densely figurative language can be very difficult to sift through for students unfamiliar with anything but naturalistic speech. When this is further compounded by the students' resistance to reading anything longer than several paragraphs, teachers find…

Effective Compiler Error Message Enhancement for Novice Programming Students

ERIC Educational Resources Information Center

Becker, Brett A.; Glanville, Graham; Iwashima, Ricardo; McDonnell, Claire; Goslin, Kyle; Mooney, Catherine

2016-01-01

Programming is an essential skill that many computing students are expected to master. However, programming can be difficult to learn. Successfully interpreting compiler error messages (CEMs) is crucial for correcting errors and progressing toward success in programming. Yet these messages are often difficult to understand and pose a barrier to…

Transfer adjustment experiences of underrepresented students of color in the sciences

NASA Astrophysics Data System (ADS)

Chang, June C.

Two-year colleges have long served as the starting point for many students in higher education and particularly those of underrepresented backgrounds. In recent years, these institutions have been called upon to help address the high attrition rates facing the science and mathematics disciplines by promoting interest development and transfer of underrepresented students in these fields. This study examined the adjustment experiences of underrepresented students of color after transferring from community colleges to a four-year university in the sciences. By employing qualitative interviews with students of African, Latino, Pacific Island, and Southeast Asian descent, students' perceptions of the sciences at the two- and four-year campus, adjustment process, and benefits and detriments of taking the transfer route were the focus of this research. The findings show that transfer students experience a very different science culture at each institutional type in terms of pedagogy and curriculum and interactions with classmates and faculty. While students witnessed a collaborative science culture at the community college, they faced a highly competitive and individualistic environment at the university. The greater the difference encountered, the more difficult were students' adjustment. Adjustment was aided in two primary ways: socialization experiences before transferring and the development of common identity groups with other students who shared similar backgrounds, goals, and struggles. These groups formed organically at the two-year college but were more difficult to forge at the university. When present, however, they served as niches, sites of validation, and counter spaces within the larger university setting. It appears that starting at the community college benefited most participants by providing a nurturing environment that fostered their commitment to science. Some students felt that they would have been dissuaded from pursuing their majors had they only been exposed to the academic culture of the university. Implications of this research range from changes to classroom practices and continued support of academic support programs targeted at underrepresented students of color, to transforming the academic culture of research universities to provide a supportive and collaborative learning experience for all students in the sciences.

The use of the nominal group technique as an evaluative tool in the teaching and summative assessment of the inter-personal skills of student mental health nurses.

PubMed

Perry, Jonathan; Linsley, Sue

2006-05-01

Nominal group technique is a semi-quantitative/qualitative evaluative methodology. It has been used in health care education for generating ideas to develop curricula and find solutions to problems in programme delivery. This paper aims to describe the use of nominal group technique and present the data from nominal group evaluations of a developing module which used novel approaches to the teaching and assessment of interpersonal skills. Evaluations took place over 3 years. Thirty-six students took part in annual groups. Analysis of the data produced the following themes based on items generated in the groups: role play, marking, course content, teaching style and user involvement. Findings indicate that students valued the role play, feedback from service users and emphasis on engagement and collaboration elements of the module. The areas which participants found difficult and desired change included anxiety during experiential practice, the "snap shot" nature of assessment and the use of specific interventions. Indications are also given regarding the impact of changes made by teaching staff over the 3 year evaluation period. The findings support themes within the existing literature on the teaching of interpersonal skills and may to some extent point the way toward best practice in this area. The paper discusses these findings and their implications for nurse education.

College Students' Views of Work-Life Balance in STEM Research Careers: Addressing Negative Preconceptions.

PubMed

Tan-Wilson, Anna; Stamp, Nancy

2015-01-01

In career discussions, female undergraduates said that if they were to attend graduate school in science, technology, engineering, and mathematics (STEM) and were to follow a career based on their research training, they would have to give up having a family. A subsequent survey showed that many students, both men and women, thought work-life balance would be more difficult to achieve in a STEM research path than in other professions they were considering. Their views of STEM research being less family-friendly were more pronounced on issues of parental leaves and caring for children than finding a spouse/partner and landing two jobs in the same locality. To provide role models of work-life balance in STEM professions, we convened panels of dual-career couples who described how they worked together to raise their children while advancing their scientific careers. Our selection of panelists and topics of discussion were based on findings of social science research on work-life balance. On a survey with the same questions administered afterward, the changes in paired responses of male and female students with respect to all four issues showed a significant shift toward thinking that a research-based STEM career would be no more difficult than other careers they were considering. © 2015 A. Tan-Wilson and N. Stamp. et al. CBE—Life Sciences Education © 2015 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Simulation in Nursing Education: iPod As a Teaching Tool for Undergraduate Nurses.

PubMed

Evans, Jennifer; Webster, Sue; Gallagher, Susan; Brown, Peter; Sinclair, John

2015-07-01

Most people with psychosis and schizophrenia experience auditory hallucinations, particularly the hearing of voices. A common cause of frustration and alienation for consumers is the lack of understanding by therapists, family members and caregivers, who find it difficult to relate to the consumers' experiences. The purpose of this study is to examine and evaluate whether students' participation in a simulated auditory hallucination will increase their understanding and knowledge about psychosis and auditory hallucinations. The design method consisted of a lecture on psychosis and schizophrenia disorders, followed by a simulation of auditory hallucinations using iPods. Students' knowledge and perceptions of psychosis and hallucinations was assessed using quasi-experimental pre-post matched-design questionnaires. The questionnaire was divided into two parts, the first comprised closed questions to assess students' knowledge, and the second part consisted of open-ended questions to collect information about students' perceptions of auditory hallucinations. The results confirmed that students' knowledge of psychosis and hallucination increased following the teaching session and simulation is a useful tool to prepare students for clinical placements in mental health practice.

On Students‧ Evasion of Science and Engineering Course in Korea and the Recent Conditions of College Students Employment

NASA Astrophysics Data System (ADS)

Kim, Youngjong

In the 21st century as information society, to increase the advancement rate of high capable students in science and engineering majors, we can consider the sociological, economical and psychological aspects of the problem. So, we need promote the gifted and talented students in elementary and secondary education, and through such improving measures we need plan to reform the trend of avoiding science and engineering courses. And also, we have to develop diverse education programs to get higher competence. We have to develop the programs for female students with the help of the experts. We have to establish the career guidance system. As a whole, we have to aim both the specialization and diversification of the education system for improving quality of the education. And by analyzing the difficult situation of finding job for college student in South Korea, we have to devise countermeasures for long-term graduate unemployment. In this article, I will introduce the Korean case of an analysis of the trend of avoiding science and engineering courses and the case of recent job-hunting situations of college students.

Focus group discussion in mathematical physics learning

NASA Astrophysics Data System (ADS)

Ellianawati; Rudiana, D.; Sabandar, J.; Subali, B.

2018-03-01

The Focus Group Discussion (FGD) activity in Mathematical Physics learning has helped students perform the stages of problem solving reflectively. The FGD implementation was conducted to explore the problems and find the right strategy to improve the students' ability to solve the problem accurately which is one of reflective thinking component that has been difficult to improve. The research method used is descriptive qualitative by using single subject response in Physics student. During the FGD process, one student was observed of her reflective thinking development in solving the physics problem. The strategy chosen in the discussion activity was the Cognitive Apprenticeship-Instruction (CA-I) syntax. Based on the results of this study, it is obtained the information that after going through a series of stages of discussion, the students' reflective thinking skills is increased significantly. The scaffolding stage in the CA-I model plays an important role in the process of solving physics problems accurately. Students are able to recognize and formulate problems by describing problem sketches, identifying the variables involved, applying mathematical equations that accord to physics concepts, executing accurately, and applying evaluation by explaining the solution to various contexts.

Organizational Behavior: Coping with Difficult Co-Workers.

ERIC Educational Resources Information Center

Arnold, Vanessa D.; Roach, Terry D.

1992-01-01

Discusses the need for students to learn to recognize and cope with difficult co-workers. Describes a few types of personalities that exhibit difficult or disturbed behavior and offers suggestions for coping with these personalities. (JOW)

Student Practices, Learning, and Attitudes When Using Computerized Ranking Tasks

NASA Astrophysics Data System (ADS)

Lee, Kevin M.; Prather, E. E.; Collaboration of Astronomy Teaching Scholars CATS

2011-01-01

Ranking Tasks are a novel type of conceptual exercise based on a technique called rule assessment. Ranking Tasks present students with a series of four to eight icons that describe slightly different variations of a basic physical situation. Students are then asked to identify the order, or ranking, of the various situations based on some physical outcome or result. The structure of Ranking Tasks makes it difficult for students to rely strictly on memorized answers and mechanical substitution of formulae. In addition, by changing the presentation of the different scenarios (e.g., photographs, line diagrams, graphs, tables, etc.) we find that Ranking Tasks require students to develop mental schema that are more flexible and robust. Ranking tasks may be implemented on the computer which requires students to order the icons through drag-and-drop. Computer implementation allows the incorporation of background material, grading with feedback, and providing additional similar versions of the task through randomization so that students can build expertise through practice. This poster will summarize the results of a study of student usage of computerized ranking tasks. We will investigate 1) student practices (How do they make use of these tools?), 2) knowledge and skill building (Do student scores improve with iteration and are there diminishing returns?), and 3) student attitudes toward using computerized Ranking Tasks (Do they like using them?). This material is based upon work supported by the National Science Foundation under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context

NASA Astrophysics Data System (ADS)

Tomas, Louisa; Ritchie, Stephen M.

2015-02-01

This paper reports on the challenge of evaluating students' scientific literacy in a writing-to-learn context, as illustrated by our experience with an online science-writing project. In this mixed methods study, year 9 students in a case study class (13-14 year olds, n = 26) authored a series of two `hybridised' short stories that merged scientific and narratives genres about the socioscientific issue of biosecurity. In seeking to measure the efficacy of the intervention, we sought evidence of students' conceptual understanding communicated through their stories. Finding a suitable instrument presented our first challenge. This led to the development of scoring matrices to evaluate students' derived sense of scientific literacy. Student interviews were also conducted to explore their understanding of concepts related to the biosecurity context. While the results of these analyses showed significant improvements in students' understanding arising from their participation in the writing tasks, the interviews highlighted a second challenge in evaluating students' scientific literacy: a disparity between their written and vocalised understandings. The majority of students expressed a deeper level of conceptual understanding during the interviews than they did in their stories. The interviews also revealed alternative conceptions and instances of superficial understanding that were not expressed in their writing. Aside from the methodological challenge of analysing stories quantitatively, these findings suggest that in a writing-to-learn context, evaluating students' scientific literacy can be difficult. An examination of these artefacts in combination with interviews about students' written work provided a more comprehensive evaluation of their developing scientific literacy. The implications of this study for our understanding of the derived sense of scientific literacy, as well as implications for classroom practice, are discussed.

Grassroots Engagement and the University of Washington: Evaluating Science Communication Training Created by Graduate Students for Graduate Students

NASA Astrophysics Data System (ADS)

Rohde, J. A.; Clarkson, M.; Houghton, J.; Chen, W.

2016-12-01

Science graduate students increasingly seek science communication training, yet many do not have easy access to training programs. Students often rely on a "do it yourself" approach to gaining communication skills, and student created science communication programs are increasingly found at universities and institutions across the U.S. In 2010, graduate students at the University of Washington led a grassroots effort to improve their own communication and outreach by creating "The Engage Program." With a focus on storytelling and public speaking, this graduate level course not only trains students in science communication but also gives them real world experience practicing that training at a public speaker series at Town Hall Seattle. The Engage Program was fortunate in that it was able to find institutional champions at University of Washington and secure funding to sustain the program over the long-term. However, many grassroots communication programs find it difficult to gain institutional support if there is a perceived lack of alignment with university priorities or lack of return on investment. In order to justify and incentivize institutional support for instruction in science communication, student leaders within the program initiated, designed and carried out an evaluation of their own program focused on assessing the impact of student communication, evaluating the effectiveness of the program in teaching communication skills, and quantifying the benefits of communication training to both the students and their institution. Project leaders created the opportunity for this evaluation by initiating a crowdfunding campaign, which has helped to further engage public support of science communication and incentivized student participation in the program, and may also inspire future program leaders to pursue similar program optimizations.

Learning Your Kids: An Action Research Approach to Home Visits and Teacher Practice

ERIC Educational Resources Information Center

Polson, Bilal

2013-01-01

Due to demographic shifts suburban schools are having difficulty meeting the needs of students of immigrant, poor and working class families. Schools are forced with the difficult task of closing learning gaps with students who may have difficult circumstances. Literature indicates fostering a healthy home/school connection by conducting…

A Successful Form of Trade-Off in Compensatory Policy Classrooms

ERIC Educational Resources Information Center

Vors, Olivier; Gal-Petitfaux, Nathalie; Potdevin, François

2015-01-01

Since 2010, French middle schools with a high enrolment of difficult students have benefited from a compensatory policy called "Écoles Collèges et Lycées pour l'Ambition, l'Innovation et la Réussite" (ECLAIR) (Primary and Secondary Schools for Ambition, Innovation and Success). These difficult students frequently misbehave, disengage…

Classroom Techniques to Illustrate Water Transport in Plants

ERIC Educational Resources Information Center

Lakrim, Mohamed

2013-01-01

The transport of water in plants is among the most difficult and challenging concepts to explain to students. It is even more difficult for students enrolled in an introductory general biology course. An easy approach is needed to demonstrate this complex concept. I describe visual and pedagogical examples that can be performed quickly and easily…

When I Whisper, Nobody Listens: Helping Young People Write about Difficult Issues.

ERIC Educational Resources Information Center

Frost, Helen

This book offers guidance on how teachers can help their students write about sensitive topics or provide pragmatic suggestions for developing the skill and sensitivity necessary to venture into such difficult terrain. The book addresses students' need to articulate their thoughts and feelings about violence, anger, drug use, peer pressure, and…

Promoting Innovative Thinking

PubMed Central

2015-01-01

Innovation is the engine of scientific progress, yet we do not train public health students to think creatively. I present the key concepts within an evidence-based method currently taught at the University of Texas. Habitual thought patterns involve deeply held framed expectations. Finding alternatives generates originality. Because frame breaking is difficult, a series of innovation heuristics and tools are offered including enhancing observation, using analogies, changing point of view, juggling opposites, broadening perspective, reversal, reorganization and combination, and getting the most from groups. Gaining cognitive attributes such as nonjudgment, willingness to question, mindfulness, and plasticity is also emphasized. Students completing the class demonstrate substantial increases on a standardized test of idea fluency and originality, more joyful attitudes toward science, and more pluralistic approaches. PMID:25706005

A poster presentation as an evaluation method to facilitate reflective thinking skills in nursing education.

PubMed

Chabeli, M M

2002-08-01

This article seeks to establish whether the poster presentation of a specific theme can facilitate the student's thinking skills in nursing education. A qualitative, exploratory, descriptive and contextual research design where twenty students volunteered to take part in the study by signing an informed consent was followed. Descriptive naïve sketches were used for data collection followed by individual interviews to validate the findings. Data was analysed by means of the descriptive method of open coding of Tesch (in Creswell, 1994:155). DENOSA's ethical standards for research (1998:7) were considered. The findings indicated both positive and negative perceptions. The positive perceptions were: a poster presentation as an evaluation method facilitates creative, critical and reflective thinking skills; group work facilitates student participation; it facilitates problem solving skills; it increases the student's independence and a sense of ownership; and the evaluation is fair. The negative perceptions were that there was a lack of clarity on the student's expectations and that group activity is difficult. Trustworthiness was maintained in accordance with Lincoln and Guba's principles (1985:290-327). It is concluded that a poster presentation, used effectively as an evaluation method, can facilitate the learner's critical and reflective thinking skills. It is recommended that other learner-centred methods of assessment and evaluation be researched for their effective use in facilitating the higher order thinking skills of learners.

Using Scavenger Hunts to Familiarize Students with Scientific Journal Articles.

PubMed

Lijek, Rebeccah S; Fankhauser, Sarah C

2016-03-01

Primary scientific literature can be difficult to navigate for anyone unfamiliar with its foreign, formal structure. We sought to create a fun, easy learning tool to help familiarize students of all ages with the structure of a scientific article. Our main learning objective was for the student to realize that science writing is formulaic-that specific information is found in predictable locations within an article-and that, with an understanding of the formula, anyone can comfortably navigate any journal article and accurately predict what to expect to find in each section. To this end, we designed a Journal Article Scavenger Hunt that requires the user to find and identify a series of commonplace features of a primary research article. The scavenger hunt activity is quick and easy to implement, and is adaptable to various ages and settings, including the classroom, lab, and at outreach events. The questions in the scavenger hunt can be scaled in difficulty and specificity to suit the instructor's needs. Over many years of using this activity, we have received positive feedback from students of all ages, from elementary school students to lay adult-learners as well as science teachers themselves. By making the unknown seem predictable and approachable, the scavenger hunt helps a variety of audiences feel more comfortable with science and more confident in their ability to engage directly with the scientific literature. Journal of Microbiology & Biology Education.

The Application of Problem-Based Learning in Mechanical Engineering

NASA Astrophysics Data System (ADS)

Putra, Z. A.; Dewi, M.

2018-02-01

The course of Technology and Material Testing prepare students with the ability to do a variety of material testing in the study of mechanical engineering. Students find it difficult to understand the materials to make them unable to carry out the material testing in accordance with the purpose of study. This happens because they knowledge is not adequately supported by the competence to find and construct learning experience. In this study, quasy experiment research method with pre-post-test with control group design was used. The subjects of the study were students divided in two groups; control and experiment with twenty-two students in each group. Study result: their grades showed no difference in between the pre-test or post-test in control group, but the difference in grade existed between the pre-test and post-test in experiment group. Yet, there is no significant difference in the study result on both groups. The researcher recommend that it is necessary to develop Problem-Based Learning that suits need analysis on D3 Program for Mechanical Engineering Department at the State University of Padang, to ensure the compatibility between Model of Study and problems and need. This study aims to analyze how Problem-Based Learning effects on the course of Technology and Material Testing for the students of D3 Program of Mechanical Engineering of the State University of Padang.

Are medical educators following General Medical Council guidelines on obesity education: if not why not?

PubMed Central

2013-01-01

Background Although the United Kingdom’s (UK’s) General Medical Council (GMC) recommends that graduating medical students are competent to discuss obesity and behaviour change with patients, it is difficult to integrate this education into existing curricula, and clinicians report being unprepared to support patients needing obesity management in practice. We therefore aimed to identify factors influencing the integration of obesity management education within medical schools. Methods Twenty-seven UK and Irish medical school educators participated in semi-structured interviews. Grounded theory principles informed data collection and analysis. Themes emerging directly from the dataset illustrated key challenges for educators and informed several suggested solutions. Results Factors influencing obesity management education included: 1) Diverse and opportunistic learning and teaching, 2) Variable support for including obesity education within undergraduate medical programmes, and 3) Student engagement in obesity management education. Findings suggest several practical solutions to identified challenges including clarifying recommended educational agendas; improving access to content-specific guidelines; and implementing student engagement strategies. Conclusions Students’ educational experiences differ due to diverse interpretations of GMC guidelines, educators’ perceptions of available support for, and student interest in obesity management education. Findings inform the development of potential solutions to these challenges which may be tested further empirically. PMID:23578257

Integrating a Career Planning and Development Program into the Baccalaureate Nursing Curriculum. Part II. Outcomes for New Graduate Nurses 12 Months Post-Graduation.

PubMed

Waddell, Janice; Spalding, Karen; Navarro, Justine; Jancar, Sonya; Canizares, Genevieve

2015-11-28

New graduate nurses' (NGNs) transition into the nursing workforce is characterized as stressful and challenging. Consequently, a high percentage of them leave their first place of employment or the profession entirely within one year of graduation. Nursing literature describes this complicated shift from student to registered nurse, however, limited attention has focused on strategies that could be implemented during students' academic programs to prepare them for this difficult transition period. Therefore, a longitudinal intervention study was conducted to examine the influence of a career planning and development (CPD) program on the development of career resilience in baccalaureate nursing students and at 12 months post-graduation (NGN). The findings support including structured and progressive curriculum-based CPD opportunities in academic programs, not only for the positive outcomes that accrue to students, but also because of the benefits they extend to NGNs as they make the transition to their first professional nursing role.

Item difficulty and item validity for the Children's Group Embedded Figures Test.

PubMed

Rusch, R R; Trigg, C L; Brogan, R; Petriquin, S

1994-02-01

The validity and reliability of the Children's Group Embedded Figures Test was reported for students in Grade 2 by Cromack and Stone in 1980; however, a search of the literature indicates no evidence for internal consistency or item analysis. Hence the purpose of this study was to examine the item difficulty and item validity of the test with children in Grades 1 and 2. Confusion in the literature over development and use of this test was seemingly resolved through analysis of these descriptions and through an interview with the test developer. One early-appearing item was unreasonably difficult. Two or three other items were quite difficult and made little contribution to the total score. Caution is recommended, however, in any reordering or elimination of items based on these findings, given the limited number of subjects (n = 84).

Coteaching with senior students – a way to refine teachers' PCK for teaching chemical bonding in upper secondary school

NASA Astrophysics Data System (ADS)

Schultze, Felix; Nilsson, Pernilla

2018-04-01

During the last decade there has been on-going discussions about students' declining interest and low achievement in science. One of the reasons suggested for this decline is that teachers and students have different frames of reference, whereby teachers sometimes communicate science in the classroom in a way that is not accessible to the students. There is a lack of research investigating the effects of coteaching with senior students in science in upper secondary schools. To improve teaching and to narrow the gap between teachers' and students' different frames of references, this study investigates how an experienced chemistry teacher gains and refines her pedagogical content knowledge (PCK) by cooperating with two grade 12 students (age 18) as coteachers. The teacher and the two coteachers coplanned, cotaught and coevaluated lessons in chemical bonding in a grade 10 upper secondary class. Findings indicate that the coteachers contributed with their own learning experiences to help the teacher understand how students perceive difficult concepts. In such way, the coteachers were mediating between the teacher and the students, thus bridging the gap between the teacher and the students' frames of references. The teachers' PCK was refined which in turn lead to improved teaching strategies.

Beyond textbook illustrations: Hand-held models of ordered DNA and protein structures as 3D supplements to enhance student learning of helical biopolymers.

PubMed

Jittivadhna, Karnyupha; Ruenwongsa, Pintip; Panijpan, Bhinyo

2010-11-01

Textbook illustrations of 3D biopolymers on printed paper, regardless of how detailed and colorful, suffer from its two-dimensionality. For beginners, computer screen display of skeletal models of biopolymers and their animation usually does not provide the at-a-glance 3D perception and details, which can be done by good hand-held models. Here, we report a study on how our students learned more from using our ordered DNA and protein models assembled from colored computer-printouts on transparency film sheets that have useful structural details. Our models (reported in BAMBED 2009), having certain distinguished features, helped our students to grasp various aspects of these biopolymers that they usually find difficult. Quantitative and qualitative learning data from this study are reported. Copyright © 2010 International Union of Biochemistry and Molecular Biology, Inc.

Visualization in mechanics: the dynamics of an unbalanced roller

NASA Astrophysics Data System (ADS)

Cumber, Peter S.

2017-04-01

It is well known that mechanical engineering students often find mechanics a difficult area to grasp. This article describes a system of equations describing the motion of a balanced and an unbalanced roller constrained by a pivot arm. A wide range of dynamics can be simulated with the model. The equations of motion are embedded in a graphical user interface for its numerical solution in MATLAB. This allows a student's focus to be on the influence of different parameters on the system dynamics. The simulation tool can be used as a dynamics demonstrator in a lecture or as an educational tool driven by the imagination of the student. By way of demonstration the simulation tool has been applied to a range of roller-pivot arm configurations. In addition, approximations to the equations of motion are explored and a second-order model is shown to be accurate for a limited range of parameters.

The Effects of Task Fluency and Concurrent Reinforcement Schedules on Student Choice Allocation between Math Tasks

ERIC Educational Resources Information Center

Zaman, Maliha

2010-01-01

Students may avoid working on difficult tasks because it takes them longer to complete those tasks, which results in a delay to reinforcement. Research studies show that reinforcer and response dimensions can be manipulated within a concurrent operants framework to bias choice allocation toward more difficult tasks. The current study extends…

Why students drop out of the pipeline to health professions careers: a follow-up of gifted minority high school students.

PubMed

Thurmond, V B; Cregler, L L

1999-04-01

To track gifted underrepresented minority (URM) students who entered the pipeline to health professional school when they were in high school and to determine whether and why students left the pipeline to enter other professions. A questionnaire was mailed to 162 students who had participated in the Student Educational Enrichment Program (SEEP) in health sciences at the Medical College of Georgia between 1984 and 1991; 123 (75%) responded. Students in the study population had higher graduation rates than the average state or national student. Fifty-nine (48%) of the students had entered health care careers; 98% had stated that intention when they were in high school. Although some of the students stated trouble with course work and GPA as reasons for their decisions to change career tracks, many students said that their interests in non-medical careers had been fostered by mentors or by opportunities to serve internships. Early intervention is important to retaining students in a pipeline that leads to a health care career. Summer programs are successful, but may not be enough to help students with difficult science courses in college, especially chemistry. However, another important conclusion is that much more needs to be done to help students find mentors with whom they can develop relationships and to give them opportunities to work in health care settings.

Student reflections following exposure to a case-based interprofessional learning experience: Preliminary findings.

PubMed

Goldberg, Lynette R; Brown, Gina R; Mosack, Victoria A; Fletcher, Phyllis A

2015-01-01

This study analyzed students' written reflections following their initial exposure to interprofessional teamwork in case-based problem-solving. A three-hour seminar featuring three sequenced scenarios was developed and offered 12-times over two semesters. A total of 305 students from a variety of healthcare programs worked together with standardized patients in an on-campus laboratory simulating hospital ward and rehabilitation settings. A thematic analysis of students' reflections showed that they valued the shared learning and realistic case study. However, they felt the experience would be strengthened by working in smaller, more representative teams that included students from medicine, psychology, and social work to enable more effective communication and comprehensive case discussion. While useful for future planning, the identified themes did not enable a comparative statistical analysis of what students found helpful and difficult and a re-coding of students' responses now is underway. Implications for measuring the effectiveness of future interprofessional case-based learning center on addressing the identified weaknesses, and establishing a research design that enables a comparison of pre- and post-seminar data, and the effectiveness of the IPE experience compared to profession-specific experiences.

Exploring students’ perceived and actual ability in solving statistical problems based on Rasch measurement tools

NASA Astrophysics Data System (ADS)

Azila Che Musa, Nor; Mahmud, Zamalia; Baharun, Norhayati

2017-09-01

One of the important skills that is required from any student who are learning statistics is knowing how to solve statistical problems correctly using appropriate statistical methods. This will enable them to arrive at a conclusion and make a significant contribution and decision for the society. In this study, a group of 22 students majoring in statistics at UiTM Shah Alam were given problems relating to topics on testing of hypothesis which require them to solve the problems using confidence interval, traditional and p-value approach. Hypothesis testing is one of the techniques used in solving real problems and it is listed as one of the difficult concepts for students to grasp. The objectives of this study is to explore students’ perceived and actual ability in solving statistical problems and to determine which item in statistical problem solving that students find difficult to grasp. Students’ perceived and actual ability were measured based on the instruments developed from the respective topics. Rasch measurement tools such as Wright map and item measures for fit statistics were used to accomplish the objectives. Data were collected and analysed using Winsteps 3.90 software which is developed based on the Rasch measurement model. The results showed that students’ perceived themselves as moderately competent in solving the statistical problems using confidence interval and p-value approach even though their actual performance showed otherwise. Item measures for fit statistics also showed that the maximum estimated measures were found on two problems. These measures indicate that none of the students have attempted these problems correctly due to reasons which include their lack of understanding in confidence interval and probability values.

Hanging an Airplane: A Case Study in Static Equilibrium

NASA Astrophysics Data System (ADS)

Katz, Debora M.

2009-11-01

Our classrooms are filled with engineering majors who take a semester-long course in static equilibrium. Many students find this class too challenging and drop their engineering major. In our introductory physics class, we often breeze through static equilibrium; to physicists equilibrium is just a special case of Newton's second law. While it is difficult to find more time in the syllabus for any one topic, a hands-on case study may help students to develop their physical intuition about static equilibrium and may help them to succeed in their subsequent classes. This article describes a hands-on case study that you may wish to use in your classroom. (You may also wish to check a case study involving a boat published in this journal in the 1990s. ) The hands-on case study presented here can be easily modified to work at the high school or introductory college level. There are three major components: I) planning, II) doing, and III) calculating.

Bias versus bias: harnessing hindsight to reveal paranormal belief change beyond demand characteristics.

PubMed

Kane, Michael J; Core, Tammy J; Hunt, R Reed

2010-04-01

Psychological change is difficult to assess, in part because self-reported beliefs and attitudes may be biased or distorted. The present study probed belief change, in an educational context, by using the hindsight bias to counter another bias that generally plagues assessment of subjective change. Although research has indicated that skepticism courses reduce paranormal beliefs, those findings may reflect demand characteristics (biases toward desired, skeptical responses). Our hindsight-bias procedure circumvented demand by asking students, following semester-long skepticism (and control) courses, to recall their precourse levels of paranormal belief. People typically remember themselves as previously thinking, believing, and acting as they do now, so current skepticism should provoke false recollections of previous skepticism. Given true belief change, therefore, skepticism students should have remembered themselves as having been more skeptical than they were. They did, at least about paranormal topics that were covered most extensively in the course. Our findings thus show hindsight to be useful in evaluating cognitive change beyond demand characteristics.

Problematic topics in first-year mathematics: lecturer and student views

NASA Astrophysics Data System (ADS)

Ní Shé, Caitríona; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Shea, Ann

2017-07-01

In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the concepts or procedures involved in the topics, and the resources they used to overcome these difficulties. In this paper we focus on the mathematical concepts and procedures that students found most difficult. While there was agreement between students and lecturers on certain problematic topics, this was not uniform across all topics, and students rated their conceptual understanding higher than their ability to do questions, in contrast to lecturers' opinions.

Examining Teachers' Instructional Moves Aimed at Developing Students' Ideas and Questions in Learner-Centered Science Classrooms

NASA Astrophysics Data System (ADS)

Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R.

2012-11-01

Prior research has shown that orchestrating scientific discourse in classrooms is difficult and takes a great deal of effort on the part of teachers. In this study, we examined teachers' instructional moves to elicit and develop students' ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit. The unit materials included features meant to support teachers in eliciting and working with students' ideas and questions as a source for student-led investigations. We present three contrasting cases of teachers to highlight evidence that shows teachers' differing strategies for eliciting students' ideas and questions, and for developing their ideas, questions and questioning skills. Results from our cross case analysis provide insight into the ways in which teachers' enactments enabled them to work with students' ideas and questions to help advance learning. Consistent with other studies, we found that teachers could readily elicit ideas and questions but experienced challenges in helping students develop them. Findings suggest a need for more specified supports, such as specific discourse strategies, to help teachers attend to student thinking. We explore implications for curricular tools and discuss a need for more examples of effective discourse moves for use by teachers in orchestrating scientific discourse.

Martin Award Paper: Development of Interactive Virtual Laboratories to Help Students Learn Difficult Concepts in Thermodynamics

ERIC Educational Resources Information Center

Bowen, Alec S.; Reid, Daniel R.; Koretsky, Milo D.

2015-01-01

In this project, we explore the use of threshold concept theory as a design basis for development of Interactive Virtual Laboratories in thermodynamics. Thermodynamics is a difficult subject for chemical and biological engineering students to master. One reason for the difficulty is the diverse and challenging set of threshold concepts that they…

Teaching Trajectories and Students' Understanding of Difficult Concepts in Biology in Obio/Akpor Local Government Area in Rivers State

ERIC Educational Resources Information Center

Mumuni, Abosede Anthonia Olufemi; Dike, John Worlu; Uzoma-Nwogu, Azibaolanari

2017-01-01

This study investigated the effects of teaching trajectories on students' understanding of difficult concepts in Biology. Two research questions and two null hypotheses guided the study which was carried out in Obio/Akpor Local Government Area of Rivers State. Two public coeducational schools out of thirteen drawn through purposive sampling…

Use of a Mathematics Word Problem Strategy to Improve Achievement for Students with Mild Disabilities

ERIC Educational Resources Information Center

Taber, Mary R.

2013-01-01

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers…

Eponymous signs in dermatology

PubMed Central

Madke, Bhushan; Nayak, Chitra

2012-01-01

Clinical signs reflect the sheer and close observatory quality of an astute physician. Many new dermatological signs both in clinical and diagnostic aspects of various dermatoses are being reported and no single book on dermatology literature gives a comprehensive list of these “signs” and postgraduate students in dermatology finds it difficult to have access to the description, as most of these resident doctor do not have access to the said journal articles. “Signs” commonly found in dermatologic literature with a brief discussion and explanation is reviewed in this paper. PMID:23189246

Difficult Conversations

ERIC Educational Resources Information Center

Miretzky, Debra; Stevens, Sharon

2013-01-01

There are significant concerns about campus relationships, primarily between white students and students of color, but also related to students of different religious backgrounds (e.g., Christian and Muslim). Despite the growing diversity in faculty and student bodies on campus, students could still navigate through college without having to…

Correlates of University Students' Soft and Energy Drink Consumption According to Gender and Residency.

PubMed

Deliens, Tom; Clarys, Peter; De Bourdeaudhuij, Ilse; Deforche, Benedicte

2015-08-06

This study assessed personal and environmental correlates of Belgian university students' soft and energy drink consumption and investigated whether these associations were moderated by gender or residency. Four hundred twenty-five university students completed a self-reported on-line questionnaire assessing socio-demographics, health status, soft and energy drink consumption, as well as personal and environmental factors related to soft and energy drink consumption. Multiple linear regression analyses were conducted. Students believing soft drink intake should be minimized (individual subjective norm), finding it less difficult to avoid soft drinks (perceived behavioral control), being convinced they could avoid soft drinks in different situations (self-efficacy), having family and friends who rarely consume soft drinks (modelling), and having stricter family rules about soft drink intake were less likely to consume soft drinks. Students showing stronger behavioral control, having stricter family rules about energy drink intake, and reporting lower energy drink availability were less likely to consume energy drinks. Gender and residency moderated several associations between psychosocial constructs and consumption. Future research should investigate whether interventions focusing on the above personal and environmental correlates can indeed improve university students' beverage choices.

Academic Achievement of University Students with Dyslexia.

PubMed

Olofsson, Åke; Taube, Karin; Ahl, Astrid

2015-11-01

Broadened recruitment to higher education is on the agenda in many countries, and it is also widely recognized that the number of dyslexic students entering higher education is increasing. In Sweden, as in many other European countries, higher education institutions are required to accommodate students with dyslexia. The present study focuses on the study outcome for 50 students with diagnosed dyslexia, mainly in teacher education and nurses' training, at three universities in Northern Sweden. The students trusted their own ability to find information on the Internet but mistrusted their own abilities in reading course books and articles in English and in taking notes. The mean rate of study was 23.5 European Credit Transfer and Accumulation System credits per semester, which is slightly below the national baseline of 26.7. The results show that more than half of the students are examined at a normal rate of study but that about one fifth have a very low rate of study. Messages Most students with dyslexia can compensate for their reading problems. Taking notes during lessons and reading in foreign language may be especially difficult for students with dyslexia. Diagnoses should distinguish between reading comprehension and word decoding. More than half of the students with dyslexia can achieve at a normal rate of study. One-fifth of the students with dyslexia may need a longer period of study than other students. Copyright © 2015 John Wiley & Sons, Ltd.

Mathematics education for social justice

NASA Astrophysics Data System (ADS)

Suhendra

2016-02-01

Mathematics often perceived as a difficult subject with many students failing to understand why they learn mathematics. This situation has been further aggravated by the teaching and learning processes used, which is mechanistic without considering students' needs. The learning of mathematics tends to be just a compulsory subject, in which all students have to attend its classes. Social justice framework facilitates individuals or groups as a whole and provides equitable approaches to achieving equitable outcomes by recognising disadvantage. Applying social justice principles in educational context is related to how the teachers treat their students, dictates that all students the right to equal treatment regardless of their background and completed with applying social justice issues integrated with the content of the subject in order to internalise the principles of social justice simultaneously the concepts of the subject. The study examined the usefulness of implementing the social justice framework as a means of improving the quality of mathematics teaching in Indonesia involved four teacher-participants and their mathematics classes. The study used action research as the research methodology in which the teachers implemented and evaluated their use of social justice framework in their teaching. The data were collected using multiple research methods while analysis and interpretation of the data were carried out throughout the study. The findings of the study indicated that there were a number of challengesrelated to the implementation of the social justice framework. The findings also indicated that, the teachers were provided with a comprehensive guide that they could draw on to make decisions about how they could improve their lessons. The interactions among students and between the teachers and the students improved, they became more involved in teaching and learning process. Using social justice framework helped the teachers to make mathematics more relevant to students. This increased relevance led to increasing students' engagement in the teaching and learning process and becoming more accessible to all students. Additionally, the findings have the potential to make a contribution to those seeking to reform mathematics teaching in Indonesia. The results could inform policy makers and professional development providers about how social justice framework might contribute to the educational reform in Indonesia.

Improving student understanding in web programming material through multimedia adventure games

NASA Astrophysics Data System (ADS)

Fitriasari, N. S.; Ashiddiqi, M. F.; Nurdin, E. A.

2018-05-01

This study aims to make multimedia adventure games and find out the improvement of learners’ understanding after being given treatment of using multimedia adventure game in learning Web Programming. Participants of this study are students of class X (ten) in one of the Vocational Schools (SMK) in Indonesia. The material of web programming is a material that difficult enough to be understood by the participant therefore needed tools to facilitate the participants to understand the material. Solutions offered in this study is by using multimedia adventures game. Multimedia has been created using Construct2 and measured understood with method Non-equivalent Control Group Design. Pre-test and post-test has given to learners who received treatment using the multimedia adventure showed increase in understanding web programming material.

Masculinities and experimental practices in physics: The view from three case studies

NASA Astrophysics Data System (ADS)

Gonsalves, Allison J.; Danielsson, Anna; Pettersson, Helena

2016-12-01

[This paper is part of the Focused Collection on Gender in Physics.] This article analyzes masculinity and experimental practices within three different physics communities. This work is premised on the understanding that the discipline of physics is not only dominated by men, but also is laden with masculine connotations on a symbolical level, and that this limited and limiting construction of physics has made it difficult for many women to find a place in the discipline. Consequently, we argue that in order to further the understanding of gender dynamics within physics communities and enrich the current understandings about the lack of women in physics, perspectives from masculinity studies are crucial. The article draws on three different ethnographic case studies dealing with undergraduate students, graduate students, and research scientists.

Evaluating Effect of Students' Academic Achievement on Identified Difficult Concepts in Senior Secondary School Biology in Delta State

ERIC Educational Resources Information Center

Agboghoroma, Tim E.; Oyovwi, E. O.

2015-01-01

This study evaluated the effect of students' academic achievement on identified difficult concepts or topics in Senior Secondary School Biology in Delta State, Nigeria. The study was quasi-experimental and the design was a 2X2 factorial non-randomized pretest-posttest control group design. The sample was drawn from intact classes from four…

Student Perceptions of Selected Technology Student Association Activities

ERIC Educational Resources Information Center

Taylor, Jerianne S.

2006-01-01

The Technology Student Association (TSA) is the only student organization dedicated exclusively to students enrolled in technology education classes in grades K-12. The effect that TSA has on a student member is often difficult to document. It is only through direct interaction with the student that these effects can be recorded; this in turn…

Identifying Opportunities for Vertical Integration of Biochemistry and Clinical Medicine.

PubMed

Wendelberger, Karen J.; Burke, Rebecca; Haas, Arthur L.; Harenwattananon, Marisa; Simpson, Deborah

1998-01-01

Objectives: Retention of basic science knowledge, as judged by National Board of Medical Examiners' (NBME) data, suffers due to lack of apparent relevance and isolation of instruction from clinical application, especially in biochemistry. However, the literature reveals no systematic process for identifying key biochemical concepts and associated clinical conditions. This study systematically identified difficult biochemical concepts and their common clinical conditions as a critical step towards enhancing relevance and retention of biochemistry.Methods: A multi-step/ multiple stakeholder process was used to: (1) identify important biochemistry concepts; (2) determine students' perceptions of concept difficulty; (3) assess biochemistry faculty, student, and clinical teaching scholars' perceived relevance of identified concepts; and (4) identify associated common clinical conditions for relevant and difficult concepts. Surveys and a modified Delphi process were used to gather data, subsequently analyzed using SPSS for Windows.Results: Sixteen key biochemical concepts were identified. Second year medical students rated 14/16 concepts as extremely difficult while fourth year students rated nine concepts as moderately to extremely difficult. On average, each teaching scholar generated common clinical conditions for 6.2 of the 16 concepts, yielding a set of seven critical concepts and associated clinical conditions.Conclusions: Key stakeholders in the instructional process struggle to identify biochemistry concepts that are critical, difficult to learn and associated with common clinical conditions. However, through a systematic process beginning with identification of concepts and associated clinical conditions, relevance of basic science instruction can be enhanced.

Instrumental variables estimates of peer effects in social networks.

PubMed

An, Weihua

2015-03-01

Estimating peer effects with observational data is very difficult because of contextual confounding, peer selection, simultaneity bias, and measurement error, etc. In this paper, I show that instrumental variables (IVs) can help to address these problems in order to provide causal estimates of peer effects. Based on data collected from over 4000 students in six middle schools in China, I use the IV methods to estimate peer effects on smoking. My design-based IV approach differs from previous ones in that it helps to construct potentially strong IVs and to directly test possible violation of exogeneity of the IVs. I show that measurement error in smoking can lead to both under- and imprecise estimations of peer effects. Based on a refined measure of smoking, I find consistent evidence for peer effects on smoking. If a student's best friend smoked within the past 30 days, the student was about one fifth (as indicated by the OLS estimate) or 40 percentage points (as indicated by the IV estimate) more likely to smoke in the same time period. The findings are robust to a variety of robustness checks. I also show that sharing cigarettes may be a mechanism for peer effects on smoking. A 10% increase in the number of cigarettes smoked by a student's best friend is associated with about 4% increase in the number of cigarettes smoked by the student in the same time period. Copyright © 2014 Elsevier Inc. All rights reserved.

Selected anthropometric indices of maritime university students.

PubMed

Rębacz-Maron, Ewa

2015-01-01

Overweight and obesity during working life are becoming an increasingly serious challenge to various professional groups where recruits and personnel must be healthy and fit. Marine recruitment, even at the training stage, should be open to applicants who meet health and fitness criteria. The objective of the study is to determine the overweight and adiposity rates among seafarer candidates (n = 368). Based on anthropometric measurements and somatic indices the extent of obesity among marine students/ /future seafarers was investigated. In the groups identified according to the year of study, arithmetic averages (SD - standard deviation) were calculated for somatometric characteristics, and were then used to analyse the phenomena of overweight and obesity. The comparison was performed using the Kruskal-Wallis test, one-way analysis of variance (ANOVA) by ranks. The highest average body mass index (BMI) score was found in fourth-year students (mean BMI 25.7 ± 2.8). The average BMI for years one and two was in the upper range of 'healthy' weight. In 24.0% of first-year students and 32.2% of second-year students, the waist circumference was higher than half of the body height. Body fat percentage results indicate that this feature is highly variable, with a strong upward trend. Findings regarding overweight among future seamen give cause for concern. The participants of the study were characterised by excessive weight and adiposity. Recruitment criteria for uniformed services are not as restrictive as they used to be, as it is getting increasingly more difficult to find sufficiently slim and fit applicants.

Difficult Knowledge and the English Classroom: A Catholic Framework Using Cormac McCarthy's "The Road"

ERIC Educational Resources Information Center

Jarvie, Scott; Burke, Kevin

2015-01-01

In this article, the authors explore the generative possibilities of risk-taking in the Catholic school English classroom. They associate pedagogical risk with what Deborah Britzman (1998) has called "difficult knowledge"--content that causes students to consider social trauma. Incorporating difficult knowledge meaningfully requires…

Difficult Knowledge and Social Studies (Teacher) Education

ERIC Educational Resources Information Center

Garrett, H. James

2010-01-01

Social studies education is a field in which those involved--teachers and students--encounter what can be called "difficult knowledge". Difficult knowledge is a theoretical construct suggesting that when an individual encounters representations of social and historical trauma in a learning situation there exists a host of emotional and pedagogical…

Difficult incidents and tutor interventions in problem-based learning tutorials.

PubMed

Kindler, Pawel; Grant, Christopher; Kulla, Steven; Poole, Gary; Godolphin, William

2009-09-01

Tutors report difficult incidents and distressing conflicts that adversely affect learning in their problem-based learning (PBL) groups. Faculty development (training) and peer support should help them to manage this. Yet our understanding of these problems and how to deal with them often seems inadequate to help tutors. The aim of this study was to categorise difficult incidents and the interventions that skilled tutors used in response, and to determine the effectiveness of those responses. Thirty experienced and highly rated tutors in our Year 1 and 2 medical curriculum took part in semi-structured interviews to: identify and describe difficult incidents; describe how they responded, and assess the success of each response. Recorded and transcribed data were analysed thematically to develop typologies of difficult incidents and interventions and compare reported success or failure. The 94 reported difficult incidents belonged to the broad categories 'individual student' or 'group dynamics'. Tutors described 142 interventions in response to these difficult incidents, categorised as: (i) tutor intervenes during tutorial; (ii) tutor gives feedback outside tutorial, or (iii) student or group intervenes. Incidents in the 'individual student' category were addressed relatively unsuccessfully (effective < 50% of the time) by response (i), but with moderate success by response (ii) and successfully (> 75% of the time) by response (iii). None of the interventions worked well when used in response to problems related to 'group dynamics'. Overall, 59% of the difficult incidents were dealt with successfully. Dysfunctional PBL groups can be highly challenging, even for experienced and skilled tutors. Within-tutorial feedback, the treatment that tutors are most frequently advised to apply, was often not effective. Our study suggests that the collective responsibility of the group, rather than of the tutor, to deal with these difficulties should be emphasised.

Persistence, how do they do it? A case study of Access to Higher Education learners on a U.K. Diploma/BSc nursing programme.

PubMed

Hinsliff-Smith, Kathryn; Gates, Peter; Leducq, Marion

2012-01-01

In 2006, the United Kingdom (U.K.) Department of Health (DoH) produced guidelines, requiring institutions to address the attrition rates for student nurses and midwives. This issue is not only a concern in the U.K. but has gained prominence in other Schools of Nursing including the U.S.A., Australia, and developing countries. Many Schools of Nursing have witnessed a change in their student population with a growing prominence of mature entrants (those over 21). Studies that focus on learner persistence, in particular mature students are relatively rare and very scarce on entrants with an Access to Higher Education (HE) qualification. This study, using focus group interviews, involved Access to HE learners who successfully progressed to a Diploma of Higher Education (DipHE)/Bachelor of Science (BSc) in Nursing at one U.K. University. The study findings indicated that Access to HE learners are able to develop a range of coping strategies in relation to academic demands and caring responsibilities, which are drawn upon in their DipHE/BSc programme. The findings have relevance for all Schools of Nursing as we face new and difficult challenges not least the global shortage of qualified nurses and the pressures placed on educators to retain student nurses. Copyright © 2011 Elsevier Ltd. All rights reserved.

Introductory Psychology Topics and Student Performance: Where's the Challenge?

ERIC Educational Resources Information Center

Peck, Andrew C.; Ali, Rahan S.; Matchock, Robert L.; Levine, Max E.

2006-01-01

Conventional wisdom is that some topics in introductory psychology are more difficult for students than others. Such wisdom seems reasonable given mismatches between students' and instructors' expectations and variations in both instructor expertise and student motivation across topical areas. Five instructors pooled students' exam performance…

The effect of flipped teaching combined with modified team-based learning on student performance in physiology.

PubMed

Gopalan, Chaya; Klann, Megan C

2017-09-01

Flipped classroom is a hybrid educational format that shifts guided teaching out of class, thus allowing class time for student-centered learning. Although this innovative teaching format is gaining attention, there is limited evidence on the effectiveness of flipped teaching on student performance. We compared student performance and student attitudes toward flipped teaching with that of traditional lectures using a partial flipped study design. Flipped teaching expected students to have completed preclass material, such as assigned reading, instructor-prepared lecture video(s), and PowerPoint slides. In-class activities included the review of difficult topics, a modified team-based learning (TBL) session, and an individual assessment. In the unflipped teaching format, students were given PowerPoint slides and reading assignment before their scheduled lectures. The class time consisted of podium-style lecture, which was captured in real time and was made available for students to use as needed. Comparison of student performance between flipped and unflipped teaching showed that flipped teaching improved student performance by 17.5%. This was true of students in both the upper and lower half of the class. A survey conducted during this study indicated that 65% of the students changed the way they normally studied, and 69% of the students believed that they were more prepared for class with flipped learning than in the unflipped class. These findings suggest that flipped teaching, combined with TBL, is more effective than the traditional lecture. Copyright © 2017 the American Physiological Society.

Peer review in design: Understanding the impact of collaboration on the review process and student perception

NASA Astrophysics Data System (ADS)

Mandala, Mahender Arjun

A cornerstone of design and design education is frequent situated feedback. With increasing class sizes, and shrinking financial and human resources, providing rich feedback to students becomes increasingly difficult. In the field of writing, web-based peer review--the process of utilizing equal status learners within a class to provide feedback to each other on their work using networked computing systems--has been shown to be a reliable and valid source of feedback in addition to improving student learning. Designers communicate in myriad ways, using the many languages of design and combining visual and descriptive information. This complex discourse of design intent makes peer reviews by design students ambiguous and often not helpful to the receivers of this feedback. Furthermore, engaging students in the review process itself is often difficult. Teams can complement individual diversity and may assist novice designers collectively resolve complex task. However, teams often incur production losses and may be impacted by individual biases. In the current work, we look at utilizing a collaborative team of reviewers, working collectively and synchronously, in generating web based peer reviews in a sophomore engineering design class. Students participated in a cross-over design, conducting peer reviews as individuals and collaborative teams in parallel sequences. Raters coded the feedback generated on the basis of their appropriateness and accuracy. Self-report surveys and passive observation of teams conducting reviews captured student opinion on the process, its value, and the contrasting experience they had conducting team and individual reviews. We found team reviews generated better quality feedback in comparison to individual reviews. Furthermore, students preferred conducting reviews in teams, finding the process 'fun' and engaging. We observed several learning benefits of using collaboration in reviewing including improved understanding of the assessment criteria, roles, expectations, and increased team reflection. These results provide insight into how to improve the review process for instructors and researchers, and forms a basis for future research work in this area. With respect to facilitating peer review process in design based classrooms, we also present recommendations for creating effective review system design and implementation in classroom supported by research and practical experience.

Mature students' experiences of undergraduate nurse education programmes: the Irish experience.

PubMed

O'Brien, Frances; Keogh, Brian; Neenan, Kathleen

2009-08-01

In recent years mature students have been encouraged into nurse education for the valuable qualities they are known to possess, along with their ability to assist in providing a sustainable solution to the current health care crisis. Unfortunately corresponding resources and support structures have not accompanied this widening of access and mature students are expected to fit into structures that already exist, structures that were formulated with eighteen year olds in mind. This qualitative study explores the experiences of mature students in nurse education. Three discipline specific focus group interviews were used as a means of gathering data from 28 mature students. Data were analysed using thematic content analysis as described by Burnard [Burnard, P., 1991. A method of analysing interview transcripts in qualitative research. Nurse Education Today 11, 461-466]. Findings revealed that students continue to struggle with the academic component of the course. They also found it difficult to balance the home and university divide. Greater challenges were identified by female participants as they maintained their previous roles. Males on the other hand were provided with greater freedom to pursue their studies. There is a need for curricular changes to be implemented in order to provide a greater flexibility and supportive experience for mature students. Further research is advocated in this area.

Anxiety about anxiety in medical undergraduates.

PubMed

Dennis, Ashley; Warren, Rob; Neville, Fergus; Laidlaw, Anita; Ozakinci, Gozde

2012-10-01

Effective communication with patients is a vital ability for a doctor, and therefore training in communication skills forms an important component of the undergraduate medical curriculum. However, some medical undergraduates experience anxiety in communicating with patients and this makes it difficult for them to communicate with patients effectively. We developed workshops to equip students with skills to reduce communication-related anxiety, but turnout was low and only female students participated. This study investigated the barriers that existed to workshop participation in order to inform the development of future workshops. Semi-structured interviews with medical students who were completing their pre-clinical training (n = 16) were carried out. Interviews were transcribed and thematically analysed. Participants recognised symptoms of anxiety, and some reported experiencing it when speaking with patients. Participants acknowledged that the workshops would be useful to some students. Labelling the workshops as dealing with 'anxiety' contributed to non-participation, as students perceived their attendance as potentially showing weakness to fellow students and to medical school staff. Our findings indicated that the stigma attached to seeking guidance for communication-related anxiety is exacerbated for male students and by the competitive medical school environment. Attitudes towards 'anxiety' and experiencing anxiety can act as a barrier towards seeking support for communication-related anxiety. © Blackwell Publishing Ltd 2012.

Undergraduate nursing students' perceptions of service-learning through a school-based community project.

PubMed

Bassi, Sherry

2011-01-01

Service-learning (SL) is an experiential teaching method that combines instruction with community service, with the aim of enriching students' academic learning, interpersonal skills and sense of responsibility while making meaningful contributions to the community. However, measuring outcomes of service-learning projects is difficult. This article reports on the perceptions of 18 third-year undergraduate nursing students who took part in a pilot service-learning project targeting tobacco use in a local elementary school. Faculty members evaluated the program's outcomes by engaging students in structured reflection on the program about its relevance to their future careers as practicing professionals, especially in community-based settings. The students' perceptions were elicited through three sets of reflective assignments following the project. Findings from the reflective assignments suggest that the pilot program was successful in enhancing the students' academic, social, and personal development while building a partnership between the school of nursing and key players in the community, including school-based nurses, teachers, administrators, families, and community leaders. The author suggests that service-learning projects can help nursing students accomplish key developmental tasks of the college years (such as building their competence, autonomy, and integrity), while helping impart the skills and values they will need as they graduate and seek professional nursing roles.

Application of case teaching in genetics courses to students majoring in forestry.

PubMed

Wang, Qin-Mei; Cui, Jian-Guo; Yu, Chang-Zhi; Zhang, Zhi; Wu, Yue-Liang; Zhang, Li-Jie; Lin, Mei

2017-10-20

Undergraduate students majoring in forestry generally reflect that genetics is one of the most difficult compul-sory courses, because the traditional teaching method is difficult to satisfy their needs. According to the theoretical charac-teristics of forestry and actual demands of the students, in the light of teaching and research experience in recent years, we adopted a series of typical genetic cases such as 'opening coffin to identify relatives', stem-throne of Lycium ruthenicum Murr, and magic powers in Harry Potter. Our practices revealed that the case teaching in genetics could train good personality traits, learning abilities and creativity of the students, stimulate their interests and initiatives in learning, and increase systematic learning.

Opinions from ESL instructors and students about curricula on hepatitis B for use in immigrant communities.

PubMed

Coronado, Gloria D; Taylor, Victoria M; Hislop, T Gregory; Teh, Chong; Acorda, Elizabeth; Do, H Hoai; Chen, Hueifang; Thompson, Beti

2008-01-01

Chinese immigrants in Canada have a disproportionately high risk for hepatitis B compared with non-Hispanic Whites. Hepatitis B is the leading cause of hepatocellular carcinoma among Asian immigrants to North America. English-as-a-second-language (ESL) classes are an effective way of reaching newly immigrated individuals and are a potential channel for delivering health messages. Using data from 6 focus groups among ESL instructors and students, we characterized perceptions about activities that are successfully used in ESL classrooms and strategies for delivering hepatitis B information. RESULTS. Instructors and students generally reported that activities that focused on speaking and listening skills and that addressed content relevant to students' daily lives were successful in the classroom. Instructors generally avoided material that was irrelevant or too difficult to understand. Focus group participants offered strategies for delivering hepatitis B information in ESL classrooms; these strategies included addressing symptoms and prevention and not singling out a specific population subgroup to avoid stigmatization. These findings might assist efforts to develop ESL curricula that target immigrant populations.

Opinions from ESL Instructors and Students about Curricula on Hepatitis B for Use in Immigrant Communities

PubMed Central

Coronado, Gloria D.; Taylor, Victoria M.; Hislop, T. Gregory; Teh, Chong; Acorda, Elizabeth; Do, H. Hoai; Chen, Hueifang; Thompson, Beti

2010-01-01

Background Chinese immigrants in Canada have a disproportionately high risk for hepatitis B compared with non-Hispanic whites. Hepatitis B is the leading cause of hepatocellular carcinoma among Asian immigrants to North America. English as a Second Language (ESL) classes are an effective way of reaching newly immigrated individuals and are a potential channel for delivering health messages. Methods Using data from six focus groups among ESL instructors and students, we characterized perceptions about activities that are successfully used in ESL classrooms and strategies for delivering hepatitis B information. Results Instructors and students generally reported that activities which focused on speaking and listening skills and that addressed content relevant to students' daily lives were successful in the classroom. Instructors generally avoided material that was irrelevant or too difficult to understand. Focus group participants offered strategies for delivering hepatitis B information in ESL classrooms; these strategies included addressing symptoms and prevention, and not singling out a specific population subgroup in order to avoid stigmatization. Conclusions These findings might assist efforts to develop ESL curricula that target immigrant populations. PMID:18709587

Student resources for learning physics

NASA Astrophysics Data System (ADS)

Hammer, David

2015-04-01

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

An examination of undergraduate engineering students' stereotype of scientists and their career intentions

NASA Astrophysics Data System (ADS)

Stara, Michelle M.

The US Government Accountability Office (GAO) (2013) has acknowledged that additional graduates are needed in engineering and related STEM fields. However, the GAO has also noted that it is difficult to determine if the additional graduates will align with employer demand at the time of entry into the workforce. This research study attempts to examine undergraduate engineering students' perceptions of scientists and if they were related to students' intentions to pursue science by examining the constructs of Stereotypes of Scientists (SOS) and Career Intentions in Science (CIS). While results of data analysis were not significant, patterns were seen that provided valuable information with regard to the variability of undergraduate engineering students and the complexity of what goes into stereotype formation and career choice. As a practitioner, there were pertinent applications that could be implemented from the results of this and related studies. From the perspective of practitioners, the findings may be used to target recruitment, retention, and specific teaching strategies to increase enrollment and graduate numbers in the lesser known engineering and STEM fields.

Alcohol, tobacco, and other drug use prevention programs in U.S. schools: a descriptive summary.

PubMed

Kumar, Revathy; O'Malley, Patrick M; Johnston, Lloyd D; Laetz, Virginia B

2013-12-01

This report identifies the prevalence of state, local, and commercially developed substance abuse prevention programs in middle and high schools from 2001 to 2007, using survey data from nationally representative samples of 1,206 schools. Based on school administrators' reports, schools and school districts offer students an average of 1.62 prevention programs during their school years from elementary through high school. Bivariate and multivariate regression analyses were conducted with school demographic characteristics public versus private, size, population density, region of the country, school race/ethnic composition, and socioeconomic status of the student body (SES) as predictors of total number of programs that students received and of the relative use of local, state, and commercial programs. Schools in the West had significantly fewer prevention programs than those in other regions of the country. Students in predominantly White and in higher SES schools received significantly more prevention programs than students in majority African American, majority Hispanic, or in lower SES affluent schools. The most frequently reported programs that students received were locally developed. D.A.R.E. was the most widely adopted prevention program. Findings from this study suggest that schools often develop their own curriculum to suit their students' needs, and students are exposed to multiple prevention programs through their school years, making it difficult to examine the effectiveness of any single program in preventing and reducing substance use among students.

Performance Assessment as a Diagnostic Tool for Science Teachers

NASA Astrophysics Data System (ADS)

Kruit, Patricia; Oostdam, Ron; van den Berg, Ed; Schuitema, Jaap

2018-04-01

Information on students' development of science skills is essential for teachers to evaluate and improve their own education, as well as to provide adequate support and feedback to the learning process of individual students. The present study explores and discusses the use of performance assessments as a diagnostic tool for formative assessment to inform teachers and guide instruction of science skills in primary education. Three performance assessments were administered to more than 400 students in grades 5 and 6 of primary education. Students performed small experiments using real materials while following the different steps of the empirical cycle. The mutual relationship between the three performance assessments is examined to provide evidence for the value of performance assessments as useful tools for formative evaluation. Differences in response patterns are discussed, and the diagnostic value of performance assessments is illustrated with examples of individual student performances. Findings show that the performance assessments were difficult for grades 5 and 6 students but that much individual variation exists regarding the different steps of the empirical cycle. Evaluation of scores as well as a more substantive analysis of students' responses provided insight into typical errors that students make. It is concluded that performance assessments can be used as a diagnostic tool for monitoring students' skill performance as well as to support teachers in evaluating and improving their science lessons.

Evaluation of a computer-based approach to teaching acid/base physiology.

PubMed

Rawson, Richard E; Quinlan, Kathleen M

2002-12-01

Because acid/base physiology is a difficult subject for most medical and veterinary students, the first author designed a software program, Acid/Base Primer, that would help students with this topic. The Acid/Base Primer was designed and evaluated within a conceptual framework of basic educational principles. Seventy-five first-year veterinary students (of 81; 93% response rate) participated in this study. Students took both a pre- and posttest of content understanding. After completing the Acid/Base Primer in pairs, each student filled out a survey evaluating the features of the program and describing his/her use and experience of it. Four pairs of students participated in interviews that elaborated on the surveys. Scores improved from 53 +/- 2% on the pretest to 74 +/- 1% on an immediate posttest. On surveys and in interviews, students reported that the program helped them construct their own understanding of acid/base physiology and prompted discussions in pairs of students when individual understandings differed. The case-based format provided anchors and a high degree of relevance. Repetition of concepts helped students develop a more complex network of understanding. Questions in the program served to scaffold the learning process by providing direction, accentuating the relevant features of the cases, and provoking discussion. Guidelines for software development were generated on the basis of the findings and relevant educational literature.

Dealing with Institutional Racism on Campus: Initiating Difficult Dialogues and Social Justice Advocacy Interventions

ERIC Educational Resources Information Center

D'Andrea, Michael; Daniels, Judy

2007-01-01

The authors describe social justice advocacy interventions to initiate difficult discussions at the university where they are employed. They emphasize the need to foster difficult dialogues about the problem of institutional racism among students, faculty members, and administrators where they work. The Privileged Identity Exploration (PIE) model…

Scaffolding reflective journal writing - negotiating power, play and position.

PubMed

Harris, M

2008-04-01

A three-year qualitative study based on an action-research design, framed within the critical genre and using a multi-method approach, was used to establish how a model of critical reflective practice [Van Aswegen, E.J., Brink, H.I., Steyn, P.J., 2000. A model for facilitation of critical reflective practice: Part I- Introductory discussion and explanation of the phases followed to construct the model. Part ll - Conceptual analysis within the context of constructing the model. Part III - Description of the model. Curationis 23 (4), 117-135.] could be implemented. Reflective journals were introduced as one of the educational strategies within the model to support and sustain 'deep' transformatory learning. A component of this larger study focused on how scaffolding deep learning through reflective writing is enhanced by supportive structures. These include critiquing (feedback), a mutually developed self-evaluation strategy, as well as an awareness of and sensitivity to the need for student/writer-responder negotiation. Three student groups of part-time post-basic, practicing South African nurses engaged in reflective writing over the period of an academic year. This article is based on their perceptions, mid-way through their writing, of these strategies. It reflects the story of assumptions made by educators, and challenges for change. Students find reflective writing difficult, and although they are willing to accept its value and engage in the process, they require a regular, specific and sensitive critical response from their writer-responder and follow-up supportive contact. Self-evaluation for the purposes of 'owning' their own ideas is difficult, and requires constant support and validation. Transformatory learning comes at a cost, and a revisiting of the balance of power between student and educator is in order.

Hospice inpatients' views on physical examination by medical students: is it acceptable?

PubMed

Hayes, Jennifer

2012-12-01

Hospices are increasingly involved in medical student teaching, which the patients generally enjoy. No studies have specifically investigated how hospice patients view the prospect of physical examination by students. Previous evidence involves patients who have already seen students, while the views of other patients are unknown. This study aimed to provide an initial understanding of the views of a diverse group of hospice inpatients on the acceptability and perceived importance of students physically examining them. 42 hospice inpatients completed a short questionnaire focusing on their views of medical students examining them. Patients chose to do this alone or via a short interview. All inpatients at Exeter Hospice were considered eligible, including patients who were asked and those who may not have been asked to see students; all 42 patients completed the study. In accordance with existing evidence, patients generally held positive views about seeing students. However, many patients expressed concerns about being physically examined by students, specifically including that it might be painful, tiring or embarrassing. Most importantly, several patients who did not wish to be examined by medical students said they would feel obliged to accept it, or would find it difficult to decline. Hospice inpatients generally wish to be involved in medical student teaching, but many are concerned about being physically examined, and some feel a sense of obligation to participate. There are implications for hospices that teach students. Further research is necessary to investigate the frequency and severity of these concerns.

Do we need more famous fluid dynamicists?

NASA Astrophysics Data System (ADS)

Reckinger, Shanon; Brinkman, Bethany; Fenner, Raenita; London, Mara

2015-11-01

One of the main reasons students do not join the STEM fields is that they lack interest in technical topics. But do people (young students, the general public, or even our own engineering students) know what an engineer is and/or does? In this talk, results from a recent study on the perceptions of different professions will be presented. The study was designed based off of ``draw-an-engineer'' and ``draw-a-scientist'' tests used on elementary schools kids. The idea is to have participants visualize professionals (engineers, lawyers, and medical doctors were chosen for this study), and determine if there are any patterns within different demographic groups. The demographics that were focused on include gender, race, age, college major, highest level of education, and profession. One of the main findings of this survey was that participants had the most difficult time visualizing an engineer compared to a lawyer or a medical doctor. Therefore, maybe we need more famous engineers (and fluid dynamicists)?

Using superheroes such as Hawkeye, Wonder Woman and the Invisible Woman in the physics classroom

NASA Astrophysics Data System (ADS)

Fitzgerald, Barry W.

2018-05-01

Communication of difficult concepts in the physics classroom can be negatively affected by the absence of a strong link between physics content and the experiences or interests of students. One possible method towards addressing this issue is to motivate physics content with reference to popular culture figures such as superheroes. We find ourselves in an age where superhero films are immensely popular with numerous superhero films scheduled for release over the coming years. With many students familiar with many of these characters and their superpowers, superheroes can facilitate a unique platform to aid in the dissemination of physics materials in the classroom. In this paper, we present three examples where superheroes can be used to motivate learning objectives in physics and, if desired, promote critical thinking on behalf of the student. We also reflect on how using the superhero genre in the classroom can be used to address underrepresentation of women, stereotyping, and diversity issues in physics.

Use of knowledge-sharing web-based portal in gross and microscopic anatomy.

PubMed

Durosaro, Olayemi; Lachman, Nirusha; Pawlina, Wojciech

2008-12-01

Changes in worldwide healthcare delivery require review of current medical school curricula structure to develop learning outcomes that ensures mastery of knowledge and clinical competency. In the last 3 years, Mayo Medical School implemented outcomes-based curriculum to encompass new graduate outcomes. Standard courses were replaced by 6-week clinically-integrated didactic blocks separated by student-self selected academic enrichment activities. Gross and microscopic anatomy was integrated with radiology and genetics respectively. Laboratory components include virtual microscopy and anatomical dissection. Students assigned to teams utilise computer portals to share learning experiences. High-resolution computed tomographic (CT) scans of cadavers prior to dissection were made available for correlative learning between the cadaveric material and radiologic images. Students work in teams on assigned presentations that include histology, cell and molecular biology, genetics and genomic using the Nexus Portal, based on DrupalEd, to share their observations, reflections and dissection findings. New generation of medical students are clearly comfortable utilising web-based programmes that maximise their learning potential of conceptually difficult and labor intensive courses. Team-based learning approach emphasising the use of knowledge-sharing computer portals maximises opportunities for students to master their knowledge and improve cognitive skills to ensure clinical competency.

Promoting Active Learning: The Use of Computational Software Programs

NASA Astrophysics Data System (ADS)

Dickinson, Tom

The increased emphasis on active learning in essentially all disciplines is proving beneficial in terms of a student's depth of learning, retention, and completion of challenging courses. Formats labeled flipped, hybrid and blended facilitate face-to-face active learning. To be effective, students need to absorb a significant fraction of the course material prior to class, e.g., using online lectures and reading assignments. Getting students to assimilate and at least partially understand this material prior to class can be extremely difficult. As an aid to achieving this preparation as well as enhancing depth of understanding, we find the use of software programs such as Mathematica®or MatLab®, very helpful. We have written several Mathematica®applications and student exercises for use in a blended format two semester E&M course. Formats include tutorials, simulations, graded and non-graded quizzes, walk-through problems, exploration and interpretation exercises, and numerical solutions of complex problems. A good portion of this activity involves student-written code. We will discuss the efficacy of these applications, their role in promoting active learning, and the range of possible uses of this basic scheme in other classes.

Questioning and metacognitive thinking: On-line and off-line assessments in understanding the role of prompting/questioning and metacognitive thinking in a digital learning environment

NASA Astrophysics Data System (ADS)

Schroeder, Mubina Khan

In science education, the use of digital technology-based learning can help students struggling with difficult concepts such as the movement of molecules. While digital learning tools hold much promise for science education, the question arises as to whether or not such technology can serve as an adequate surrogate for the teacher-student interactions that theorists like Lev Vygotsky (1978) underscored as being critical to learning. In response to such concerns, designers of digital curricula often utilize scaffolds to help students as they learn from such programs. Using a simulation designed to teach students about the concept of diffusion as an example, I examine the effect of including prompting language in the learning sequence of the simulation. The use of prompting language in digital curriculum appears to be successful because it elicits science students to reflect and metacognise about their learning, lending support to Vygotsky's (1978) ideas of teaching and learning involving outer and inner dialog. However, findings from think aloud data continue to underscore the importance of human linguistic exchange as a preferable learning paradigm.

Poetry: An Innovative Teaching Strategy for Exploring Empathy With Beginning Nursing Students.

PubMed

Mood, Laura

2018-05-01

Empathy is a professional value difficult to teach and challenging for beginning nursing students to grasp. This article describes how a poem was integrated in a seminar to engage students in exploring empathy and its relevance to their forming professional identities. Preseminar, nursing students (N = 8) read a book chapter about thinking empathetically. In seminar, they read an assigned poem and, using guiding questions, discussed it in small and large groups. Postseminar, students wrote self-reflections about their most important learning of the week. Through in-seminar discussions and postseminar reflections, students crafted new meanings of empathy, contemplated new insights, and integrated them into their imagined professional identities. In written self-reflections, six of eight students indicated the seminar was their most important learning of the week. Poetry is an engaging platform that makes accessible to beginning students the values of the profession that are difficult to articulate and grasp. [J Nurs Educ. 2018;57(5):315-318.]. Copyright 2018, SLACK Incorporated.

Controversy in Biology Classrooms-Citizen Science Approaches to Evolution and Applications to Climate Change Discussions.

PubMed

Yoho, Rachel A; Vanmali, Binaben H

2016-03-01

The biological sciences encompass topics considered controversial by the American public, such as evolution and climate change. We believe that the development of climate change education in the biology classroom is better informed by an understanding of the history of the teaching of evolution. A common goal for science educators should be to engender a greater respect for and appreciation of science among students while teaching specific content knowledge. Citizen science has emerged as a viable yet underdeveloped method for engaging students of all ages in key scientific issues that impact society through authentic data-driven scientific research. Where successful, citizen science may open avenues of communication and engagement with the scientific process that would otherwise be more difficult to achieve. Citizen science projects demonstrate versatility in education and the ability to test hypotheses by collecting large amounts of often publishable data. We find a great possibility for science education research in the incorporation of citizen science projects in curriculum, especially with respect to "hot topics" of socioscientific debate based on our review of the findings of other authors. Journal of Microbiology & Biology Education.

Race, Culture, and Transfer: Factors That Shape Faculty Attitudes and Beliefs About Race and Inclusion

NASA Astrophysics Data System (ADS)

Hodari, Apriel K.

2005-10-01

Many faculty members realize that they need to find ways to connect to the diverse perspectives and experiences of all of their students. In physics, it is often difficult to measure and address diversity issues because doing so is not perceived as central to our discipline. In this poster, I examine the ideas of aversive racism and colorblind racism, and how university faculty might address the challenges of inclusion in physics education reform and research. Results from a workshop designed to address these challenges, particularly by rejecting the ``smog of bias,'' are presented.

Ranking Practice Variability in the Medical Student Performance Evaluation: So Bad, It's "Good".

PubMed

Boysen Osborn, Megan; Mattson, James; Yanuck, Justin; Anderson, Craig; Tekian, Ara; Fox, John Christian; Harris, Ilene B

2016-11-01

To examine the variability among medical schools in ranking systems used in medical student performance evaluations (MSPEs). The authors reviewed MSPEs from U.S. MD-granting medical schools received by the University of California, Irvine emergency medicine and internal medicine residency programs during 2012-2013 and 2014-2015. They recorded whether the school used a ranking system, the type of ranking system used, the size and description of student categories, the location of the ranking statement and category legend, and whether nonranking schools used language suggestive of rank. Of the 134 medical schools in the study sample, the majority (n = 101; 75%) provided ranks for students in the MSPE. Most of the ranking schools (n = 63; 62%) placed students into named category groups, but the number and size of groups varied. The most common descriptors used for these 63 schools' top, second, third, and lowest groups were "outstanding," "excellent," "very good," and "good," respectively, but each of these terms was used across a broad range of percentile ranks. Student ranks and school category legends were found in various locations. Many of the 33 schools that did not rank students included language suggestive of rank. There is extensive variation in ranking systems used in MSPEs. Program directors may find it difficult to use MSPEs to compare applicants, which may diminish the MSPE's value in the residency application process and negatively affect high-achieving students. A consistent approach to ranking students would benefit program directors, students, and student affairs officers.

Using Rasch model to analyze the ability of pre-university students in vector

NASA Astrophysics Data System (ADS)

Ibrahim, Faridah Mohamed; Shariff, Asma Ahmad; Tahir, Rohayatimah Muhammad

2015-10-01

Evaluating students' performance only from overall examination marks does not give accurate evidence of their achievement on a particular subject. For a more detailed analysis, an instrument called Rasch Measurement Model (Rasch Model), widely used in education research, may be applied. Using the analysis map, the level of each student's ability and the level of the questions difficulty can be measured. This paper describes how the Rasch Model is used to evaluate students' achivement and performance in Vector, a subject taken by students enrolled in the Physical Science Program at the Centre for Foundation Studies in Science, University of Malaya. Usually, students' understanding of the subject and performance are assessed and examined at the end of the semester in the final examination, apart from continuous assessment done throughout the course. In order to evaluate the individual achievement and get a better and accurate evidence on the performance, 28 male and 28 female students' marks were taken randomly from the final examination results and analysed using the Rasch Model. Observation made from the map showed that more than half of the questions were categorized as difficult while the two most difficult questions could be answered correctly by 33.9% of the students. Results showed that the students performed very well and their achievement was above expectation. About 27% of the sudents could be considered as having very high ability in answering all the questions, with one student being able to answer well, obtaining perfect score. However, two students were found to be misfits since they were able to answer difficult questions but gave poor response to easy ones.

Undergraduate Students' Initial Conceptions of Factorials

ERIC Educational Resources Information Center

Lockwood, Elise; Erickson, Sarah

2017-01-01

Counting problems offer rich opportunities for students to engage in mathematical thinking, but they can be difficult for students to solve. In this paper, we present a study that examines student thinking about one concept within counting, factorials, which are a key aspect of many combinatorial ideas. In an effort to better understand students'…

Sustaining Student Engagement in Learning Science

ERIC Educational Resources Information Center

Ateh, Comfort M.; Charpentier, Alicia

2014-01-01

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

An analysis of factors that lead to better learning in an integrated and interdisciplinary course on climate change

NASA Astrophysics Data System (ADS)

Reed, D. E.; Lyford, M.; Schmidt, L. O.; Bowles-Terry, M.

2012-12-01

Climate change education presents many challenges to college educators due to the interdisciplinary nature of the issue as well as the social and political context and implications. This presents multiple barriers to learning for the student, both because it is difficult to address all scientific components in one course, and because many students have strong preconceived feelings or beliefs about climate change. A further barrier to learning for non-science majors is that very often the number of required science courses is low and a highly complex issue such as climate change is difficult to address in introductory science courses. To attempt to address these issues a course for non-science majors, Life Science 1002, Discovering Science, at the University of Wyoming was created as an interdisciplinary and integrated science course that includes a lecture component as well as weekly lab and discussion sections. Our previous work has shown a clear change in the reference sources used by non-science majors when referring to complex topics; namely, students increase their use of scientific journals when they are shown how to use scientific journals and students also report a correlated decrease in non-peer reviewed sources (ie, radio, newspapers, TV). We seek to expand on this work by using pre- and post-topic student surveys in the course at the University of Wyoming to directly measure student performance in different components of the course. The course has enrollment between 120 and 130 students, with nearly equal distribution between grade levels and a wide sampling of non-science majors or undeclared majors. For this work we will use a non-quantitative survey of students to find out which part of the course (lecture, lab or discussion) is most effective for student learning. Further, quantitative analysis of which factors of the student body (class standing, major, gender, background and personal beliefs) will be correlated to help predict who achieved the best and we will apply a non-quantitative analysis to determine which section of the student body had difficulties and why. This work will show other higher education instructors both the methodology and results from this study of the interdisciplinary course on climate change. While this work is limited in only focusing on one introductory course, the large number of students and the diversity of those students allow for a study of which factors in the course are best for student learning.

Acculturative stressors and acculturative strategies as predictors of negative affect among Chinese international students in Australia and Hong Kong: a cross-cultural comparative study.

PubMed

Pan, Jia-Yan; Wong, Daniel Fu Keung

2011-11-01

There are few studies comparing cross-cultural adaptation of migrant groups in two different cultural settings. This study compares the level of negative affect and acculturative stressors between Chinese international students in Australia and Mainland Chinese students in Hong Kong. The predictive effects of acculturative stressors and acculturative strategies on negative affect were also compared between the two groups. A total of 606 graduate students were recruited for a cross-sectional survey in Melbourne, and Hong Kong, China. The measurement included the Acculturative Hassles Scale for Chinese Students, Acculturative Strategy Scale, and Chinese Affect Scale. Independent t-tests and hierarchical regression analysis were conducted for data analysis. Chinese international students in Australia were found to encounter more acculturative stressors and experience a higher level of negative affect than their counterparts in Hong Kong. The acculturative stressor of academic work and a marginalization strategy significantly predicted negative affect in both groups. The acculturative stressor of cultural difference predicted negative affect in the Hong Kong sample, and assimilation strategy predicted negative affect in the Australian sample only. It is more difficult for Chinese international students to adapt to a host society with greater cultural distance. Cross-cultural comparative study helps to find out culture-general and culture-specific predictors of acculturation and helps design tailor-made intervention programs for international students across cultures.

Learning to apply models of materials while explaining their properties

NASA Astrophysics Data System (ADS)

Karpin, Tiia; Juuti, Kalle; Lavonen, Jari

2014-09-01

Background:Applying structural models is important to chemistry education at the upper secondary level, but it is considered one of the most difficult topics to learn. Purpose:This study analyses to what extent in designed lessons students learned to apply structural models in explaining the properties and behaviours of various materials. Sample:An experimental group is 27 Finnish upper secondary school students and control group included 18 students from the same school. Design and methods:In quasi-experimental setting, students were guided through predict, observe, explain activities in four practical work situations. It was intended that the structural models would encourage students to learn how to identify and apply appropriate models when predicting and explaining situations. The lessons, organised over a one-week period, began with a teacher's demonstration and continued with student experiments in which they described the properties and behaviours of six household products representing three different materials. Results:Most students in the experimental group learned to apply the models correctly, as demonstrated by post-test scores that were significantly higher than pre-test scores. The control group showed no significant difference between pre- and post-test scores. Conclusions:The findings indicate that the intervention where students engage in predict, observe, explain activities while several materials and models are confronted at the same time, had a positive effect on learning outcomes.

Evaluating Secondary Students' Scientific Reasoning in Genetics Using a Two-Tier Diagnostic Instrument

NASA Astrophysics Data System (ADS)

Tsui, Chi-Yan; Treagust, David

2010-05-01

While genetics has remained as one key topic in school science, it continues to be conceptually and linguistically difficult for students with the concomitant debates as to what should be taught in the age of biotechnology. This article documents the development and implementation of a two-tier multiple-choice instrument for diagnosing grades 10 and 12 students' understanding of genetics in terms of reasoning. The pretest and posttest forms of the diagnostic instrument were used alongside other methods in evaluating students' understanding of genetics in a case-based qualitative study on teaching and learning with multiple representations in three Western Australian secondary schools. Previous studies have shown that a two-tier diagnostic instrument is useful in probing students' understanding or misunderstanding of scientific concepts and ideas. The diagnostic instrument in this study was designed and then progressively refined, improved, and implemented to evaluate student understanding of genetics in three case schools. The final version of the instrument had Cronbach's alpha reliability of 0.75 and 0.64, respectively, for its pretest and the posttest forms when it was administered to a group of grade 12 students (n = 17). This two-tier diagnostic instrument complemented other qualitative data collection methods in this research in generating a more holistic picture of student conceptual learning of genetics in terms of scientific reasoning. Implications of the findings of this study using the diagnostic instrument are discussed.

Challenges in Learning Preclinical Prosthodontics: A Survey of Perceptions of Dental Undergraduates and Teaching Faculty at an Indian Dental School

PubMed Central

Jyotsna, S; Rajesh, G; Wadgave, Umesh; Sankeshwari, Banashree; Nayak, Sushma S; Vyas, Rashmi

2017-01-01

Introduction Preclinical dental education promotes development of competency and expertise before students work on patients, but this phase is devoid of exposure to real patients leading to challenges in teaching-learning. Aim The aim of this study was to explore the challenges faced by students during the process of learning preclinical prosthodontics. Materials and Methods Two Focus Group Discussions (FGDs) were conducted with two different groups of students and one FGD was held with prosthodontics faculty. The FGDs explored the student’s and faculty perceptions on the topics which were difficult for the students to understand and their suggestions on how these topics can be made easier to understand. The discussions were audio taped with prior consent and transcribed. Results The students and the faculty felt that the subject of prosthodontics is vast, difficult to visualize and also difficult to correlate theory with practical aspects. Lack of clinical exposure coupled with use of conventional methods of teaching were identified as reasons for difficulty in understanding the subject. Both students and faculty members suggested that use of simulation, demonstrations, and videos could augment the learning process for the students. Early clinical exposure will help solve many problems encountered during learning and contribute to a better understanding. Conclusion The students and faculty expressed a “need” for early clinical exposure to enhance the learner’s understanding of the preclinical aspects of the subject. The present study highlights the need for change in instruction methods to enhance the learning experiences in preclinical prosthodontics of dental undergraduate students in India. PMID:28969263

The effect of color on the recognition and use of line drawings by children with severe intellectual disabilities.

PubMed

Stephenson, Jennifer

2007-03-01

Line drawings are commonly used as communication symbols for individuals with severe intellectual disabilities. This study investigated the effect of color on the recognition and use of line drawings by young children with severe intellectual disabilities and poor verbal comprehension who were beginning picture users. Drawings where the color of the picture matched the object and where the color of the drawing did not match the object were used, as well as black and white line drawings. Tentative findings suggest that some students with intellectual disabilities may find it more difficult to recognize and line drawings where the color does not match the object compared to line drawings where the color of the drawing does match the color of the object.

ASTRO 101 Labs and the Invasion of the Cognitive Scientists

NASA Astrophysics Data System (ADS)

Slater, Stephanie J.

2015-04-01

Since the mid 1800's there has been widespread agreement that we should be about the business of engaging students in the practices of scientific research in order to best teach the methods and practices of science. There has been significantly less agreement on precisely how to teach science by mimicking scientific inquiry in a way that can be empirically supported, even with our ``top students.'' Engaging ``ASTRO 101 students'' in scientific inquiry is a task that has left our astronomy education research community more than a little stymied, to the extent that it is difficult to find non-major science students practicing anything other than confirmation exercises in college labs. Researchers at the CAPER Center for Astronomy & Physics Education Research have struggled with this problem as well, until in our frustration we had to ask: ``Can research tell us anything about how to get students to do research?'' This talk presents an overview of the cognitive science that we've brought to bear in the ASTRO 101 laboratory setting for non-science majoring undergraduates and future teachers, along with the results of early studies that suggest that a ``backwards faded scaffolding'' approach to instruction in Intro Labs can successfully support large numbers of students in enhancing their understanding of the nature of scientific inquiry. Supported by NSF DUE 1312562.

Computer Technology-Integrated Projects Should not Supplant Craft Projects in Science Education

NASA Astrophysics Data System (ADS)

Klopp, Tabatha J.; Rule, Audrey C.; Suchsland Schneider, Jean; Boody, Robert M.

2014-03-01

The current emphasis on computer technology integration and narrowing of the curriculum has displaced arts and crafts. However, the hands-on, concrete nature of craft work in science modeling enables students to understand difficult concepts and to be engaged and motivated while learning spatial, logical, and sequential thinking skills. Analogy use is also helpful in understanding unfamiliar, complex science concepts. This study of 28 academically advanced elementary to middle-school students examined student work and perceptions during a science unit focused on four fossil organisms: crinoid, brachiopod, horn coral and trilobite. The study compared: (1) analogy-focused instruction to independent Internet research and (2) computer technology-rich products to crafts-based products. Findings indicate student products were more creative after analogy-based instruction and when made using technology. However, students expressed a strong desire to engage in additional craft work after making craft products and enjoyed making crafts more after analogy-focused instruction. Additionally, more science content was found in the craft products than the technology-rich products. Students expressed a particular liking for two of the fossil organisms because they had been modeled with crafts. The authors recommend that room should be retained for crafts in the science curriculum to model science concepts.

Critical Chemistry Education in a Private, Suburban High School

NASA Astrophysics Data System (ADS)

Ashby, Patrick; Mensah, Felicia Moore

2018-01-01

This critical ethnography documents how a group of 25 students and their teacher/researcher in a suburban, private school setting, the vast majority from the dominant cultural background, engaged with and enacted a critical chemistry education together. Critical chemistry education contextualizes chemistry in socially relevant issues and problematizes participants' conceptual frameworks for understanding the intersections between chemistry and our capitalist society by identifying the shortcomings of traditional scientific language to sufficiently interrogate privilege and oppression. Qualitative data from teacher/researcher field notes and journal, classroom video transcripts, questionnaires, focus group interviews, and student artifacts document that while it is difficult for the teacher/researcher and the students of this setting to reflect upon their own positions of privilege, together they interpreted and made meaning of their experience by (1) developing the ability to critically analyze the products of science for the potential of oppression, (2) developing an understanding of inequity in science, and (3) evaluating and respecting diverse knowledge bases. Based on the findings, we suggest students should be encouraged to problematize socially situated science issues related to settings close to their own communities, students should participate in structured and purposeful journaling to improve their metacognition and critical reflexivity, and critical pedagogues must be explicit with students in their Marxist-based interpretation of the global capitalist super structure.

Interdisciplinary education - a predator-prey model for developing a skill set in mathematics, biology and technology

NASA Astrophysics Data System (ADS)

van der Hoff, Quay

2017-08-01

The science of biology has been transforming dramatically and so the need for a stronger mathematical background for biology students has increased. Biological students reaching the senior or post-graduate level often come to realize that their mathematical background is insufficient. Similarly, students in a mathematics programme, interested in biological phenomena, find it difficult to master the complex systems encountered in biology. In short, the biologists do not have enough mathematics and the mathematicians are not being taught enough biology. The need for interdisciplinary curricula that includes disciplines such as biology, physical science, and mathematics is widely recognized, but has not been widely implemented. In this paper, it is suggested that students develop a skill set of ecology, mathematics and technology to encourage working across disciplinary boundaries. To illustrate such a skill set, a predator-prey model that contains self-limiting factors for both predator and prey is suggested. The general idea of dynamics, is introduced and students are encouraged to discover the applicability of this approach to more complex biological systems. The level of mathematics and technology required is not advanced; therefore, it is ideal for inclusion in a senior-level or introductory graduate-level course for students interested in mathematical biology.

Showing up, Remaining Engaged, and Partaking as Students: Resilience among Students of Mexican Descent

ERIC Educational Resources Information Center

Sosa, Teresa

2012-01-01

This paper examines the ways in which 12 high school students of Mexican descent remain resilient amid difficult and stressful realities. Through an examination of students' interview responses, a case is made that students' ability to engage in school and figure out everyday ways to partake as students are signs of resilience. This work suggests…

Enhancing Undergraduate Chemistry Learning by Helping Students Make Connections among Multiple Graphical Representations

ERIC Educational Resources Information Center

Rau, Martina A.

2015-01-01

Multiple representations are ubiquitous in chemistry education. To benefit from multiple representations, students have to make connections between them. However, connection making is a difficult task for students. Prior research shows that supporting connection making enhances students' learning in math and science domains. Most prior research…

Using Technology to Differentiate and Accommodate Students with Disabilities

ERIC Educational Resources Information Center

Mahoney, Jamie; Hall, Carol

2017-01-01

Improving the abilities of students with disabilities is a difficult task. Students with disabilities strive to be successful academically in the content areas of reading, writing, and mathematical concepts. Teachers can use technology to individualize and differentiate instruction for students who need the assistance and support. Vocaroo, Quick…

Student Attendance and Mobility in Minneapolis Public Schools.

ERIC Educational Resources Information Center

Hinz, Elizabeth; Kapp, Lucy; Snapp, Sarah

2003-01-01

Describes how the Minneapolis Public Schools, Minnesota, identified system-wide standards and practices to help all students achieve the goal of 95 percent attendance, an especially difficult goal for highly mobile students. The Kids Mobility Study in Minneapolis documents the connection between residential mobility and student achievement and…

College Student Access: How Articulation Agreements Support Rural Students

ERIC Educational Resources Information Center

Jaeger, Audrey J.; Dunstan, Stephany Brett; Dixon, Karrie Gibson

2015-01-01

Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of…

Springing into Inquiry: Using Student Ideas to Investigate Seasons

ERIC Educational Resources Information Center

Wilcox, Jesse; Kruse, Jerrid

2012-01-01

Although inquiry is more engaging and results in more meaningful learning (Minner, Levy, and Century 2010) than traditional science classroom instruction, actually involving students in the process is difficult. Furthermore, many students have misconceptions about Earth's seasons, which are supported by students' prior knowledge of heat sources.…

What Makes Biology Learning Difficult and Effective: Students' Views

ERIC Educational Resources Information Center

Cimer, Atilla

2012-01-01

The present study aims to determine the biological topics that students have difficulties learning, the reasons why secondary school students have difficulties in learning biology, and ways to improve the effectiveness of students' biology learning. For these purposes, a self-administered questionnaire including three open-ended questions was…

Secondary School Students' Misconceptions about Photosynthesis and Plant Respiration: Preliminary Results

ERIC Educational Resources Information Center

Svandova, Katerina

2014-01-01

The study investigated the common misconceptions of lower secondary school students regarding the concepts of photosynthesis and plant respiration. These are abstract concepts which are difficult to comprehend for adults let alone for lower secondary school students. Research of the students misconceptions are conducted worldwide. The researches…

Creating Zines: Supporting Powerful Math Identities

ERIC Educational Resources Information Center

Oslund, Joy A.; Barton, Joshua

2017-01-01

It is difficult but important for mathematics teachers to help students see themselves as capable mathematics learners, that is, to help each student develop a positive mathematics identity. A student's mathematics identity is a powerful influence on his or her engagement and participation in mathematics. Students act in ways that are consistent…

"Mathematics Is Like a Lion": Elementary Students' Beliefs about Mathematics

ERIC Educational Resources Information Center

Markovits, Zvia; Forgasz, Helen

2017-01-01

The aim of this study was to explore the beliefs of elementary school students about mathematics and about themselves as mathematics learners. The participants, Israeli grade 4 and grade 6 students, completed questionnaires. Using an "animal metaphor" to tap beliefs, some students perceived mathematics as difficult and complicated, while…

Predicting Learning-Related Emotions from Students' Textual Classroom Feedback via Twitter

ERIC Educational Resources Information Center

Altrabsheh, Nabeela; Cocea, Mihaela; Fallahkhair, Sanaz

2015-01-01

Teachers/lecturers typically adapt their teaching to respond to students' emotions, e.g. provide more examples when they think the students are confused. While getting a feel of the students' emotions is easier in small settings, it is much more difficult in larger groups. In these larger settings textual feedback from students could provide…

Difficult Times for College Students of Color: Teaching White Students about White Privilege Provides Hope for Change

ERIC Educational Resources Information Center

Boatright-Horowitz, Su L.; Frazier, Savannah; Harps-Logan, Yvette; Crockett, Nathanial

2013-01-01

The prevalence of racism and "racial microaggressions" on college campuses is discussed, as well as the negative effects of these occurrences for students of color. An important teaching tool for changing white students' attitudes about racism is presented with an empirical evaluation of its effectiveness. Students read McIntosh's list…

"Your Writing, Not My Writing": Discourse Analysis of Student Talk about Writing

ERIC Educational Resources Information Center

Hales, Patrick D.

2017-01-01

Student voice is a difficult concept to capture in research. This study attempts to provide a vehicle for understanding student perceptions about writing and writing instruction through a case study supported by discourse analysis of student talk. The high school students in this study participated in interviews and focus groups about their…

How Schools Address Students' Mental Health and Drug and Alcohol Concerns and Problems: Lessons from Student Assistance Programs

ERIC Educational Resources Information Center

Fertman, Carl I.; Tarasevich, Susan L.

2004-01-01

Conversations with school superintendents, board members, principals, teachers, counselors, and nurses about their students' social and emotional health show how actively they are working to help students confront difficult issues. Topping the list of issues are drug and alcohol use and abuse, depression, and violence among students. Equally…

A provincial study of opportunities for school-based physical activity in secondary schools.

PubMed

Dwyer, John J M; Allison, Kenneth R; LeMoine, Karen N; Adlaf, Edward M; Goodman, Jack; Faulkner, Guy E J; Lysy, Daria C

2006-07-01

Adolescents spend considerable time at school and thus it is important to understand their opportunities for school-based physical activity. This study surveyed Ontario secondary schools to identify the range of structured opportunities and their engagement by students. A questionnaire was mailed to key informants in 600 randomly selected secondary schools in Ontario, for which 474 respondents (79%) returned completed questionnaires. Curriculum-based physical education (PE) classes in grade nine were reported to be offered in all schools and these classes in grades 10, 11 and 12 were offered in almost all schools. Student enrollment in PE decreased from grades 9 to 12 (97.9%, 49.6%, 43.3% and 35.9%, respectively). Respondents reported that funding, timetable, facilities and resources made it somewhat difficult to implement the health and physical education curriculum in their schools. About two-thirds (65.5%) of the schools had an intramural program and 15.0% of students participated in it, whereas 97.2% of the schools had an inter-school sports program and 25.0% of students participated in it. Supervision issues made it difficult to provide intramural programs and funding made it difficult to provide inter-school sports programs. Although provision of physical activity opportunities in Ontario appears satisfactory, actual engagement by students is low. The results suggest that strategies to increase student participation in PE, intramural programs, and inter-school sports programs need further consideration.

Mars-Learning AN Open Access Educational Database

NASA Astrophysics Data System (ADS)

Kolankowski, S. M.; Fox, P. A.

2016-12-01

Schools across America have begun focusing more and more on science and technology, giving their students greater opportunities to learn about planetary science and engineering. With the development of rovers and advanced scientific instrumentation, we are learning about Mars' geologic history on a daily basis. These discoveries are crucial to our understanding of Earth and our solar system. By bringing these findings into the classroom, students can learn key concepts about Earth and Planetary sciences while focusing on a relevant current event. However, with an influx of readily accessible information, it is difficult for educators and students to find accurate and relevant material. Mars-Learning seeks to unify these discoveries and resources. This site will provide links to educational resources, software, and blogs with a focus on Mars. Activities will be grouped by grade for the middle and high school levels. Programs and software will be labeled, open access, free, or paid to ensure users have the proper tools to get the information they need. For new educators or those new to the subject, relevant blogs and pre-made lesson plans will be available so instructors can ensure their success. The expectation of Mars-Learning is to provide stress-free access to learning materials that falls within a wide range of curriculum. By providing a thorough and encompassing site, Mars-Learning hopes to further our understanding of the Red Planet and equip students with the knowledge and passion to continue this research.

School Nurse Inspections Improve Handwashing Supplies

PubMed Central

Ramos, Mary M.; Schrader, Ronald; Trujillo, Rebecca; Blea, Mary; Greenberg, Cynthia

2013-01-01

BACKGROUND Handwashing in the school setting is important for infectious disease control, yet maintaining adequate handwashing supplies is often made difficult by lack of funds, limited staff time, and student vandalism. This study measured the availability of handwashing supplies for students in New Mexico public schools and determined the impact of scheduled school nurse inspections on the availability of handwashing supplies. METHODS Participating school districts in New Mexico were matched by size and randomized into intervention and control groups. Baseline inspections were conducted in November 2008 followed by 2 subsequent bimonthly inspections. For each student bathroom, the presence or absence of soap and either paper towels or hand dryers was indicated on an inspection checklist. The intervention group reported findings to the New Mexico Department of Health (NMDOH) and to school administrative and custodial staff requesting that any identified problems be addressed. The control group reported inspection findings to the NMDOH only. Descriptive analyses were conducted to determine the proportion of bathrooms with soap and either paper towels or hand dryers. Comparisons were made between the intervention schools and the control schools at baseline and during the intervention period. RESULTS The intervention group had significantly higher probability of bathrooms being supplied with soap (p < .05) and paper towels/hand dryers (p < .02) during the intervention period. CONCLUSIONS Regularly scheduled school nurse inspections of hand hygiene supplies, with reporting to appropriate school officials, can improve the availability of handwashing supplies for students. PMID:21592131

The effect of differentiated curriculum enhancements on the achievement of at-risk and normally achieving students in 5th grade science

NASA Astrophysics Data System (ADS)

Simpkins, Pamela Mccrea

2007-12-01

At-risk students show consistent patterns of under achievement and social maladjustment in school which leads to their demise in high school (McMillian & Reed, 1994). Similarly, special education students are at increased risk of not completing high school and do not perform as well on national achievement tests than their nondisabled peers (Land & Legters, 2002). It is possible that students at-risk for academic failure will not meet graduation requirements unless interventions are put in place to alleviate this problem. It has been documented that science textbooks contain difficult vocabulary and high reading levels that are challenging for struggling students. Using approaches such as activities oriented instruction, which supports the cooperative learning/peer tutoring model is one approach that has been successful with normally achieving and special education students. This research examined the effect of differentiated curriculum enhancements with peer tutoring on the achievement of at-risk and normally achieving students in science. A crossover design was implemented in three fifth grade inclusive classes, consisting of typically achieving students, students at-risk, and students with learning disabilities. The participants included 16 at-risk students, three special education students and 44 normally achieving students. The science review activities were implemented during two consecutive science units. One unit covered Earth and Space science. The other unit covered Light and Sound. Each curriculum enhancement had identification and production level activities. The identification level provided prompts; the production level did not provide prompts. Pretest and posttest were administered. Overall findings of the study revealed a significant interaction between experimental condition and treatment order, suggesting an advantage for students using differentiated curriculum enhancements. Main effects analysis suggested that students performed better on one unit over the other, and that there was a difference between the achievements of the general education students over the at-risk/special education students. Findings also revealed a significant correlation between time on task and student test scores. There was a difference between student reports of engagement and teacher reports of allocated time. Results indicated that the use of the activities was a preferred method of review for quizzes and tests. Finally, taken as a whole, teachers' perceptions of the activities were positive.

Evaluating the Effectiveness of Self-Created Student Screencasts as a Tool to Increase Student Learning Outcomes in a Hands-On Computer Programming Course

ERIC Educational Resources Information Center

Powell, Loreen M.; Wimmer, Hayden

2015-01-01

Computer programming is challenging to teach and difficult for students to learn. Instructors have searched for ways to improve student learning in programming courses. In an attempt to foster hands-on learning and to increase student learning outcomes in a programming course, the authors conducted an exploratory study to examine student created…

Using clinical nurses as preceptors to teach leadership and management to senior nursing students: a qualitative descriptive study.

PubMed

Lillibridge, Jennifer

2007-01-01

The preceptor model of clinical education uses nurses to fulfill the role of 'teacher' in a one-on-one relationship with students. The current nursing shortage, however, places increased demands on nurses and threatens their continuation in this role. The purpose of this qualitative descriptive study was to gain a better understanding of the nurse preceptor's experience. Five themes evolved during data analysis: (1) making it worthwhile for the nurse, (2) making a difference, (3) engaging in the process, (4) "I love being a preceptor, but..., and (5) accepting the role, taking responsibility. Making it worthwhile for the nurse included how nurses saw personal and professional rewards and benefits in precepting. Making a difference described how nurses felt they made a difference in student learning. Engaging in the process described how nurses created learning opportunities for students by being a good role model and protecting students from negative experiences. "I love being a preceptor, but..." identified aspects of the precepting role that were difficult. Accepting the role, taking responsibility identified the different people involved in the complex precepting experience; the preceptor, nursing faculty, students, and the nurse manager that all had to work together if students were to have a good experience. Findings can be used to develop better support for preceptors as well as more structured and consistent orientation to the role.

Impact of Peer Mentoring on Freshmen Engineering Students

ERIC Educational Resources Information Center

Budny, Dan; Paul, Cheryl; Newborg, Beth Bateman

2010-01-01

The transition from high school to college can be very difficult for many students. At the University of Pittsburgh School of Engineering, weaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaabyear University of Pittsburgh School of Engineering students are required to register for and attend a large group lecture course,…

Student Goals: Psychological Perspectives

ERIC Educational Resources Information Center

Muirhead, Brent; Little, Jennifer

2008-01-01

The paper will discuss research insights into student academic goals. Cognitive psychologists have found that effective goal setting procedures involves establishing specific and challenging learning objectives. Students who set difficult goals must be persistent while facing the risk of potential failure that could diminish their intrinsic…

Unraveling Difficult Sentences: Strategies to Support Reading Comprehension

ERIC Educational Resources Information Center

Zipoli, Richard P., Jr.

2017-01-01

The ability to understand sentences contributes to students' reading comprehension. However, many reading programs tend to underemphasize explicit instruction aimed at enhancing students' knowledge of sentence structures. Children with language impairments, students with learning disabilities, and English language learners may particularly benefit…

Models that Matter

ERIC Educational Resources Information Center

Hitt, Austin; Townsend, Jeffery Scott

2004-01-01

Chemistry is a difficult subject for students to understand because its core concepts--atoms, molecules, and chemical bonds--cannot be directly observed. Students primarily learn chemistry through their senses and do not distinguish between explanations at different conceptual levels. In order to master chemistry, students must develop an…

Teaching of diagnostic skills in equine gynecology: simulator-based training versus schooling on live horses.

PubMed

Nagel, Christina; Ille, Natascha; Aurich, Jörg; Aurich, Christine

2015-10-15

Transrectal palpation and ultrasonography of the genital tract in mares are first-day skills for equine veterinarians. In this study, the learning outcome in equine gynecology after four times training on horses (group H4, n = 8), training on horses once (group H1, n = 9), and four times simulator-based training (group Sim, n = 8) was assessed in third-year veterinary students with two tests in live mares 14 days apart. The students of group H4 always scored better for transrectal palpation than students of group Sim and H1 (P < 0.05). Overall, the students reached better results for palpating the left versus the right ovary (P < 0.001), but group H1 students were least successful in obtaining correct ovarian findings (P < 0.05 vs. both other groups). Students' self-assessment reflected test results with palpation of the right ovary experienced as most difficult for group H1 students (P < 0.01 vs. both other groups). Groups did not score differentially for ultrasound examinations. Sim students were nearly as successful in transrectal palpation of the genital tract in mares as H4 students, and for most parameters assessed, they performed better than H1 students. After training four times on horses, students scored best but nevertheless the overall effect of intensive training was limited. Repeated simulator-based training is a useful tool to prepare veterinary students for transrectal palpation of the genital tract in mares and is more effective than one training session on horses. Copyright © 2015 Elsevier Inc. All rights reserved.

The effectiveness of research-based physics learning module with predict-observe-explain strategies to improve the student’s competence

NASA Astrophysics Data System (ADS)

Usmeldi

2018-05-01

The preliminary study shows that many students are difficult to master the concept of physics. There are still many students who have not mastery learning physics. Teachers and students still use textbooks. Students rarely do experiments in the laboratory. One model of learning that can improve students’ competence is a research-based learning with Predict- Observe-Explain (POE) strategies. To implement this learning, research-based physics learning modules with POE strategy are used. The research aims to find out the effectiveness of implementation of research-based physics learning modules with POE strategy to improving the students’ competence. The research used a quasi-experimental with pretest-posttest group control design. Data were collected using observation sheets, achievement test, skill assessment sheets, questionnaire of attitude and student responses to learning implementation. The results of research showed that research-based physics learning modules with POE strategy was effective to improve the students’ competence, in the case of (1) mastery learning of physics has been achieved by majority of students, (2) improving the students competency of experimental class including high category, (3) there is a significant difference between the average score of students’ competence of experimental class and the control class, (4) the average score of the students competency of experimental class is higher than the control class, (5) the average score of the students’ responses to the learning implementation is very good category, this means that most students can implement research-based learning with POE strategies.

Preclinical Medical Students' Diverse Educational and Emotional Responses to a Required Hospice Experience.

PubMed

Tse, Chung Sang; Morrison, Laura J; Ellman, Matthew S

2017-09-01

Physicians' lack of comfort and skill in communicating about hospice care results in deficits and delays in hospice referrals. Preclinical exposure to hospice may lay a foundation to improve medical students' knowledge and comfort with hospice care. To understand how preclinical medical student (MS)-2s respond both educationally and emotionally to a required hospice care experience (HCE). Accompanied by hospice clinicians, MS-2s spent 3 hours seeing inpatient or home hospice patients followed by a 1-hour debriefing. Students submitted written reflections to e-mailed educational and emotional prompts. Two hundred and two MS-2s from 2 academic cohorts completed the HCE at 1 of 2 hospice sites. Written reflective responses were analyzed qualitatively, where salient themes extracted and responses were coded. Ninety-two students submitted 175 responses to Prompt #1 (educational impact) and 85 students entered 85 responses to prompt #2 (emotional impact) of the HCE. Eleven themes were identified for prompt #1, most frequently focusing on hospice services and goals and hospice providers' attitudes and skills. Prompt #2 elicited a diverse spectrum of emotional responses, spanning positive and negative emotions. Most often, students reported "no specified emotional reaction," "sad/depressed," "difficult /challenging," "heartened/encouraged," and "mixed emotions." In an HCE, preclinical students reported learning core aspects of hospice care and experiencing a broad spectrum of emotional responses. These findings may assist educators in the planning of HCEs for preclinical students, including debriefing sessions with skilled clinicians and opportunities for triggered reflection.

[Talks on evaluation of students' writing (discussion)].

PubMed

Terazawa, K; Otaki, J; Abe, K

2001-09-01

We talked about the evaluation of students' writing; this is thought to be difficult for teachers. We have a class "history of medicine" for freshmen in the second semester of the medical course. Students give lecture by themselves on famous historical persons in medicine such as Hippocrates, Vesalius, Pasteur and Sackett, referring to their historical significance in present medicine. As the final work of the subject they write report on "clinical medicine or medical researches 20 years in future and myself". We talked generally about educational evaluation in various aspects, concerning the methods for writing. We discussed mainly on two themes--ability to write and originality in thinking. We give a larger point to the originality, which correlates to ability to write, though we feel difficult in evaluating students' originality only by reading their reports. We also emphasize the importance of active interaction between students and teachers, and to evaluate educational activities of teachers in Japanese universities.

Science, Technology, Engineering, Math (STEM) in Higher Education from the Perspective of Female Students: An Institutional Ethnography

NASA Astrophysics Data System (ADS)

Parson, Laura J.

A persistent disadvantage for females is systemically embedded in Science, Technology, Engineering, and Math (STEM) education in postsecondary institutions. As a result, undergraduate women majoring in STEM fields face a uniquely difficult path; yet, for the most part, recommendations made and supported in the literature have focused on recruitment of women to STEM fields or on ways to make women more successful and comfortable in their STEM major. These recommendations have so far proved to be insufficient to remedy a gender gap and serve to replicate the existing male hierarchy. In order to truly make the STEM classroom one in which women are welcome and comfortable and to challenge the existing social and scientific systems, it is necessary to explore and understand the social and political implications embedded within teaching and learning choices. This institutional ethnography addresses that gap. The purpose of this study was to uncover and describe the institutional practices of STEM education at a Midwest research university (MRU) from the standpoint of female undergraduate students. Using the framework of feminist standpoint theory, this study explored the everyday "work" of female undergraduate STEM students to provide a unique perspective on the STEM education teaching and learning environment. Data collection began with in-depth interviews with female undergraduate math and physics students. As the institutional processes shaping undergraduate participant experiences were identified, subsequent data collection included classroom observations, additional interviews with students and faculty, and analysis of the texts that mediate these processes (e.g., syllabi and student handbooks). Data analysis followed Carspecken's process of ethnographic data analysis that began with low-level coding, followed by high-level coding, and concluded by pulling codes together through the creation of themes. Analysis of data led to three key findings. First, undergraduate participants reported being challenged by difficult and intimidating aspects of the teaching and learning environment. Second, undergraduate participants reported challenges meeting some of the characteristics of successful math and physics students (e.g., taking risks, asking questions, putting school first) and preferred a collectivistic environment. Third, participants described challenges from conflicting STEM academic expectations and institutional policies, which made it harder for them to meet STEM expectations. Findings indicate that efforts to reduce the "chilly" climate have been unsuccessful, largely because discourses that motivate the chilly climate have not changed. Those discourses are evidence of a masculine STEM institution, which also creates a male ideal that female students are expected to meet, further exacerbating their discomfort in the STEM environment. The masculinized nature of a STEM institution is reinforced by neoliberal policies that emphasize the importance of meeting gendered ideal STEM student characteristics. The result is that while women persist, they face stress, anxiety, and discomfort. Recommendations to improve the chilly climate include: revising the STEM institution from one that is masculine to one that is inclusive of women; and, to create a STEM educational environment that supports, validates, and gives women an equal voice.

A Comparison of Student Skill Knowledge Estimates

ERIC Educational Resources Information Center

Ayers, Elizabeth; Nugent, Rebecca; Dean, Nema

2009-01-01

A fundamental goal of educational research is identifying students' current stage of skill mastery (complete/partial/none). In recent years a number of cognitive diagnosis models have become a popular means of estimating student skill knowledge. However, these models become difficult to estimate as the number of students, items, and skills grows.…

"This Group of Difficult Kids": The Discourse Preservice English Teachers Use to Label Students

ERIC Educational Resources Information Center

Salerno, April S.; Kibler, Amanda K.

2016-01-01

This study attempts to understand how "achievement gap Discourse" might be present in preservice teachers' (PSTs) Discourse about students they found challenging to teach. Using a Discourse analytic approach, the project considers: How do PSTs describe challenging students in their written reflections? Do PSTs draw on students' multiple…

Students Conceptualizing Transcription and Translation from a Cellular Perspective

ERIC Educational Resources Information Center

Concannon, James; Buzzetta, Maegan

2010-01-01

It is difficult for students to conceptualize biochemical processes that are portrayed as two-dimensional figures in a textbook. Instead of relying on overheads, PowerPoint, or textbook figures, the authors have students imagine themselves actually being inside a cell. Students have a specific role in the cell: helping with the transcription and…

Improving Students' Conceptual Understanding of the Greenhouse Effect Using Theory-Based Learning Materials that Promote Deep Learning

ERIC Educational Resources Information Center

Reinfried, Sibylle; Aeschbacher, Urs; Rottermann, Benno

2012-01-01

Students' everyday ideas of the greenhouse effect are difficult to change. Environmental education faces the challenge of developing instructional settings that foster students' conceptual understanding concept of the greenhouse effect in order to understand global warming. To facilitate students' conceptual development with regard to the…

Little Known, Much Needed: Addressing the Cocurricular Needs of LGBTQ Students

ERIC Educational Resources Information Center

Ivory, Brian T.

2012-01-01

Due to the invisible nature of the lesbian, gay, bisexual, transgender, and queer (LGBTQ) undergraduate population, it is difficult for student affairs professionals at community colleges to identify and address the needs of sexual minority students on campus. Given the lack of literature regarding LGBTQ students at community colleges, student…

The Costs and Challenges of Transporting Students with Disabilities

ERIC Educational Resources Information Center

Suttman, Craig M.

2009-01-01

Federal law does not require school boards to provide transportation for all students. But the Individuals with Disabilities Education Act (IDEA) entitles students with disabilities to transportation to and from school if the students' disabilities make it difficult for them to get to school; from, in, and around the buildings where they attend…

Students' Conception of Infinite Series

ERIC Educational Resources Information Center

Martinez-Planell, Rafael; Gonzalez, Ana Carmen; DiCristina, Gladys; Acevedo, Vanessa

2012-01-01

This is a report of a study of students' understanding of infinite series. It has a three-fold purpose: to show that students may construct two essentially different notions of infinite series, to show that one of the constructions is particularly difficult for students, and to examine the way in which these two different constructions may be…

Six-Word Memoirs: A Content Analysis of First-Year Course Learning Outcomes

ERIC Educational Resources Information Center

Rubin, Lisa

2016-01-01

First-year courses prepare students for the transition to, and success in, college. Institutions are interested in assessing student learning outcomes to achieve institutional goals and maintain accreditation. Though it may be difficult to measure student learning and success, colleges aim to assess student learning in the classroom by setting…

Send Students Anywhere without Leaving the Classroom: Virtual Reality in CTE

ERIC Educational Resources Information Center

Ausburn, Floyd B.; Ausburn, Lynna J.

2008-01-01

Students in career and technical education (CTE) programs have many environments they need to discover, explore, and understand. For CTE teachers, transporting their students to these environments can be difficult, dangerous, or even impossible. However, there is now a way to take students on location anywhere without leaving the classroom.…

Story Grammar Instruction with Third and Fifth Grade Students with Learning Disabilities and Other Struggling Readers

ERIC Educational Resources Information Center

Alves, Kat D.; Kennedy, Michael J.; Brown, Tiara S.; Solis, Michael

2015-01-01

"Reading comprehension" is difficult for many students with disabilities, including those with specific learning disabilities. However these students can be explicitly taught strategies to improve their comprehension abilities. One such strategy is teaching students story grammar in order to provide them with a framework for…

No More Excuses: New Research on Assessing Students with Disabilities

ERIC Educational Resources Information Center

Sireci, Stephen G.

2009-01-01

The articles in this special issue of the "Journal of Applied Testing Technology" represent significant steps forward in the area of evaluating the validity of methods for assessing the educational achievement of students with disabilities. The studies address some of the most difficult student groups to assess--students with learning…

Students' Recognition of Function Transformations' Themes Associated with the Algebraic Representation

ERIC Educational Resources Information Center

Daher, Wajeeh M.; Anabousi, Anlam A.

2015-01-01

The topic of function transformations is a difficult mathematical topic for school and college students. This article examines how students conceive function transformations after working with GeoGebra, when this conceiving relates to the algebraic representation. The research participants were 19 ninth grade high achieving students who learned,…

Decoding the Digital Campus Climate for Prospective LGBTQ+ Community Colleges Students

ERIC Educational Resources Information Center

Taylor, Jason L.; Dockendorff, Kari J.; Inselman, Kyle

2018-01-01

LGBTQ+ students are increasingly visible on community college campuses, and a safe and welcoming campus climate is critical to LGBTQ+ students' academic success and well-being. Campus climate is difficult to assess for prospective LGBTQ+ community college students, and institutional websites may be a source of information about campus climate.…

Promoting Students' Learning of Air Pressure Concepts: The Interrelationship of Teaching Approaches and Student Learning Characteristics

ERIC Educational Resources Information Center

She, Hsiao-Ching

2005-01-01

The author explored the potential to promote students' understanding of difficult science concepts through an examination of the inter-relationships among the teachers' instructional approach, students' learning preference styles, and their levels of learning process. The concept "air pressure," which requires an understanding of…

Changing Students' Approaches to Learning: A Two-Year Study within a University Teacher Training Course

ERIC Educational Resources Information Center

Gijbels, David; Coertjens, Liesje; Vanthournout, Gert; Struyf, Elke; Van Petegem, Peter

2009-01-01

Inciting a deep approach to learning in students is difficult. The present research poses two questions: can a constructivist learning-assessment environment change students' approaches towards a more deep approach? What effect does additional feedback have on the changes in learning approaches? Two cohorts of students completed questionnaires…

Perspectives of Fitness and Health in College Men and Women

ERIC Educational Resources Information Center

Waldron, Jennifer J.; Dieser, Rodney B.

2010-01-01

Because many college students engage in low levels of physical activity, the current study used a qualitative framework to interview 11 college students to examine the meaning physically active college students assign to the practice of fitness and health. Students discussed the importance of healthy eating, but that it was difficult to accomplish…

Is that your final answer? Relationship of changed answers to overall performance on a computer-based medical school course examination.

PubMed

Ferguson, Kristi J; Kreiter, Clarence D; Peterson, Michael W; Rowat, Jane A; Elliott, Scott T

2002-01-01

Whether examinees benefit from the opportunity to change answers to examination questions has been discussed widely. This study was undertaken to document the impact of answer changing on exam performance on a computer-based course examination in a second-year medical school course. This study analyzed data from a 2 hour, 80-item computer delivered multiple-choice exam administered to 190 students (166 second-year medical students and 24 physician's assistant students). There was a small but significant net improvement in overall score when answers were changed: one student's score increased by 7 points, 93 increased by 1 to 4 points, and 38 decreased by 1 to 3 points. On average, lower-performing students benefited slightly less than higher-performing students. Students spent more time on questions for which they changed the answers and were more likely to change items that were more difficult. Students should not be discouraged from changing answers, especially to difficult questions that require careful consideration, although the net effect is quite small.

Potential barriers to veterinary student access to counselling and other support systems: perceptions of staff and students at a UK veterinary school.

PubMed

Pickles, K J; Rhind, S M; Miller, R; Jackson, S; Allister, R; Philp, J; Waterhouse, L; Mellanby, R J

2012-02-04

Considerable evidence suggests that veterinary surgeons' mental health is often poorer than comparable populations and that the incidence of suicide is higher among veterinary surgeons than the general public. Veterinary students also appear to suffer from high levels of anxiety and stress, and may possess inadequate coping strategies when faced with adversity. Veterinary students may find it difficult to access central university support systems due to their heavy workload and geographical isolation on some veterinary campuses. A previous study of University of Edinburgh fourth-year veterinary students found that support services located several miles from the main veterinary campus was a barrier to students accessing counselling services. Consequently, a pilot project was initiated, which provided a counselling service at the University of Edinburgh's rural Easter Bush veterinary campus one afternoon a week during 2010. As part of the evaluation of this service, web-based questionnaires were delivered via e-mail to all veterinary staff and students towards the end of the 12-month pilot period to evaluate perceptions of barriers to student counselling and to investigate student-valued support services. Questionnaire responses were received from 35 per cent of veterinary students and 52 per cent of staff. Stigmatisation of being unable to cope was a potent inhibitor of seeking support within the veterinary environment, but counselling was perceived as valuable by the majority of staff and students. Provision of an on-site counselling service was considered important for increasing ease of access; however, students viewed friends and family as their most important support mechanism. Workload was cited as the main cause of veterinary student stress. The majority of staff and student respondents perceived veterinary students as having an increased need for counselling support compared with other students.

Discussion boards: boring no more!

PubMed

Adelman, Deborah S; Nogueras, Debra J

2013-01-01

Creating discussion boards (DBs) that capture student imaginations and contain meaningful interactions can be a difficult process. Traditional DBs use a question-and-answer format that often is boring for both the student and instructor. The authors present creative approaches to DBs that result in lively debates and student-to-student and student-to-faculty interactions, including role playing, blogging, wikis, and the use of voice.

Talking with patients and peers: medical students' difficulties with learning communication skills.

PubMed

Lumma-Sellenthin, Antje

2009-06-01

Patient-centered communication skills, such as an empathic attitude towards patients and a holistic perspective on health, are difficult to acquire. Designing effective courses requires better understanding of the difficulties that students perceive with learning to talk with patients The study aimed at exploring students' common difficulties with learning patient-centered communication skills. Group discussions about student-patient interviews were videotaped and analyzed with regard to issues that students perceived as difficult and to their reflections about these difficulties. The students reported feeling intrusive as they explored the patient's psychosocial situation. They avoided being empathic and felt insecure about coping adequately with emotionally loaded topics. Their difficulties were mainly due to insufficient understanding of the functional relations between psychosocial issues and health conditions. Moreover, students were insecure concerning the function of affective feedback in the diagnostic process. However, the group discussions generated a language for analyzing and structuring interviews that helped develop the students' professional identities. Students experienced moral qualms about applying major aspects of patient-centered interviewing. Instruction in communication skills should aim at filling the students' knowledge gaps and fostering their awareness and expression of emotional perceptions. Long-term relationships with patients could help develop patient-centered communication.

Effectiveness of Game-Based Learning: Influence of Cognitive Style

NASA Astrophysics Data System (ADS)

Milovanović, Miloš; Minović, Miroslav; Kovačević, Ivana; Minović, Jelena; Starčević, Dušan

Today students have grown up using devices like computers, mobile phones, and video consoles for almost any activity; from studies and work to entertainment or communication. Motivating them with traditional teaching methods such as lectures and written materials becomes more difficult daily. That is why digital games are becoming more and more considered to have a promising role in education process. We decided to conduct a study among university students. Purpose of that study was to try to find some empirical evidence to support the claim that educational games can be used as an effective form of teaching. We also invested an effort to measure effects of different teaching approaches with the respect of individual differences in cognitive styles. Initial results provide a good argument for use of educational games in teaching. In addition, we reported some influence of cognitive style on effectiveness of using educational games.

Three dimensional ultrasound and hdlive technology as possible tools in teaching embryology.

PubMed

Popovici, Razvan; Pristavu, Anda; Sava, Anca

2017-10-01

Embryology is an important subject in order to gain an understanding of medicine and surgery; however, sometimes students find the subject difficult to grasp and apply to clinical practice. Modern imaging techniques can be useful aids in teaching and understanding embryology. Imaging techniques have very rapidly evolved over the last few years, advancing from two- to three-dimensional (3D) ultrasound. HDlive is an innovative ultrasound technique that generates near-realistic images of the human fetus. In order to evince the capabilities of 3D ultrasound and HDlive technology in teaching embryology, we evaluated using this technique the normal evolution of the embryo and fetus from the fifth to eleventh week of amenorrhea. Our conclusion is that by yielding clear and impressive images, 3D ultrasound and HDlive could be useful tools in teaching embryology to medical students. Clin. Anat. 30:953-957, 2017. © 2017 Wiley Periodicals, Inc. © 2017 Wiley Periodicals, Inc.

Student Discipline Data Tracker v.1

ERIC Educational Resources Information Center

Steel, Lawrence E.

2005-01-01

One of the most difficult tasks facing today's busy school administrative teams is tracking and managing student discipline. Administrators must balance the rights of students with cultivating classroom environments conducive to learning. Breakdowns in communication, procedure, and due process can lead to unpleasant situations, and ultimately, a…

Serial Dilution Simulation Lab

ERIC Educational Resources Information Center

Keler, Cynthia; Balutis, Tabitha; Bergen, Kim; Laudenslager, Bryanna; Rubino, Deanna

2010-01-01

Serial dilution is often a difficult concept for students to understand. In this short dry lab exercise, students perform serial dilutions using seed beads. This exercise helps students gain skill at performing dilutions without using reagents, bacterial cultures, or viral cultures, while being able to visualize the process.

Preparing Learning Disabled High School Students for Postsecondary Education.

ERIC Educational Resources Information Center

Shaw, Stan F.; And Others

Increasing numbers of capable learning disabled students are attempting to make the difficult transition from high school to postsecondary programming. A comprehensive approach to better serve the college-bound learning disabled high school student includes early transition planning, instructional programming, social skills intervention, and…

Hands across the divide: Finding spaces for student-centered pedagogy in the undergraduate science classroom

NASA Astrophysics Data System (ADS)

Spier-Dance, Lesley

This study explored college science students' and instructors' experiences with student-generated and performed analogies. The objectives of the study were to determine whether the use of student-generated analogies could provide students with opportunities to develop robust understanding of difficult science concepts, and to examine students' and instructors' perspectives on the utilization of these analogies. To address my objectives, I carried out a case study at a university-college in British Columbia. I examined the use of analogies in undergraduate biology and chemistry courses. Working with three instructors, I explored the use of student-generated analogies in five courses. I carried out in-depth analyses for one biology case and one chemistry case. Data were collected using semi-structured interviews, classroom observations, researcher journal logs and students' responses to assessment questions. My findings suggest that involvement in the analogy exercise was associated with gains in students' conceptual understanding. Lower-achieving students who participated in the analogy activity exhibited significant gains in understanding of the science concept, but were unable to transfer their knowledge to novel situations. Higher-achieving students who participated in the activity were better able to transfer their knowledge of the analogy-related science topic to novel situations. This research revealed that students exhibited improved understanding when their analogies clearly represented important features of the target science concept. Students actively involved in the analogy activity exhibited gains in conceptual understanding. They perceived that embodied performative aspects of the activity promoted engagement, which motivated their learning. Participation in the analogy activity led to enhanced social interaction and a heightened sense of community within the classroom. The combination of social and performative elements provided motivational learning experiences valued by students and instructors. Instructors also valued the activity because of insights into students' understanding that were revealed. This research provides an example of how a student-centered, embodied learning approach can be brought into the undergraduate science classroom. This is valuable because, if instructors are to change from a transmission mode of instruction to more student-centered approaches, they must re-examine and re-construct their practices. An important step in this process is provision of evidence that change is warranted and fruitful.

The temporal stability and predictive validity of pupils' causal attributions for difficult classroom behaviour.

PubMed

Lambert, Nathan; Miller, Andy

2010-12-01

Recent studies have investigated the causal attributions for difficult pupil behaviour made by teachers, pupils, and parents but none have investigated the temporal stability or predictive validity of these attributions. This study examines the causal attributions made for difficult classroom behaviour by students on two occasions 30 months apart. The longitudinal stability of these attributions is considered as is the predictive validity of the first set of attributions in relation to teachers' later judgments about individual students' behaviour. Two hundred and seventeen secondary school age pupils (114 males, 103 females) provided data on the two occasions. Teachers also rated each student's behaviour at the two times. A questionnaire listing 63 possible causes of classroom misbehaviour was delivered to pupils firstly when they were in Year 7 (aged 11-12) and then again, 30 months later. Responses were analysed through exploratory factor analysis (EFA). Additionally, teachers were asked to rate the standard of behaviour of each of the students on the two occasions. EFA of the Years 7 and 10 data indicated that pupils' attributions yielded broadly similar five-factor models with the perceived relative importance of these factors remaining the same. Analysis also revealed a predictive relationship between pupils' attributions regarding the factor named culture of misbehaviour in Year 7, and teachers' judgments of their standard of behaviour in Year 10. The present study suggests that young adolescents' causal attributions for difficult classroom behaviour remain stable over time and are predictive of teachers' later judgments about their behaviour.

Stressing the journey: using life stories to study medical student wellbeing.

PubMed

Jenkins, Tania M; Kim, Jenny; Hu, Chelsea; Hickernell, John C; Watanaskul, Sarah; Yoon, John D

2018-05-05

While previous studies have considered medical student burnout and resilience at discrete points in students' training, few studies examine how stressors and resilience-building factors can emerge before, and during, medical school. Our study focuses on students' life stories to comprehensively identify factors contributing to student wellbeing. We performed a secondary analysis of life-story interviews with graduating fourth year medical students. These interviews were originally conducted in 2012 as part of the Project on the Good Physician, and then re-analyzed, focusing on student wellbeing. Respondents were encouraged to identify turning points in their life stories. De-identified transcripts were then coded using a consensus-based iterative process. 17 of 21 respondents reported feeling burned out at least once during medical school. Students identified three major stressors: negative role models, difficult rotations, and the United States Medical Licensing Examination Step 1. Two "motivational stressors"-financial concerns and personal life events-emerged as sources of stress that also motivated students to persevere. Finally, students identified four factors-positive role models, support networks, faith and spirituality, and passion-that helped them reframe stressors, making the struggle seem more worthwhile. These findings suggest that a life-story approach can add granularity to current understandings of medical student wellbeing. Initiatives to reduce stress and burnout should extend beyond the immediate medical school context and consider how past challenges might become future sources of resilience. This study also provides an example of secondary analysis of qualitative data, an approach which could be useful to future research in medical education.

Examination of Substance Use, Risk Factors, and Protective Factors on Student Academic Test Score Performance

PubMed Central

Arthur, Michael W.; Brown, Eric C.; Briney, John S.; Hawkins, J. David; Abbott, Robert D.; Catalano, Richard F.; Becker, Linda; Langer, Michael; Mueller, Martin T.

2016-01-01

BACKGROUND School administrators and teachers face difficult decisions about how best to use school resources in order to meet academic achievement goals. Many are hesitant to adopt prevention curricula that are not focused directly on academic achievement. Yet, some have hypothesized that prevention curricula can remove barriers to learning and, thus, promote achievement. This study examined relationships between school levels of student substance use and risk and protective factors that predict adolescent problem behaviors and achievement test performance in Washington State. METHODS Hierarchical Generalized Linear Models were used to examine predictive associations between school-averaged levels of substance use and risk and protective factors and Washington State students’ likelihood of meeting achievement test standards on the Washington Assessment of Student Learning, statistically controlling for demographic and economic factors known to be associated with achievement. RESULTS Results indicate that levels of substance use and risk/protective factors predicted the academic test score performance of students. Many of these effects remained significant even after controlling for model covariates. CONCLUSIONS The findings suggest that implementing prevention programs that target empirically identified risk and protective factors have the potential to positively affect students’ academic achievement. PMID:26149305

Development of a microlesson in teaching energy levels of atoms

NASA Astrophysics Data System (ADS)

Rodriguez, Cherilyn A.; Buan, Amelia T.

2018-01-01

Energy levels of atoms is one of the difficult topics in understanding atomic structure of matter. It appears tobe abstract, theoretical and needs visual representation and images. Hence, in this study a microlesson in teaching the high school chemistry concept on the energy levels of atoms is developed and validated. The researchers utilized backward curriculum design in planning the microlesson to meet the standards of the science K-12 curriculum. The planning process of the microlesson involved a) Identifying the learning competencies in K-12 science curriculum b) write learning objectives c) planning of assessment tools d) making a storyboard e) designing the microlesson and validate and revise the microlesson. The microlesson made use of varied resources in the internet from which the students accessed and collected information about energy levels of atoms. Working in groups, the students synthesized the information on how and why fireworks produce various colors of light through a post card. Findings of the study showed that there was an increase of achievement in learning the content and the students were highly motivated to learn chemistry. Furthermore, the students perceived that the microlesson helped them to understand the chemistry concept through the use of appropriate multimedia activities.

Conceptual understandings of biology in pre-service science educators and undergraduate biology students at Colorado institutions of higher education

NASA Astrophysics Data System (ADS)

Smith, Trenton John

Pre-service secondary science individuals, future middle or high school instructors training to become teachers, along with both Honors and general first year undergraduate biology students were investigated to determine how they reason about and understand two core topics in Biology: matter and energy flow through biological systems and evolution by natural selection. Diagnostic Question Clusters were used to assess student understanding of the processes by which matter and energy flow through biological systems over spatial scales, from the atomic-molecular to ecosystem levels. Key concepts and identified misconceptions were examined over topics of evolution by natural selection using the multiple-choice Concept Inventory of Natural Selection (CINS) and open-response Assessing COntextual Reasoning about Natural Selection (ACORNS). Pre-service teachers used more scientifically based reasoning than the undergraduate students over the topics of matter and energy flow. The Honors students used more scientific and less improper informal reasoning than the general undergraduates over matter and energy flow. Honors students performed best on both the CINS and ACORNS items over natural selection, while the general undergraduates scored the lowest on the CINS, and the pre-service instructors scored lowest on the ACORNS. Overall, there remain a large proportion of students not consistently using scientific reasoning about these two important concepts, even in future secondary science teachers. My findings are similar to those of other published studies using the same assessments. In general, very few biology students at the college level use scientific reasoning that exhibits deep conceptual understanding. A reason for this could be that instructors fail to recognize deficiencies in student reasoning; they assume their students use principle-based reasoning. Another reason could be that principle-based reasoning is very difficult and our teaching approaches in college promote memorization of content rather than conceptual change. My findings are significant to the work and progression of concept inventories in biology education, as well as to the instructors of students at all levels of biology curriculum, and those of future science teachers.

Astronomy as a Tool for Training the Next Generation Technical Workforce

NASA Astrophysics Data System (ADS)

Romero, V.; Walsh, G.; Ryan, W.; Ryan, E.

A major challenge for today's institutes of higher learning is training the next generation of scientists, engineers, and optical specialists to be proficient in the latest technologies they will encounter when they enter the workforce. Although research facilities can offer excellent hands-on instructional opportunities, integrating such experiential learning into academic coursework without disrupting normal operations at such facilities can be difficult. Also, motivating entry level students to increase their skill levels by undertaking and successfully completing difficult coursework can require more creative instructional approaches, including fostering a fun, non-threatening environment for enhancing basic abilities. Astronomy is a universally appealing subject area, and can be very effective as a foundation for cultivating advanced competencies. We report on a project underway at the New Mexico Institute of Mining and Technology (NM Tech), a science and engineering school in Socorro, NM, to incorporate a state-of-the-art optical telescope and laboratory experiments into an entry-level course in basic engineering. Students enrolled in an explosive engineering course were given a topical problem in Planetary Astronomy: they were asked to develop a method to energetically mitigate a potentially hazardous impact between our planet and a Near-Earth asteroid to occur sometime in the future. They were first exposed to basic engineering training in the areas of fracture and material response to failure under different environmental conditions through lectures and traditional laboratory exercises. The students were then given access to NM Tech's Magdalena Ridge Observatory's (MRO) 2.4-meter telescope to collect physical characterization data, (specifically shape information) on two potentially hazardous asteroids (one roughly spherical, the other an elongated ellipsoid). Finally, the students used NM Tech's Energetic Materials Research and Testing Center (EMRTC) to perform field experiments to discern how an object's shape affects disruptive outcomes, and what must be factored into mitigation schemes to attain the desired result of complete destruction of the object. The scientific findings (details will be presented) derived by the students were valuable, and the students benefited from this non-traditional teaching approach such that they acquired a superior appreciation for research and experimentation, and exited the course with an increased motivation to continue their engineering training.

Teaching the history of science in physics classrooms—the story of the neutrino

NASA Astrophysics Data System (ADS)

Demirci, Neset

2016-07-01

Because there is little connection between physics concepts and real life, most students find physics very difficult. In this frontline I have provided a timely link of the historical development using the basic story of neutrino physics and integrated this into introductory modern physics courses in high schools or in higher education. In this way an instructor may be able to build on students’ curiosity in order to enhance the curriculum with some remarkable new physics. Using the history of science in the classroom shapes and improves students’ views and knowledge of the nature of science and increase students’ interest in physics.

Looking Closer at the Effects of Framing on Risky Choice: An Item Response Theory Analysis.

PubMed

Sickar; Highhouse

1998-07-01

Item response theory (IRT) methodology allowed an in-depth examination of several issues that would be difficult to explore using traditional methodology. IRT models were estimated for 4 risky-choice items, answered by students under either a gain or loss frame. Results supported the typical framing finding of risk-aversion for gains and risk-seeking for losses but also suggested that a latent construct we label preference for risk was influential in predicting risky choice. Also, the Asian Disease item, most often used in framing research, was found to have anomalous statistical properties when compared to other framing items. Copyright 1998 Academic Press.

Understanding Magnitudes to Understand Fractions

ERIC Educational Resources Information Center

Gabriel, Florence

2016-01-01

Fractions are known to be difficult to learn and difficult to teach, yet they are vital for students to have access to further mathematical concepts. This article uses evidence to support teachers employing teaching methods that focus on the conceptual understanding of the magnitude of fractions.

Creating Cross-disciplinary Courses.

PubMed

Reynolds, Elaine R

2012-01-01

Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population.

Creating Cross-disciplinary Courses

PubMed Central

Reynolds, Elaine R.

2012-01-01

Because of its focus on the biological underpinnings of action and behavior, neuroscience intersects with many fields of human endeavor. Some of these cross-disciplinary intersections have been long standing, while others, such as neurotheology or neuroeconomics, are more recently formed fields. Many undergraduate institutions have sought to include cross-disciplinary courses in their curriculum because this style of pedagogy is often seen as applicable to real world problems. However, it can be difficult for faculty with specialized training within their discipline to expand beyond their own fields to offer cross-disciplinary courses. I have been creating a series of multi- or cross-disciplinary courses and have found some strategies that have helped me successfully teach these classes. I will discuss general strategies and tools in developing these types of courses including: 1) creating mixed experience classrooms of students and contributing faculty 2) finding the right tools that will allow you to teach to a mixed population without prerequisites 3) examining the topic using multiple disciplinary perspectives 4) feeding off student experience and interest 5) assessing the impact of these courses on student outcomes and your neuroscience program. This last tool in particular is important in establishing the validity of this type of teaching for neuroscience students and the general student population. PMID:23494491

When I’m 64: Effects of an Interdisciplinary Gerontology Course on First-Year Undergraduates’ Perceptions of Aging

PubMed Central

Merz, C. Caroline; Stark, Susan; Morrow-Howell, Nancy; Carpenter, Brian

2016-01-01

One challenge for gerontology is getting more students interested in aging at an earlier point in their academic career. This study evaluated the impact of an interdisciplinary course on aging designed for first-year undergraduate students. The course aimed to expand students’ appreciation of the personal and professional relevance of aging issues, with the goal of expanding their aging-related curricular and career interests. Main outcome variables of the study included knowledge of older adults and aging, attitudes toward older adults, and anxiety about personal aging. Participants included an intervention group enrolled in the course and a control group not enrolled in the course. Compared to baseline, at the end of the semester students in the class had more knowledge about aging and more positive explicit attitudes toward older adults, but their implicit attitudes toward older adults and anxiety about aging did not change. Control students showed no changes. These findings suggest that objective knowledge of aging and explicit attitudes improve with curricular intervention, but implicit attitudes and anxiety might be more difficult to change. Gerontology education is a complex undertaking whose diverse goals must be clearly articulated in order to guide curricular interventions and incite curiosity among young undergraduate students. PMID:26886151

Difficulties in initial algebra learning in Indonesia

NASA Astrophysics Data System (ADS)

Jupri, Al; Drijvers, Paul; van den Heuvel-Panhuizen, Marja

2014-12-01

Within mathematics curricula, algebra has been widely recognized as one of the most difficult topics, which leads to learning difficulties worldwide. In Indonesia, algebra performance is an important issue. In the Trends in International Mathematics and Science Study (TIMSS) 2007, Indonesian students' achievement in the algebra domain was significantly below the average student performance in other Southeast Asian countries such as Thailand, Malaysia, and Singapore. This fact gave rise to this study which aims to investigate Indonesian students' difficulties in algebra. In order to do so, a literature study was carried out on students' difficulties in initial algebra. Next, an individual written test on algebra tasks was administered, followed by interviews. A sample of 51 grade VII Indonesian students worked the written test, and 37 of them were interviewed afterwards. Data analysis revealed that mathematization, i.e., the ability to translate back and forth between the world of the problem situation and the world of mathematics and to reorganize the mathematical system itself, constituted the most frequently observed difficulty in both the written test and the interview data. Other observed difficulties concerned understanding algebraic expressions, applying arithmetic operations in numerical and algebraic expressions, understanding the different meanings of the equal sign, and understanding variables. The consequences of these findings on both task design and further research in algebra education are discussed.

Investigating macroscopic, submicroscopic, and symbolic connections in a college-level general chemistry laboratory

NASA Astrophysics Data System (ADS)

Thadison, Felicia Culver

Explanations of chemical phenomena rely on understanding the behavior of submicroscopic particles. Because this level is "invisible," it is described using symbols such as models, diagrams and equations. For this reason, students often view chemistry as a "difficult" subject. The laboratory offers a unique opportunity for the students to experience chemistry macroscopically as well as symbolically. The purpose of this investigation was to determine how chemistry lab students explained chemical phenomenon on the macroscopic, submicroscopic, and representational/symbolic level. The participants were undergraduate students enrolled in an introductory level general chemistry lab course. Students' background information (gender, the number of previous chemistry courses), scores on final exams, and final average for the course were collected. Johnstone's triangle of representation guided the design and implementation of this study. A semi-structured interview was also conducted to bring out student explanations. The questionnaires required students to draw a molecule of water, complete acid base reaction equations, represent, submicroscopically, the four stages of an acid-base titration, and provide definitions of various terms. Students were able represent the submicroscopic level of water. Students were not able to represent the submicroscopic level of the reaction between an acid and a base. Students were able to represent the macroscopic level of an acid base reaction. Students were able to symbolically represent the reaction of an acid and a base. These findings indicate that students can use all three levels of chemical representation. However, students showed an inability to connect the levels in relation to acid-base chemistry. There was no relationship between a student's ability to use the levels and his or her final score in the course.

Challenging 21st Century Students to Take the Step-By-Step Approach to a Scientific Investigation by Incorporating Interactive Multimedia Events with a Real Scientist.

NASA Astrophysics Data System (ADS)

Delaney, M. P.; Hoban, S.

2006-12-01

Rousing students to go beyond the textbook and apply science inquiry skills is one of the most difficult tasks of today`s teacher. Moreover, finding valuable inquiry-based activities that will interest a student can also be daunting. The NASA Exploring Space Challenges was developed last year to provide middle school teachers with an opportunity to get their students involved in real scientific investigations. The framework of the Challenges is not to just give a teacher an activity and leave it to their own timetables to perform in the classroom, if at all. Rather, teachers are provided with an activity with hands-on training, interactivity for their students with a real scientist and a strict timeline students must adhere to. The Challenges model requires students to emulate the same procedures as a scientist when conducting a research project. Students first design a project, submit a short proposal, receive feedback, then conduct an investigation by collecting real data. Students can then ground-truth their results by researching data that may already exist in similar context. Finally, students present their findings to a panel, just as a real scientist would at a professional conference. The activity is taken one step further by providing students with lessons on basic measurement and data collecting skills through a series of videoconferences. The golden carrot, however, is the incentive of a competition. Students have an opportunity to give their oral presentation to a panel of NASA scientists and educators. This format has been a huge success. For example, we found that students are more productive, often due to the need to impress the scientist during a videoconference. Students and teachers are also forced to use technology often under-utilized during the typical school day. We also found that teachers are given access to additional support during the activity, through the videoconferencing events or outside communication. Most importantly, teachers are provided with validation. Teachers report that their students "finally believe in them" if the same information is provided by a real scientist. An added bonus we found is that at the end, more students are inclined to consider a STEM career.

Left-handers' struggle in a rightward wor(l)d: The relation between horizontal spatial bias and effort in directed movements.

PubMed

Suitner, Caterina; Maass, Anne; Bettinsoli, Maria Laura; Carraro, Luciana; Kumar, Serena

2017-01-01

Five studies investigated the role of handedness and effort in horizontal spatial bias related to agency (Spatial Agency Bias, SAB). A Pilot Study (n = 33) confirmed the basic assumption that rightward writing requires greater effort from left- than from right-handers. In three studies, Italian students (n = 591 right-handed, n = 115 left-handed) were found to start drawings on the left, proceeding rightward (Study 1a, 1b), and to draw moving objects with a rightward orientation in line with script direction (Study 1c). These spatial asymmetries were displayed stronger by left- than by right-handed primacy school children, arguably due to the greater effort involved in learning how to write in a rightward fashion. Once writing has become fully automatic (high school) right- and left-handed students showed comparable spatial bias (Study 1c). The hypothesized role of effort was tested explicitly in Study 2 in which 99 right-handed adults learned a new (leftward) spatial trajectory through an easy or difficult motor exercise. The habitual rightward bias was reliably reduced, especially among those who performed a difficult task requiring greater effort. Together, findings are largely in line with the body specificity hypothesis (Casasanto, 2011 ) and suggest that spatial asymmetries are learned and unlearned most efficiently through effortful motor exercises.