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

ERIC Educational Resources Information Center

Kurki-Suonio, T.; Hakola, A.

2007-01-01

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

Teaching paediatric basic life support in medical schools using peer teaching or video demonstration: A prospective randomised trial.

PubMed

Stephan, Frederik; Groetschel, Hanjo; Büscher, Anja K; Serdar, Deniz; Groes, Kjell A; Büscher, Rainer

2018-05-13

The outcome of children with an out-of-hospital cardiac arrest is still poor, but bystander cardiopulmonary resuscitation can increase survival and minimise severe neurological sequelae. While teaching basic life support is standardised in emergency medicine classes, paediatric basic life support (PBLS) in neonates and toddlers is under-represented in paediatric curricula during university education. The appropriate mixture of E-learning and peer teaching lessons remains controversial in teaching paediatric basic skills. However, an increasing number of medical schools and paediatric classes switch their curricula to much cheaper and less tutor-dependent E-learning modules. We hypothesise that a peer teaching lesson is superior to a PBLS video demonstration with co-extensive contents and improves knowledge, skills and adherence to resuscitation guidelines. Eighty-eight medical students were randomly assigned to a video PBLS lesson (n = 44) or a peer teaching group (n = 44). An objective structured clinical examination was performed immediately after the class and at the end of the semester. Students taught by a peer teacher performed significantly better immediately after the initial course and at the end of the semester when compared to the video-trained group (P = 0.008 and P = 0.003, respectively). In addition, a borderline regression analysis also revealed a better resuscitation performance of students instructed in the peer teaching group. In our setting, peer teaching is superior and more sustainable than a co-extensive video demonstration alone when teaching PBLS to medical students. However, additional studies with combinations of different teaching methods are necessary to evaluate long-term outcomes. © 2018 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

Back to the basic sciences: an innovative approach to teaching senior medical students how best to integrate basic science and clinical medicine.

PubMed

Spencer, Abby L; Brosenitsch, Teresa; Levine, Arthur S; Kanter, Steven L

2008-07-01

Abraham Flexner persuaded the medical establishment of his time that teaching the sciences, from basic to clinical, should be a critical component of the medical student curriculum, thus giving rise to the "preclinical curriculum." However, students' retention of basic science material after the preclinical years is generally poor. The authors believe that revisiting the basic sciences in the fourth year can enhance understanding of clinical medicine and further students' understanding of how the two fields integrate. With this in mind, a return to the basic sciences during the fourth year of medical school may be highly beneficial. The purpose of this article is to (1) discuss efforts to integrate basic science into the clinical years of medical student education throughout the United States and Canada, and (2) describe the highly developed fourth-year basic science integration program at the University of Pittsburgh School of Medicine. In their critical review of medical school curricula of 126 U.S. and 17 Canadian medical schools, the authors found that only 19% of U.S. medical schools and 24% of Canadian medical schools require basic science courses or experiences during the clinical years, a minor increase compared with 1985. Curricular methods ranged from simple lectures to integrated case studies with hands-on laboratory experience. The authors hope to advance the national discussion about the need to more fully integrate basic science teaching throughout all four years of the medical student curriculum by placing a curricular innovation in the context of similar efforts by other U.S. and Canadian medical schools.

Shall We Dance? A Guide for Teachers with Two Left Feet.

ERIC Educational Resources Information Center

Morris, Grace M.

1996-01-01

Educators who want to make movement a part of their teaching must teach students the basic steps that comprise movement. This involves expanding students' range of locomotion, teaching spatial relationships, and exploring different body shapes. Literature references for teaching movement, a list of resources, and six teaching tips are included.…

Fulfilment of the Basic Psychological Needs of Student Teachers during Their First Teaching Experiences

ERIC Educational Resources Information Center

Evelein, Frits; Korthagen, Fred; Brekelmans, Mieke

2008-01-01

This study focuses on an under-researched area, namely the fulfilment of basic psychological needs of student teachers during their first teaching experiences. Based on the Self-determination Theory of Ryan and Deci [(2002). Overview of self-determination theory: An organismic dialectical perspective. In E.L. Deci, R.M. Ryan (Eds.), Handbook of…

The CAP Approach to Modifying Vocational Programs for Handicapped Students. Vol. 5: Trades and Industry with an Example in Welding.

ERIC Educational Resources Information Center

Fessenden, Patricia K.; Mendini, Daniel

This combination teaching guide and student workbook, fifth in a five-volume series (see note), presents an approach to teaching basic welding and welding terms for handicapped students. The teaching guide discusses a functional approach to teaching that can accomodate or alleviate the effects of disabilities. Discussion centers on categories to…

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

PubMed

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

2014-05-01

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

Peer-assisted teaching of basic surgical skills.

PubMed

Preece, Ryan; Dickinson, Emily Clare; Sherif, Mohamed; Ibrahim, Yousef; Ninan, Ann Susan; Aildasani, Laxmi; Ahmed, Sartaj; Smith, Philip

2015-01-01

Basic surgical skills training is rarely emphasised in undergraduate medical curricula. However, the provision of skills tutorials requires significant commitment from time-constrained surgical faculty. We aimed to determine how a peer-assisted suturing workshop could enhance surgical skills competency among medical students and enthuse them towards a career in surgery. Senior student tutors delivered two suturing workshops to second- and third- year medical students. Suturing performance was assessed before and after teaching in a 10-min suturing exercise (variables measured included number of sutures completed, suture tension, and inter-suture distance). Following the workshop, students completed a questionnaire assessing the effect of the workshop on their suturing technique and their intention to pursue a surgical career. Thirty-five students attended. Eighty-one percent believed their medical school course provided insufficient basic surgical skills training. The mean number of sutures completed post-teaching increased significantly (p < 0.001), and the standard deviation of mean inter-suture distance halved from ± 4.7 mm pre-teaching, to ± 2.6 mm post-teaching. All students found the teaching environment to be relaxed, and all felt the workshop helped to improve their suturing technique and confidence; 87% found the peer-taught workshop had increased their desire to undertake a career in surgery. Peer-assisted learning suturing workshops can enhance medical students' competence with surgical skills and inspire them towards a career in surgery. With very little staff faculty contribution, it is a cheap and sustainable way to ensure ongoing undergraduate surgical skills exposure.

Improving basic surgical skills for final year medical students: the value of a rural weekend.

PubMed

House, A K; House, J

2000-05-01

Hospitals employing medical graduates often express concern at the inexperience of new interns in basic surgical skills. In self assessment questionnaires, our senior medical students reported little clinical procedural experience. A practical skills workshop was staged in order to set learning goals for the final study year. This gave the students an opportunity to learn, revise and practice basic surgical techniques. The Bruce Rock rural community sponsored a surgical camp at the beginning of the academic year. Ninety-five (80%) of the class registered at the workshop, which rotated them through teaching modules, with private study opportunities and the capacity to cater for varied skill levels. Eight teaching stations with multiple access points were provided, and ten mock trauma scenarios were staged to augment the learning process. The teaching weekend was rated by students on an evaluative entrance and exit questionnaire. Sixty-five (73%) students returned questionnaires. They recorded significant improvement (P < 0.05) in their ability to handle the teaching stations. All students had inserted intravenous lines in practice prior to the camp, so the rating change in intravenous line insertion ability was not statistically significant. The weekend retreat offers students a chance to focus on surgical skills, free from the pressures of a clinical setting or the classroom. The emphasis was on the value of practice and primary skills learning. Students endorsed the camp as relevant, practical and an enjoyable learning experience for basic surgical skills.

Teaching Basic Algebra Courses at the College Level

ERIC Educational Resources Information Center

Mallenby, Michel L.; Mallenby, Douglas W.

2004-01-01

Three dysfunctional behaviors of basic algebra students are described: Silence as Camouflage, Wing and a Prayer, and Ignorance is OK. These behavior patterns are explained, and beneficial teaching methods that address the weaknesses are presented.

Teachers' Teaching Practice and Student Achievement in Basic Economics--A Comparison in Two Types of Schools in Malaysia

ERIC Educational Resources Information Center

Singh, Termit Kaur Ranjit; Krishnan, Sashi Kala

2014-01-01

The purpose of this study is to compare teachers' teaching practice based on students' perception towards achievement in the subject of Basic Economics between two different types of secondary schools in Malaysia, the National Secondary Schools (SMK) and Chinese National Type Secondary Schools (SMJK) in the state of Penang, Malaysia. The…

Daily Living Skills at Your Fingertips. Daily Living Skills for 0-4 Level Adult Basic Education Students. Curriculum and Teacher Guide.

ERIC Educational Resources Information Center

Greene, Margret

A curriculum and teacher guide are provided for a program to teach daily living skills to 0-4 level adult basic education students. The guide presents a method of instruction and lists the materials provided. Teaching plans (content outlines) are provided for these areas: cooking, housekeeping, laundry, leisure skills, and medication awareness. A…

Generic Dimensions of Teaching Quality: The German Framework of Three Basic Dimensions

ERIC Educational Resources Information Center

Praetorius, Anna-Katharina; Klieme, Eckhard; Herbert, Benjamin; Pinger, Petra

2018-01-01

In this paper, we argue that classroom management, student support, and cognitive activation are generic aspects of classroom teaching, forming Three Basic Dimensions of teaching quality. The conceptual framework was developed in research on mathematics instruction but it is supposed to generalize across subjects. It is based on general theories…

Understanding and Managing Student Hostility

ERIC Educational Resources Information Center

Keener, Sally; Leaman, David R.

2007-01-01

Conscientious educators grapple with the challenge of teaching all students, including emotionally troubled, high risk students. The general expectation is that teachers should know how to reach and teach every student--even the most irritating and obstinate child. To do that, teachers must be able to identify basic psychological factors of…

[Selecting methods and awaiting growth: the teaching experience of fundamental nursing practicum instructors].

PubMed

Lin, Hui-Chen; Lin, Chi-Yi; Chien, Tsui-Wei; Liu, Kuei-Fen; Chen, Miao-Yen; Lin, Wen-Chuan

2013-02-01

A constellation of factors accounts for teaching efficacy in the fundamental nursing practicum. Teachers play a critical role in terms of designing and executing an appropriate teaching plan, choosing effective methods, and holding appropriate teaching attitudes. It is thus extremely important that clinical teachers master the core characteristics of basic nursing practice. This study aimed to illuminate the core characteristics of basic nursing practice for students for reference by clinical practicum teachers. Qualitative research was used to identify the fundamentals of nursing practice by clinical teacher. Five focus group meetings were convened during the practice period. The researchers presided over group discussions held during the normal weekly teaching schedule and lasting approximately 2-4 hours each. The content analysis was adopted to analyze the data. Three major themes were proposed, including (1) student status: "novices were stymied by problems and thus improved slowly"; (2) teacher awareness: "teachers need to be aware of student capabilities, mood, and discomfort"; and (3) teaching style: "a good choice of methods should support and encourage students. To cultivate professional nursing knowledge and self-confidence for future professional commitment, clinical teachers must first understand the characteristics and motivations of learning of their students and then select the, skills, and attitudes appropriate to provide step-by-step guidance. Communication with staffs and the preparation of atmosphere prior to nursing practice are also essential for students. Results provide insights into the technical college environment with regard to basic-level clinical nursing practice.

Teaching FLOP.

ERIC Educational Resources Information Center

Zdenek, Joseph W.

1983-01-01

A one-week Elderhostel course in survival Spanish focused on introducing students to the basic sound system and enough basic structure and vocabulary items to enjoy travel. Experiences with material selection and student receptiveness are outlined. (MSE)

Impact of Faculty Development Workshops in Student-Centered Teaching Methodologies on Faculty Members' Teaching and Their Students' Perceptions.

PubMed

Tricio, Jorge A; Montt, Juan E; Ormeño, Andrea P; Del Real, Alberto J; Naranjo, Claudia A

2017-06-01

The aim of this study was to assess, after one year, the impact of faculty development in teaching and learning skills focused on a learner-centered approach on faculty members' perceptions of and approaches to teaching and on their students' learning experiences and approaches. Before training (2014), all 176 faculty members at a dental school in Chile were invited to complete the Approaches to Teaching Inventory (ATI) to assess their teaching approaches (student- vs. teacher-focused). In 2015, all 496 students were invited to complete the Study Process Questionnaire (R-SPQ-2F) to assess their learning approaches (deep or surface) and the Course Experience Questionnaire (CEQ) to measure their teaching quality perceptions. Subsequently, faculty development workshops on student-centered teaching methodologies were delivered, followed by peer observation. In March 2016, all 176 faculty members and 491 students were invited to complete a second ATI (faculty) and R-SPQ-2 and CEQ (students). Before (2014) and after (2016) the training, 114 (65%) and 116 (66%) faculty members completed the ATI, respectively, and 89 (49%) of the then-181 faculty members completed the perceptions of skills development questionnaire in September 2016. In 2015, 373 students (75%) completed the R-SPQ-2F and CEQ; 412 (83%) completed both questionnaires in 2016. In 2014, the faculty results showed that student-focused teaching was significantly higher in preclinical and clinical courses than in the basic sciences. In 2016, teacher-focused teaching fell significantly; basic science teaching improved the most. Students in both the 2015 and 2016 cohorts had lower mean scores for deep learning approaches from year 1 on, while they increased their scores for surface learning. The students' perceptions of faculty members' good teaching, appropriate assessment, clear goals, and e-learning improved significantly, but perception of appropriate workload did not. Teaching and learning skills development produced significant gains in student-centered teaching for these faculty members and in some students' perceptions of teaching quality. However, student workload needs to be considered to support deep learning.

Teaching Medical Students Basic Neurotransmitter Pharmacology Using Primary Research Resources

ERIC Educational Resources Information Center

Halliday, Amy C.; Devonshire, Ian M.; Greenfield, Susan A.; Dommett, Eleanor J.

2010-01-01

Teaching pharmacology to medical students has long been seen as a challenge, and one to which a number of innovative approaches have been taken. In this article, we describe and evaluate the use of primary research articles in teaching second-year medical students both in terms of the information learned and the use of the papers themselves. We…

Anatomy teaching assistants: facilitating teaching skills for medical students through apprenticeship and mentoring.

PubMed

Lachman, Nirusha; Christensen, Kevin N; Pawlina, Wojciech

2013-01-01

Significant increase in the literature regarding "residents as teachers" highlights the importance of providing opportunities and implementing guidelines for continuing medical education and professional growth. While most medical students are enthusiastic about their future role as resident-educators, both students and residents feel uncomfortable teaching their peers due to the lack of necessary skills. However, whilst limited and perhaps only available to select individuals, opportunities for developing good teaching practice do exist and may be identified in courses that offer basic sciences. The Department of Anatomy, College of Medicine, Mayo Clinic offers a teaching assistant (TA) elective experience to third- and fourth-year medical students through integrated apprenticeship and mentoring during the human structure didactic block. This article, aims to describe a curriculum for a TA elective within the framework of a basic science course through mentoring and apprenticeship. Opportunities for medical students to become TAs, process of TAs' recruitment, mentoring and facilitation of teaching and education research skills, a method for providing feedback and debriefing are described. Developing teaching practice based on apprenticeship and mentoring lends to more accountability to both TA's and course faculty by incorporating universal competencies to facilitate the TA experience.

Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching

NASA Astrophysics Data System (ADS)

Wen, Zhang; Yanjun, Li; Qiao, Zeng

This article constructs a "comprehensive-designable-innovation" multi-level experimental teaching model, through integrating related disciplines courses, updating biopharmaceutical experiment teaching content, adding designing and innovation experiment item. During the teaching, the teacher mobilizes and stimulates the students' learning interest, enthusiasm and initiative fully by adopting the opening experiment teaching mode. The experiment not only consolidates the students' theory knowledge, makes them master the basic skills of biological pharmacy experiment, but also cultivates the students' independent innovating and independent ability.

A Personal Connection: Promoting Positive Attitudes towards Teaching and Learning

ERIC Educational Resources Information Center

Lujan, Heidi L.; DiCarlo, Stephen E.

2017-01-01

Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive…

Some Propositions about Teaching and Learning.

ERIC Educational Resources Information Center

Hunter, Walter E., Comp.; And Others

Various propositions on college teaching and learning, established by the professor and graduate students in a course at the University of Florida, are presented. The importance of both the professional discipline and teaching components is stressed. The propositions are intended for graduate students to use as a resource of basic information…

Optimizing Basic French Skills Utilizing Multiple Teaching Techniques.

ERIC Educational Resources Information Center

Skala, Carol

This action research project examined the impact of foreign language teaching techniques on the language acquisition and retention of 19 secondary level French I students, focusing on student perceptions of the effectiveness and ease of four teaching techniques: total physical response, total physical response storytelling, literature approach,…

A Culturally Appropriate Approach to Teaching Basic (and Other) Critical Communication Skills to Black College Students.

ERIC Educational Resources Information Center

Hoover, Mary Rhodes

1982-01-01

The Culturally Appropriate Teaching (C.A.T.) method combines the "Back to Basics" paradigm with a culturally oriented approach and has proved to be successful in Black colleges and adult education programs. The C.A.T. method improves the reading levels of students by two years per semester and gives them standard English as a skill in one or two…

Effects of Reinforcement Method of Dissection Physiology Education on the Achievement in Pharmacology.

PubMed

Kitayama, Tomoya; Kagota, Satomi; Yoshikawa, Noriko; Kawai, Nobuyuki; Nishimura, Kanae; Miura, Takeshi; Yasui, Naomi; Shinozuka, Kazumasa; Nakabayashi, Toshikatsu

2016-01-01

The Pharmaceutical Education Support Center was established in the Department of Pharmacy at the School of Pharmacy and Pharmaceutical Science of Mukogawa Women's University in 2014. We started teaching first and second years students according to proficiency from the 2014 academic year. Students were divided into two classes: the regular class (high proficiency class) and the basic class (low proficiency class), based on achievement in several basic subjects related to the study of pharmacy. The staffs in the Pharmaceutical Education Support Center reinforce what is taught to students in the basic class. In this reinforcement method of education, the class size is small, consisting of about 15 students, a quiz to review the previous lesson is given at the beginning of each lecture, and an additional five lectures are conducted, compared to the high proficiency class, which receives 15 lectures. In this study, we evaluated the effects of the reinforcement method of physiology education on achievement in pharmacology that was not conducted in the proficiency-dependent teaching method. The students in the basic class in physiology education were chosen based on achievement levels in anatomy. Achievement levels of pharmacology students in the basic class of physiology improved compared with those of students who had the same achievement levels in physiology but were not taught according to proficiency-dependent teaching in the 2013 academic year. These results suggest that the reinforcement method for education in basic subjects in pharmacy, such as physiology, can improve achievement in more advanced subjects, such as pharmacology.

Undergraduate basic surgical skills education: impact on attitudes to a career in surgery and surgical skills acquisition.

PubMed

McAnena, P F; O'Halloran, N; Moloney, B M; Courtney, D; Waldron, R M; Flaherty, G; Kerin, M J

2018-05-01

Basic surgical skills modules in medical education are effective in teaching skills and increasing confidence among students approaching surgery. However, these modules are not delivered universally and their effect on the professional development of graduates has not been established. We aimed to assess the impact of a 10-week basic surgical skills module on attitudes and technical skills of first year medical students compared to interns. Eighteen students participated and were assessed using a 4-part questionnaire. Technical skills were assessed by observing students perform a basic interrupted suture, using the objective structured assessment of technical skills (OSATS) tool. Fourteen interns were recruited. Students were more confident in surgical scrubbing (mean score 4.0 vs. 2.86, p = 0.001), and performing a basic suture (4.05 vs. 1.93, p = 0.000), more enthusiastic about assisting with an operation (4.5 vs. 3.0, p = 0.001) and more likely to consider a career in surgery (4.16 vs. 2.28, p = 0.000). Technical skills were greater in the student group (mean score 30.8 vs. 19.6, p = 0.001). Five interns had taken part in surgical skills modules as undergraduates. Their technical skills were significantly higher compared to interns who had not (n = 9) (28.8 vs. 14.5, p = 0.006), and they were more likely to consider a career in surgery (3.6 vs. 1.5, p = 0.036). The introduction of surgical skills teaching to the undergraduate medical curriculum has a positive impact on students' attitudes towards surgery and accelerates basic technical skills development. Consideration should be given to development of a standardised undergraduate core curriculum in basic surgical skills teaching.

The Prevalent Rate of Problem-Solving Approach in Teaching Mathematics in Ghanaian Basic Schools

ERIC Educational Resources Information Center

Nyala, Joseph; Assuah, Charles; Ayebo, Abraham; Tse, Newel

2016-01-01

Stakeholders of mathematics education decry the rate at which students' performance are falling below expectation; they call for a shift to practical methods of teaching the subject in Ghanaian basic schools. The study explores the extent to which Ghanaian basic school mathematics teachers use problem-solving approach in their lessons. The…

Paired basic science and clinical problem-based learning faculty teaching side by side: do students evaluate them differently?

PubMed

Stevenson, Frazier T; Bowe, Connie M; Gandour-Edwards, Regina; Kumari, Vijaya G

2005-02-01

Many studies have evaluated the desirability of expert versus non-expert facilitators in problem-based learning (PBL), but performance differences between basic science and clinical facilitators has been less studied. In a PBL course at our university, pairs of faculty facilitators (1 clinician, 1 basic scientist) were assigned to student groups to maximise integration of basic science with clinical science. This study set out to establish whether students evaluate basic science and clinical faculty members differently when they teach side by side. Online questionnaires were used to survey 188 students about their faculty facilitators immediately after they completed each of 3 serial PBL cases. Overall satisfaction was measured using a scale of 1-7 and yes/no responses were gathered from closed questions describing faculty performance. results: Year 1 students rated basic science and clinical facilitators the same, but Year 2 students rated the clinicians higher overall. Year 1 students rated basic scientists higher in their ability to understand the limits of their own knowledge. Year 2 students rated the clinicians higher in several content expertise-linked areas: preparedness, promotion of in-depth understanding, and ability to focus the group, and down-rated the basic scientists for demonstrating overspecialised knowledge. Students' overall ratings of individual faculty best correlated with the qualities of stimulation, focus and preparedness, but not with overspecialisation, excessive interjection of the faculty member's own opinions, and encouragement of psychosocial issue discussion. When taught by paired basic science and clinical PBL facilitators, students in Year 1 rated basic science and clinical PBL faculty equally, while Year 2 students rated clinicians more highly overall. The Year 2 difference may be explained by perceived differences in content expertise.

Honors Composition: Historical Perspectives and Contemporary Practices. National Collegiate Honors Council Monograph Series

ERIC Educational Resources Information Center

Guzy, Annmarie

2003-01-01

Annmarie Guzy realized she had some concerns about teaching honors courses as she prepared to teach at the same University where she had been an honors student herself. She enrolled in a summer seminar on teaching basic writing in order to expand her teaching horizons beyond the honors student mentality, and to address some of her concerns and…

Strategies to Advance College-Ready Writing Competencies

ERIC Educational Resources Information Center

Wang, Manhui Amy

2013-01-01

While many college students at two-year public colleges need Basic Writing classes before entering college-level writing courses, only 34% have successfully passed their Basic Writing classes (Ternes, 2008). Troyo (2000) maintained that the reason students failed in Basic Writing classes was that more research-based effective teaching strategies…

The Use of Basic Writing Materials in ESL Writing Classes.

ERIC Educational Resources Information Center

England, Lizabeth

Similarities between the weaknesses found among English as a first language students and English as a second language (ESL) students suggest the need to use basic writing materials with English as a second language students. Prewriting materials should be chosen in an effort to teach students some criteria for analyzing, evaluating, and…

Basic Burns Management E-Learning: A New Teaching Tool.

PubMed

Egro, Francesco M

Burns teaching is organized only in a few medical schools in the United Kingdom. An e-learning tutorial was developed with the objective of incorporating burns teaching within the medical school curriculum. A 33-webpage e-learning was created, covering topics such as local and general response to burns, assessment of burns, first aid, primary and secondary survey, and referral guidelines. Medical student satisfaction was then evaluated using a 12-question feedback survey rated based on a Likert scale from 1 (very poor) to 5 (very good). The 12-question survey was completed by a total of 18 medical students ranging from second to fourth years (second = 17%, third = 22%, fourth = 61%). While only a couple of students had received prior burns teaching, 50% of the cohort had an interest to pursue surgery as a career. The majority of students (72%) would be interested to have an e-learning module on basic burns management in their medical curriculum. The means of all domains specific to the e-learning were rated as "good" or "very good." Students' rating for ease of use was 87%, usefulness was 88%, relevance to the medical curriculum was 90%, clarity and quality of content were 78% and 83%, respectively, design was 79%, and the overall satisfaction with this e-learning was 87%. The "Basic Burns Management" e-learning tutorial can provide an efficient and effective means of information delivery to medical students and junior doctors, allowing easy and fast incorporation of burns teaching within the medical curriculum and in other medical teaching settings.

Teaching the Basics of Electricity Using a Flexible Piezoelectric Generator

ERIC Educational Resources Information Center

Seveno, R.; Dufay, T.; El Gibari, M.; Guiffard, B.; Li, H. W.; Morsli, S.; Pichon, A.; Tanguy, E.

2018-01-01

Lecturer-researchers, because of the duality of their profession, can introduce students directly to their research. Stimulating student interest through practical research topics enables students to see the relevance of the teaching/learning process and thereby enhance their motivation. As a major societal issue, research on renewable energies is…

The Ethics of Western Rhetoric as a Basis for Teaching Foreign Students.

ERIC Educational Resources Information Center

Schliessmann, Michael R.

An increase in foreign student enrollment and subsequent questioning of traditional concepts of western rhetorical practice, particularly freedom of speech, resulted in an evaluation of current teaching practices in South Dakota State University's basic speech communication course. In a summer session course, 36 international students responded to…

Critical Thinking in the Chemistry Classroom and Beyond

ERIC Educational Resources Information Center

Jacob, Claus

2004-01-01

The feasibility and practical use of teaching philosophy-based critical thinking to undergraduate chemistry students are investigated. The successful outcome of teaching basic logical concepts in chemistry, as measured by students' ability to assess the validity of chemical reasoning on one hand and student satisfaction on the other, is reported.

Teaching Evolution to Non-English Proficient Students by Using Lego Robotics

ERIC Educational Resources Information Center

Whittier, L. Elena; Robinson, Michael

2007-01-01

This article describes a teaching unit that used Lego Robotics to address state science standards for teaching basic principles of evolution in two middle school life science classes. All but two of 29 students in these classes were native Spanish speakers from Mexico. Both classes were taught using Sheltered Instruction Observation Protocol…

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

EPA Pesticide Factsheets

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

Aligning library instruction with the needs of basic sciences graduate students: a case study.

PubMed

O'Malley, Donna; Delwiche, Frances A

2012-10-01

How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Modifying the program's content and structure resulted in a program that appealed to the target audience.

Teaching Two Basic Nanotechnology Concepts in Secondary School by Using a Variety of Teaching Methods

ERIC Educational Resources Information Center

Blonder, Ron; Sakhnini, Sohair

2012-01-01

A nanotechnology module was developed for ninth grade students in the context of teaching chemistry. Two basic concepts in nanotechnology were chosen: (1) size and scale and (2) surface-area-to-volume ratio (SA/V). A wide spectrum of instructional methods (e.g., game-based learning, learning with multimedia, learning with models, project based…

Integration of Basic and Clinical Science in the Psychiatry Clerkship.

PubMed

Wilkins, Kirsten M; Moore, David; Rohrbaugh, Robert M; Briscoe, Gregory W

2017-06-01

Integration of basic and clinical science is a key component of medical education reform, yet best practices have not been identified. The authors compared two methods of basic and clinical science integration in the psychiatry clerkship. Two interventions aimed at integrating basic and clinical science were implemented and compared in a dementia conference: flipped curriculum and coteaching by clinician and physician-scientist. The authors surveyed students following each intervention. Likert-scale responses were compared. Participants in both groups responded favorably to the integration format and would recommend integration be implemented elsewhere in the curriculum. Survey response rates differed significantly between the groups and student engagement with the flipped curriculum video was limited. Flipped curriculum and co-teaching by clinician and physician-scientist are two methods of integrating basic and clinical science in the psychiatry clerkship. Student learning preferences may influence engagement with a particular teaching format.

New Student-Centered and Data-Based Approaches to Hydrology Education

NASA Astrophysics Data System (ADS)

Bloeschl, G.; Troch, P. A. A.; Sivapalan, M.

2014-12-01

Hydrology as a science has evolved over the last century. The knowledge base has significantly expanded, and there are requirements to meet with the new expectations of a science where the connections between the parts are just as important as the parts themselves. In this new environment, what should we teach, and how should we teach it? Given the limited time we have in an undergraduate (and even graduate) curriculum, what should we include, and what should we leave out? What new material and new methods are essential, as compared to textbooks? Past practices have assumed certain basics as being essential to undergraduate teaching. Depending on the professor's background, these include basic process descriptions (infiltration, runoff generation, evaporation etc.) and basic techniques (unit hydrographs, flood frequency analysis, pumping tests). These are taught using idealized (textbook) examples and examined to test this basic competence. The main idea behind this "reductionist" approach to teaching is that the students will do the rest of the learning during practice and apprenticeship in their workplaces. Much of current hydrology teaching follows this paradigm, and the books provide the backdrop to this approach. Our view is that this approach is less than optimum, as it does not prepare the students to face up to the new challenges of the changing world. It is our view that the basics of hydrologic science are not just a collection of individual processes and techniques, but process interactions and underlying concepts or principles, and a collection of techniques that highlights these, combined with student-driven and data-based learning that enables the students to see the manifestations of these process interactions and principles in action in real world situations. While the actual number of items that can be taught in the classroom by this approach in a limited period of time may be lower than in the traditional approach, it will help the students make connections between the understanding gained in this way in solving real world problems. We will illustrate the feasibility of the approach through key examples from our own teaching.

Master Curriculum Guide in Economics for the Nation's Schools. Part I, A Framework for Teaching Economics: Basic Concepts.

ERIC Educational Resources Information Center

Hansen, W. Lee; And Others

A concise framework of basic concepts and generalizations for teaching economics for K-12 students is presented. The guide summarizes the basic structure and substance of economics and lists and describes economic concepts. Standard guidelines are provided to help school systems integrate economics into their on-going courses of study. Designed to…

Inter-Cultural Communication: Teaching Strategies, Resources and Materials for Teaching ESL or How to Change "Sabah Al-Khair" into Good Morning.

ERIC Educational Resources Information Center

Bohan, Robert C.

Speech instructors who teach English as a second language to international students are trying to help those students acquire a basic minimal command of English for success or survival in their education and do not require them to attain the fluency expected of native-born speakers of English. At one junior college where foreign student enrollment…

Teacher Effectiveness as Correlate of Students' Cognitive Achievement at Upper Basic Education in Basic Technology

ERIC Educational Resources Information Center

Owoh, Titus M.

2016-01-01

This study sought to find out the relationship between students perception of their teacher effectiveness and academic achievement in Basic Technology. Teacher's personality, teaching techniques/classroom management strategy and appearance, all integrate to make for teacher effectiveness. To carry out this research, two research questions and one…

Learning Genetics with Paper Pets

ERIC Educational Resources Information Center

Finnerty, Valerie Raunig

2006-01-01

By the end of the eighth grade, students are expected to have a basic understanding of the mechanism of basic genetic inheritance. However, these concepts can be difficult to teach. In this article, the author introduces a new learning tool that will help facilitate student learning and enthusiasm to the basic concepts of genetic inheritance. This…

Analysis of Prospective Mathematics Teachers’ Basic Teaching Skills (a Study of Mathematics Education Departement Students’ Field Experience Program at STKIP Garut)

NASA Astrophysics Data System (ADS)

Rahayu, D. V.

2017-02-01

This study was intended to figure out basic teaching skills of Mathematics Department Students of STKIP Garut at Field Experience Program in academic year 2014/2015. This study was qualitative research with analysis descriptive technique. Instrument used in this study was observation sheet to measure basic teaching mathematics skills. The result showed that ability of content mastery and explaining skill were in average category. Questioning skill, conducting variations skill and conducting assessment skill were in good category. Managing classroom skill and giving motivation skill were in poor category. Based on the result, it can be concluded that the students’ basic teaching skills weren’t optimal. It is recommended for the collegians to get lesson with appropriate strategy so that they can optimize their basic teaching skills.

Secondary Students' Understanding of Basic Ideas of Special Relativity

NASA Astrophysics Data System (ADS)

Dimitriadi, Kyriaki; Halkia, Krystallia

2012-11-01

A major topic that has marked 'modern physics' is the theory of special relativity (TSR). The present work focuses on the possibility of teaching the basic ideas of the TSR to students at the upper secondary level in such a way that they are able to understand and learn the ideas. Its aim is to investigate students' learning processes towards the two axioms of the theory (the principle of relativity and the invariance of the speed of light) and their consequences (the relativity of simultaneity, time dilation and length contraction). Based on an analysis of physics college textbooks, on a review of the relevant bibliography and on a pilot study, a teaching and learning sequence consisting of five sessions was developed. To collect the data, experimental interviews (the so-called teaching experiment) were used. The teaching experiment may be viewed as a Piagetian clinical interview that is deliberately employed as a teaching and learning situation. The sample consisted of 40 10th grade students (aged 15-16). The data were collected by taping and transcribing the 'interviews', as well as from two open-ended questionnaires filled out by each student, one before and the other after the sessions. Methods of qualitative content analysis were applied. The results show that upper secondary education students are able to cope with the basic ideas of the TSR, but there are some difficulties caused by the following student conceptions: (a) there is an absolute frame of reference, (b) objects have fixed properties and (c) the way events happen is independent of what the observers perceive.

Energy. Physical Science in Action. Teacher's Manual and Workbook.

ERIC Educational Resources Information Center

Sneider, Cary I.; Piccotto, Henri

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…

Sound. Physical Science in Action. Teacher's Manual and Workbook.

ERIC Educational Resources Information Center

Chan, Janis Fisher; Friedland, Mary

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of physical science. Six separate units…

Animals. Life Science in Action. Teacher's Manual and Workbook.

ERIC Educational Resources Information Center

Roderman, Winifred Ho; Booth, Gerald

The Science in Action series is designed to teach practical science concepts to special-needs students. It is intended to develop students' problem-solving skills by teaching them to observe, record, analyze, conclude, and predict. This document contains a student workbook which deals with basic principles of life science. Six separate units…

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

ERIC Educational Resources Information Center

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

2008-01-01

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

Which Extreme Variant of the Problem-Solving Method of Teaching Should Be More Characteristic of the Many Teacher Variations of Problem-Solving Teaching?

ERIC Educational Resources Information Center

Mahan, Luther A.

1970-01-01

Compares the effects of two problem-solving teaching approaches. Lower ability students in an activity group demonstrated superior growth in basic science understanding, &roblem-solving skills, science interests, personal adjustment, and school attitudes. Neither method favored cognitive learning by higher ability students. (PR)

Implementing a Service Learning Model for Teaching Research Methods and Program Evaluation

ERIC Educational Resources Information Center

Shannon, Patrick; Kim, Wooksoo; Robinson, Adjoa

2012-01-01

In an effort to teach students the basic knowledge of research methods and the realities of conducting research in the context of agencies in the community, faculty developed and implemented a service learning model for teaching research and program evaluation to foundation-year MSW students. A year-long foundation course was designed in which one…

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

PubMed

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

2015-12-25

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

Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students

PubMed Central

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

2015-01-01

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

How to Teach Legal Concerns in a Basic Business Communication Class.

ERIC Educational Resources Information Center

Golen, Steven; And Others

1986-01-01

Provides a basic overview of legal concerns that affect communications in the business environment, including agency, defamation, credit and collection, information and privacy, employment, and copyright. Furnishes a teaching plan that suggests various classroom activities to help develop students' awareness of these legal concerns. Recommends…

Send Student Interest Skyward! Soaring Teaches Aeronautics Basics

ERIC Educational Resources Information Center

Scarcella, Joe; Wallace, Art

2011-01-01

Gliders and sailplanes provide a great launching platform for teaching about technology and scientific principles. Soaring is technological innovation in action, using earth's natural resources for energy and endurance during flight. This article focuses on the basics of soaring, which educators can use to increase excitement and interest in the…

Send Student Interest Skyward!: Soaring Teaches Aeronautics Basics

ERIC Educational Resources Information Center

Scarcella, Joe; Wallace, Art

2011-01-01

Gliders and sailplanes provide a great launching platform for teaching about technology and scientific principles. Soaring is technological innovation in action, using earth's natural resources for energy and endurance during flight. This article focuses on the basics of soaring, which educators can use to increase excitement and interest in the…

The Stock Market and Economic Principles: A Curriculum Project.

ERIC Educational Resources Information Center

Savino, Ronald J.

This paper outlines how to teach macroeconomic principles through mock stock market investing while helping students develop economic awareness, interest, and comprehension on a more sophisticated level. The basic textbook is "The Economy Today" (B. R. Schiller). After two weeks of teaching basic economic concepts and vocabulary, such as…

New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

PubMed

Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan

2015-01-01

Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the "graphics-sequence memory method." A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG's mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

Teaching Computational Geophysics Classes using Active Learning Techniques

NASA Astrophysics Data System (ADS)

Keers, H.; Rondenay, S.; Harlap, Y.; Nordmo, I.

2016-12-01

We give an overview of our experience in teaching two computational geophysics classes at the undergraduate level. In particular we describe The first class is for most students the first programming class and assumes that the students have had an introductory course in geophysics. In this class the students are introduced to basic Matlab skills: use of variables, basic array and matrix definition and manipulation, basic statistics, 1D integration, plotting of lines and surfaces, making of .m files and basic debugging techniques. All of these concepts are applied to elementary but important concepts in earthquake and exploration geophysics (including epicentre location, computation of travel time curves for simple layered media plotting of 1D and 2D velocity models etc.). It is important to integrate the geophysics with the programming concepts: we found that this enhances students' understanding. Moreover, as this is a 3 year Bachelor program, and this class is taught in the 2nd semester, there is little time for a class that focusses on only programming. In the second class, which is optional and can be taken in the 4th or 6th semester, but often is also taken by Master students we extend the Matlab programming to include signal processing and ordinary and partial differential equations, again with emphasis on geophysics (such as ray tracing and solving the acoustic wave equation). This class also contains a project in which the students have to write a brief paper on a topic in computational geophysics, preferably with programming examples. When teaching these classes it was found that active learning techniques, in which the students actively participate in the class, either individually, in pairs or in groups, are indispensable. We give a brief overview of the various activities that we have developed when teaching theses classes.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach.

PubMed

Lemos, Ana R; Sandars, John E; Alves, Palmira; Costa, Manuel J

2014-08-14

The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer's dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers' espoused theories and theories-in-use. A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education.

The evaluation of student-centredness of teaching and learning: a new mixed-methods approach

PubMed Central

Lemos, Ana R.; Sandars, John E.; Alves, Palmira

2014-01-01

Objectives The aim of the study was to develop and consider the usefulness of a new mixed-methods approach to evaluate the student-centredness of teaching and learning on undergraduate medical courses. An essential paradigm for the evaluation was the coherence between how teachers conceptualise their practice (espoused theories) and their actual practice (theories-in-use). Methods The context was a module within an integrated basic sciences course in an undergraduate medical degree programme. The programme had an explicit intention of providing a student-centred curriculum. A content analysis framework based on Weimer’s dimensions of student-centred teaching was used to analyze data collected from individual interviews with seven teachers to identify espoused theories and 34h of classroom observations and one student focus group to identify theories-in-use. The interviewees were identified by purposeful sampling. The findings from the three methods were triangulated to evaluate the student-centredness of teaching and learning on the course. Results Different, but complementary, perspectives of the student-centredness of teaching and learning were identified by each method. The triangulation of the findings revealed coherence between the teachers’ espoused theories and theories-in-use. Conclusions A mixed-methods approach that combined classroom observations with interviews from a purposeful sample of teachers and students offered a useful evaluation of the extent of student-centredness of teaching and learning of this basic science course. Our case study suggests that this new approach is applicable to other courses in medical education. PMID:25341225

Impact of Integrated Teaching Sessions for Comprehensive Learning and Rational Pharmacotherapeutics for Medical Undergraduates

PubMed Central

Ambwani, Sneha; Vegada, Bhavisha; Sidhu, Rimple; Charan, Jaykaran

2017-01-01

Background: It is postulated that integrated teaching method may enhance retention of the knowledge and clinical applicability of the basic sciences as compared to the didactic method. Aim: The present study was undertaken to compare the integrated teaching method with the didactic method for the learning ability and clinical applicability of the basic sciences. Materials and Methods: The 2nd year MBBS students were divided into two groups randomly. The study was conducted into two stages. In the first stage, conventional didactic lectures on hypertension (HT) were delivered to one group and multidisciplinary integrated teaching to another group. For the second stage, diabetes mellitus groups were swapped. Retention of the knowledge between the groups were assessed through a multiple choice questions (MCQ) test. Feedback of the students and faculty was obtained on a 5 point Likert scale. For the comparison, student's data were regrouped into four groups, i.e., integrated HT, didactic HT, integrated diabetes and didactic diabetes. Results: There was no significant difference of MCQ score between integrated HT, didactic HT, and integrated diabetes group. However, the score obtained in didactic diabetes was significantly more (P = 0.00) than other groups. Majority of the students favored integrated teaching for clinical application of basic science and learning of the skill for the future clinical practice. Faculties considered integrated method as a useful method and suggested frequent use of this method. Conclusion: There was no clear difference in knowledge acquisition; however, the students and faculties favored integrated teaching method in the feedback questionnaire. PMID:29344460

Teaching professionalism in science courses: anatomy to zoology.

PubMed

Macpherson, Cheryl C

2012-02-01

Medical professionalism is reflected in attitudes, behaviors, character, and standards of practice. It is embodied by physicians who fulfill their duties to patients and uphold societies' trust in medicine. Professionalism requires familiarity with the ethical codes and standards established by international, governmental, institutional, or professional organizations. It also requires becoming aware of and responsive to societal controversies. Scientific uncertainty may be used to teach aspects of professionalism in science courses. Uncertainty about the science behind, and the health impacts of, climate change is one example explored herein that may be used to teach both professionalism and science. Many medical curricula provide students with information about professionalism and create opportunities for students to reflect upon and strengthen their individually evolving levels of professionalism. Faculties in basic sciences are rarely called upon to teach professionalism or deepen medical students understanding of professional standards, competencies, and ethical codes. However they have the knowledge and experience to develop goals, learning objectives, and topics relevant to professionalism within their own disciplines and medical curricula. Their dedication to, and passion for, science will support basic science faculties in designing innovative and effective approaches to teaching professionalism. This paper explores topics and formats that scientists may find useful in teaching professional attitudes, skills, and competencies in their medical curriculum. It highlights goals and learning objectives associated with teaching medical professionalism in the basic sciences. Copyright © 2011. Published by Elsevier B.V.

Matching Teaching and Learning Styles.

ERIC Educational Resources Information Center

Caudill, Gil

1998-01-01

Outlines three basic learning modalities--auditory, visual, and tactile--and notes that technology can help incorporate multiple modalities within each lesson, to meet the needs of most students. Discusses the importance in multiple modality teaching of effectively assessing students. Presents visual, auditory and tactile activity suggestions.…

Impact of near-peer teaching rounds on student satisfaction in the basic surgical clerkship.

PubMed

Lin, Joseph A; Farrow, Norma; Lindeman, Brenessa M; Lidor, Anne O

2017-06-01

Teaching rounds are rarely featured in the surgery clerkship. Senior students interested in surgery are suited to precept teaching rounds. Near-peer teaching can provide benefits to both learners and preceptors. Near-peer teaching rounds consisted of senior student-precetors leading groups of 3 clerkship students on teaching rounds once during the clerkship. We prospectively surveyed student satisfaction before and after instituting near-peer teaching rounds. We retrospectively gathered qualitative narratives from student-preceptors. The survey response rate was 93% before near-peer teaching rounds were instituted and 85% after. Satisfaction with the learning environment and the quality and amount of small-group teaching were significantly higher after the institution of near-peer teaching rounds (P ≤ .001 for all 3). Satisfaction with the overall clerkship and baseline interest in surgery were not significantly different. Student-preceptors reported gaining valuable experience for future roles in academia as residents and attending surgeons. Student satisfaction with small-group teaching and the learning environment increased after the institution of near-peer teaching rounds in the surgery clerkship. Student-preceptors gained early experience for careers in academic surgery. Copyright © 2016 Elsevier Inc. All rights reserved.

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

ERIC Educational Resources Information Center

Sun, Guodong

2011-01-01

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

Starting and Teaching Basic Robotics in the Classroom: Modern, Engaging Engineering in Technology Education

ERIC Educational Resources Information Center

Bianco, Andrew S.

2014-01-01

All technology educators have favorite lessons and projects that they most desire to teach. Many teachers might ask why teach robotics when there are many other concepts to cover with the students? The answer to this question is to engage students in science, technology, engineering, and math (commonly referred to as STEM) concepts. In order for…

Energy, Economics, and the Environment: Case Studies and Teaching Activities for Middle School.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis. Center for School Improvement and Performance.

Educators are faced with the task of teaching students to be responsible stewards of the world's natural resources. This curriculum focuses on three interrelated topics in this area: energy, economics, and the environment. The goal of this book is to: (1) teach students basic knowledge and concepts about energy, the environment, and economics; (2)…

The Interesting Teaching and Learning of Malay Language to Foreign Speakers: Language through Cultures

ERIC Educational Resources Information Center

Baharudin, Mazlina; Ikhsan, Siti Ajar

2016-01-01

The interesting teaching and learning of Malay languages is a challenging effort and need a relevant plan to the students' needs especially for the foreign students who already have the basic Indonesian Malay language variation that they have learned for four semesters in their own country, Germany. Therefore, the variety of teaching and learning…

Building Effectiveness in Teaching through Targeted Evaluation and Response: Connecting Evaluation to Teaching Improvement in Higher Education

ERIC Educational Resources Information Center

Smith, Calvin

2008-01-01

This paper describes the development of a model for integrating student evaluation of teaching results with academic development opportunities, in new ways that take into account theoretical and practical developments in both fields. The model is described in terms of five phases or components: (1) the basic student evaluation system; (2) an…

Metrics. A Basic Core Curriculum for Teaching Metrics to Vocational Students.

ERIC Educational Resources Information Center

Albracht, James; Simmons, A. D.

This core curriculum contains five units for use in teaching metrics to vocational students. Included in the first unit are a series of learning activities to familiarize students with the terminology of metrics, including the prefixes and their values. Measures of distance and speed are covered. Discussed next are measures of volume used with…

Teaching Assessment of Classroom Learning: Using Scenarios To Teach Basic Tests and Measurement Concepts.

ERIC Educational Resources Information Center

Cochran, H. Keith

This paper contains two scenario-type assignments for students in a university tests and measurements class as well as a collection of materials developed by actual students in response to these assignments. An opening explanation argues that education students, often nearing the end of their program when they take the tests and measurement…

Understanding Instructions.

ERIC Educational Resources Information Center

Milburn, Val

This guide is intended to help adult basic education (ABE) teachers teach their students to understand instructions in their daily lives. The 25 learning activities included all develop students' skills in the area of following directions by using basic situations drawn from everyday life. The following activities are included: sequencing pictures…

Toast, Anyone? Project Teaches Electricity Basics and Math

ERIC Educational Resources Information Center

Quagliana, David F.

2010-01-01

This article describes an electrical technology experiment that shows students how to determine the cost of using an electrical appliance. The experiment also provides good math practice and teaches basic electricity terms and concepts, such as volt, ampere, watt, kilowatt, and kilowatt-hour. This experiment could be expanded to calculate the cost…

A Game Simulation of Multilateral Trade for Classroom Use.

ERIC Educational Resources Information Center

Thompson, Gary L.; Carter, Ronald L.

An alternative to existing methods for teaching elementary economic geography courses was developed in a game format to teach the basic process of trade through role playing. Simplifying the complexities of multilateral trade to a few basic decisions and acts, the cognitive objectives are to develop in the student: 1) an understanding of regional…

Integrated Basic Education and Skills Training (I-BEST). Washington's Community and Technical Colleges

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes…

Approaches to enhance the teaching quality of experimental biochemistry for MBBS students in TSMU, China.

PubMed

Yu, Lijuan; Yi, Shuying; Zhai, Jing; Wang, Zhaojin

2017-07-08

With the internationalization of medical education in China, the importance of international students' education in medical schools is also increasing. Except foreign students majoring in Chinese language, English Bachelor of Medicine, Bachelor of Surgery (MBSS) students are the largest group of international students. Based on problems in the teaching process for experimental biochemistry, we designed teaching models adapted to the background of international students and strengthened teachers' teaching ability at Taishan Medical University. Several approaches were used in combination to promote teaching effects and increase the benefit of teaching to teachers. The primary data showed an increased passion for basic medical biochemistry and an improved theoretical background for MBSS students, which will be helpful for their later clinical medicine studies. © 2017 by The International Union of Biochemistry and Molecular Biology, 45(4):360-364, 2017. © 2017 The International Union of Biochemistry and Molecular Biology.

Teaching Projectile Motion

ERIC Educational Resources Information Center

Summers, M. K.

1977-01-01

Described is a novel approach to the teaching of projectile motion of sixth form level. Students are asked to use an analogue circuit to observe projectile motion and to graph the experimental results. Using knowledge of basic dynamics, students are asked to explain the shape of the curves theoretically. (Author/MA)

A personal connection: Promoting positive attitudes towards teaching and learning.

PubMed

Lujan, Heidi L; DiCarlo, Stephen E

2017-09-01

Students' attitudes towards teaching and learning must be addressed with the same seriousness and effort as we address content. Establishing a personal connection and addressing our students' basic psychological needs will produce positive attitudes towards teaching and learning and develop life-long learners. It will also promote constructive student-teacher relationships that have a profound influence on our students' approach towards school. To begin this process, consider the major tenets of the Self-Determination Theory. The Self-Determination Theory of human motivation focuses on our students' innate psychological needs and the degree to which an individual's behavior is self-motivated and self-determined. Faculty can satisfy the innate psychological needs by addressing our students' desire for relatedness, competence and autonomy. Relatedness refers to our students' need to feel connected to others, to be a member of a group, to have a sense of communion and to develop close relationships with others. Competence is believing our students can succeed , challenging them to do so and imparting that belief in them. Autonomy involves considering the perspectives of the student and providing relevant information and opportunities for student choice and initiating and regulating their own behaviors. Establishing a personal connection and addressing our students' basic psychological needs will improve our teaching, inspire and engage our students and promote positive attitudes towards teaching and learning while reducing competition and increasing compassion. These are important goals because unless students are inspired and motivated and have positive attitudes towards teaching and learning our efforts will fail to meet their full potential. Anat Sci Educ 10: 503-507. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

Maintaining Basic Skills through Summer Thematic Tutoring with Exceptional Students in Residential Foster Care.

ERIC Educational Resources Information Center

Colombey, Hanna

A thematic teaching program and portfolio assessment were used to maintain basic academic language arts and mathematics skills during the summer for 21 elementary students placed in residential foster care settings as victims of physical and/or sexual abuse. All activities were designed around the selected theme of a safari. Students listened to…

Using the Composing Process and Positive Reinforcement to Teach College Basic Students to Write.

ERIC Educational Resources Information Center

Milligan, Janice

Following a literature review on the subjects of the decline in student writing abilities and increased student writing apprehension, this paper offers teachers information on a basic writing program that reduces writing anxiety and improves writing skills through large doses of positive reinforcement. The second section of the paper discusses the…

Importance of Computer Competencies for Entering JCCC Students: A Survey of Faculty and Staff.

ERIC Educational Resources Information Center

Weglarz, Shirley

Johnson County Community College (JCCC) conducted a survey in response to faculty comments regarding entering students' lack of rudimentary computer skills. Faculty were spending time in non-computer related classes teaching students basic computer skills. The aim of the survey was to determine what the basic computer competencies for entering…

Peer-Assisted Learning: Filling the Gaps in Basic Science Education for Preclinical Medical Students

ERIC Educational Resources Information Center

Sammaraiee, Yezen; Mistry, Ravi D.; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-01-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United…

Aligning library instruction with the needs of basic sciences graduate students: a case study

PubMed Central

O'Malley, Donna; Delwiche, Frances A.

2012-01-01

Question: How can an existing library instruction program be reconfigured to reach basic sciences graduate students and other patrons missed by curriculum-based instruction? Setting: The setting is an academic health sciences library that serves both the university and its affiliated teaching hospital. Methods: The existing program was redesigned to incorporate a series of seven workshops that encompassed the range of information literacy skills that graduate students in the basic sciences need. In developing the new model, the teaching librarians made changes in pedagogy, technology, marketing, and assessment strategies. Results: Total attendance at the sessions increased substantially in the first 2 years of the new model, increasing from an average of 20 per semester to an average of 124. Survey results provided insight about what patrons wanted to learn and how best to teach it. Conclusion: Modifying the program's content and structure resulted in a program that appealed to the target audience. PMID:23133328

The reform of the teaching mode of Applied Optics curriculum and analysis of teaching effect

NASA Astrophysics Data System (ADS)

Ning, Yu; Xu, Zhongjie; Li, Dun; Chen, Zilun; Cheng, Xiangai; Zhong, Hairong

2017-08-01

Military academies have two distinctive characteristics on talent training: Firstly, we must teach facing actual combat and connecting with academic frontier. Secondly, the bachelor's degree education and the military education should be balanced. The teaching mode of basic curriculum in military academies must be reformed and optimized on the basis of the traditional teaching mode, so as to ensure the high quality of teaching and provide enough guidance and help for students to support their academic burden. In this paper, our main work on "Applied Optics" teaching mode reform is introduced: First of all, we research extensively and learn fully from advanced teaching modes of the well-known universities at home and abroad, a whole design is made for the teaching mode of the core curriculum of optical engineering in our school "Applied Optics", building a new teaching mode which takes the methods of teaching basic parts as details, teaching application parts as emphases, teaching frontier parts as topics and teaching actual combat parts on site. Then combining with the questionnaire survey of students and opinions proposed by relevant experts in the teaching seminar, teaching effect and generalizability of the new teaching mode are analyzed and evaluated.

Student-initiated revision in child health.

PubMed

Alfaham, M; Gray, O P; Davies, D P

1994-03-01

Most teaching of child health in Cardiff takes place in block attachments of 8 weeks. There is an introductory seminar of 2 days followed by a 6-week clinical attachment in a district general hospital in Wales, and then a revision period of one week designed to help students formalize and structure their basic knowledge and to clarify aspects of child health which they may have had difficulty in understanding. The revision programme has to take into account: the short time available, the small number of teaching staff, the most relevant basic knowledge and active participation by the student. This paper describes how this week has been improved through the use of student-initiated revision (SIR). The students' appraisal of this revision and in particular SIR is presented.

31M10 Functional Basic Skills Education Package.

DTIC Science & Technology

1982-09-01

administered under test-like conditions to 14 high school students having academic difficulties. Each student was interviewed following the test to identify...in school . However, in recent years, there has been a movement, in both military and civilian adult basic skill training, toward teaching of...independent, responsible learners. Student Characteristics The students in FBSEP are young men and women, most of them recent high school graduates or

A Sequence of Assignments for Basic Writing: Teaching To Problems "Beyond the Sentence."

ERIC Educational Resources Information Center

Wall, Susan V.

Students in college basic writing courses need to consider their own written language and to compare it with other students' work before they can develop a sense of the symbolic relationship between language and experience. Because of a lack of previous writing experience, basic writers have no sense that the "facts" about which they write are…

A needs assessment study of undergraduate surgical education

PubMed Central

Birch, Daniel W.; Mavis, Brian

2006-01-01

Background There is compelling evidence to suggest that undergraduate surgical education may fail to provide appropriate instruction in basic surgical principles and skills. Methods We completed a descriptive, cross-sectional survey of stakeholder groups (surgeon educators and recent medical school graduates) to assess the perceived relevance and learning for surgical principles, surgical skills, teaching environments and teaching interventions. Results Graduates returned 123 surveys, and surgeons returned 55 surveys (response rates: graduates 46%, surgeons 45%). Both graduates and surgeons considered 8 of 10 surgical principles highly relevant to current medical practice. Despite this, the surgical clerkship seemed to enable proficiency in far fewer principles (graduates: 3, surgeons: 5). Graduates believed that each of the 15 basic surgical skills is relevant to current medical practice, whereas surgeons indicated that more invasive skills (i.e., central venous lines, thoracentesis) are much less relevant. Graduates and surgeons indicated that medical students will achieve proficiency in only 3 basic skills areas as a result of the surgical clerkship. Graduates and surgeons considered each surgical specialty relevant and effective in undergraduate surgical education. According to graduates and surgeons, the most effective teaching environments are outpatient settings (emergency department, outpatient clinics). Graduates and surgeons ranked resident teaching as the most effective teaching intervention, and traditional interventions (grand rounds, formal rounds) and electronic resources (computer-assisted learning, web-based learning) were ranked the least effective. Conclusions In this study, we assessed the learning needs of contemporary medical students in surgery. The results suggest that respondent graduate students and surgeons believe that the level of proficiency achieved in surgical principles and basic skills through undergraduate surgical educations is much less than anticipated. Outpatient settings and resident teaching are believed to provide the most effective teaching for medical students. Information from this study has important implications for Canadian undergraduate surgery programs and curricula. PMID:17152571

Project-oriented teaching model about specialized courses in the information age

NASA Astrophysics Data System (ADS)

Chen, Xiaodong; Wang, Jinjiang; Tian, Qingguo; Wang, Yi; Cai, Huaiyu

2017-08-01

Specialized courses play a significant role in the usage of basic knowledge in the practical application for engineering college students. The engineering data available has sharply increased since the beginning of the information age in the 20th century, providing much more approaches to study and practice. Therefore, how to guide students to make full use of resources for active engineering practice learning has become one of the key problems for specialized courses. This paper took the digital image processing course for opto-electronic information science and technology major as an example, discussed the teaching model of specialized course in the information age, put forward the "engineering resource oriented model", and fostered the ability of engineering students to use the basic knowledge to innovate and deal with specific project objectives. The fusion of engineering examples into practical training and teaching encourages students to practice independent engineering thinking.

Integrating Basic Science and Clinical Teaching for Third-Year Medical Students.

ERIC Educational Resources Information Center

Croen, Lila G.; And Others

1986-01-01

A 2-month program for third-year students at Yeshiva's Albert Einstein College of Medicine that provides a model for integrating basic sciences and clinical training is described. It demonstrates the importance of lifelong learning in a field that constantly changes. (Author/MLW)

A Cost-Effective Two-Part Experiment for Teaching Introductory Organic Chemistry Techniques

ERIC Educational Resources Information Center

Sadek, Christopher M.; Brown, Brenna A.; Wan, Hayley

2011-01-01

This two-part laboratory experiment is designed to be a cost-effective method for teaching basic organic laboratory techniques (recrystallization, thin-layer chromatography, column chromatography, vacuum filtration, and melting point determination) to large classes of introductory organic chemistry students. Students are exposed to different…

Building a Context of Experience: Communication Audits to Teach Communication Concepts.

ERIC Educational Resources Information Center

Husband, Robert L.; Helmer, James E.

The research audit is an effective means for providing undergraduate students with relevant organizational experience through which they can integrate theory and practice. A course was designed to teach students to apply basic concepts in the field of organizational communication to "real life" communication problems in organizations.…

Using a Commercial Simulator to Teach Sorption Separations

ERIC Educational Resources Information Center

Wankat, Phillip C.

2006-01-01

The commercial simulator Aspen Chromatography was used in the computer laboratory of a dual-level course. The lab assignments used a cookbook approach to teach basic simulator operation and open-ended exploration to understand adsorption. The students learned theory better than in previous years despite having less lecture time. Students agreed…

Using Control Theory to Teach Control Theory (or Any Other Course).

ERIC Educational Resources Information Center

Mansfield, George

1979-01-01

Describes an undergraduate automatic controls course in which the teaching-learning process is regarded as a closed loop feedback system. The three basic components of the system: the controller, the plant, and the learning sensors are identified as the teacher, the student, and student feedback respectively. (SMB)

Considerations and Strategies for Teaching Online Counseling Skills: Establishing Relationships in Cyberspace

ERIC Educational Resources Information Center

Trepal, Heather; Haberstroh, Shane; Duffey, Thelma; Evans, Marcheta

2007-01-01

As technology advances and the use of online counseling becomes more routine, attention must be paid to instruction regarding online counseling skills. The authors present considerations for teaching basic online counseling skills to master's-level counseling students. Recommendations are made for helping students to establish and maintain…

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two Examples from the Theory of Relativity

ERIC Educational Resources Information Center

Velentzas, Athanasios; Halkia, Krystallia

2013-01-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called "Einstein's elevator" and "Einstein's train" can function as tools in teaching basic concepts of the…

A Three-Year Prospective Longitudinal Cohort Study of Medical Students' Attitudes toward Anatomy Teaching and Their Career Aspirations

ERIC Educational Resources Information Center

Bhangu, Aneel; Boutefnouchet, Tarek; Yong, Xu; Abrahams, Peter; Joplin, Ruth

2010-01-01

Today's medical students are faced with numerous learning needs. Continuously developing curricula have reduced time for basic science subjects such as anatomy. This study aimed to determine the students' views on the relevance of anatomy teaching, anatomical knowledge, and the effect these have on their career choices. A Likert scale…

Effect of 5E Teaching Model on Student Teachers' Understanding of Weightlessness

ERIC Educational Resources Information Center

Tural, Guner; Akdeniz, Ali Riza; Alev, Nedim

2010-01-01

Weight is one of the basic concepts of physics. Its gravitational definition accommodates difficulties for students to understand the state of weightlessness. The aim of this study is to investigate the effect of materials based on 5E teaching model and related to weightlessness on science student teachers' learning. The sample of the study was 9…

Student tutors are able to teach basic sonographic anatomy effectively - a prospective randomized controlled trial.

PubMed

Celebi, N; Zwirner, K; Lischner, U; Bauder, M; Ditthard, K; Schürger, S; Riessen, R; Engel, C; Balletshofer, B; Weyrich, P

2012-04-01

Ultrasound is a widely used diagnostic tool. In medical education, it can be used to teach sonographic anatomy as well as the basics of ultrasound diagnostics. Some medical schools have begun implementing student tutor-led teaching sessions in sonographic abdominal anatomy in order to meet the growing demand in ultrasound teaching. However, while this teaching concept has proven to be feasible and well accepted, there is limited data regarding its effectiveness. We investigated whether student tutors teach sonographic anatomy as effectively as faculty staff sonographers. 50 medical students were randomly assigned to one of two groups. 46 of these could be included in the analysis. One group was taught by student tutors (ST) and the other by a faculty staff sonographer (FS). Using a pre/post-test design, students were required to locate and label 15 different abdominal structures. They printed out three pictures in three minutes and subsequently labeled the structures they were able to identify. The pictures were then rated by two blinded faculty staff sonographers. A mean difference of one point in the improvement of correctly identified abdominal structures between the pre-test and post-test among the two groups was regarded as equivalent. In the pre-test, the ST (FS) correctly identified 1.6 ± 1.0 (2.0 ± 1.1) structures. Both the ST and FS group showed improvement in the post-test, correctly identifying 7.8 ± 2.8 vs. 8.9 ± 2.9 structures, respectively (p < .0001 each). Comparing the improvement of the ST (6.2 ± 2.8 structures) versus the FS (6.9 ± 3.2) showed equivalent results between the two groups (p < .05 testing for equivalence). Basic abdominal sonographic anatomy can be taught effectively by student tutors. © Georg Thieme Verlag KG Stuttgart · New York.

Validity of Basic Electronic 1 Module Integrated Character Value Based on Conceptual Change Teaching Model to Increase Students Physics Competency in STKIP PGRI West Sumatera

NASA Astrophysics Data System (ADS)

Hidayati, A.; Rahmi, A.; Yohandri; Ratnawulan

2018-04-01

The importance of teaching materials in accordance with the characteristics of students became the main reason for the development of basic electronics I module integrated character values based on conceptual change teaching model. The module development in this research follows the development procedure of Plomp which includes preliminary research, prototyping phase and assessment phase. In the first year of this research, the module is validated. Content validity is seen from the conformity of the module with the development theory in accordance with the demands of learning model characteristics. The validity of the construct is seen from the linkage and consistency of each module component developed with the characteristic of the integrated learning model of character values obtained through validator assessment. The average validation value assessed by the validator belongs to a very valid category. Based on the validator assessment then revised the basic electronics I module integrated character values based on conceptual change teaching model.

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

PubMed

Zou, Ping; Luo, Pei-Gao

2010-05-01

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

Teaching Moderately Mentally Retarded Children Basic Reading Skills.

ERIC Educational Resources Information Center

Hoogeveen, Frans R.; And Others

1989-01-01

Four moderately mentally retarded students, aged 8-13, were instructed in a basic skills reading program which emphasized a phonemic alphabet, pictorial cueing, and stimulus manipulation techniques. The training improved the Dutch students' ability to read one- and two-syllable words, and was generalizable to untrained words of the same…

Auto-Mechanics Course. Bilingual Vocational Instructional Materials.

ERIC Educational Resources Information Center

Lopez-Cox, Guadalupe

This auto-mechanics course, one of a series of bilingual English-Spanish vocational education courses, is designed to introduce the basic skills that an automotive mechanics student should know. It is geared to teach the student basic manipulative skills, safety judgments, proper work habits, desirable attitudes, and proper behavior for initial…

KURDISH BASIC COURSE, DIALECT OF SULAIMANIA, IRAQ.

ERIC Educational Resources Information Center

ABDULLA, JAMAL JALAL; MCCARUS, ERNEST N.

THIS BEGINNING COURSE, DESIGNED FOR THE STUDENT WITH SOME KNOWLEDGE OF LINGUISTICS, FOLLOWS THE AUDIOLINGUAL APPROACH IN TEACHING THE PHONOLOGY, BASIC STRUCTURE, AND VOCABULARY OF THE EDUCATED KURDISH DIALECT OF SULAIMANIA, IRAQ. THE CULTURAL CONTENT OF THE MATERIAL PROVIDES THE STUDENT WITH A GENERAL BACKGROUND OF SULAIMANIAN CULTURE. PART I,…

Astrophysics on the Lab Bench

ERIC Educational Resources Information Center

Hughes, Stephen W.

2010-01-01

In this article some basic laboratory bench experiments are described that are useful for teaching high school students some of the basic principles of stellar astrophysics. For example, in one experiment, students slam a plastic water-filled bottle down onto a bench, ejecting water towards the ceiling, illustrating the physics associated with a…

Comparison of didactic lectures and open-group discussions in surgical teaching.

PubMed

Sirikumpiboon, Siripong

2014-11-01

The teaching of medicine has varied and has continued to develop until today. Most courses rely on the lecture although it may bring less benefit to students. Another teaching technique, the open group discussion, may not be the most effective, but is widely accepted as a teaching development especially for its overall improvement of student skills. Basically, the teaching of surgery has more limitations than other subjects because patients with critical conditions are required. The present study was designed to compare the effectiveness of these two teaching methods, the lecture and the open group discussion, in the Department of Surgery, Rajavithi Hospital. Fifth year medical students enrolled from 2554-2555 BE (AD 2011-2012) were recruited in the study and randomly divided in groups by the Office of Administration, College of Medicine, Rangsit University. A colorectal surgeon taught the subject, common anorectal disease, throughout the study year. The drawing method was used to randomize the members grouped by teaching methods. The assessment comprised multiple choice questions (MCQ) and multiple essay questions (MEQ). Seventy-three students (39 females, 34 males) were recruited. Students' basic characteristic showed no association between groups of teaching methods. Higher mean MEQ scores were found in the open discussion group (55.83%) compared with those taught by lecture (31.23%), exhibiting significant difference (p<0.001). With respect to MCQ1 and MCQ4, students in the open discussion group had higher scores than those in the lecture group), was also with statistical significance (p = 0.02). Teaching medicine differs from other disciplines. To achieve the most effective teaching performance, teaching methods may be limited in some subjects. This study was a partial project for teaching in the Department of Surgery. It was shown that students in the open discussion group had better MCQ and MEQ scores than those in the lecture group. In developing student skills, giving open discussion provided greater interaction between instructors and students. Importantly, the instructor should manage and facilitate questioning techniques to more effectively transfer course content.

Effect of Improvised Instructional Materials on Students' Achievement in Geometry at the Upper Basic Education Level in Makurdi Metropolis, Benue State, Nigeria

ERIC Educational Resources Information Center

Iji, C. O.; Ogbole, P. O.; Uka, N. K.

2014-01-01

Among all approaches aimed at reducing poor mathematics achievement among the students, adoption of appropriate methods of teaching appears to be more rewarding. In this study, improvised instructional materials were used to ascertain students' geometry achievement at the upper basic education one. Two research questions were asked with associated…

Secondary Students' Understanding of Basic Ideas of Special Relativity

ERIC Educational Resources Information Center

Dimitriadi, Kyriaki; Halkia, Krystallia

2012-01-01

A major topic that has marked "modern physics" is the theory of special relativity (TSR). The present work focuses on the possibility of teaching the basic ideas of the TSR to students at the upper secondary level in such a way that they are able to understand and learn the ideas. Its aim is to investigate students' learning processes towards the…

Characteristics of medical teachers using student-centered teaching methods.

PubMed

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Teaching Freshman English to Native and Non-Native Students: Some Similarities and Some Differences.

ERIC Educational Resources Information Center

Macha, Dyne H.

This paper, intended for freshman English instructors who teach reading and writing to both native and non-native students, discusses basic differences and similarities affecting instruction for the two groups. For example, non-native linguistic differences encourage teachers to deal with syntactic interference in reading and with highly embedded…

A Curriculum Model for Teaching Telecommunications to Middle and Secondary School Students.

ERIC Educational Resources Information Center

Daughenbaugh, Richard L.

This curriculum guide is intended for use in teaching a unit on telecommunications to students with a basic understanding of computing. Introductory materials spell out the purpose of the unit--to provide an introduction to the sending and receiving of electronic information using a personal computer system and the telephone communications…

Teaching Badminton Based on Student Skill Levels

ERIC Educational Resources Information Center

Wang, Jianyu; Moffit, Jeff

2009-01-01

Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

Let's Get Higher Scores on These New Assessments

ERIC Educational Resources Information Center

Shanahan, Timothy

2015-01-01

This column explains three ways that teachers can improve reading test performance. Basically, the idea is that instead of teaching students to respond to particular question types as is typical of test preparation despite the ineffectiveness of this practice, it is better to teach students to read the test passages more effectively. Three…

The Greyhound Strike: Using a Labor Dispute to Teach Descriptive Statistics.

ERIC Educational Resources Information Center

Shatz, Mark A.

1985-01-01

A simulation exercise of a labor-management dispute is used to teach psychology students some of the basics of descriptive statistics. Using comparable data sets generated by the instructor, students work in small groups to develop a statistical presentation that supports their particular position in the dispute. (Author/RM)

A Study of the Effects of Multimedia Dynamic Teaching on Cognitive Load and Learning Outcome

ERIC Educational Resources Information Center

Zhang, Xiaozhu; Zhang, Xiurong; Yang, Xiaoming

2016-01-01

The statistics reveal that about many students have learning difficulties. For this reason, appropriate curricula and materials should be planned to match with multimedia teaching design in order to reduce students' learning frustration and obstacles caused by insufficient experiences and basic competence. Multimedia dynamic, a curriculum oriented…

A Simple Inquiry-Based Lab for Teaching Osmosis

ERIC Educational Resources Information Center

Taylor, John R.

2014-01-01

This simple inquiry-based lab was designed to teach the principle of osmosis while also providing an experience for students to use the skills and practices commonly found in science. Students first design their own experiment using very basic equipment and supplies, which generally results in mixed, but mostly poor, outcomes. Classroom "talk…

Effects of Simulation to Teach Students with Disabilities Basic Finance Skills

ERIC Educational Resources Information Center

Rowe, Dawn A.; Test, David W.

2013-01-01

This study used a multiple probe design across participants to examine the effects of classroom simulation using static picture prompts to teach students to make a purchase using a debit card and track expenses by subtracting purchase amounts and adding deposits into a check register. Results demonstrated a functional relation between simulated…

Beyond Chalk and Talk: Engaging Students in the Learning Process.

ERIC Educational Resources Information Center

Evans, Ruby

Teaching and learning in the traditional classroom continues to evolve in the presence of technological innovation. This paper highlights basic strategies in which the traditional classroom can be modified to involve students more actively in the teaching and learning process. One of the strategies outlined in this paper includes the incorporation…

Activation and motivation of medical students for learning histoembrylogy.

PubMed

Stiblar-Martincic, D

1998-01-01

The paper described the present learning/teaching activities for the basic subject in the medical curriculum called histoembryology. Various forms of teaching are presented, but a special emphasis is put on computer assisted testing. The leading idea in the teaching activities is to improve the activation and motivation of the students. This goal has been only partly achieved presumably because of insufficient coordination and integration in the curriculum. The plans for further improvements in histoembryology teaching are presented, including the improvements in computer assisted testing.

A comparison of medical students' perceptions of their initial basic clinical training placements in 'new' and established teaching hospitals.

PubMed

Mathers, Jonathan; Parry, Jayne; Scully, Edward; Popovic, Celia

2006-05-01

This study has examined students' perceptions of the factors influencing learning during initial hospital placements and whether differences in perceived experiences were evident between students attending new and established teaching hospitals. Five focus groups were conducted with Year III students at the University of Birmingham Medical School (UBMS): three with students attending three established teaching hospitals and two with students attached to a new teaching hospital (designated as part of the UBMS expansion programme). Extensive variation in student perception of hospital experiences was evident at the level of teaching hospital, teaching firm and individual teacher. Emergent themes were split into two main categories: 'students' perceptions of teaching and the teaching environment' and 'the new hospital learner'. Themes emerging that related to variation in student experience included the amount of structured teaching, enthusiasm of teachers, grade of teachers, specialty of designated firms and the number of students. The new teaching hospital was generally looked upon favourably by students in comparison to established teaching hospitals. Many of the factors influencing student experience relate to themes grouped under the 'new hospital learner', describing the period of adjustment experienced by students during their first encounter with this new learning environment. Interventions to improve student experience might be aimed at organisations and individuals delivering teaching. However, factors contributing to the student experience, such as the competing demand to teaching of heavy clinical workloads, are outside the scope of medical school intervention. In the absence of fundamental change, mechanisms to equip students with 'survival skills' as self-directed hospital learners should also be considered.

GUIDANCE UNITS FOR THE LEARNING LABORATORY TO TEACH BASIC SKILLS IN A CULTURALLY DEPRIVED AREA.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL.

THE PURPOSE OF THIS HANDBOOK IS TO PROVIDE GUIDANCE UNITS FOR THE LEARNING LABORATORY. THE 10 UNITS ARE STRUCTURED TO TEACH BASIC SKILLS TO CULTURALLY DISADVANTAGED STUDENTS. THE FOLLOWING AREAS ARE SUBJECTS FOR INSTRUCTIONAL UNITS OF STUDY--(1) EXPLORING THE SELF-CONCEPT, (2) ATTITUDES, (3) HOW TO STUDY, (4) HOW TO PASS EXAMINATIONS, (5) GROUP…

Investigation of a Chaotic Double Pendulum in the Basic Level Physics Teaching Laboratory

ERIC Educational Resources Information Center

Vanko, Peter

2007-01-01

First-year physics students at the Technical University of Budapest carry out a wide range of measurements in the Basic Level Physics Teaching Laboratory. One of the most exciting experiments is the investigation of a chaotic double pendulum by a V-scope, a powerful three-dimensional motion tracking system. After a brief introduction to the…

Oncology Teaching: A Multidisciplinary Approach for Second-Year Medical Students

ERIC Educational Resources Information Center

Elkort, Richard; Mozden, Peter J.

1975-01-01

A Boston University School of Medicine course in oncology is described which covers basic science correlates, diagnostic approaches, treatment modalities, and psycho-social aspects. Based on five years experience, the course is considered a successful means of correlating basic and clinical information for second- and third-year medical students.…

Improving Learning in Science and Basic Skills among Diverse Student Populations.

ERIC Educational Resources Information Center

Sutman, Francis X.; Guzman, Ana

This monograph is a rich resource of information designed to strengthen science and basic skills teaching, and improve learning for limited English proficient (LEP) minority student populations. It proposes the use of hands-on science investigations as the driving force for mathematics and English language development. The materials included in…

Construction Trade Course. Bilingual Vocational Instructional Materials.

ERIC Educational Resources Information Center

Lopez-Cox, Guadalupe

This building trades course, one of a series of bilingual English-Spanish vocational education courses, is designed to introduce the basic skills that a student must know in the construction field. It is geared to teach the student basic manipulative skills, safety judgments, proper work habits, desirable attitudes, and proper behavior for initial…

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory.

PubMed

Orsini, Cesar; Evans, Phillip; Jerez, Oscar

2015-01-01

Internalization of students' motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students' basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more 'human centred' teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. This review identified actions that clinical teachers could implement in their daily work to support students' self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery.

The use of brainstorming for teaching human anatomy.

PubMed

Geuna, S; Giacobini-Robecchi, M G

2002-10-15

Interactive teaching techniques have been used mainly in clinical teaching, with little attention given to their use in basic science teaching. With the aim of partially filling this gap, this study outlines an interactive approach to teaching anatomy based on the use of "brainstorming." The results of the students' critique of the teaching techniques are also included. Seventy-five students from the first-year nursing curriculum were tested by a structured questionnaire after three brainstorming sessions. The overall response to these sessions was very positive, indicating that students perceived this interactive technique as both interesting and useful. Furthermore, this approach may provide a useful strategy when learning the clinical courses of the upcoming academic years. Copyright 2002 Wiley-Liss, Inc.

[Science of Meridians, Collaterals and Acupoints--Exploration on teaching method of meridian syndromes].

PubMed

Wang, Yinping; Zhang, Zongquan; Wang, Wenlin; Yuan, Limin

2015-04-01

Meridian syndromes are the required basic knowledge for mastering Science of Meridians, Collaterals and Acupoints but have not brought the adequate attention on the teaching program. The writers discovered' that the content of this section occupied a decisive role for developing the students' clinical thinking ability and, stimulating their interests to learn classical TCM theories. It's necessary to enhance the importance on meridian syndromes during teaching program. The teaching program was discussed in three aspects, named workshop pattern, competitive pattern and multimedia pattern. This teaching method may improve students' interests in the study on classical TCM theories, deepen the understanding on knowledge and motivate students' learning autonomy so that the teaching quality can be improved.

Communication: Guidelines for Teaching Business Correspondence in the High School Setting

ERIC Educational Resources Information Center

Allred, Hilda F.

1978-01-01

The author presents guidelines for teaching secondary school students how to write better business letters, including basic skills, styles and formats of letters, and current trends in business correspondence. (MF)

[Application of problem-based learning in teaching practice of Science of Meridians and Acupoints].

PubMed

Wang, Xiaoyan; Tang, Jiqin; Ying, Zhenhao; Zhang, Yongchen

2015-02-01

Science of Meridians and Acupoints is the bridge between basic medicine and clinical medicine of acupuncture and moxibustion. This teaching practice was conducted in reference to the teaching mode of problembased learning (PBL), in association with the clinical design problems, by taking as the students as the role and guided by teachers. In order to stimulate students' active learning enthusiasm, the writers implemented the class teaching in views of the typical questions of clinical design, presentation of study group, emphasis on drawing meridian running courses and acupoint locations, summarization and analysis, as well as comprehensive evaluation so that the comprehensive innovative ability of students and the teaching quality could be improved.

Using a software-defined computer in teaching the basics of computer architecture and operation

NASA Astrophysics Data System (ADS)

Kosowska, Julia; Mazur, Grzegorz

2017-08-01

The paper describes the concept and implementation of SDC_One software-defined computer designed for experimental and didactic purposes. Equipped with extensive hardware monitoring mechanisms, the device enables the students to monitor the computer's operation on bus transfer cycle or instruction cycle basis, providing the practical illustration of basic aspects of computer's operation. In the paper, we describe the hardware monitoring capabilities of SDC_One and some scenarios of using it in teaching the basics of computer architecture and microprocessor operation.

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

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

Escaping from Sunday School: Teaching "The Middle East" in the Setting of Religion

ERIC Educational Resources Information Center

Marten, Michael

2011-01-01

The article argues that, in the teaching of religion at undergraduate level, many students approach understanding the historical or contemporary Middle East in ways that are coloured by what they think is biblical knowledge or basic Christian beliefs. This is less noticeable for students in disciplines such as history or politics. Many history or…

Application of Science Aesthetics in the Teaching of Electrodynamics

ERIC Educational Resources Information Center

Li, Haiyan

2010-01-01

As the important part of the theoretical physics, the electrodynamics is a theoretical basic course of the physics and relative subjects. To adapt the demands for cultivating the target of highly-quality talents in the 21st century, the aesthetic principle can be used in the teaching to stimulate students' learning desire and cultivate students'…

Evaluation of an Instruction Program on Diabetes Diet by Means of a Teaching Machine

ERIC Educational Resources Information Center

Teuscher, A.; Heidecker, Barbara

1976-01-01

A study of 119 diabetic patients, student nurses, social workers, dieticians, and medical students indicates that programmed self-teaching with feedback by multiple-choice questions is an efficient method of instruction of basic facts of nutrition for diabetes. It enables the physician to spend more time on the patient's personal problems.…

Teaching First-Aid Skills to Students with Moderate Handicaps in Small Group Instruction.

ERIC Educational Resources Information Center

Gast, David L.; And Others

1992-01-01

Task analysis and backward chaining were used to teach four young adults with moderate mental disabilities basic first aid skills for simulated cuts, burns, and insect bites. Following training, students were able to apply skills to a nonhandicapped peer. Maintenance probes at 1 to 18 weeks posttraining indicated mixed results. Social validation…

Moving beyond Solving for "x": Teaching Abstract Algebra in a Liberal Arts Mathematics Course

ERIC Educational Resources Information Center

Cook, John Paul

2015-01-01

This paper details an inquiry-based approach for teaching the basic notions of rings and fields to liberal arts mathematics students. The task sequence seeks to encourage students to identify and comprehend core concepts of introductory abstract algebra by thinking like mathematicians; that is, by investigating an open-ended mathematical context,…

Energy and Agriculture. A Basic Core Curriculum for Teaching Energy to Vocational Agriculture Students.

ERIC Educational Resources Information Center

Albracht, James; French, Byron

This core curriculum contains five units of material for teaching energy to vocational agriculture students. Energy uses and the benefits of energy conservation are covered in a unit on the impact of energy on agriculture. Discussed next are tractor performance and Nebraska tractor test data for selecting and evaluating tractors for maximum fuel…

Learning and Teaching Mathematics through Real Life Models

ERIC Educational Resources Information Center

Takaci, Djurdjica; Budinski, Natalija

2011-01-01

This paper proposes modelling based learning as a tool for learning and teaching mathematics in high school. We report on an example of modelling real world problems in two high schools in Serbia where students were introduced for the first time to the basic concepts of modelling. Student use of computers and educational software, GeoGebra, was…

Teaching Basic Business: An Entrepreneurial Perspective.

ERIC Educational Resources Information Center

Smith, Marsha O.

2003-01-01

Suggests that by incorporating entrepreneurship into the basic business curriculum now, business educators will better prepare students for a changing environment. Offers the business plan as a tool for integrating entrepreneurship into the curriculum. (SK)

A View into Successful Teaching Techniques: Teaching Malay Language as a Foreign Language in Malaysia

ERIC Educational Resources Information Center

Baharudin, Mazlina; Sadik, Azlina Md

2016-01-01

This paper will highlight successful teaching techniques used in class in teaching the Malay Language 1 course in Universiti Sains Malaysia (USM). The course is to equip foreign students for their studies and also as means of basic communication with the locals in Malaysia. In Malaysia, the emphasis in Malay language teaching are focused to…

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

PubMed

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

2016-01-01

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

Teaching Crystallography to Noncrystallographers.

ERIC Educational Resources Information Center

Glusker, Jenny P.

1988-01-01

Addresses the requirements of high school students and noncrystallographers in lectures on crystals, diffraction, and structure analysis. Discusses basic understanding and a sequence that addresses these requirements. Suggests visual and descriptive teaching methods used in this effort. (CW)

Basic BASIC; An Introduction to Computer Programming in BASIC Language.

ERIC Educational Resources Information Center

Coan, James S.

With the increasing availability of computer access through remote terminals and time sharing, more and more schools and colleges are able to introduce programing to substantial numbers of students. This book is an attempt to incorporate computer programming, using BASIC language, and the teaching of mathematics. The general approach of the book…

Early involvement in physics through the study of the basics of digital electronics

NASA Astrophysics Data System (ADS)

Egorov, A. D.; Zuykov, V. V.

2017-01-01

Motivation has a major impact on the results of a child's learning at school and a student's learning at the University. Moreover, school education creates a foundation for the study at the university, which is used by a student for in-depth and rapid development of specialized disciplines, reaching the level of independent research and development. The modern system of teaching physics at school is built in such a way that, basically, a teacher is demonstrating and a child is looking. Such a system, in addition to the logical lack of practical skills, leads to a significant reduction in the motivation for further engineering study, which is now a priority for Russia. There are original methods of practical teaching for students starting from the 5th grade, which allow each student to try to assemble on their own a variety of devices, reaching quick practical results. The principles of this technique are discussed in the article. Prototyping boards without solder were chosen as the basic platform to showcase the methodology.

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

NASA Astrophysics Data System (ADS)

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

2009-04-01

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

Teaching Basic Science Content via Real-World Applications: A College-Level Summer Course in Veterinary Anatomy and Physiology

ERIC Educational Resources Information Center

Maza, Paul; Miller, Allison; Carson, Brian; Hermanson, John

2018-01-01

Learning and retaining science content may be increased by applying the basic science material to real-world situations. Discussing cases with students during lectures and having them participate in laboratory exercises where they apply the science content to practical situations increases students' interest and enthusiasm. A summer course in…

Other People's Students Elaborated Codes and Dialect in Basic Writing

ERIC Educational Resources Information Center

Evans, Jason Cory

2012-01-01

English teachers, especially those in the field of basic writing, have long debated how to teach writing to students whose home language differs from the perceived norm. This thesis intervenes in that stalemated debate by re-examining "elaborated codes" and by arguing for a type of correctness in writing that includes being correct…

Vertical integration of basic science in final year of medical education.

PubMed

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P < 0.01). Students felt that it reinforced, motivated self-directed learning, enabled correlations, improved understanding, put things in perspective, gave confidence, aided application, and enabled them to follow discussions during clinical teaching. Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students.

[Approach to Evidence-based Medicine Exercises Using Flipped Teaching: Introductory Education for Clinical Practice for 4th-Year Pharmacy Students].

PubMed

Onda, Mitsuko; Takagaki, Nobumasa

2018-01-01

　Osaka University of Pharmaceutical Sciences has included an evidence-based medicine (EBM) exercise in the introductory education for clinical practice for 4th-year pharmacy students since 2015. The purpose of this exercise is to learn the process of practice and basic concepts of EBM, especially to cultivate the practical ability to solve patients' problems and answer their questions. Additionally, in 2016, we have attempted flipped teaching. The students are instructed to review the basic knowledge necessary for active learning in this exercise by watching video teaching materials and to bring reports summarizing the contents on the flipped teaching days. The program includes short lectures [overview of EBM, document retrieval, randomized controlled trials (RCTs), and systematic review], exercises [patient, intervention, comparison, outcome (PICO) structuring, critical appraisal of papers in small groups with tutors], and presentations. The program includes: step 1, PICO structuring based on scenarios; step 2, critical appraisal of English-language papers on RCTs using evaluation worksheets; and step 3, reviewing the results of the PICO exercise with patients. The results of the review are shared among groups through general discussion. In this symposium, I discuss students' attitudes, the effectiveness of small group discussions using flipped teaching, and future challenges to be addressed in this program.

Multisensory Teaching of Basic Language Skills. Third Edition

ERIC Educational Resources Information Center

Birsh, Judith R., Ed.

2011-01-01

As new research shows how effective systematic and explicit teaching of language-based skills is for students with learning disabilities--along with the added benefits of multisensory techniques--discover the latest on this popular teaching approach with the third edition of this bestselling textbook. Adopted by colleges and universities across…

Provocative Opinion: Fads in Science Teaching

ERIC Educational Resources Information Center

Parry, R. W.

1975-01-01

Criticizes the post-Sputnik wave of multi-disciplinary science curricula aimed at teaching the students about social problems and how science can help solve these problems. Suggests that science teaching should concentrate more on the basics of a given discipline and should be taught be specialists rather than generalists. (MLH)

Improving the basic skills of teaching mathematics through learning with search-solve-create-share strategy

NASA Astrophysics Data System (ADS)

Rahayu, D. V.; Kusumah, Y. S.; Darhim

2018-05-01

This study examined to see the improvement of prospective teachers’ basic skills of teaching mathematics through search-solve-create-share learning strategy based on overall and Mathematical Prior Knowledge (MPK) and interaction of both. Quasi experiments with the design of this experimental-non-equivalent control group design involved 67 students at the mathematics program of STKIP Garut. The instrument used in this study included pre-test and post-test. The result of this study showed that: (1) The improvement and achievement of the basic skills of teaching mathematics of the prospective teachers who get the learning of search-solve-create-share strategy is better than the improvement and achievement of the prospective teachers who get the conventional learning as a whole and based on MPK; (2) There is no interaction between the learning used and MPK on improving and achieving basic skills of teaching mathematics.

Comparison of two teaching methods for cardiac arrhythmia interpretation among nursing students.

PubMed

Varvaroussis, Dimitrios P; Kalafati, Maria; Pliatsika, Paraskevi; Castrén, Maaret; Lott, Carsten; Xanthos, Theodoros

2014-02-01

The aim of this study was to compare the six-stage method (SSM) for instructing primary cardiac arrhythmias interpretation to students without basic electrocardiogram (ECG) knowledge with a descriptive teaching method in a single educational intervention. This is a randomized trial. Following a brief instructional session, undergraduate nursing students, assigned to group A (SSM) and group B (descriptive teaching method), undertook a written test in cardiac rhythm recognition, immediately after the educational intervention (initial exam). Participants were also examined with an unannounced retention test (final exam), one month after instruction. Altogether 134 students completed the study. Interpretation accuracy for each cardiac arrhythmia was assessed. Mean score at the initial exam was 8.71±1.285 for group A and 8.74±1.303 for group B. Mean score at the final exam was 8.25±1.46 for group A vs 7.84±1.44 for group B. Overall results showed that the SSM was equally effective with the descriptive teaching method. The study showed that in each group bradyarrhythmias were identified correctly by more students than tachyarrhythmias. No significant difference between the two teaching methods was seen for any specific cardiac arrhythmia. The SSM effectively develops staff competency for interpreting common cardiac arrhythmias in students without ECG knowledge. More research is needed to support this conclusion and the method's effectiveness must be evaluated if being implemented to trainee groups with preexisting basic ECG interpretation knowledge. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Physics Laboratory in UEC

NASA Astrophysics Data System (ADS)

Takada, Tohru; Nakamura, Jin; Suzuki, Masaru

All the first-year students in the University of Electro-Communications (UEC) take "Basic Physics I", "Basic Physics II" and "Physics Laboratory" as required subjects; Basic Physics I and Basic Physics II are calculus-based physics of mechanics, wave and oscillation, thermal physics and electromagnetics. Physics Laboratory is designed mainly aiming at learning the skill of basic experimental technique and technical writing. Although 95% students have taken physics in the senior high school, they poorly understand it by connecting with experience, and it is difficult to learn Physics Laboratory in the university. For this reason, we introduced two ICT (Information and Communication Technology) systems of Physics Laboratory to support students'learning and staff's teaching. By using quantitative data obtained from the ICT systems, we can easily check understanding of physics contents in students, and can improve physics education.

The Basics: Supporting Learners with Intellectual Challenge in Regular Classrooms. A Resource for Teachers

ERIC Educational Resources Information Center

Bunch, Gary

2006-01-01

This book is a resource for teachers who have the opportunity and the responsibility to work with students who have been labeled with intellectual challenges. The fundamental premise is that good teaching is good teaching--for all students. Secondly, this book believes that teachers are good professionals and have both the skills and the spirit to…

Digital Educational Games and Mathematics. Results of a Case Study in Primary School Settings

ERIC Educational Resources Information Center

Fokides, Emmanuel

2018-01-01

The study presents the results of a project in which a series of digital games were used for teaching Mathematics to first, fourth, and sixth-grade primary school students (ages 6-7, 8-9, and 11-12). Mathematics was selected as the teaching subject because of the difficulties students face in understanding basic math concepts. Although digital…

Simply Great Cooking Instruction. A Manual for Teaching Cooking to Non-Reading Students.

ERIC Educational Resources Information Center

Sesto, Cameron

This manual presents a method of teaching cooking to nonreaders. The language of the method consists of visual symbols, such as drawings of bowls, spoons, and ingredients, and color. The "Simply Great" method consists of three basic formats: the one-step booklet, the full-page format, and the simply written for the student with some…

Using Video Prompting and Constant Time Delay to Teach an Internet Search Basic Skill to Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Zisimopoulos, Dimitrios; Sigafoos, Jeff; Koutromanos, George

2011-01-01

We evaluated a video prompting and a constant time delay procedure for teaching three primary school students with moderate intellectual disabilities to access the Internet and download pictures related to participation in a classroom History project. Video clips were used as an antecedent prompt and as an error correction technique within a…

A High School Student's Bill of Rights. Teaching Resources in the ERIC Database (TRIED) Series.

ERIC Educational Resources Information Center

Gottlieb, Stephen S.

Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans focuses on teaching high school students their Constitutional rights and responsibilities. The 40 lesson plans in the book cover the courts and basic rights, the rights of criminal suspects, the rights of minors and education law,…

Teaching cardiovascular physiology with equivalent electronic circuits in a practically oriented teaching module.

PubMed

Ribaric, Samo; Kordas, Marjan

2011-06-01

Here, we report on a new tool for teaching cardiovascular physiology and pathophysiology that promotes qualitative as well as quantitative thinking about time-dependent physiological phenomena. Quantification of steady and presteady-state (transient) cardiovascular phenomena is traditionally done by differential equations, but this is time consuming and unsuitable for most undergraduate medical students. As a result, quantitative thinking about time-dependent physiological phenomena is often not extensively dealt with in an undergraduate physiological course. However, basic concepts of steady and presteady state can be explained with relative simplicity, without the introduction of differential equation, with equivalent electronic circuits (EECs). We introduced undergraduate medical students to the concept of simulating cardiovascular phenomena with EECs. EEC simulations facilitate the understanding of simple or complex time-dependent cardiovascular physiological phenomena by stressing the analogies between EECs and physiological processes. Student perceptions on using EEC to simulate, study, and understand cardiovascular phenomena were documented over a 9-yr period, and the impact of the course on the students' knowledge of selected basic facts and concepts in cardiovascular physiology was evaluated over a 3-yr period. We conclude that EECs are a valuable tool for teaching cardiovascular physiology concepts and that EECs promote active learning.

Basic practical skills teaching and learning in undergraduate medical education – a review on methodological evidence

PubMed Central

Vogel, Daniela; Harendza, Sigrid

2016-01-01

Objective: Practical skills are an essential part of physicians’ daily routine. Nevertheless, medical graduates’ performance of basic skills is often below the expected level. This review aims to identify and summarize teaching approaches of basic practical skills in undergraduate medical education which provide evidence with respect to effective students’ learning of these skills. Methods: Basic practical skills were defined as basic physical examination skills, routine skills which get better with practice, and skills which are also performed by nurses. We searched PubMed with different terms describing these basic practical skills. In total, 3467 identified publications were screened and 205 articles were eventually reviewed for eligibility. Results: 43 studies that included at least one basic practical skill, a comparison of two groups of undergraduate medical students and effects on students’ performance were analyzed. Seven basic practical skills and 15 different teaching methods could be identified. The most consistent results with respect to effective teaching and acquisition of basic practical skills were found for structured skills training, feedback, and self-directed learning. Simulation was effective with specific teaching methods and in several studies no differences in teaching effects were detected between expert or peer instructors. Multimedia instruction, when used in the right setting, also showed beneficial effects for basic practical skills learning. Conclusion: A combination of voluntary or obligatory self-study with multimedia applications like video clips in combination with a structured program including the possibility for individual exercise with personal feedback by peers or teachers might provide a good learning opportunity for basic practical skills. PMID:27579364

At S.C. School, Behavior Is One of the Basics: A Charleston Middle School Joins the Growing Number Nationwide That Use PBIS Strategies to Teach

ERIC Educational Resources Information Center

Shah, Nirvi

2012-01-01

Learning "how to be a Haut Gap student" is one of the basics at Charleston's Haut Gap Middle School. Along with reading, science, and mathematics classes, every student at Haut Gap Middle School takes a course in how to be a Haut Gap student. For most students, the class is 40 minutes a day for nine weeks. But it can last 18 weeks for…

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

PubMed

Liu, Jun; Luo, Pei-Gao

2011-11-01

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

Teaching hydrological modelling as a subsidiary subject

NASA Astrophysics Data System (ADS)

Hörmann, G.; Schmalz, B.; Fohrer, N.

2009-04-01

The department of hydrology and water resources management is part of the Ecology Center of Kiel University, an interdisciplinary research organization. We teach hydrology for geographers, biologists, agricultural engineers and ecologists. Hydrological modeling is part of the curriculum since 1988. It has moved from the subject for specialists to a basic component of all hydrological courses. During the first year, we focussed on in-depth teaching of theory and practice of one big model, but the students found it hard to follow and beyond practical problems. During the last years we switched to a broader, but more shallow policy. Modeling is now part of nearly all courses, but remains limited to mostly 2-4 days of teaching. We now present only very basic theory and leave it to the students to discover the details during the practical work with pre-installed data sets. The poster shows how the models SWAT, Hydrus, Coupmodel, SIMPEL and PC-Raster are embedded in the hydrological curriculum and what kind of problems we experienced in teaching.

Teaching nuclear science: A cosmological approach

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

Viola, V.E.

1994-10-01

Theories of the origin of the chemical elements can be used effectively to provide a unifying theme in teaching nuclear phenomena to chemistry students. By tracing the element-producing steps that are thought to characterize the chemical evolution of the universe, one can introduce the basic principles of nuclear nomenclature, structure, reactions, energetics, and decay kinetics in a self-consistent context. This approach has the additional advantage of giving the student a feeling for the origin of the elements and their relative abundances in the solar system. Further, one can logically introduce all of the basic forces and particles of nature, asmore » well as the many analogies between nuclear and atomic systems. The subjects of heavy-element synthesis, dating, and the practical applications of nuclear phenomena fit naturally in this scheme. Within the nucleosynthesis framework it is possible to modify the presentation of nuclear behavior to suit the audience--ranging from an emphasis on description for the beginning student to a quantitative theoretical approach for graduate students. The subject matter is flexible in that the basic principles can be condensed into a few lecture as part of a more general course of expanded into an entire course. The following sections describe this approach, with primary emphasis on teaching at the elementary level.« less

A persuasive concept of research-oriented teaching in Soil Biochemistry

NASA Astrophysics Data System (ADS)

Blagodatskaya, Evgenia; Kuzyakova, Irina

2013-04-01

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

A Case Based-Shared Teaching Approach in Undergraduate Medical Curriculum: A Way for Integration in Basic and Clinical Sciences.

PubMed

Peiman, Soheil; Mirzazadeh, Azim; Alizadeh, Maryam; Mortaz Hejri, Sara; Najafi, Mohammad-Taghi; Tafakhori, Abbas; Larti, Farnoosh; Rahimi, Besharat; Geraiely, Babak; Pasbakhsh, Parichehr; Hassanzadeh, Gholamreza; Nabavizadeh Rafsanjani, Fatemeh; Ansari, Mohammad; Allameh, Seyed Farshad

2017-04-01

To present a multiple-instructor, active-learning strategy in the undergraduate medical curriculum. This educational research is a descriptive one. Shared teaching sessions, were designed for undergraduate medical students in six organ-system based courses. Sessions that involved in-class discussions of integrated clinical cases were designed implemented and moderated by at least 3 faculties (clinicians and basic scientists). The participants in this study include the basic sciences medical students of The Tehran University of Medical Sciences. Students' reactions were assessed using an immediate post-session evaluation form on a 5-point Likert scale. Six two-hour sessions for 2 cohorts of students, 2013 and 2014 medical students during their two first years of study were implemented from April 2014 to March 2015. 17 faculty members participated in the program, 21 cases were designed, and participation average was 60 % at 6 sessions. Students were highly appreciative of this strategy. The majority of students in each course strongly agreed that this learning practice positively contributed to their learning (78%) and provided better understanding and application of the material learned in an integrated classroom course (74%). They believed that the sessions affected their view about medicine (73%), and should be continued in future courses (80%). The percentage demonstrates the average of all courses. The program helped the students learn how to apply basic sciences concepts to clinical medicine. Evaluation of the program indicated that students found the sessions beneficial to their learning.

Teaching Professionalism: Passing the Torch.

ERIC Educational Resources Information Center

Hensel, William A.; Dickey, Nancy W.

1998-01-01

Medical faculty must ensure that students understand the appropriate balance between financial and professional considerations. Faculty should place financial considerations in proper perspective and should teach the basic components of professionalism, how current cost-containment efforts may threaten medicine's professional status, appropriate…

Teaching Millennials and Generation Z: Bridging the Generational Divide.

PubMed

Shatto, Bobbi; Erwin, Kelly

2017-02-01

Most undergraduate students today are part of the millennial generation. However, the next wave of students-Generation Z-are just beginning to enter universities. Although these groups share many similarities, they each have unique characteristics that create challenges in the classroom. Incorporating technology, engaging students with adaptive learning activities, and understanding basic generational differences are ways to limit the effects of generational conflict while keeping both millennials and Generation Z students engaged in learning. It is important to understand basic differences and distinctions across generations for developing pedagogy that reaches these unique student populations.

Multisensory Teaching of Basic Language Skills. Second Edition

ERIC Educational Resources Information Center

Birsh, Judith R., Ed.

2005-01-01

For students with dyslexia and other learning disabilities--and for their peers--creative teaching methods that use two or more senses can dramatically improve language skills and academic outcomes. That is why every current and future educator needs the second edition of this definitive guide to multisensory teaching. A core text for a variety of…

Walking to the Dance: Teaching and Cross-Cultural Encounter

ERIC Educational Resources Information Center

Valadez, Gilbert

2004-01-01

This article chronicles a unique experience the author had while teaching a graduate seminar in southwestern Virginia in the spring of 2001. It was his charge to teach a graduate seminar entitled "Basic Principles and Practices of Multicultural Education" to twenty-three students in their second, final year of an educational leadership…

The Impact of the Student Teaching Experience on the Development of Teacher Perspectives.

ERIC Educational Resources Information Center

Tabachnick, B. Robert; And Others

Research findings on teachers' perspectives on teaching tend to indicate that institutional pressures are not strong enough to control what teachers think and how they act within their classrooms. While teachers will conform to organizational demands, their basic teaching styles are likely to remain unchanged. This study explored the socializing…

Reform of experimental teaching based on quality cultivation

NASA Astrophysics Data System (ADS)

Wang, Wei; Yan, Xingwei; Liu, Wei; Yao, Tianfu; Shi, Jianhua; Lei, Bing; Hu, Haojun

2017-08-01

Experimental teaching plays an import part in quality education which devotes to cultivating students with innovative spirit, strong technological talents and practical ability. However, in the traditional experimental teaching mode, the experiments are treated as a vassal or supplementary mean of theoretical teaching, and students prefer focus on theory to practice. Therefore, the traditional experimental teaching mode is difficult to meet the requirements of quality education. To address this issue, the reform of experimental teaching is introduced in this paper taking the photoelectric detector experiment as the example. The new experimental teaching mode is designed from such aspects as experimental content, teaching method and experimental evaluation. With the purpose of cultivating students' practical ability, two different-level experimental content is designed. Not only the basic experiments used to verify the theory are set to consolidate the students' learned theoretical knowledge, but also comprehensive experiments are designed to encourage the students to apply their learned knowledge to solve practical problems. In the teaching process, heuristic teaching thought is adopt and the traditional `teacher-centered' teaching form is replaced by `student-centered' form, which aims to encourage students to design the experimental systems by their own with the teacher's guidance. In addition to depending on stimulating the students' interest of science research, experimental evaluation is necessary to urge students to complete the experiments efficiently. Multifaceted evaluation method is proposed to test the students' mastery of theoretical knowledge, practice ability, troubleshooting and problem solving skills, and innovation capability comprehensively. Practices demonstrated the satisfying effect of our experimental teaching mode.

The Gerbil Jar: A Basic Home Experience in Operant Conditioning.

ERIC Educational Resources Information Center

Plant, L.

1980-01-01

Explains how a teaching method such as allowing students to raise gerbils at home can encourage students to gain experience with the fundamental techniques of operant conditioning which are otherwise generally unavailable to students in large introductory psychology courses. (DB)

A Problem-Solving Approach to Teaching Operant Conditioning

ERIC Educational Resources Information Center

Shields, Carolyn; Gredler, Margaret

2003-01-01

Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as…

Integrated modular teaching in dermatology for undergraduate students: A novel approach

PubMed Central

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-01-01

Context: Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. Aims: The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. Settings and Design: This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. Materials and Methods: A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. Results: It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Conclusions: Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation. PMID:25165641

Integrated modular teaching in dermatology for undergraduate students: A novel approach.

PubMed

Karthikeyan, Kaliaperumal; Kumar, Annapurna

2014-07-01

Undergraduate teaching in dermatology comprises didactic lectures and clinical classes. Integrated modular teaching is a novel approach, which integrates basic sciences with dermatology in the form of a module. Further the module also incorporates various teaching modalities, which facilitate active participation from students and promotes learning. The pre- and post-test values showed the effectiveness of the integrated module. The students feedback was encouraging. The aim of this study was to determine the acceptance and opinion of undergraduate students regarding integrated modular teaching as a new teaching aid in dermatology. This was a descriptive study. Varied teaching methodologies involving multiple disciplines were undertaken in six major undergraduate topics in dermatology for seventh and eighth semester students. A total of six modules were conducted over a period of 12 months for students of seventh and eighth semesters. The topics for the various modules were sexually transmitted diseases, acquired immunodeficiency syndrome, oral ulcers, leprosy, connective tissue disorders and psoriasis. Faculty members from different disciplines participated. Pre- and post-test were conducted before and after the modules respectively to gauge the effectiveness of the modules. It was found that almost every student had a better score on the posttest as compared to the pretest. General feedback obtained from the students showed that all of them felt that modular teaching was a more interesting and useful teaching learning experience than conventional teaching. Integrated modular teaching can be an effective adjunct in imparting theoretical and practical knowledge to the students. Further, various teaching methodologies can be used in integrated modules effectively with active student participation. Thus integrated modular teaching addresses two important issues in medical education, namely integration and active student participation.

AN EXPERIMENTAL STUDY UTILIZING CLOSED CIRCUIT TELEVISION IN AN INDUSTRIAL ARTS TEAM TEACHING PROGRAM. FINAL REPORT.

ERIC Educational Resources Information Center

JAQUITH, CHARLES E.; AND OTHERS

BASIC OBJECTIVES OF THIS EXPERIMENT WERE TO USE TEAM TEACHING BY TV TO HELP STUDENTS GAIN A REALISTIC VIEW OF THE INDUSTRIAL PROCESS AND OF THE IMPORTANCE OF EDUCATION AND TRAINING FOR PARTICIPATION IN THAT PROCESS. GRADE EIGHT STUDENTS IN AN INDUSTRIAL COMMUNITY WERE PLACED IN AN EXPERIMENTAL AND A CONTROL GROUP, AND EXPOSED TO INSTRUCTION FROM…

Project on Teaching Charts and Graphs to ABE Students. Part I: Teacher's Guide [and] Part II: Transparency Assembly Package.

ERIC Educational Resources Information Center

Renton Vocational Inst., WA.

The teacher's guide and collection of transparency masters are designed for use in teaching adult basic education (ABE) students how to read and interpret graphs and charts. Covered in the individual lessons of the instructional unit are the reading and interpretation of charts as well as picture, line, bar, and circle graphs. Each unit contains a…

Learning Achievement Improvement Efforts Course Learn and Learning Using the Jigsaw Method and Card Media in STKIP PGRI Ngawi 2014/2015 Academic Year

ERIC Educational Resources Information Center

Haryono

2015-01-01

Subject Teaching and Learning is a basic educational courses that must be taken by all student teachers. Class Action Research aims to improve student achievement Teaching and Learning course by applying Jigsaw and media cards. Research procedures using Classroom Action Research (CAR) with multiple cycles. Each cycle includes four phases:…

Effect of Simulation Techniques and Lecture Method on Students' Academic Performance in Mafoni Day Secondary School Maiduguri, Borno State, Nigeria

ERIC Educational Resources Information Center

Bello, Sulaiman; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

2016-01-01

The study examined the effect of simulation technique and lecture method on students' academic performance in Mafoni Day Secondary School, Maiduguri. The study used both simulation technique and lecture methods of teaching at the basic level of education in the teaching/learning environment. The study aimed at determining the best predictor among…

Teaching Reform of Civil Engineering Materials Course Based on Project-Driven Pedagogy

NASA Astrophysics Data System (ADS)

Yidong, Xu; Wei, Chen; WeiguoJian, You; Jiansheng, Shen

2018-05-01

In view of the scattered experimental projects in practical courses of civil engineering materials, the poor practical ability of students and the disconnection between practical teaching and theoretical teaching, this paper proposes a practical teaching procedure. Firstly, the single experiment should be offered which emphasizes on improving the students’ basic experimental operating ability. Secondly, the compressive experiment is offered and the overall quality of students can be examined in the form of project team. In order to investigate the effect of teaching reform, the comparative analysis of the students of three grades (2014, 2015 and 2016) majored in civil engineering was conducted. The result shows that the students’ ability of experimental operation is obviously improved by using the project driven method-based teaching reform. Besides, the students’ ability to analyse and solve problems has also been improved.

Perhaps the Professor Should Cut Class.

ERIC Educational Resources Information Center

Fisher, Lester A.; Murray, Donald M.

A basic college composition course without class meetings in which the instructors responded individually to each student's writing is described. The content of the course was each student's writing and the teaching method was the student writing and the teacher reacting in conference. Each student received a question-and-answer sheet, a brief…

Teaching Writing for Keeps

ERIC Educational Resources Information Center

Alber-Morgan, Sheila R.; Hessler, Terri; Konrad, Moira

2007-01-01

Proficiency with written expression is critical for students' academic success. Unfortunately, writing presents a challenge for both students and teachers. Recent data suggest that many students in U.S. schools fail to meet even the most basic writing standards. And even when students receive effective (i.e., evidence-based) writing instruction,…

Teaching and Assessing Manipulative Motor Skills in High School Physical Education

ERIC Educational Resources Information Center

Bert, Greg

2015-01-01

This article provides new ways to teach and assess motor skills in various lifetime sports such as tennis, golf, badminton, and other sports that students are likely to play as adults by focusing on five basic biomechanical principles.

Cartooning in Algebra and Calculus

ERIC Educational Resources Information Center

Moseley, L. Jeneva

2014-01-01

This article discusses how teachers can create cartoons for undergraduate math classes, such as college algebra and basic calculus. The practice of cartooning for teaching can be helpful for communication with students and for students' conceptual understanding.

Vertical integration of basic science in final year of medical education

PubMed Central

Rajan, Sudha Jasmine; Jacob, Tripti Meriel; Sathyendra, Sowmya

2016-01-01

Background: Development of health professionals with ability to integrate, synthesize, and apply knowledge gained through medical college is greatly hampered by the system of delivery that is compartmentalized and piecemeal. There is a need to integrate basic sciences with clinical teaching to enable application in clinical care. Aim: To study the benefit and acceptance of vertical integration of basic science in final year MBBS undergraduate curriculum. Materials and Methods: After Institutional Ethics Clearance, neuroanatomy refresher classes with clinical application to neurological diseases were held as part of the final year posting in two medical units. Feedback was collected. Pre- and post-tests which tested application and synthesis were conducted. Summative assessment was compared with the control group of students who had standard teaching in other two medical units. In-depth interview was conducted on 2 willing participants and 2 teachers who did neurology bedside teaching. Results: Majority (>80%) found the classes useful and interesting. There was statistically significant improvement in the post-test scores. There was a statistically significant difference between the intervention and control groups' scores during summative assessment (76.2 vs. 61.8 P < 0.01). Students felt that it reinforced, motivated self-directed learning, enabled correlations, improved understanding, put things in perspective, gave confidence, aided application, and enabled them to follow discussions during clinical teaching. Conclusion: Vertical integration of basic science in final year was beneficial and resulted in knowledge gain and improved summative scores. The classes were found to be useful, interesting and thought to help in clinical care and application by majority of students. PMID:27563584

Teaching Basic Probability in Undergraduate Statistics or Management Science Courses

ERIC Educational Resources Information Center

Naidu, Jaideep T.; Sanford, John F.

2017-01-01

Standard textbooks in core Statistics and Management Science classes present various examples to introduce basic probability concepts to undergraduate business students. These include tossing of a coin, throwing a die, and examples of that nature. While these are good examples to introduce basic probability, we use improvised versions of Russian…

Students teaching students: evaluation of a "near-peer" teaching experience.

PubMed

Naeger, David M; Conrad, Miles; Nguyen, Janet; Kohi, Maureen P; Webb, Emily M

2013-09-01

Teaching is an important skill. Academic physicians teach on a daily basis, and nearly all physicians occasionally teach colleagues and patients. There are generally few opportunities for medical students to learn teaching skills. We developed a novel "near-peer" teaching program in which fourth-year students cotaught first-year students. Eighteen fourth-year students enrolled in our institution's primary senior radiology elective learned the basics of ultrasound through a series of lectures and hands-on scanning sessions. Each fourth-year student, paired with a radiology resident or attending, then cotaught a first-year anatomy small group session. After instruction, voluntary surveys were administered to assess the perceived value of the "near-peer" teaching experience. Seventeen of 18 (94%) and 104 of 120 (87%) administered surveys were returned by fourth- and first-year students, respectively. Sixteen (94%) and 99 (95%) of the fourth- and first-year students reported they "enjoyed" or "really enjoyed" the near-peer teaching experience. Fourteen (82%) of the fourth years perceived improvement in their teaching skills and an increase in their knowledge. Only 8 (47%) of the fourth years thought they were "helpful" or "very helpful," though 92 (88%) of the first years identified their fourth-year co-instructors as "helpful" or "very helpful." We piloted a novel "near-peer" program. Both senior and freshman students enjoyed the experience, and fourth years thought the session was educational for them as well. Although most fourth years did not judge themselves as helpful, first-year students overwhelmingly considered them a useful addition to the session. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

The Effect of 3D Computer Modeling and Observation-Based Instruction on the Conceptual Change regarding Basic Concepts of Astronomy in Elementary School Students

ERIC Educational Resources Information Center

Kucukozer, Huseyin; Korkusuz, M. Emin; Kucukozer, H. Asuman; Yurumezoglu, Kemal

2009-01-01

This study has examined the impact of teaching certain basic concepts of astronomy through a predict-observe-explain strategy, which includes three-dimensional (3D) computer modeling and observations on conceptual changes seen in sixth-grade elementary school children (aged 11-13; number of students: 131). A pre- and postastronomy instruction…

Un Modelo Basico de Instruccion Directa Para la Ensenanza de la Metodologia de la Investigacion (Using the Basic Direct Model of Instruction To Teach an Introductory Research Model).

ERIC Educational Resources Information Center

Serafin, Ana Gil

This study examined the application of the Basic Direct Instruction Model (BDIM), a methodology designed to maximize student interest in instrumental and methodological courses, to graduate level educational leadership students. The research used qualitative techniques and a participatory approach with a sample of 92 beginning level Masters…

Comparisons between the attitudes of medical and dental students toward the clinical importance of gross anatomy and physiology.

PubMed

Olowo-Ofayoku, Anthony; Moxham, Bernard John

2014-10-01

Marked changes are occurring within both the medical and dental curricula and new ways of teaching the basic sciences have been devised and traditional methods (e.g., dissection for gross anatomy and of bench-based animal preparations for physiology) are increasingly no longer the norm. Although there is much anecdotal evidence that students are not in favor of such changes, there is little evidence for this based on quantitative analyses of students' attitudes. Using Thurstone and Chave attitude analyses, we assessed the attitudes of first year medical and dental students at Cardiff University toward gross anatomy and physiology in terms of their perceived clinical importance. In addition, we investigated the appropriateness ("fitness for purpose") of teaching methodologies used for anatomy and physiology. The hypotheses tested recognized the possibility that medical and dental students differed in their opinions, but that they had a preference to being taught gross anatomy through the use of dissection and had no preference for physiology teaching. It was found that both medical and dental students displayed positive attitudes toward the clinical relevance of gross anatomy and that they preferred to be taught by means of dissection. Although both medical and dental students displayed positives attitudes toward the clinical relevance of physiology, this was greater for the medical students. Both medical and dental students showed a preference for being taught physiology through didactic teaching in small groups but the medical students also appreciated being taught by means of practicals. Overall, this study highlights the expectations that students have for the basic science foundation teaching within their professional training and signals a preference for being taught experientially/practically. Differences were discerned between medical and dental students that might reflect the direct association between systems physiology and pathophysiology and the application of this knowledge within the medical field in comparison to the dental field, which is heavily skill-based. © 2014 Wiley Periodicals, Inc.

Computer Applications in Teaching and Learning.

ERIC Educational Resources Information Center

Halley, Fred S.; And Others

Some examples of the usage of computers in teaching and learning are examination generation, automatic exam grading, student tracking, problem generation, computational examination generators, program packages, simulation, and programing skills for problem solving. These applications are non-trivial and do fulfill the basic assumptions necessary…

Teaching about Contracts.

ERIC Educational Resources Information Center

Froman, Michael; Kosnoff, Kathy

1978-01-01

Presents teaching strategies for introducing high school students to contract law. Offers as a case study a contract agreement between pro football players and team owners. Stresses basic elements of contracts (offer, acceptance, consideration, and understanding the bargaining process). Journal available from the American Bar Association, 1155…

Triatominae biochemistry goes to school: evaluation of a novel tool for teaching basic biochemical concepts of Chagas disease vectors.

PubMed

Cunha, Leonardo Rodrigues; Cudischevitch, Cecília de Oliveira; Carneiro, Alan Brito; Macedo, Gustavo Bartholomeu; Lannes, Denise; Silva-Neto, Mário Alberto Cardoso da

2014-01-01

We evaluate a new approach to teaching the basic biochemistry mechanisms that regulate the biology of Triatominae, major vectors of Trypanosoma cruzi, the causative agent of Chagas disease. We have designed and used a comic book, "Carlos Chagas: 100 years after a hero's discovery" containing scientific information obtained by seven distinguished contemporary Brazilian researchers working with Triatominaes. Students (22) in the seventh grade of a public elementary school received the comic book. The study was then followed up by the use of Concept Maps elaborated by the students. Six Concept Maps elaborated by the students before the introduction of the comic book received an average score of 7. Scores rose to an average of 45 after the introduction of the comic book. This result suggests that a more attractive content can greatly improve the knowledge and conceptual understanding among students not previously exposed to insect biochemistry. In conclusion, this study illustrates an alternative to current strategies of teaching about the transmission of neglected diseases. It also promotes the diffusion of the scientific knowledge produced by Brazilian researchers that may stimulate students to choose a scientific career. © 2014 The International Union of Biochemistry and Molecular Biology.

Virtual Microscopy: A Useful Tool for Meeting Evolving Challenges in the Veterinary Medical Curriculum

NASA Astrophysics Data System (ADS)

Kogan, Lori R.; Dowers, Kristy L.; Cerda, Jacey R.; Schoenfeld-Tacher, Regina M.; Stewart, Sherry M.

2014-12-01

Veterinary schools, similar to many professional health programs, face a myriad of evolving challenges in delivering their professional curricula including expansion of class size, costs to maintain expensive laboratories, and increased demands on veterinary educators to use curricular time efficiently and creatively. Additionally, exponential expansion of the knowledge base through ongoing biomedical research, educational goals to increase student engagement and clinical reasoning earlier in the curriculum, and students' desire to access course materials and enhance their educational experience through the use of technology all support the need to reassess traditional microscope laboratories within Professional Veterinary Medical (PVM) educational programs. While there is clear justification for teaching veterinary students how to use a microscope for clinical evaluation of cytological preparations (i.e., complete blood count, urinalysis, fecal analysis, fine needle aspirates, etc.), virtual microscopy may be a viable alternative to using light microscopy for teaching and learning fundamental histological concepts. This article discusses results of a survey given to assess Professional Veterinary Medical students' perceptions of using virtual microscope for learning basic histology/microscopic anatomy and implications of these results for using virtual microscopy as a pedagogical tool in teaching first-year Professional Veterinary Medical students' basic histology.

Japanese medical students' interest in basic sciences: a questionnaire survey of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2013-02-01

The number of physicians engaged in basic sciences and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study investigated medical students' interest in basic sciences in efforts to recruit talent. A questionnaire distributed to 501 medical students in years 2 to 6 of Juntendo University School of Medicine inquired about sex, grade, interest in basic sciences, interest in research, career path as a basic science physician, faculties' efforts to encourage students to conduct research, increases in the number of lectures, and practical training sessions on research. Associations between interest in basic sciences and other variables were examined using χ(2) tests. From among the 269 medical students (171 female) who returned the questionnaire (response rate 53.7%), 24.5% of respondents were interested in basic sciences and half of them considered basic sciences as their future career. Obstacles to this career were their original aim to become a clinician and concerns about salary. Medical students who were likely to be interested in basic sciences were fifth- and sixth-year students, were interested in research, considered basic sciences as their future career, considered faculties were making efforts to encourage medical students to conduct research, and wanted more research-related lectures. Improving physicians' salaries in basic sciences is important for securing talent. Moreover, offering continuous opportunities for medical students to experience research and encouraging advanced-year students during and after bedside learning to engage in basic sciences are important for recruiting talent.

Teaching massage to nursing students of geriatrics through active learning.

PubMed

Adler, Patricia A

2009-03-01

The use of massage in nursing practice has declined through the years in favor of high-tech interventions. This article describes a project using active learning to teach nursing students massage with dementia residents in assisted living. Students participated in a workshop to practice basic relaxation massage techniques with the guidance of their clinical instructor and then provided massages to resident volunteers. Afterward, students discussed their experience and completed a resident assessment form. The students requested more such activities, and the residents and facility management invited the students to return for another session. The instructor observed growth in the students' assessment skills and in their confidence. Use of massage to teach nursing students how to care for and relate to older adults with cognitive impairment is recommended. Further research is needed on the use of massage as an active learning method for nursing students in long-term care.

Creating Reflective Choreographers: The Eyes See/Mind Sees Process

ERIC Educational Resources Information Center

Kimbrell, Sinead

2012-01-01

Since 1999, when the author first started teaching creative process-based dance programs in public schools, she has struggled to find the time to teach children the basic concepts and tools of dance while teaching them to be deliberate with their choreographic choices. In this article, the author describes a process that helps students and…

Diversity of Students' background as a source for improving teaching Physics at a Liberal Arts Institution

NASA Astrophysics Data System (ADS)

Agrest, Mikhail

2001-11-01

Presented work is dedicated to improvement of teaching-learning process and classroom time utilization. What should students carry with them from the classroom? Enthusiasm of their teacher, understanding of the basic concepts, understanding of what they should work on at home and, of course, some notes Teaching materials, which relate concepts of Physics to each other and to a variety of concepts in other areas of knowledge and human activity were developed. This approach is based on my experience of interacting with students with diversity of backgrounds, educational goals and objectives. Those include Business and Politics, Literature and Media, everyday family and College life, etc. A supplement workbook based on teaching materials was developed to be available for students to make notes during the lectures. This method was tested in Introductory Physics classes at the College of Charleston during some past years. The teaching-learning effectiveness has been increased and positive feedback was received from students and faculty at the College and some other Universities.

Teaching of clinical ultrasonography to undergraduates: students as mentors.

PubMed

García de Casasola Sánchez, G; González Peinado, D; Sánchez Gollarte, A; Muñoz Aceituno, E; Peña Vázquez, I; Torres Macho, J

2015-05-01

Ultrasonography is a highly useful diagnostic technique that supplements traditional physical examinations. To demonstrate that students previously trained in clinical ultrasonography are capable of instructing other students in a similar manner in a short period of time ("peer mentoring"). Five medical students in their 5th year, trained in abdominal and cardiac ultrasonography by physicians with experience, instructed 24 other students in the same procedure. The training consisted of an online theoretical course and practical training lasting about 12hours, in which each student had to perform 6 basic abdominal planes and 4 basic cardiac planes on 20 healthy volunteers. Subsequently, the students underwent an objective assessment test on healthy models performed by expert physicians in clinical ultrasonography. The students managed to correctly identify 90.2% of the basic abdominal planes, except for the left coronal (spleen and left kidney) and subcostal (gallbladder) planes, with slightly lower success rates of 82.5% and 80%, respectively. Due to the greater difficulty of obtaining cardiac planes, the success rate was lower: 70.3%, in the subxiphoid, short parasternal and four chamber planes. The cardiac plane with the fewest errors in identification was the parasternal long plane (90% success). We observed no statistically significant differences between the results (teaching capacity) of the various mentors. Medical students are capable of instructing other colleagues (peer mentoring) on the basic aspects of abdominal and cardiac ultrasonography after a relatively short training period. Copyright © 2014 Elsevier España, S.L.U. y Sociedad Española de Medicina Interna (SEMI). All rights reserved.

An Introduction to the Process-Conference Approach to the Teaching of Writing Skills in ABE Programs.

ERIC Educational Resources Information Center

Rutledge, George E.

Writing is an important tool in teaching skills to adult basic education (ABE) students. To be a successful teacher of writing, teachers must be successful writers. They must be aware of the writing process and willing to use it daily in their own lives in order to convey its importance and its usefulness to their students. One method of teaching…

Representations in Primary Mathematics Teaching

ERIC Educational Resources Information Center

Debrenti, Edith

2013-01-01

The OECD PISA (Programme for International Student Assessment) investigates whether students have acquired the applicable knowledge essential for full participation in a modern society (they measure how students can apply their knowledge to novel situations). Meaningful learning and understanding are basic aspects of all kinds of learning and they…

Freedom of Religion and the Public Schools.

ERIC Educational Resources Information Center

Williams, Mary Louise

1991-01-01

Presents activities for teaching high school students about the freedom of religion. Includes student handouts that explain basic constitutional principles and summarize leading U.S. Supreme Court cases concerning religious liberty. Encourages teachers to invite students to speculate on the future relationship of religion and public education. (SG)

An Interdisciplinary Teaching Program in Geriatrics for Physician's Assistants.

ERIC Educational Resources Information Center

Stark, Ruth; And Others

1984-01-01

Describes a beginning course in clinical geriatrics for medical students and student physician's assistants, physical therapists and nurse practitioners. The course will increase students' ability to identify basic physical, psychological, and social characteristics of the normal aging process; and to recognize prevalent myths and negative…

Assessing Students' Use of LinkedIn in a Business and Professional Communication Course

ERIC Educational Resources Information Center

Slone, Amanda Ruth; Gaffney, Amy L. H.

2016-01-01

This paper examined the practice of using LinkedIn as a tool for teaching students how to create a professional online presence. A descriptive analysis of student LinkedIn profiles revealed that students included some basic requirements, but many students still neglected to fully complete the profile, thereby leaving out some important information…

Teaching plastic surgery from different perspectives.

PubMed

Cable, Christian; Chong, Tae; Pratt, Daniel D

2012-06-01

Just as everyone has a different learning style, teachers too approach the task from different perspectives. There are five basic teaching perspectives or styles: transmission, apprenticeship, developmental, nurturing, and social justice. The acronym BIAS is useful to describe the beliefs, intentions, assessments, and strategies associated with each perspective. The authors present a hypothetical 1-week rotation in plastic and reconstructive surgery in which a student encounters instructors who embody the five basic teaching perspectives. By presenting these perspectives, the authors introduce valuable teaching techniques that can benefit all those charged with the education of learners along the spectrum from premedical to continuing education venues. Educational objectives include the following: (1) explain and illustrate different approaches to effective teaching in plastic surgery; (2) introduce readers to the Teaching Perspectives Inventory as a means of determining their primary teaching style; and (3) argue for a "plurality of the good" in teaching.

Plant Content in the National Science Education Standards

ERIC Educational Resources Information Center

Hershey, David R.

2005-01-01

The National Science Education Standards (NSES) provides few resources for teaching about plants. To assure students understand and appreciate plants, the author advocates teaching about plants as a basic biological concept, avoiding animal chauvinism in biology coursework, correcting pseudoscience and anthropomorphisms about plants, and making…

Health economics education in undergraduate medical training: introducing the health economics education (HEe) website.

PubMed

Oppong, Raymond; Mistry, Hema; Frew, Emma

2013-09-13

In the UK, the General Medical Council clearly stipulates that upon completion of training, medical students should be able to discuss the principles underlying the development of health and health service policy, including issues relating to health economics. In response, researchers from the UK and other countries have called for a need to incorporate health economics training into the undergraduate medical curricula. The Health Economics education website was developed to encourage and support teaching and learning in health economics for medical students. It was designed to function both as a forum for teachers of health economics to communicate and to share resources and also to provide instantaneous access to supporting literature and teaching materials on health economics. The website provides a range of free online material that can be used by both health economists and non-health economists to teach the basic principles of the discipline. The Health Economics education website is the only online education resource that exists for teaching health economics to medical undergraduate students and it provides teachers of health economics with a range of comprehensive basic and advanced teaching materials that are freely available. This article presents the website as a tool to encourage the incorporation of health economics training into the undergraduate medical curricula.

How Effective Is Our Teaching?

NASA Astrophysics Data System (ADS)

Wyckoff, S.

2002-05-01

More than 90% of U.S. university introductory physics courses are taught using lecture methods in spite of the large amount of research indicating that interactive teaching is considerably more effective. A brief overview of physics education research will be given, together with relevant connections with astronomy education research. Large enrollment classrooms have in the past presented obstacles to converting from lecture to interactive teaching. However, classroom communication systems (CCS) now provide a cost-effective way to convert any science classroom into an interactive learning environment. A pretest-posttest study using control groups of ten large enrollment introductory physics courses will be described. A new instrument, the Physics Concept Survey (PCS), developed to measure student understanding of basic concepts will be described, together with a classroom observation instrument, the Reformed Teaching Observation Protocol (RTOP), for measuring the extent that interactive teaching is used in a science classroom. We find that student conceptual understanding was enhanced by a factor of three in the interactive classrooms compared with the traditional lecture (control) courses. Moreover, a correlation between the PCS normalized gains and the RTOP scores is indicative that the interaction in the classrooms is the cause of the students' improved learning of basic physics concepts. This research was funded by the NSF (DUE 9453610).

Health economics education in undergraduate medical training: introducing the health economics education (HEe) website

PubMed Central

2013-01-01

In the UK, the General Medical Council clearly stipulates that upon completion of training, medical students should be able to discuss the principles underlying the development of health and health service policy, including issues relating to health economics. In response, researchers from the UK and other countries have called for a need to incorporate health economics training into the undergraduate medical curricula. The Health Economics education website was developed to encourage and support teaching and learning in health economics for medical students. It was designed to function both as a forum for teachers of health economics to communicate and to share resources and also to provide instantaneous access to supporting literature and teaching materials on health economics. The website provides a range of free online material that can be used by both health economists and non-health economists to teach the basic principles of the discipline. The Health Economics education website is the only online education resource that exists for teaching health economics to medical undergraduate students and it provides teachers of health economics with a range of comprehensive basic and advanced teaching materials that are freely available. This article presents the website as a tool to encourage the incorporation of health economics training into the undergraduate medical curricula. PMID:24034906

Effects of "minimally invasive curricular surgery" - a pilot intervention study to improve the quality of bedside teaching in medical education.

PubMed

Raupach, Tobias; Anders, Sven; Pukrop, Tobias; Hasenfuss, Gerd; Harendza, Sigrid

2009-09-01

Bedside teaching is an important element of undergraduate medical education. However, the impact of curricular course structure on student outcome needs to be determined. This study assessed changes in fourth-year medical students' evaluations of clinical teaching sessions before and after the introduction of a new course format. The curricular structure of bedside teaching sessions in cardiology was modified without changing the amount of teaching time. Clinical teachers were instructed about the new teaching format and learning objectives. The new format implemented for adult but not paediatric cardiology sessions was piloted with 143 students in winter 2007/08. By computing effect sizes, evaluation results were compared to data obtained from 185 students before the intervention. Significant rating increases were observed for adult cardiology teaching sessions (Cohen's d = 0.66) but not paediatric cardiology sessions (d = 0.22). In addition to improving the structure and organization of the course, the intervention significantly impacted on students' perceptions of their learning outcome regarding practical skills (d = 0.69). Minimal curricular changes combined with basic faculty development measures significantly increase students' perception of learning outcome. Curricular structure needs to be considered when planning bedside teaching sessions in medical undergraduate training.

Peer-assisted learning: filling the gaps in basic science education for preclinical medical students.

PubMed

Sammaraiee, Yezen; Mistry, Ravi D; Lim, Julian; Wittner, Liora; Deepak, Shantal; Lim, Gareth

2016-09-01

In contrast to peer-assisted learning (PAL) in clinical training, there is scant literature on the efficacy of PAL during basic medical sciences teaching for preclinical students. A group of senior medical students aimed to design and deliver clinically oriented small-group tutorials after every module in the preclinical curriculum at a United Kingdom medical school. Twenty tutorials were delivered by senior students throughout the year to first- and second-year students. A baseline questionnaire was delivered to inform the development of the program followed by an end-point questionnaire the next year (n = 122). Quizzes were administered before and after five separate tutorials to assess changes in mean student scores. Additionally, each tutorial was evaluated via a questionnaire for participants (n = 949). All five posttutorial quizzes showed a significant improvement in mean student score (P < 0.05). Questionnaires showed students found the program to be relevant and useful for revision purposes and appreciated how tutorials contextualized basic science to clinical medicine. Students appreciated the interactive nature of the sessions and found receiving personalized feedback about their learning and consolidating information with someone familiar with the material to be useful. With the inclusion of the program, students felt there were now an adequate number of tutorials during the year. In conclusion, this study shows that senior medical students can design and deliver a program that adds value to the mostly lecture-based formal preclinical curriculum. We hope that our study can prompt further work to explore the effect of PAL on the teaching of basic sciences during preclinical studies. Copyright © 2016 The American Physiological Society.

Student views on the effective teaching of physical examination skills: a qualitative study.

PubMed

Martens, Merel J C; Duvivier, Robbert J; van Dalen, Jan; Verwijnen, G Maarten; Scherpbier, Albert J J A; van der Vleuten, Cees P M

2009-02-01

The lack of published studies into effective skills teaching in clinical skills centres inspired this study of student views of the teaching behaviours of skills teachers. We organised focus group discussions with students from Years 1-3 of a 6-year undergraduate medical curriculum. A total of 30 randomly selected students, divided into three groups, took part in two sessions. They discussed what teaching skills helped them to acquire physical examination skills. Students' opinions related to didactic skills, interpersonal and communication skills and preconditions. Students appreciated didactic skills that stimulate deep and active learning. Another significant set of findings referred to teachers' attitudes towards students. Students wanted teachers to be considerate and to take them seriously. This was reflected in student descriptions of positive behaviours, such as: 'responding to students' questions'; 'not exposing students' weaknesses in front of the group', and '[not] putting students in an embarrassing position in skill demonstrations'. They also appreciated enthusiasm in teachers. Important preconditions included: the integration of skills training with basic science teaching; linking of skills training to clinical practice; the presence of clear goals and well-structured sessions; good time management; consistency of teaching, and the appropriate personal appearance of teachers and students. The teaching skills and behaviours that most facilitate student acquisition of physical examination skills are interpersonal and communication skills, followed by a number of didactic interventions, embedded in several preconditions. Findings related to interpersonal and communication skills are comparable with findings pertaining to the teaching roles of tutors and clinical teachers; however, the didactic skills merit separate attention as teaching skills for use in skills laboratories. The results of this study should be complemented by a study performed in a larger population and a study exploring teachers' views.

Capitalizing on Basic Brain Processes in Developmental Algebra--Part 2

ERIC Educational Resources Information Center

Laughbaum, Edward D.

2011-01-01

Basic brain function is not a mystery. Given that neuroscientists understand its basic functioning processes, one wonders what their research suggests to teachers of developmental algebra. What if we knew how to teach so as to improve understanding of the algebra taught to developmental algebra students? What if we knew how the brain processes…

Capitalizing on Basic Brain Processes in Developmental Algebra--Part One

ERIC Educational Resources Information Center

Laughbaum, Edward D.

2011-01-01

Basic brain function is not a mystery. Given that neuroscientists understand the brain's basic functioning processes, one wonders what their research suggests to teachers of developmental algebra. What if we knew how to teach so as to improve understanding of the algebra taught to developmental algebra students? What if we knew how the brain…

Aligning CASAS Competencies and Assessments to Basic Skills Content Standards. Second Edition

ERIC Educational Resources Information Center

CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2009

2009-01-01

Since its inception, the Comprehensive Adult Student Assessment System (CASAS) has focused on teaching and assessing basic skills in contexts that are relevant and important to adult learners. CASAS has developed and continues to refine a highly formalized hierarchy of competencies, the application of basic skills that adults need to be fully…

Teaching communications skills to medical students: Introducing the fine art of medical practice.

PubMed

Choudhary, Anjali; Gupta, Vineeta

2015-08-01

Like many other people based professions, communications skills are essential to medical practice also. Traditional medical teaching in India does not address communication skills which are most essential in dealing with patients. Communication skills can be taught to medical students to increase clinical competence. To teach basic communication and counseling skills to fourth-year undergraduate students to increase their clinical competence. A total of 48, fourth-year MBBS students participated in the study. They were given training in basic communication and counseling skills and taught the patient interview technique according to Calgary-Cambridge guide format. Improvement in communication was assessed by change in pre- and post-training multiple choice questions, clinical patient examination, and Standardized Patient Satisfaction Questionnaire (SPSQ) scores. About 88% of the students in the sample were convinced of the importance of learning communication skills for effective practice. Almost 90% students were communicating better after training, as tested by improved SPSQ. As judged by Communication Skill Attitude Scale, student's positive attitude toward learning communication skill indicated that there is a necessity of communication skill training during undergraduate years. The ability to communicate effectively is a core competency for medical practitioners. Inculcating habits of good communications skill during formative years will help the medical students and future practitioners. Regular courses on effective communication should be included in the medical school curriculum.

Accelerated nursing students and theater students: creating a safe environment by acting the part.

PubMed

Cangelosi, Pamela R

2008-01-01

Traditional approaches to teaching basic nursing skills are being questioned for accelerated, or second-degree, nursing students. Since accelerated nursing students have demonstrated the ability to quickly assimilate new information and to transfer skills from a previous career into a new field, it is thought that they may benefit from teaching strategies that promote experiential learning. Through a hermeneutic phenomenological approach, this study inquired into the experiences of 22 accelerated baccalaureate nursing students to determine if narrative learning in a campus laboratory setting helped them integrate content from classroom and clinical practica and move quickly along the pathway to the competencies that are needed for safe nursing practice. Data analysis revealed the teaching/learning significance of narratives for these students and is identified in the theme, "Creating a Safe Environment".

Teaching through Trade Books: You Light up My Life

ERIC Educational Resources Information Center

Royce, Christine Anne

2016-01-01

The abstract nature of physical science concepts often means that they are the most challenging for elementary students to grasp. Understanding how light behaves allows students to form a foundation for their future understanding. This month's trade books and activities engage students in basic concepts related to light.

Credit: A Teaching Unit.

ERIC Educational Resources Information Center

Clanton, Brandolyn; And Others

Intended for teachers of secondary school students, five lessons on consumer credit are presented. In the first lesson students identify and evaluate sources of credit, compare some of the costs and benefits of credit, and learn to apply criteria used in evaluating applications for credit. In the second lesson, students learn about two basic types…

A New Way Forward

ERIC Educational Resources Information Center

Stroud, Sara

2009-01-01

Technology is helping to meet a critical 21st-century challenge: how to equip the swelling number of autistic students to enter the mainstream student population. Technology-based solutions, such as tools for teaching kids how to recognize facial expressions, are giving educators a means of helping autistic students acquire basic life skills. The…

Learning through Experience: The Transition from Doctoral Student to Social Work Educator

ERIC Educational Resources Information Center

Oktay, Julianne S.; Jacobson, Jodi M.; Fisher, Elizabeth

2013-01-01

The researchers conducted an exploratory study using grounded theory qualitative research methods to examine experiences of social work doctoral students as they learned to teach ("N"?=?14). A core category, "learning through experience," representing a basic social process, was identified. The doctoral students experienced…

A Field-Based Technique for Teaching about Habitat Fragmentation and Edge Effects

ERIC Educational Resources Information Center

Resler, Lynn M.; Kolivras, Korine N.

2009-01-01

This article presents a field technique that exposes students to the indirect effects of habitat fragmentation on plant distributions through studying edge effects. This assignment, suited for students in an introductory biogeography or resource geography class, increases students' knowledge of basic biogeographic concepts such as environmental…

Teaching Students How to Analyze and Adapt to Audiences

ERIC Educational Resources Information Center

Seiter, John S.; Gass, Robert H.

2007-01-01

This article describes an exercise that involves providing students with a basic understanding and demonstration of audience adaptation and then asking them to practice and evaluate the skill. In this exercise the instructor begins by providing students with background on analyzing and adapting to audiences. Then the instructor collects several…

Evaluation as a Collaborative Activity to Learn Content Knowledge in a Graduate Course

ERIC Educational Resources Information Center

Hughes, Bob; Arbogast, Janet; Kafer, Lindsey; Chen, Julianna

2014-01-01

Teaching graduate students to conduct evaluations is typically relegated to evaluation methods courses. This approach misses an opportunity for students to collaboratively use evaluation skills to explore content. This article examines a graduate course, Issues in Adult Basic Education, in which students learned evaluation methods concurrently…

Effects of basic clinical skills training on objective structured clinical examination performance.

PubMed

Jünger, Jana; Schäfer, Sybille; Roth, Christiane; Schellberg, Dieter; Friedman Ben-David, Miriam; Nikendei, Christoph

2005-10-01

The aim of curriculum reform in medical education is to improve students' clinical and communication skills. However, there are contradicting results regarding the effectiveness of such reforms. A study of internal medicine students was carried out using a static group design. The experimental group consisted of 77 students participating in 7 sessions of communication training, 7 sessions of skills-laboratory training and 7 sessions of bedside-teaching, each lasting 1.5 hours. The control group of 66 students from the traditional curriculum participated in equally as many sessions but was offered only bedside teaching. Students' cognitive and practical skills performance was assessed using Multiple Choice Question (MCQ) testing and an objective structured clinical examination (OSCE), delivered by examiners blind to group membership. The experimental group performed significantly better on the OSCE than did the control group (P < 0.01), whereas the groups did not differ on the MCQ test (P < 0.15). This indicates that specific training in communication and basic clinical skills enabled students to perform better in an OSCE, whereas its effects on knowledge did not differ from those of the traditional curriculum. Curriculum reform promoting communication and basic clinical skills are effective and lead to an improved performance in history taking and physical examination skills.

A multi-instructor, team-based, active-learning exercise to integrate basic and clinical sciences content.

PubMed

Kolluru, Srikanth; Roesch, Darren M; Akhtar de la Fuente, Ayesha

2012-03-12

To introduce a multiple-instructor, team-based, active-learning exercise to promote the integration of basic sciences (pathophysiology, pharmacology, and medicinal chemistry) and clinical sciences in a doctor of pharmacy curriculum. A team-based learning activity that involved pre-class reading assignments, individual-and team-answered multiple-choice questions, and evaluation and discussion of a clinical case, was designed, implemented, and moderated by 3 faculty members from the pharmaceutical sciences and pharmacy practice departments. Student performance was assessed using a multiple-choice examination, an individual readiness assurance test (IRAT), a team readiness assurance test (TRAT), and a subjective, objective, assessment, and plan (SOAP) note. Student attitudes were assessed using a pre- and post-exercise survey instrument. Students' understanding of possible correct treatment strategies for depression improved. Students were appreciative of this true integration of basic sciences knowledge in a pharmacotherapy course and to have faculty members from both disciplines present to answer questions. Mean student score on the on depression module for the examination was 80.4%, indicating mastery of the content. An exercise led by multiple instructors improved student perceptions of the importance of team-based teaching. Integrated teaching and learning may be achieved when instructors from multiple disciplines work together in the classroom using proven team-based, active-learning exercises.

Current Practices in Teaching Introductory Epidemiology: How We Got Here, Where to Go

PubMed Central

Keyes, Katherine M.; Galea, Sandro

2014-01-01

The number of students and disciplines requiring basic instruction in epidemiologic methods is growing. As a field, we now have a lexicon of epidemiologic terminology and particular methods that have developed and become canonical through the historical development of the field. Yet, many of our basic concepts remain elusive to some students, particularly those not pursuing a career in epidemiology. Further, disagreement and redundancy across basic terms limit their utility in teaching epidemiology. Many approaches to teaching epidemiology generally start with labeling key concepts and then move on to explain them. We submit that an approach grounded not in labels but in foundational concepts may offer a useful adjunct to introductory epidemiology education. We propose 7 foundational steps in conducting an epidemiologic study and provide examples of how these steps can be operationalized, using simple graphics that articulate how populations are defined, samples are selected, and individuals are followed to count cases. A reorganization of introductory epidemiology around core first principles may be an effective way forward for educating the next generation of public health scientists. PMID:25190677

Teaching Astrophysics to Upper Level Undergraduates

NASA Astrophysics Data System (ADS)

Van Dorn Bradt, Hale

2010-03-01

A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

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

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2007

2007-01-01

This paper was developed to help teachers teach English to adult students while introducing basic concepts about the environment and individual environmental responsibility. These concepts can help the newly-arrived be part of cleaner and healthier communities by understanding and practicing the "3Rs" of solid waste management: reduce, reuse, and…

TOTE Project. A Curriculum Source Book for Teaching Human Relations, Environmental Education, and Camping Skills in the Classroom and on the Trail.

ERIC Educational Resources Information Center

Maughan, Durrell A.; And Others

Backpacking serves as the vehicle for teaching basic secondary school subjects in this curriculum guide which suggests various learning activities for teaching human relations, environmental education, and camping. The activities, some for the classroom and some for the trail, are designed to help students observe, draw conclusions, and develop…

The Use of Multimedia in Teaching Dirasah Islamiyah Course in Higher Education Institution in Indonesia

ERIC Educational Resources Information Center

Sulaeman, Maryam; Marlina, Yuli

2017-01-01

Dirasah Islamiyah is one of basic courses in the Faculty of Industrial Engineering, Jakarta Islamic University (FT-UID). This course aims to examine and develops Islamic teachings and concepts. After studying this course, it is expected that students are able to understand the Islamic teachings and concepts and are able to implement it in their…

The Use of a Criterion Performance Checklist to Improve Efficiency and Effectiveness in a CPR Self-Teaching Program.

ERIC Educational Resources Information Center

McSwain, Charlene; And Others

1979-01-01

Physicians need to be proficient in the administration of basic cardiac life support (BCLS) and emergency cardiac care (ECC). The introduction of a self-teaching CPR-ECC course for freshmen medical students at the University of Mississippi has greatly reduced the amount of faculty time needed to teach CPR. (Author/MLW)

Teaching Psychology Students Computer Applications.

ERIC Educational Resources Information Center

Atnip, Gilbert W.

This paper describes an undergraduate-level course designed to teach the applications of computers that are most relevant in the social sciences, especially psychology. After an introduction to the basic concepts and terminology of computing, separate units were devoted to word processing, data analysis, data acquisition, artificial intelligence,…

The Teaching of Protein Synthesis--A Microcomputer Based Method.

ERIC Educational Resources Information Center

Goodridge, Frank

1983-01-01

Describes two computer programs (BASIC for 32K Commodore PET) for teaching protein synthesis. The first is an interactive test of base-pairing knowledge, and the second generates random DNA nucleotide sequences, with instructions for substitution, insertion, and deletion printed out for each student. (JN)

Assessing Student Learning Outcomes in Teaching Interpersonal Communication.

ERIC Educational Resources Information Center

Strohkirch, C. Sue

Fort Hays State Univesity offers a hybrid basic communication course. Competent speakers need to master public speaking skills (including suitable interpersonal skills), demonstrate nonverbal behaviors which support the verbal message, and be able to listen with literal and critical comprehension. However, increasing numbers of schools teach only…

Design Document. EKG Interpretation Program.

ERIC Educational Resources Information Center

Webb, Sandra M.

This teaching plan is designed to assist nursing instructors assigned to advanced medical surgical nursing courses in acquainting students with the basic skills needed to perform electrocardiographic (ECG or EKG) interpretations. The first part of the teaching plan contains a statement of purpose; audience recommendations; a flow chart detailing…

Providing hope: midwifery teaching in Bangladesh.

PubMed

Kent, Anna

2015-10-01

Bangladesh is recognised as a resource-poor country that has made some very positive steps to reducing maternal mortality over the last decade. However the death rate of women directly caused by pregnancy and childbirth still remains much higher than countries such as the UK, often due to lack of access to good quality and affordable basic health care. In this article, Anna Kent writes of her experiences teaching obstetric emergency clinical skills to Bangladesh's first ever student midwives. The students were recruited from rural villages to complete a three-year fully funded Midwifery Diploma Programme at one of seven education centres across the country. The goal of the programme is for the students to eventually return and practise as midwives in their home communities, enabling greater access for women to good quality basic health care, directly reducing maternal mortality across Bangladesh.

A Quick Win: Teaching Basic Skills in Context for Better Outcomes an Examination of Success Factors, with a Special Focus on the Potential for the Rapid Building of Self-Efficacy in Emerging Initiatives for "At Risk" Students at California Community Colleges

ERIC Educational Resources Information Center

Hirsh, Deborah Duggin

2011-01-01

A small but growing body of evidence in reports, journal articles and conference papers indicates that if basic skills are embedded within specific career training programs, under-prepared students can acquire life enhancing basic skills at a higher rate than when those skills are taught in the traditional, unconnected way (Baker et al., 2009; Kuh…

[Chances and Potential of a Modern Surgical Skills Lab as Substantial Practical Part of the Study of Human Medicine - "The Magdeburg Model"].

PubMed

Piatek, S; Altmann, S; Haß, H-J; Werwick, K; Winkler-Stuck, K; Zardo, P; von Daake, S; Baumann, B; Rahmanzadeh, A; Chiapponi, C; Reschke, K; Meyer, F

2017-02-01

Introduction: Surgical education of medical students within "skills labs" have not been standardised throughout Germany as yet; there is a substantial impact of available aspects such as personal and space at the various medical schools. Aim: The aim of this contribution is to illustrate the concept of a surgical skills lab in detail, including curricular teaching and integrated facultative courses at the Medical School, University of Magdeburg ("The Magdeburg Model") in the context of a new and reconstructed area for the skills lab at the Magdeburg's apprenticeship center for medical basic abilities (MAMBA). Method: We present an overview on the spectrum of curricular and facultative teaching activities within the surgical part of the skills lab. Student evaluation of this teaching concept is implemented using the programme "EvaSys" and evaluation forms adapted to the single courses. Results: By establishing MAMBA, the options for a practice-related surgical education have been substantially improved. Student evaluations of former courses presented within the skills lab and the chance of moving the skills lab into a more generous and reconstructed area led to a reorganisation of seminars and courses. New additional facultative courses held by student tutors have been introduced and have shown to be of great effect, in particular, because of their interdisciplinary character. Conclusion: Practice-related surgical education within a skills lab may have the potential to effectively prepare medical students for their professional life. In addition, it allows one to present and teach the most important basic skills in surgery, which need to be pursued by every student. An enthusiastic engagement of the Office for Student Affairs can be considered the crucial and indispensable link between clinical work and curricular as well as facultative teaching with regard to organisation and student evaluation. The practice-related teaching parts and contents at the surgical section of a skills lab should be integrated into the National Competence-based Catalogue of Teaching Aims in Medicine ("NKLM"). Georg Thieme Verlag KG Stuttgart · New York.

Seven R's for the Student Teacher.

ERIC Educational Resources Information Center

Newson, Graham

1983-01-01

Briefly discussed are seven qualities which provide a significant basic platform for teaching mathematics effectively: reinforcement, responsiveness, reliability, realism, reversibility, range, and radicalism. (MNS)

Teaching style beliefs among U.S. and Israeli faculty.

PubMed

Behar-Horenstein, Linda S; Mitchell, Gail S; Notzer, Netta; Penfield, Randy; Eli, Ilana

2006-08-01

The purpose of this study was to determine if self-reported teaching style beliefs were different among faculty at a U.S. and an Israeli dental school. Teacher-centered practices refer to beliefs that the teacher holds the subject matter expertise and students are generally passive learners who must be told what to think. Student-centered practices refer to beliefs that students must learn how to construct their own understanding. Student-centered teaching is directed towards enabling students to think about complex issues. Twenty-seven of fifty-eight (47.37 percent) faculty at a dental school in the United States and thirty of thirty-four (88 percent) Israeli dental faculty teaching in basic science courses completed the Teaching Behavior Preferences Survey (TBPS). The TBPS is a thirty-item instrument that measures two domains of teaching styles--teacher-centered (TC) and student-centered (SC)--and four subdomains: methods of instruction (MI), classroom milieu (CM), use of questions (UQ), and use of assessment (UA). Findings revealed that there were no significant differences in student-centered and teacher-centered teaching practices and methods of instruction, classroom milieu, and use of questions. There was a significant difference between the U.S. and Israeli groups in their reported use of assessment. The U.S. faculty reported a greater preference for student-centered assessment practices than did the Israeli faculty.

A whole-process progressive training mode to foster optoelectronic students' innovative practical ability

NASA Astrophysics Data System (ADS)

Zhong, Hairong; Xu, Wei; Hu, Haojun; Duan, Chengfang

2017-08-01

This article analyzes the features of fostering optoelectronic students' innovative practical ability based on the knowledge structure of optoelectronic disciplines, which not only reveals the common law of cultivating students' innovative practical ability, but also considers the characteristics of the major: (1) The basic theory is difficult, and the close combination of science and technology is obvious; (2)With the integration of optics, mechanics, electronics and computer, the system technology is comprehensive; (3) It has both leading-edge theory and practical applications, so the benefit of cultivating optoelectronic students is high ; (4) The equipment is precise and the practice is costly. Considering the concept and structural characteristics of innovative and practical ability, and adhering to the idea of running practice through the whole process, we put forward the construction of three-dimensional innovation and practice platform which consists of "Synthetically Teaching Laboratory + Innovation Practice Base + Scientific Research Laboratory + Major Practice Base + Joint Teaching and Training Base", and meanwhile build a whole-process progressive training mode to foster optoelectronic students' innovative practical ability, following the process of "basic experimental skills training - professional experimental skills training - system design - innovative practice - scientific research project training - expanded training - graduation project": (1) To create an in - class practical ability cultivation environment that has distinctive characteristics of the major, with the teaching laboratory as the basic platform; (2) To create an extra-curricular innovation practice activities cultivation environment that is closely linked to the practical application, with the innovation practice base as a platform for improvement; (3) To create an innovation practice training cultivation environment that leads the development of cutting-edge, with the scientific research laboratory as a platform to explore; (4) To create an out-campus expanded training environment of optoelectronic major practice and optoelectronic system teaching and training, with the major practice base as an expansion of the platform; (5) To break students' "pre-job training barriers" between school and work, with graduation design as the comprehensive training and testing link.

AN APPRAISAL OF INSTRUCTIONAL UNITS TO ENHANCE STUDENT UNDERSTANDING OF PROFIT-MAXIMIZING PRINCIPLES. APPENDIX TO FINAL REPORT.

ERIC Educational Resources Information Center

BARKER, RICHARD L.

TWENTY-TWO OHIO HIGH SCHOOLS OFFERING VOCATIONAL AGRICULTURE TO 262 JUNIOR AND SENIOR STUDENTS PARTICIPATED IN A STUDY TO MEASURE THE RELATIVE EFFECTIVENESS OF FARM MANAGEMENT INSTRUCTIONAL UNITS DESIGNED TO ENHANCE STUDENT UNDERSTANDING OF BASIC PROFIT-MAXIMIZING PRINCIPLES WHEN USED IN TEACHING VOCATIONAL AGRICULTURE STUDENTS IN THE SCHOOL…

An Effective Teaching Method to Enhance History-Taking Skills for Chinese Medical Students

ERIC Educational Resources Information Center

Huang, Simin; Xu, Peng; Feng, Lie; Lu, Chunting; Yang, Jing

2018-01-01

History taking is an extremely important skill for medical students to master. In China, medical students usually have opportunities to practise this skill on real patients after they have learned diagnostics and basic relevant theoretical knowledge. Today, however, several factors, such as increased enrolment of medical students and the need to…

Teaching the Rules of Debit and Credit

ERIC Educational Resources Information Center

Potts, Andrew J.

1974-01-01

A fundamental method of explaining the basic accounting principles and concepts (debit, credit, basic accounting equation) which includes visual aids, reference to local businesses, and drill, does much toward increasing the student's skill and enhancing his understanding of the subject matter. (Sample transparencies are included.) (Author/AJ)

Applied Problems and Use of Technology in an Aligned Way in Basic Courses in Probability and Statistics for Engineering Students--A Way to Enhance Understanding and Increase Motivation

ERIC Educational Resources Information Center

Zetterqvist, Lena

2017-01-01

Researchers and teachers often recommend motivating exercises and use of mathematics or statistics software for the teaching of basic courses in probability and statistics. Our courses are given to large groups of engineering students at Lund Institute of Technology. We found that the mere existence of real-life data and technology in a course…

Teaching Basic Science Environmentally, The Concept: The cell is basic unit of structure of most organisms.

ERIC Educational Resources Information Center

Busch, Phyllis S.

1985-01-01

Suggests simple ways to introduce students to the concept that the cell is the basic unit of structure of most organisms. Mentions materials for microscope study that are readily available and easy to handle, e.g., membranes from between the scales of the onion bulb, thin-leaved plants, pond water, and pollen. (JHZ)

Teaching the Calculus

ERIC Educational Resources Information Center

Sauerheber, Richard D.

2012-01-01

Methods of teaching the Calculus are presented in honour of Sir Isaac Newton, by discussing an extension of his original proofs and discoveries. The methods, requested by Newton to be used that reflect the historical sequence of the discovered Fundamental Theorems, allow first-time students to grasp quickly the basics of the Calculus from its…

Democracy, Education, and the Schools.

ERIC Educational Resources Information Center

Soder, Roger, Ed.

This book argues that the most basic purpose of America's schools is to teach children the moral and intellectual responsibilities of living and working in a democracy. It contains essays that explore the meaning of democracy and its implications for preparing teachers and teaching students. The book contains a discussion of critical questions…

A Performer's Creative Processes: Implications for Teaching and Learning Musical Interpretation

ERIC Educational Resources Information Center

Silverman, Marissa

2008-01-01

The purpose of this study is to investigate aspects of musical interpretation and suggest guidelines for developing performance students' interpretative processes. Since musical interpretation involves basic issues concerning the nature of music, and competing concepts of "interpretation" and its teaching, an overview of these issues is given.…

Getting into Gear

ERIC Educational Resources Information Center

Cobbs, Georgia A.; Cranor-Buck, Edith

2011-01-01

This article describes a particular activity, the Motorized Toy unit, which supports science, technology, engineering, and mathematics (STEM) goals and teaches students the basic concept of ratio. The unit addresses both mathematics and science standards and is part of a team-teaching activity. The unit comes from a curriculum titled A World In…

The Micro TIPS - Cases - Programmed Learning Course Package.

ERIC Educational Resources Information Center

Heriot-Watt Univ., Edinburgh (Scotland). Esmee Fairbairn Economics Research Centre.

Part of an economic education series, the course package is designed to teach basic concepts and principles of microeconomics and how they can be applied to various world problems. For use with college students, learning is gained through lectures, tutorials, textbooks, programmed text, cases, and TIPS (Teaching Information Processing System).…

Teaching an Electrical Circuits Course Using a Virtual Lab

ERIC Educational Resources Information Center

Rahman, Md Zahidur

2014-01-01

This paper describes designing and implementing a scholarship of teaching and learning (SoTL) study in a basic electrical circuits course at LaGuardia Community College. Inspired by my understanding of Shulman's (2005) concept of "signature pedagogy" and Mazur's (2009) emphasis on student-centered approaches, and aware that our students…

Construction on Practical Talents Training Mode in Environmental Monitoring Curriculum

ERIC Educational Resources Information Center

Wang, Jing-Ping; Wang, Xin-Hong

2017-01-01

Environmental Monitoring is a basic and comprehensive course for students majoring in environmental sciences and engineering. Based on the characteristics of this course, a new teaching mode in application of practical talents training in Environmental Monitoring Curriculum teaching mode is proposed including the new scheme of training applied…

Tools and Methods for Teaching Informatics at School: An Advanced Logo Course.

ERIC Educational Resources Information Center

Nikolov, Rumen

1992-01-01

Describes a course in educational informatics for preservice teachers and students in educational software development that emphasizes the use of LOGO, and summarizes course modules that cover tools and methods for teaching informatics, informatics curriculum design, introducing the basic notions of informatics, integrating informatics into the…

Independent Gene Discovery and Testing

ERIC Educational Resources Information Center

Palsule, Vrushalee; Coric, Dijana; Delancy, Russell; Dunham, Heather; Melancon, Caleb; Thompson, Dennis; Toms, Jamie; White, Ashley; Shultz, Jeffry

2010-01-01

A clear understanding of basic gene structure is critical when teaching molecular genetics, the central dogma and the biological sciences. We sought to create a gene-based teaching project to improve students' understanding of gene structure and to integrate this into a research project that can be implemented by instructors at the secondary level…

Voluntary National Content Standards in Economics.

ERIC Educational Resources Information Center

National Council on Economic Education, New York, NY.

This book provides a tool for educators, specifying what K-12 grade students should learn about basic economics as they go through school. The standards are written for teachers and classroom use, offering benchmarks, guides, teaching suggestions, and teaching strategies. The essential principles of economics are identified in the 20 content…

The Dynamics of Motivation in Teaching Literacy Skills.

ERIC Educational Resources Information Center

Stanchfield, Jo M.

Basic emotional and intellectual factors in motivation can help to stimulate the learner to acquire the five major literacy skills: listening, speaking, thinking, reading, and writing. Contagion, or the spread effect in psychology, is reflected in the readily communicated attitude of the teacher toward students and teaching itself. Similarly,…

Teaching Embedded System Concepts for Technological Literacy

ERIC Educational Resources Information Center

Winzker, M.; Schwandt, A.

2011-01-01

A basic understanding of technology is recognized as important knowledge even for students not connected with engineering and computer science. This paper shows that embedded system concepts can be taught in a technological literacy course. An embedded system teaching block that has been used in an electronics module for non-engineers is…

A Graphical Approach to Teaching Amplifier Design at the Undergraduate Level

ERIC Educational Resources Information Center

Assaad, R. S.; Silva-Martinez, J.

2009-01-01

Current methods of teaching basic amplifier design at the undergraduate level need further development to match today's technological advances. The general class approach to amplifier design is analytical and heavily based on mathematical manipulations. However, the students mathematical abilities are generally modest, creating a void in which…

Robotics for Computer Scientists: What's the Big Idea?

ERIC Educational Resources Information Center

Touretzky, David S.

2013-01-01

Modern robots, like today's smartphones, are complex devices with intricate software systems. Introductory robot programming courses must evolve to reflect this reality, by teaching students to make use of the sophisticated tools their robots provide rather than reimplementing basic algorithms. This paper focuses on teaching with Tekkotsu, an open…

[Teaching evaluation at Medical School, UNAM].

PubMed

Salas-Gómez, Luz Elena; Ortiz-Montalvo, Armando; Alaminos-Sager, Isabel Luisa

2006-01-01

The purpose of this article is to offer a synthesis of what has been done in the Teaching Evaluation Program at the Medical School of the Autonomous National University of Mexico (UNAM). The Program involves three questionnaires of the students' opinion that evaluate professors of the basic and sociomedical areas, microbiology and parasitology laboratory and surgery. Between 1994 and 2003, 134,811 questionnaires were answered to evaluate the teaching performance of 6262 professors of pregraduate students. Although the evaluation of teaching through a single way is insufficient, the results obtained allow us to affirm that the Medical School at UNAM has a good professor staff, as well as they are useful for the design of programs dedicated to the acknowledgment of excellence and the needs for teaching education.

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science

PubMed Central

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

Purpose To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Methods Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. Results There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Conclusions Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences. PMID:27233041

The Effectiveness of an Educational Game for Teaching Optometry Students Basic and Applied Science.

PubMed

Trevino, Richard; Majcher, Carolyn; Rabin, Jeff; Kent, Theresa; Maki, Yutaka; Wingert, Timothy

2016-01-01

To compare the effectiveness of an educational board game with interactive didactic instruction for teaching optometry students elements of the core optometric curriculum. Forty-two optometry students were divided into two GPA-matched groups and assigned to either 12 hours of game play (game group) or 12 hours of interactive didactic instruction (lecture group). The same material from the core optometric curriculum was delivered to both groups. Game play was accomplished via an original board game. Written examinations assessed change in knowledge level. A post-intervention opinion survey assessed student attitudes. There was no significant difference in pre- or post-intervention test scores between the lecture and game groups (Pre-test: p = 0.9; Post-test: p = 0.5). Post-intervention test scores increased significantly from baseline (Game group: 29.3% gain, Didactic group: 31.5% gain; p<0.001 for each). The score increase difference between groups was not statistically significant (p = 0.6). The post-intervention attitude survey did not reveal any significant between group differences (p = 0.5). Our results indicate that an educational game and interactive didactic instruction can be equally effective in teaching optometry students basic and applied science. Furthermore, both modes of instruction have the potential to be equally engaging and enjoyable experiences.

Modeling Human Serum Albumin Tertiary Structure to Teach Upper-Division Chemistry Students Bioinformatics and Homology Modeling Basics

ERIC Educational Resources Information Center

Petrovic, Dus?an; Zlatovic´, Mario

2015-01-01

A homology modeling laboratory experiment has been developed for an introductory molecular modeling course for upper-division undergraduate chemistry students. With this experiment, students gain practical experience in homology model preparation and assessment as well as in protein visualization using the educational version of PyMOL…

Loci of Difficulty in Learning to Program. Technical Report 86-6.

ERIC Educational Resources Information Center

Perkins, David; And Others

To learn more about the specific nature of the teaching and learning problems involved, researchers conducted a clinical study of 20 high school students enrolled a BASIC course. Investigators presented each student with a sequence of eight programming problems, ranging from easy to difficult. They asked questions to track student thinking and…

Culturally Responsive Writing Instruction for Secondary Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Chiu, Calli Lewis; Carrero, Kelly M.; Lusk, Mandy E.

2017-01-01

Research suggests that teachers often do not adequately prepare students with emotional and behavioral disorders (EBD) to utilize organizational structures and basic writing skills that are necessary to produce cohesive essays. Among the challenges of effectively teaching writing to secondary students with EBD is how to deliver culturally…

Entomology: Promoting Creativity in the Science Lab

ERIC Educational Resources Information Center

Akcay, Behiye B.

2013-01-01

A class activity has been designed to help fourth grade students to identify basic insect features as a means of promoting student creativity while making an imaginary insect model. The 5Es (Engage, Explore, Explain, Extend [or Elaborate], and Evaluate) learning cycle teaching model is used. The 5Es approach allows students to work in small…

The Role of the Reading Teacher in Adult Basic Education - TESL.

ERIC Educational Resources Information Center

Taylor, Harvey M.

In teaching reading in English as a second language, teachers must diagnose student difficulties and individualize instruction. They must analyze why students are in the course, determine what their individual reading backgrounds are in their native language and in English, and adapt class activities and reading materials to students' expectations…

Bibliographic Instruction in a Step-by-Step Approach.

ERIC Educational Resources Information Center

Soash, Richard L.

1992-01-01

Describes an information search process based on Kuhlthau's model that was used to teach bibliographic research to ninth grade students. A research test to ensure that students are familiar with basic library skills is presented, forms for helping students narrow the topic and evaluate materials are provided, and a research process checklist is…

Helping Adults to Spell.

ERIC Educational Resources Information Center

Moorhouse, Catherine

This book presents a range of strategies for adult literacy tutors and offers a wealth of practical advice on teaching spelling within the context of writing. Chapters 1-3 offer basic information on talking with the student about spelling, finding out how the student spells and helping the student to see himself/herself as a "good" speller, and…

Computer Programming with Early Elementary Students with Down Syndrome

ERIC Educational Resources Information Center

Taylor, Matthew S.; Vasquez, Eleazar; Donehower, Claire

2017-01-01

Students of all ages and abilities must be given the opportunity to learn academic skills that can shape future opportunities and careers. Researchers in the mid-1970s and 1980s began teaching young students the processes of computer programming using basic coding skills and limited technology. As technology became more personalized and easily…

Harmonizing the Writing Process with Music Training Techniques

ERIC Educational Resources Information Center

Riecken, Nancy

2009-01-01

Can music help students become better thinkers and writers? Over the past three years, the author has incorporated some basic music training techniques in her classrooms to help her teach the writing process to students who would otherwise click her off. The students have developed clearer thinking and organizational skills, and have increased…

Interprofessional Education in Gross Anatomy: Experience with First-Year Medical and Physical Therapy Students at Mayo Clinic

ERIC Educational Resources Information Center

Hamilton, Steven S.; Yuan, Brandon J.; Lachman, Nirusha; Hellyer, Nathan J.; Krause, David A.; Hollman, John H.; Youdas, James W.; Pawlina, Wojciech

2008-01-01

Interprofessional education (IPE) in clinical practice is believed to improve outcomes in health care delivery. Integrating teaching and learning objectives through cross discipline student interaction in basic sciences has the potential to initiate interprofessional collaboration at the early stages of health care education. Student attitudes and…

Student Teachers' Patterns of Reflection in the Context of Teaching Practice

ERIC Educational Resources Information Center

Toom, Auli; Husu, Jukka; Patrikainen, Sanna

2015-01-01

This study clarifies the basic structure of student teachers' reflective thinking. It presents a constructivist account of teacher knowledge through a detailed analysis of various patterns of reflection in student teacher portfolios. We aim to gain a greater understanding of the process and outcomes of portfolio writing in the context of teaching…

Using Interaction to Teach the Basics of Financial Intermediation

ERIC Educational Resources Information Center

Haggard, K. Stephen

2009-01-01

Many professors assume that their courses are exciting and worthy of students' attention. However, students find some finance courses to be more appealing than others. The introductory college course in financial intermediaries and markets often can be found at the bottom of student interest rankings of finance courses due to its complex nature.…

Curricular Learning Communities and Unprepared Students: How Faculty Can Provide a Foundation for Success

ERIC Educational Resources Information Center

Engstrom, Cathy McHugh

2008-01-01

The pedagogical assumptions and teaching practices of learning community models reflect exemplary conditions for learning, so using these models with unprepared students seems desirable and worthy of investigation. This chapter describes the key role of faculty in creating active, integrative learning experiences for students in basic skills…

Flipped Classrooms and Student Learning: Not Just Surface Gains

ERIC Educational Resources Information Center

McLean, Sarah; Attardi, Stefanie M.; Faden, Lisa; Goldszmidt, Mark

2016-01-01

The flipped classroom is a relatively new approach to undergraduate teaching in science. This approach repurposes class time to focus on application and discussion; the acquisition of basic concepts and principles is done on the students' own time before class. While current flipped classroom research has focused on student preferences and…

Guiding Reinvention of Conventional Tools of Mathematical Logic: Students' Reasoning about Mathematical Disjunctions

ERIC Educational Resources Information Center

Dawkins, Paul Christian; Cook, John Paul

2017-01-01

Motivated by the observation that formal logic answers questions students have not yet asked, we conducted exploratory teaching experiments with undergraduate students intended to guide their reinvention of truth-functional definitions for basic logical connectives. We intend to reframe the relationship between reasoning and logic by showing how…

Patterns in Student Financial Aid at Rural Community Colleges

ERIC Educational Resources Information Center

Hardy, David E.; Katsinas, Stephen G.

2008-01-01

This article uses the 2005 Basic Classifications of the Carnegie Foundation for the Advancement of Teaching as a framing device through which to examine patterns of student financial aid at America's rural community colleges, which represent 64% of all U.S. community colleges. Rural community colleges serve more first-time, full-time students than…

Community Schools: Improving Student Learning/Strengthening Schools, Families, and Communities. A Handbook for State Policy Leaders.

ERIC Educational Resources Information Center

Coalition for Community Schools, Washington, DC.

This handbook is designed to help state leaders form vital connections between schools and communities to improve student learning. It explains that community schools are beneficial because they meet students' basic needs, including safety; offer high quality curriculum and teaching aligned with academic standards; provide learning experiences…

A simulation for teaching the basic and clinical science of fluid therapy.

PubMed

Rawson, Richard E; Dispensa, Marilyn E; Goldstein, Richard E; Nicholson, Kimberley W; Vidal, Noni Korf

2009-09-01

The course "Management of Fluid and Electrolyte Disorders" is an applied physiology course taught using lectures and paper-based cases. The course approaches fluid therapy from both basic science and clinical perspectives. While paper cases provide a basis for application of basic science concepts, they lack key components of genuine clinical cases that, by nature, are diverse, change over time, and respond in unique ways to therapeutic interventions. We developed a dynamic model using STELLA software that simulates normal and abnormal fluid and electrolyte balance in the dog. Students interact, not with the underlying model, but with a user interface that provides sufficient data (skin turgor, chemistry panel, etc.) for the clinical assessment of patients and an opportunity for treatment. Students administer fluids and supplements, and the model responds in "real time," requiring regular reassessment and, potentially, adaptation of the treatment strategy. The level of success is determined by clinical outcome, including improvement, deterioration, or death. We expected that the simulated cases could be used to teach both the clinical and basic science of fluid therapy. The simulation provides exposure to a realistic clinical environment, and students tend to focus on this aspect of the simulation while, for the most part, ignoring an exploration of the underlying physiological basis for patient responses. We discuss how the instructor's expertise can provide sufficient support, feedback, and scaffolding so that students can extract maximum understanding of the basic science in the context of assessing and treating at the clinical level.

Academic standards and changing patterns of medical school admissions: a Malaysian study.

PubMed

Tan, C M

1990-07-01

Changing social demands made it necessary for the Medical Faculty of the University of Malaya to accommodate students with a wider range of academic experience than before. However, teachers sought to achieve comparable academic standards to those in the West by striving to maintain a close resemblance to the Western model of medical education in other respects. As a result teachers failed to adapt their teaching methods, assessment techniques and curriculum design to meet the educational needs of the students, thus compromising academic standards. Many students lack basic academic skills and do not know how to learn effectively. In order to help students overcome their learning difficulties innovative teaching was required during the first year at university, designed to foster the joint development of knowledge and basic skills. In the case of less well-prepared students who lack self-confidence, a caring and supportive learning environment is crucial to the achievement of meaningful learning. Lecturers needed to become facilitators of learning rather than transmitters of knowledge. However, teachers' objective to retain international recognition of the degree, which presumably reflected the importance of teaching, was not operationalized in terms of its incentive structure such that teachers were constrained not to try to fill the new roles demanded of them. It was assumed that academic distinction accrued through scientific research was essential for the achievement of academic excellence. However, under the prevailing circumstances the two aims were mutually exclusive and incompatible and teaching quality deteriorated.

Using Scientific and Industrial Films in Teaching Technical Communication.

ERIC Educational Resources Information Center

Veeder, Gerry

A film course especially designed for technical communication students can illustrate basic film concepts and techniques while showing how film effectively communicates ideas in an industrial and scientific communication system. After a basic introduction to film terms, the study of actual scientific and industrial films demonstrates the following…

Mathematics for Drafting.

ERIC Educational Resources Information Center

Clary, Joseph R.; Nery, Karen P.

This set of three modules was designed for use primarily to help teach and reinforce the basic mathematics skills in drafting classes. The modules are based on the needs of drafting students in beginning courses as determined by a survey of teachers across North Carolina. Each module consists of basic information and examples and problem sheets…

A Manual of Classroom Strategies/Activities for Basic Business.

ERIC Educational Resources Information Center

Wyoming Univ., Laramie. Coll. of Education.

This manual contains 75 strategies or classroom activities for teaching basic business education. All activities can be adapted for special needs students. The activities were prepared by 19 business education teachers during a 3-weekend continuing education course for business education teachers at the University of Wyoming. Examples of…

Embedded Information Literacy in the Basic Oral Communication Course: From Conception through Assessment

ERIC Educational Resources Information Center

Weaver, Kari D.; Pier, Penni M.

2010-01-01

This article explores the process of embedding information literacy into a basic oral communication course. Discussion includes student performance as an impetus for change, collaborative course design between the oral communication teaching team and instructional librarians, and assessment initiatives. Suggestions for future collaborative work…

A Model for Teaching Basic Skills in a Community College Setting.

ERIC Educational Resources Information Center

Brantley, Jerry; And Others

The Basic Skills Program described in this report was developed by Macomb County Community College (MCCC) as a semester-long pre-vocational program for Comprehensive Employment and Training Act (CETA) students. Following introductory material, Part I presents a general review of postsecondary developmental education programs for…

Student Outlines Teaching Students to Organize Their Notes

ERIC Educational Resources Information Center

Burt, Derek

2006-01-01

Two years ago I implemented a basic outline of each class for my students to take notes on for Calculus II at the United States Military Academy. The outline provided students with a shell of the class material for each day of class. Their job was to fill in the shell as we went through the material. The outlines provided students an easy method…

Teaching bioethics: the tale of a "soft" science in a hard world.

PubMed

Lovy, Andrew; Paskhover, Boris; Trachtman, Howard

2010-10-01

Although bioethics is considered essential to the practice of medicine, medical students often view it as a "soft" subject that is secondary in importance to the other courses in their basic science and clinical curriculum. This perspective may be a consequence of the heavy reliance on students' aptitude in the quantitative sciences as a criterion for entry into medical school and as a barometer of academic success after admission. It is exacerbated by the widespread impression that bioethics is imprecise and culturally relativistic. In an effort to redress this imbalance, we propose an approach to teaching bioethics to medical students which emphasizes that the intellectual basis and the degree of certainty of knowledge is comparable in all medical subjects ranging from basic science courses to clinical rotations to bioethics tutorials. Adopting these pedagogical steps may promote greater integration of the various elements-bioethics and clinical science-in the medical school curriculum.

Students' Pre-Knowledge as a Guideline in the Teaching of Introductory Thermal Physics at University

ERIC Educational Resources Information Center

Leinonen, Risto; Rasanen, Esa; Asikainen, Mervi; Hirvonen, Pekka E.

2009-01-01

This study concentrates on analysing university students' pre-knowledge of thermal physics. The students' understanding of the basic concepts and of the adiabatic compression of an ideal gas was studied at the start of an introductory level course. A total of 48 students participated in a paper-and-pencil test, and analysis of the responses…

Life101 Enhances Healthy Lifestyle Choices in Pre-Health Undergraduate Students

ERIC Educational Resources Information Center

Jafari, Mahtab

2017-01-01

Stress levels in college students are increasing at an alarmingly fast pace. To combat this rising tide, universities need effective tools to promote student well-being and help them to recognize and manage their stress. One approach is to teach students basic lifestyle skills to cope with stress and achieve wellness. This is important as it not…

Practical Molecular Biology for Students: An Integrated Approach to Teaching Basic Techniques.

ERIC Educational Resources Information Center

Hames, B. David; And Others

1990-01-01

An activity that introduces students to the correct handling of bacterial recombinants, antibiotic sensitivity testing, insertional inactivation, plasmid DNA isolation, restriction endonuclease digestion, agarose gel electrophoresis, Southern blotting, hybridization, and autoradiography is presented. A list of needed materials, procedures, safety…

Read to Eat: A Teaching Strategy.

ERIC Educational Resources Information Center

Eshelman, Martha

1988-01-01

Teachers may use classroom cooking projects to encourage students to read. While developing basic reading skills, students also learn to follow directions and to cooperate in a group project. Three sample recipes are given. The article outlines steps to successfully complete a classroom cooking project. (JL)

Teaching Sustainability to Business Students: Shifting Mindsets

ERIC Educational Resources Information Center

Stubbs, Wendy; Cocklin, Chris

2008-01-01

Purpose: This paper seeks to describe a framework used to help MBA students understand and reconcile the different sustainability perspectives. Design/methodology/approach: A review of the corporate sustainability literature is undertaken to develop the sustainability framework. Findings: The sustainability framework relates basic concepts and…

A Stand-Alone Interactive Physics Showcase

ERIC Educational Resources Information Center

Pfaff, Daniel; Hagelgans, Anja; Weidemuller, Matthias; Bretzer, Klaus

2012-01-01

We present a showcase with interactive exhibits of basic physical experiments that constitutes a complementary method for teaching physics and interesting students in physical phenomena. Our interactive physics showcase, shown in Fig. 1, stimulates interest for science by letting the students experience, firsthand, surprising phenomena and…

Teach Democracy through Experiences.

ERIC Educational Resources Information Center

Penning, Nick; Hunter, Bruce, Ed.

1987-01-01

To help public schools produce well-educated citizens, the Center for Civic Education (originating at UCLA in 1965) works with elementary and secondary school students and teachers to promote better understanding of such basic democratic principles as due process, federalism, and judicial review. The process transforms student interactions while…

Virtual immunology: software for teaching basic immunology.

PubMed

Berçot, Filipe Faria; Fidalgo-Neto, Antônio Augusto; Lopes, Renato Matos; Faggioni, Thais; Alves, Luiz Anastácio

2013-01-01

As immunology continues to evolve, many educational methods have found difficulty in conveying the degree of complexity inherent in its basic principles. Today, the teaching-learning process in such areas has been improved with tools such as educational software. This article introduces "Virtual Immunology," a software program available free of charge in Portuguese and English, which can be used by teachers and students in physiology, immunology, and cellular biology classes. We discuss the development of the initial two modules: "Organs and Lymphoid Tissues" and "Inflammation" and the use of interactive activities to provide microscopic and macroscopic understanding in immunology. Students, both graduate and undergraduate, were questioned along with university level professors about the quality of the software and intuitiveness of use, facility of navigation, and aesthetic organization using a Likert scale. An overwhelmingly satisfactory result was obtained with both students and immunology teachers. Programs such as "Virtual Immunology" are offering more interactive, multimedia approaches to complex scientific principles that increase student motivation, interest, and comprehension. © 2013 by The International Union of Biochemistry and Molecular Biology.

Knowledge first, critique later: why it is a mistake for science education to encourage junior students to discuss, challenge and debate scientific knowledge.

PubMed

Charlton, Bruce G

2010-02-01

In UK educational circles it has long been regarded as a platitude that a good scientific education at school and undergraduate level should aim to teach critical thinking and encourage students to challenge mainstream science, debate scientific issues and express their personal opinions. However, I believe that this strategy is usually mistaken, and that such educational strategies probably do more harm than good. For most students, at most levels, for most of the time; science education should be focused on the inculcation of established knowledge. This is for the simple reason that critique is educationally-counterproductive and scientifically-worthless unless or until underpinned by adequate knowledge and competence. Instead, for the early years of science teaching, the basic assumption ought to be that the student is there to learn science; not to confront science. The basic attitude being taught should be one of humility before the science being studied.

County-by-County Financial and Staffing I-M-P-A-C-T. FY 1994-95 Basic Education Program.

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This publication provides the basic statistics needed to illustrate the impact of North Carolina's Basic Education Program (BEP), an educational reform effort begun in 1985. Over 85% of the positions in the BEP are directly related to teaching and student-related activities. The new BEP programs result in smaller class sizes in kindergartens and…

Evaluation of the peer teaching program at the University Children´s Hospital Essen - a single center experience.

PubMed

Büscher, Rainer; Weber, Dominik; Büscher, Anja; Hölscher, Maite; Pohlhuis, Sandra; Groes, Bernhard; Hoyer, Peter F

2013-01-01

Since 1986 medical students at the University Children's Hospital Essen are trained as peers in a two week intensive course in order to teach basic paediatric examination techniques to younger students. Student peers are employed by the University for one year. Emphasis of the peer teaching program is laid on the mediation of affective and sensomotorical skills e.g. get into contact with parents and children, as well as manual paediatric examination techniques. The aim of this study is to analyse whether student peers are able to impart specific paediatric examination skills as good as an experienced senior paediatric lecturer. 123 students were randomly assigned to a group with either a senior lecturer or a student peer teacher. Following one-hour teaching-sessions in small groups students had to demonstrate the learned skills in a 10 minute modified OSCE. In comparison to a control group consisting of 23 students who never examined a child before, both groups achieved a significantly better result. Medical students taught by student peers almost reached the same examination result as the group taught by paediatric teachers (21,7±4,1 vs. 22,6±3,6 of 36 points, p=0,203). Especially the part of the OSCE where exclusively practical skills where examined revealed no difference between the two groups (7,44±2,15 vs. 7,97±1,87 of a maximum of 16 points, p=0,154). The majority of students (77%) evaluated peer teaching as stimulating and helpful. The results of this quantitative teaching study reveal that peer teaching of selected skills can be a useful addition to classical paediatric teaching classes.

Innovation in teaching deaf students physics and astronomy in Bulgaria

NASA Astrophysics Data System (ADS)

Zamfirov, Milen; Saeva, Svetoslava; Popov, Tsviatko

2007-01-01

This paper presents a new strategy to be implemented in Bulgarian schools in teaching physics and astronomy to students with impaired hearing at grades 7 (13-year-old students) and 8 (14-year-old students). The strategy provides effective education for students with hearing disabilities in mainstream schools as well as for those attending specialized schools. A multimedia CD has been developed, which offers a large number of basic terms from the corresponding fields of physics and astronomy, accompanied by textual explanation and various illustrations. The terms are explained in Bulgarian, Bulgarian Sign Language and English. This multimedia product can be used by children with hearing disabilities, as well as by children without disorders.

''Math in a Can'': Teaching Mathematics and Engineering Design

ERIC Educational Resources Information Center

Narode, Ronald B.

2011-01-01

Using an apparently simple problem, ''Design a cylindrical can that will hold a liter of milk,'' this paper demonstrates how engineering design may facilitate the teaching of the following ideas to secondary students: linear and non-linear relationships; basic geometry of circles, rectangles, and cylinders; unit measures of area and volume;…

Ecuador--Land of Contrasts. Kindergarten-Third Grade.

ERIC Educational Resources Information Center

Samuelsen, Mary Lou

This primary social studies unit, designed to teach an awareness of the Americas, is appropriate for teaching kindergarten through third grade students about Ecuador. The activities could easily be adapted to fit Mexico and many other countries in Central and South America. Eleven basic concepts are developed in this unit. The concepts are: (1)…

Hybridized Tennis Games for Utilization-Level and Higher Learners

ERIC Educational Resources Information Center

Kahan, David

2006-01-01

Over the past 10 years a number of articles pertaining to teaching tennis to elementary and middle school students have appeared (see Resources at the end of this article). These articles have focused on topics such as tactical play, basic skill instruction and drill, teaching progressions, organizational methods, and fitness development. While…

Simple Machines Curriculum. [Teachers' Manual.

ERIC Educational Resources Information Center

Anoka-Hennepin Independent School District No. 11, Coon Rapids, MN.

This manual provides suggestions for investigating simple machines and the teaching of certain basic concepts which pertain to them. Many of the lessons are designed to be used with the commercially available LEGO kits, in an effort to teach concepts in a way in which students must translate pictures shown in two dimension into three-dimensional…

MOM Teaches Chemistry

ERIC Educational Resources Information Center

Smierciak, Rich

2004-01-01

A wonderful way to engage science students is to make them think a demonstration is not turning out the way the instructor intended. Basically, throw a little humor into teaching, and they will be hooked. Described in this article is a demonstration that uses Milk of Magnesia (MOM) as a visual and humorous method to review equilibrium chemistry…

Teaching Conceptually Oriented Social Science Education Programs in the Elementary School.

ERIC Educational Resources Information Center

Mahlios, Marc C.

Approaches to elementary social studies education that focus on concept and inquiry learning are outlined. The basic goal of the teacher in concept teaching is to aid the student in developing relationships among factual learning, conceptualization, and personal behavior. Learning activities should focus on the process concept (i.e., one that is…

New Media in Higher Education. Papers on Information Technology No. 241.

ERIC Educational Resources Information Center

Bates, A. W.

The Open University from its inception in 1969 has been a technologically based university. It uses technology to deliver high quality, specially designed teaching materials to large numbers of adult students throughout Britain, and increasingly abroad, who study at home. The Open University's teaching system has remained basically unchanged since…

Get Your First-Time Singers to Sing Well

ERIC Educational Resources Information Center

Packwood, Gary

2005-01-01

First-time singers present excellent opportunities for choral directors to fine-tune their teaching by truly working with beginners. In this article, the author discusses how beginning singers learn to sing well. Despite the unique challenges and various musical backgrounds of these students, if choral directors can teach them the basics of…

New Problems and Solutions in Basic University Teaching

ERIC Educational Resources Information Center

Olesen, Mogens Noergaard

2008-01-01

In this paper we will examine some of the problems and difficulties in modern university teaching and how these difficulties were overcome and the problems were solved. Because the syllabus in Danish (and other European) high schools has been substantially weakened over the last decade and especially since 2002, the university students have…

Effectiveness of Picture Books for Italian Instruction at Japanese Universities

ERIC Educational Resources Information Center

Yomo, Minoru; Uni, Kazuhito; Moore, Danièle; Kiyose, Takashi

2014-01-01

Recently, the use of children's picture books to teach English has been increasing in Japan. An advantage of these books is the high proportion of basic vocabulary they include. Can picture books also be useful for teaching Japanese students Italian and increasing their motivation? The present study analyses the effectiveness of employing a…

Innovations in curriculum design: A multi-disciplinary approach to teaching statistics to undergraduate medical students

PubMed Central

Freeman, Jenny V; Collier, Steve; Staniforth, David; Smith, Kevin J

2008-01-01

Background Statistics is relevant to students and practitioners in medicine and health sciences and is increasingly taught as part of the medical curriculum. However, it is common for students to dislike and under-perform in statistics. We sought to address these issues by redesigning the way that statistics is taught. Methods The project brought together a statistician, clinician and educational experts to re-conceptualize the syllabus, and focused on developing different methods of delivery. New teaching materials, including videos, animations and contextualized workbooks were designed and produced, placing greater emphasis on applying statistics and interpreting data. Results Two cohorts of students were evaluated, one with old style and one with new style teaching. Both were similar with respect to age, gender and previous level of statistics. Students who were taught using the new approach could better define the key concepts of p-value and confidence interval (p < 0.001 for both). They were more likely to regard statistics as integral to medical practice (p = 0.03), and to expect to use it in their medical career (p = 0.003). There was no significant difference in the numbers who thought that statistics was essential to understand the literature (p = 0.28) and those who felt comfortable with the basics of statistics (p = 0.06). More than half the students in both cohorts felt that they were comfortable with the basics of medical statistics. Conclusion Using a variety of media, and placing emphasis on interpretation can help make teaching, learning and understanding of statistics more people-centred and relevant, resulting in better outcomes for students. PMID:18452599

Exploration on the matching between Optical Comprehensive Design Experiment and Washington Accord

NASA Astrophysics Data System (ADS)

Cao, Yiping; Chen, Wenjing; Zhang, Qican; Liu, Yuankun; Li, Dahai; Zhou, Xinzhi; Wei, Jun

2017-08-01

Common problems faced in optical comprehensive design experiment and going against the Washington Accord are pointed out. For resolving these problems, an instructional and innovative teaching scheme for Optics Comprehensive Design Experiment is proposed. We would like to understand the student that can improve the hands-on practical ability, theory knowledge understanding ability, complex problem solving ability, engineering application ability, cooperative ability after tracking and researching the student who have attended the class about Optical Comprehensive Design Experiment, We found that there are some problems on the course such as the experiment content vague, the student beginning less time, phase separation theory and engineering application, the experiment content lack of selectivity and so on. So we have made some improvements reference to the Washington Accord for the class teaching plan about Optical Comprehensive Design Experiment. This class must relevant to the engineering basic courses, professional foundation course and the major courses, so far as to the future study and work that which can play a role in inheriting and continuity to the students. The Optical Comprehensive Design Experiment teaching program requires students learning this course to have learnt basic courses like analog electronics technique, digital electronic technique, applied optics and computer and other related courses which students are required to comprehensively utilize. This teaching scheme contains six practical complex engineering problems which are respectively optical system design, light energy meter design, illuminometer design, material refractive index measuring system design, light intensity measuring system design and open design. Establishing the optional experiment and open experiment can provide students with a greater choice and enhance the students' creativity, vivid teaching experimental teachers and enriching contents of experiment can make the experiment more interesting, providing students with more opportunities to conduct experiment and improving students' practical ability with long learning time, putting emphasis on student's understanding of complex engineering problems and the cognitive of the process to solve complex engineering problems with actual engineering problems. Applying the scheme in other courses and improving accordingly will be able to ensure the quality of engineering education. Look forward to offering useful reference for the curriculum system construction in colleges and universities.

Personal experience narratives by students: a teaching-learning tool in bioethics.

PubMed

Pandya, Radhika H; Shukla, Radha; Gor, Alpa P; Ganguly, Barna

2016-01-01

The principles of bioethics have been identified as important requirements for training basic medical doctors. Till now, various modalities have been used for teaching bioethics, such as lectures, followed by a small case-based discussion, case vignettes or debates among students. For effective teaching-learning of bioethics, it is necessary to integrate theory and practice rather than merely teach theoretical constructs without helping the students translate those constructs into practice. Classroom teaching can focus on the theoretical knowledge of professional relationships, patient-doctor relationships, issues at the beginning and end of life, reproductive technologies, etc. However, a better learning environment can be created through an experiencebased approach to complement lectures and facilitate successful teaching. Engaging students in reflective dialogue with their peers would allow them to refine their ideas with respect to learning ethics. It can help in the development both of the cognitive and affective domains of the teaching of bioethics. Real-life narratives by the interns, when used as case or situation analysis models for a particular ethical issue, can enhance other students' insight and give them a moral boost. Doing this can change the classroom atmosphere, enhance motivation, improve the students' aptitude and improve their attitude towards learning bioethics. Involving the students in this manner can prove to be a sustainable way of achieving the goal of deep reflective learning of bioethics and can serve as a new technique for maintaining the interest of students as well as teachers.

Evaluating Didactic Methods for Training Medical Students in the Use of Bedside Ultrasound for Clinical Practice at a Faculty of Medicine in Romania.

PubMed

Florescu, Cosmin C; Mullen, Jeffrey A; Nguyen, Vivian My; Sanders, Brooke E; Vu, Priscilla Quynh-Phuon

2015-10-01

Medical students' time is limited, so efficiency in medical education is valued. This research project aimed to determine the most effective means to teach bedside ultrasound to medical students in a 1-week training course. We hypothesized that the best method would include a combination of podcasts and hands-on teaching; therefore, there would be a statistically significant difference among the various methods of teaching. Medical students were randomly assigned to 3 groups. All groups attended a 50-minute hands-on bedside ultrasound training session. Students in the first group attended a 50-minute live lecture before the hands-on session, whereas students in the second group watched a podcast that covered the same material as the live lecture. Students in the third group served as the control and only attended the hands-on sessions. Five topics were covered during the course: (1) introduction to ultrasound, (2) pulmonary ultrasound, (3) cardiac ultrasound, (4) hepatobiliary ultrasound, and (5) focused assessment with sonography for trauma. Students completed a 20-question pre- and post-training quiz that covered basic ultrasound principles. Students also conducted a focused assessment with sonography for trauma examination for the practical portion of their evaluation. Students' pre- to post-training quiz scores increased from 33.6% to 72.6% correct in the lecture group (n = 21; P < .0001), from 40.7% to 75.5% correct in the podcast group (n = 20; P< .0001), and from 37.8% to 70.0% correct in the control group (n = 23; P< .0001). Data analysis of written and practical examination scores showed no significant differences among the groups [F(2,61) = 0.885; P = .418; F(2,60) = 1.739; P = .184, respectively]. These results suggest that all 3 methods are equally effective in teaching novice medical students basic ultrasound knowledge and skills. © 2015 by the American Institute of Ultrasound in Medicine.

How to encourage intrinsic motivation in the clinical teaching environment?: a systematic review from the self-determination theory

PubMed Central

2015-01-01

Purpose: Internalization of students’ motivation towards an intrinsic form is associated with increased interest, commitment, learning, and satisfaction with education. Self-Determination theory postulates that intrinsic motivation and autonomous forms of self-regulation are the desired type of motivation; as they have been associated with deep learning, better performance and well-being. It claims three basic psychological needs have to be satisfied in order to achieve intrinsic motivation. These are the needs for autonomy, competence and relatedness. This study aims to provide a review on how these basic psychological needs are encouraged in undergraduate students so they can be transferred to the clinical teaching environment. Methods: Electronic searches were performed across four databases (Medline, Embase, PsycINFO, and ERIC), relevant journals, and retrieved bibliography of selected articles. In total, searches produced 4,869 references, from which 16 studies met the inclusion criteria. Results: Main themes were coded in three categories: The support of autonomy, competence and relatedness. The research-based evidence appears to be of reasonable quality, and indicates that teachers should work to satisfy students’ basic psychological needs to foster internalization of self-regulation. Our findings suggest that teachers should interact with students in a more ‘human centred’ teaching style, as these actions predict motivational internalization. Several themes emerged from different contexts and further investigation should expand them. Conclusion: This review identified actions that clinical teachers could implement in their daily work to support students’ self-determination. Autonomy supportive teaching in health professions educations would benefit students and may actually result in more effective health care delivery. PMID:25855386

Mapping Latin America for Grades Six to Ten. Third Edition.

ERIC Educational Resources Information Center

Stanford Univ., CA. Stanford Program on International and Cross Cultural Education.

This unit, to be used with students in grades 6-10, has been designed to serve three purposes. First, the unit acts as an introduction to, or review of, fundamental geographic concepts and vocabulary. Second, it teaches students about the basic physical and political geography of Latin America. Third, students learn to examine maps with a critical…

Funsters and Feelers: Students Thrive with Teaching That Suits Their Natures.

ERIC Educational Resources Information Center

Jackson, Mary Jane; Pauley, Judith Ann

1999-01-01

Summarizes Process Communications Management's six basic personality types: feelers, thinkers, believers, dreamers, funsters, and doers, and discusses the implications for teachers. Two keys to reaching all students in the classroom are to meet each student's motivational needs positively and to talk to them in a way in which they can best relate.…

Blind Students' Learning of Probability through the Use of a Tactile Model

ERIC Educational Resources Information Center

Vita, Aida Carvalho; Kataoka, Verônica Yumi

2014-01-01

The objective of this paper is to discuss how blind students learn basic concepts of probability using the tactile model proposed by Vita (2012). Among the activities were part of the teaching sequence "Jefferson's Random Walk", in which students built a tree diagram (using plastic trays, foam cards, and toys), and pictograms in 3D…

Effects of Spectrum Teaching Styles on College Students' Psychological Needs Satisfaction and Self-Determined Motivation

ERIC Educational Resources Information Center

Kirby, Stephanie; Byra, Mark; Readdy, Tucker; Wallhead, Tristan

2015-01-01

The purpose of this study was to explore the effect of two landmark spectrum styles, practice and inclusion, on students' basic psychological needs satisfaction and self-determined motivation. Twelve classes of college-aged students (n = 149) participated in two badminton lessons taught under the conditions of the practice and inclusion styles.…

Educating Students about the World of Work: An Example of Active Engagement Pedagogy.

ERIC Educational Resources Information Center

Hansen, Tronn Doennestad; Camposarcone, Kirsten; Nicodemus, Teresa; Gorton, Laura; Hamilton, Lynn; Guth, Christine; Hinckley, Adele; Cane, Susan; Chambliss, Catherine

This paper describes an undergraduate level course developed with the dual agenda of teaching students basic empirical research skills and permitting them to explore concerns related to the workplace. Familiarizing students with workplace issues can assist them in making appropriate career choices and can help them to formulate plans for making a…

An Interactive Computer Lab of the Galvanic Cell for Students in Biochemistry

ERIC Educational Resources Information Center

Ahlstrand, Emma; Buetti-Dinh, Antoine; Friedman, Ran

2018-01-01

We describe an interactive module that can be used to teach basic concepts in electrochemistry and thermodynamics to first year natural science students. The module is used together with an experimental laboratory and improves the students' understanding of thermodynamic quantities such as ?rG, ?rH, and ?rS that are calculated but not directly…

Learning Surgically Oriented Anatomy in a Student-Run Extracurricular Club: An Education through Recreation Initiative

ERIC Educational Resources Information Center

Ullah, Shahnoor M.; Bodrogi, Andrew; Cristea, Octav; Johnson, Marjorie; McAlister, Vivian C.

2012-01-01

Didactic and laboratory anatomical education have seen significant reductions in the medical school curriculum due, in part, to the current shift from basic science to more clinically based teaching in North American medical schools. In order to increase medical student exposure to anatomy, with clinical applicability, a student-run initiative…

Medical Student Service Learning Program Teaches Secondary Students about Career Opportunities in Health and Medical Fields

ERIC Educational Resources Information Center

Karpa, Kelly; Vakharia, Kavita; Caruso, Catherine A.; Vechery, Colin; Sipple, Lanette; Wang, Adrian

2015-01-01

Engagement of academic medical centers in community outreach provides the public with a better understanding of basic terms and concepts used in biomedical sciences and increases awareness of important health information. Medical students at one academic medical center initiated an educational outreach program, called PULSE, that targets secondary…

Famous Georgians and Their Homes: A Social Studies Unit for Upper Elementary Students.

ERIC Educational Resources Information Center

Deaver, Susan B.

This upper-elementary level social studies curriculum guide is designed to: (1) teach students to understand and appreciate the built (man made) environment; (2) instruct students about Georgia's history and heritage; and (3) introduce the basic concepts of historic preservation. The unit highlights 10 architectural styles of the homes of famous…

A Theme-Based Approach to Teaching Nonmajors Biology: Helping Students Connect Biology to Their Lives

ERIC Educational Resources Information Center

Chaplin, Susan B.; Manske, Jill M.

2005-01-01

This article describes the curriculum for a highly student-centered human biology course constructed around a series of themes that enables the integration of the same basic paradigms found in a traditional survey lecture course without sacrificing essential content. The theme-based model enhances student interest, ability to integrate knowledge,…

Teaching Emerging Diseases: A Strategy for Succeeding with Nonmajors

PubMed Central

FASS, MARION FIELD

2000-01-01

A nonmajors course on emerging diseases served to introduce students to basic concepts in microbiology and to improve scientific literacy. The course used a range of learner-centered approaches to encourage students to take responsibility for their own learning. Evaluations demonstrated both student satisfaction and an increased understanding of important issues in microbiology. PMID:23653535

Financial Institutions Investigated. Teacher's Guide [and] Student Material.

ERIC Educational Resources Information Center

Turner, Elaine

This document provides teaching guidelines and student material for a unit intended for use in high school business, consumer, or home economics programs. Time allotment is from four to six hours of classroom time. The objective of this capsule is to help students understand the basic functions of and services provided by three types of financial…

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

The Introductory Sociology Survey

ERIC Educational Resources Information Center

Best, Joel

1977-01-01

The Introductory Sociology Survey (ISS) is designed to teach introductory students basic skills in developing causal arguments and in using a computerized statistical package to analyze survey data. Students are given codebooks for survey data and asked to write a brief paper predicting the relationship between at least two variables. (Author)

The Units Tell You What to Do

ERIC Educational Resources Information Center

Brown, Simon

2009-01-01

Many students have some difficulty with calculations. Simple dimensional analysis provides a systematic means of checking for errors and inconsistencies and for developing both new insight and new relationships between variables. Teaching dimensional analysis at even the most basic level strengthens the insight and confidence of students, and…

Teaching the Fun of Science.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides opportunities for engaging students in scientific investigations, offering a hands-on approach that encourages students to understand science concepts, gives them ways to apply the concepts, and introduces and reinforces the skills they need to become independent investigators. The basic outline and objectives of each section of…

Simpsonomics: Teaching Economics Using Episodes of "The Simpsons"

ERIC Educational Resources Information Center

Luccasen, R. Andrew; Thomas, M. Kathleen

2010-01-01

Undergraduate students are often interested in applications of economic principles. Although popular television shows and movies are not real-world examples, drawing from these sources can motivate disinterested students and provide a pedagogical tool that enhances instruction. In this article, the authors discuss several basic introductory…

National standards in pathology education: developing competencies for integrated medical school curricula.

PubMed

Sadofsky, Moshe; Knollmann-Ritschel, Barbara; Conran, Richard M; Prystowsky, Michael B

2014-03-01

Medical school education has evolved from department-specific memorization of facts to an integrated curriculum presenting knowledge in a contextual manner across traditional disciplines, integrating information, improving retention, and facilitating application to clinical practice. Integration occurs throughout medical school using live data-sharing technologies, thereby providing the student with a framework for lifelong active learning. Incorporation of educational teams during medical school prepares students for team-based patient care, which is also required for pay-for-performance models used in accountable care organizations. To develop learning objectives for teaching pathology to medical students. Given the rapid expansion of basic science knowledge of human development, normal function, and pathobiology, it is neither possible nor desirable for faculty to teach, and students to retain, this vast amount of information. Courses teaching the essentials in context and engaging students in the learning process enable them to become lifelong learners. An appreciation of pathobiology and the role of laboratory medicine underlies the modern practice of medicine. As such, all medical students need to acquire 3 basic competencies in pathology: an understanding of disease mechanisms, integration of mechanisms into organ system pathology, and application of pathobiology to diagnostic medicine. We propose the development of 3 specific competencies in pathology to be implemented nationwide, aimed at disease mechanisms/processes, organ system pathology, and application to diagnostic medicine. Each competency will include learning objectives and a means to assess acquisition, integration, and application of knowledge. The learning objectives are designed to be a living document managed (curated) by a group of pathologists representing Liaison Committee on Medical Education-accredited medical schools nationally. Development of a coherent set of learning objectives will assist medical students nationally to gain the basic competencies in pathology necessary for clinical practice. Having national standards for competencies preserves schools' independence in specific curriculum design while assuring all students meet the evolving needs of medical practice.

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

NASA Astrophysics Data System (ADS)

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

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

Using Essential Oils to Teach Advanced-Level Organic Chemistry Separation Techniques and Spectroscopy

ERIC Educational Resources Information Center

Bott, Tina M.; Wan, Hayley

2013-01-01

Students sometimes have difficulty grasping the importance of when and how basic distillation techniques, column chromatography, TLC, and basic spectroscopy (IR and NMR) can be used to identify unknown compounds within a mixture. This two-part experiment uses mixtures of pleasant-smelling, readily available terpenoid compounds as unknowns to…

Basic Skills in Asian Studies: Japan.

ERIC Educational Resources Information Center

Hantula, James

This publication contains 20 learning activities for developing basic skills while teaching about Japan at the secondary level. The activities are self-contained and each consists of a short description, followed by a five-item true or false test and five open-ended questions for student practice. The learning activities are followed by a…

METHODS AND PSYCHOLOGY OF TEACHING THE SLOW LEARNER.

ERIC Educational Resources Information Center

MARTIN, RUTH; MARTIN, WILLIAM

THE SPECIAL PSYCHOLOGICAL AND EDUCATIONAL NEEDS OF THE SLOW LEARNER ARE EMPHASIZED IN THIS PUBLIC SCHOOL CURRICULUM GUIDE. FOR THIS TYPE OF STUDENT MORE FOCUS MUST BE PLACED ON PERSONALITY DEVELOPMENT AND ADEQUACY IN BASIC SKILLS THAN ON ACADEMIC ACHIEVEMENT. THEREFORE THE OBJECTIVES OF A "BASIC WORK PROGRAM" FOR SLOW LEARNERS SHOULD STRESS THE…

An Undergraduate Survey Course on Asynchronous Sequential Logic, Ladder Logic, and Fuzzy Logic

ERIC Educational Resources Information Center

Foster, D. L.

2012-01-01

For a basic foundation in computer engineering, universities traditionally teach synchronous sequential circuit design, using discrete gates or field programmable gate arrays, and a microcomputers course that includes basic I/O processing. These courses, though critical, expose students to only a small subset of tools. At co-op schools like…

Using Data Mining to Teach Applied Statistics and Correlation

ERIC Educational Resources Information Center

Hartnett, Jessica L.

2016-01-01

This article describes two class activities that introduce the concept of data mining and very basic data mining analyses. Assessment data suggest that students learned some of the conceptual basics of data mining, understood some of the ethical concerns related to the practice, and were able to perform correlations via the Statistical Package for…

Health Instruction Packages: Consumer--Basic Nutrition.

ERIC Educational Resources Information Center

Kidd, Audrey E.; And Others

These six learning modules present text, illustrations, and exercises designed to teach the general public and nutrition students about basic nutrition and diet. The first module, "High Fiber Diet--Live Longer and Better!" by Audrey E. Kidd, discusses the benefits of a high fiber diet and lists the foods that are high in fiber. The…

Everyday Everywhere Materials as Teaching Resources in Adult Basic Education.

ERIC Educational Resources Information Center

Shaw, Marilyn B.; Roark, Mary

This book of instructional materials for adult basic education teachers is a collection of exercises and activities which involve the use of resources found in the everyday environment of adults, relate to adult coping skills, and provide students with practice in language and computation. Following a brief introduction and discussion of adult…

Using Sport Education in a University Physical Activity Course

ERIC Educational Resources Information Center

Blocker, Danielle; Wahl-Alexander, Zachary

2018-01-01

At a majority of colleges and universities around the country, basic activity courses are taught predicated on teaching students basic skills and instilling healthy habits. The purpose of this article is to outline and describe a physical conditioning course that utilized the sport education (SE) model and emphasized outside engagement to instill…

Improving the Quality of Experience Journals: Training Educational Psychology Students in Basic Qualitative Methodology

ERIC Educational Resources Information Center

Reynolds-Keefer, Laura

2010-01-01

This study evaluates the impact of teaching basic qualitative methodology to preservice teachers enrolled in an educational psychology course in the quality of observation journals. Preservice teachers enrolled in an educational psychology course requiring 45 hr of field experience were given qualitative methodological training as a part of the…

Views of medical students: what, when and how do they want statistics taught?

PubMed

Fielding, S; Poobalan, A; Prescott, G J; Marais, D; Aucott, L

2015-11-01

A key skill for a practising clinician is being able to do research, understand the statistical analyses and interpret results in the medical literature. Basic statistics has become essential within medical education, but when, what and in which format is uncertain. To inform curriculum design/development we undertook a quantitative survey of fifth year medical students and followed them up with a series of focus groups to obtain their opinions as to what statistics teaching they want, when and how. A total of 145 students undertook the survey and five focus groups were held with between 3 and 9 participants each. Previous statistical training varied and students recognised their knowledge was inadequate and keen to see additional training implemented. Students were aware of the importance of statistics to their future careers, but apprehensive about learning. Face-to-face teaching supported by online resources was popular. Focus groups indicated the need for statistical training early in their degree and highlighted their lack of confidence and inconsistencies in support. The study found that the students see the importance of statistics training in the medical curriculum but that timing and mode of delivery are key. The findings have informed the design of a new course to be implemented in the third undergraduate year. Teaching will be based around published studies aiming to equip students with the basics required with additional resources available through a virtual learning environment. © The Author(s) 2015.

Preparing Future Practitioners to Engage in the Scholarship of Teaching and Learning: A Collective Case Study Approach to Understanding the Formal Student Affairs Master's Curriculum

ERIC Educational Resources Information Center

Ribera, Tony

2012-01-01

Student affairs professionals have been called to apply pedagogical methods to promote student learning in the out-of-class setting and show evidence of their contributions to student learning. To fulfill their professional responsibilities, practitioners should enter the student affairs profession with a basic understanding of ways to gather,…

Ogden R. Lindsley and the historical development of precision teaching

PubMed Central

Potts, Lisa; Eshleman, John W.; Cooper, John O.

1993-01-01

This paper presents the historical developments of precision teaching, a technological offshoot of radical behaviorism and free-operant conditioning. The sequence progresses from the scientific precursors of precision teaching and the beginnings of precision teaching to principal developments since 1965. Information about the persons, events, and accomplishments presented in this chronology was compiled in several ways. Journals, books, and conference presentations provided the essential information. The most important source for this account was Ogden Lindsley himself, because Lindsley and his students established the basic practices that define precision teaching. PMID:22478145

Making an Adjustable C-Clamp. Kit No. 603. Instructor's Manual [and] Student Learning Activity Manual. [Revised.] T & I--Metalwork.

ERIC Educational Resources Information Center

White, Jim; Alexander, Larry

This student activity kit consists of a programmed, self-instructional learning guide and an accompanying instructor's manual for use in teaching trade and industrial education students how to make an adjustable C-clamp. The student guide contains step-by-step instructions in the following areas: basic layout principles; use of a hack saw, file,…

The Effects of Passive and Active Learning on Student Preference and Performance in an Undergraduate Basic Science Course

ERIC Educational Resources Information Center

Minhas, Paras Singh; Ghosh, Arundhati; Swanzy, Leah

2012-01-01

Active learning is based on self-directed and autonomous teaching methods, whereas passive learning is grounded in instructor taught lectures. An animal physiology course was studied over a two-year period (Year 1, n = 42 students; Year 2, n = 30 students) to determine the effects of student-led seminar (andragogical) and lecture (pedagogical)…

Evaluation of Medical Students' Attitudes and Performance of Basic Surgery Skills in a Training Program Using Fresh Human skin, Excised During Body Contouring Surgeries.

PubMed

Rothenberger, Jens; Seyed Jafari, Seyed Morteza; Schnabel, Kai P; Tschumi, Christian; Angermeier, Sarina; Shafighi, Maziar

2015-01-01

Learning surgical skills in the operating room may be a challenge for medical students. Therefore, more approaches using simulation to enable students to develop their practical skills are required. We hypothesized that (1) there would be a need for additional surgical training for medical students in the pre-final year, and (2) our basic surgery skills training program using fresh human skin would improve medical students' surgical skills. We conducted a preliminary survey of medical students to clarify the need for further training in basic surgery procedures. A new approach using simulation to teach surgical skills on human skin was set up. The procedural skills of 15 randomly selected students were assessed in the operating room before and after participation in the simulation, using Objective Structured Assessment of Technical Skills. Furthermore, subjective assessment was performed based on students' self-evaluation. The data were analyzed using SPSS, version 21 (SPSS, Inc., Chicago, IL). The study took place at the Inselspital, Bern University Hospital. A total of 186 pre-final-year medical students were enrolled into the preliminary survey; 15 randomly selected medical students participated in the basic surgical skills training course on the fresh human skin operating room. The preliminary survey revealed the need for a surgical skills curriculum. The simulation approach we developed showed significant (p < 0.001) improvement for all 12 surgical skills, with mean cumulative precourse and postcourse values of 31.25 ± 5.013 and 45.38 ± 3.557, respectively. The self-evaluation contained positive feedback as well. Simulation of surgery using human tissue samples could help medical students become more proficient in handling surgical instruments before stepping into a real surgical situation. We suggest further studies evaluating our proposed teaching method and the possibility of integrating this simulation approach into the medical school curriculum. Copyright © 2015 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class

PubMed Central

Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon, Perikles

2017-01-01

Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended “research weeks” at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the “normal” teaching, fosters intrinsic motivational behavior in science with lower secondary students. PMID:29312080

A Bayesian Mixed-Methods Analysis of Basic Psychological Needs Satisfaction through Outdoor Learning and Its Influence on Motivational Behavior in Science Class.

PubMed

Dettweiler, Ulrich; Lauterbach, Gabriele; Becker, Christoph; Simon, Perikles

2017-01-01

Research has shown that outdoor educational interventions can lead to students' increased self-regulated motivational behavior. In this study, we searched into the satisfaction of basic psychological needs (BPN), i.e., autonomy support, the learners' experience of competence, and relatedness, both within the peer group and with their teachers, through outdoor learning. From 2014 to 2016, n = 281 students attended "research weeks" at a Student Science Lab in the Alpine National Park Berchtesgaden (Germany). The program is a curriculum-based one-week residential course, centered on a 2-day research expedition. Both before and after the course, students completed a composite questionnaire addressing BPN-satisfaction and overall motivational behavior in relation to the Self-Determination Index (SDI). At the latter time-point, students also reported on their experiences during the intervention. Questionnaire data was analyzed using a set of Bayesian General Linear Models with random effects. Those quantitative measures have been complemented by and contextualized with a set of qualitative survey methods. The results showed that the basic psychological needs influence the motivational behavior in both contexts equally, however on different scale levels. The basic needs satisfaction in the outdoor context is decisively higher than indoors. Moreover, the increment of competence-experience from the school context to the hands-on outdoor program appears to have the biggest impact to students' increased intrinsic motivation during the intervention. Increased autonomy support, student-teacher relations, and student-student relations have much less or no influence on the overall difference of motivational behavior. Gender does not influence the results. The contextualization partly supports those results and provide further explanation for the students' increased self-regulation in the outdoors. They add some explanatory thrust to the argument that outdoor teaching, be it during a residential week, or during occasional but regular sessions as integral part of the "normal" teaching, fosters intrinsic motivational behavior in science with lower secondary students.

Really Basic Papermaking.

ERIC Educational Resources Information Center

Gruber, Donald

2000-01-01

Provides information on papermaking and discusses two methods that students can use. States that papermaking can be a multidisciplinary project, including history and social studies, and a way to teach about recycling. (CMK)

Costura Basica (Principios Basicos para el Estudiante con Impedimentos Leves y Moderados) Documento de Trabajo Guia Curricular para el Curso. Basic Sewing (Basic Principles for the Student with Light and Moderate Disabilities. Course Curriculum Guide. Working Document).

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey. Office of Special Education.

This guide has been prepared by the Puerto Rico Department of Public Instruction for special education teachers teaching domestic sewing. It includes informative and easy to comprehend material for students of both sexes with mild to moderate disabilities. The material is developed through varied strategies and activities that relate to the…

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

NASA Astrophysics Data System (ADS)

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

2015-10-01

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

Teaching medical physics to general audiences.

PubMed Central

Amador, S

1994-01-01

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

A novel technique for teaching the brachial plexus.

PubMed

Lefroy, Henrietta; Burdon-Bailey, Victoria; Bhangu, Aneel; Abrahams, Peter

2011-09-01

The brachial plexus has posed problems for both students and teachers throughout generations of medical education. The anatomy is intricate, and traditional pictorial representations can be difficult to understand and learn. Few innovative teaching methods have been reported. The basic anatomy of the brachial plexus is core knowledge required by medical students to aid clinical examination and diagnosis. A more detailed understanding is necessary for a variety of specialists, including surgeons, anaesthetists and radiologists. Here, we present a novel, cheap and interactive method of teaching the brachial plexus. Using coloured pipe cleaners, teachers and students can construct three-dimensional models using different colours to denote the origin and outflow of each nerve. The three-dimensional nature of the model also allows for a better understanding of certain intricacies of the plexus. Students may use these models as adjuncts for self study, didactic lectures and tutorials. Compared with traditional textbooks and whiteboards, the pipe-cleaner model was preferred by medical students, and provided a higher level of student satisfaction. This was demonstrated and analysed using student feedback forms. Our model could be incorporated into current curricula to provide an effective and enjoyable way of rapidly teaching a difficult concept. Other such novel methods for teaching complex anatomical principles should be encouraged and explored. © Blackwell Publishing Ltd 2011.

Arizona's Three-Year Medical Curriculum: A Postmortem.

ERIC Educational Resources Information Center

Kettel, Louis J.; And Others

1979-01-01

Students and faculty at the University of Arizona College of Medicine found the three-year medical program to be an unsatisfactory educational experience due to excessive intensity of classroom work, insufficient vacation time, and inadequate time to teach basic science. Measures of student performance showed no differences between three- and…

Teaching for Conceptual Change in Space Science

ERIC Educational Resources Information Center

Brunsell, Eric; Marcks, Jason

2007-01-01

Nearly 20 years after the release of The Harvard-Smithsonian Center for Astrophysics' video, "A Private Universe", much research has been done in relation to students' understanding of space-science concepts and how to effectively change these ideas. However, student difficulties with basic space-science concepts still persist. This article will…

Leadership for Differentiating Schools & Classrooms.

ERIC Educational Resources Information Center

Tomlinson, Carol Ann; Allan, Susan Demirsky

Differentiation is simply a teacher attending to the learning needs of a particular student or small group of students, rather than teaching a class as though all individuals in it were basically alike. This book explores in 10 chapters how school leaders can develop responsive, personalized, and differentiated classrooms: (1) "Understanding…

High Noon for High Stakes: Alfie Kohn at Middlebury College.

ERIC Educational Resources Information Center

Barna, Ed

2002-01-01

The tougher standards movement has five fatal flaws. An emphasis on scores limits student willingness to experiment and be challenged. The "basic skills" approach to teaching--pouring knowledge down student throats--has never worked well. Standardized testing necessarily creates winners and losers. Accountability is coercive and…

Teaching Mendelian Genetics with the Computer.

ERIC Educational Resources Information Center

Small, James W., Jr.

Students in general undergraduate courses in both biology and genetics seem to have great difficulty mastering the basic concepts of Mendelian Genetics and solving even simple problems. In an attempt to correct this situation, students in both courses at Rollins College were introduced to three simulation models of the genetics of the fruit…

Teaching Data Sampling in the Communication Theory Course.

ERIC Educational Resources Information Center

Cassella, Michele; Mason, Gail

The basic communication theory course offered at Central Michigan University is designed to provide students with an understanding of fundamental concepts and terminology, and to expose them to theory and research in communication. The course gives students the opportunity to engage in simulations and other in-class activities, thus making…

Teaching the Ethics of Biology.

ERIC Educational Resources Information Center

Johansen, Carol K.; Harris, David E.

2000-01-01

Points out the challenges of educating students about bioethics and the limited training of many biologists on ethics. Discusses the basic principles of ethics and ethical decision making as applied to biology. Explains the models of ethical decision making that are often difficult for students to determine where to begin analyzing. (Contains 28…

Taking the Write Way

ERIC Educational Resources Information Center

Giordano, Geoffrey

2011-01-01

Young students generally don't make up their lessons as they go along. But many music educators are encouraging just that by teaching composition alongside traditional musical concepts. Rather than simply relying on rote exercises that focus on basic musical principles and techniques, teachers are asking students to create their own music early on…

Library Automation: A "First Course" Teaching Syllabus.

ERIC Educational Resources Information Center

Dyson, Sam A.

This syllabus for a basic course in library automation is designed for advanced library students and practicing librarians. It is intended not to make librarians and students qualified programmers, but to give them enough background information for intelligent discussion of library problems with computer personnel. It may also stimulate the…

A Not so Trivial Pursuit.

ERIC Educational Resources Information Center

Magahay-Johnson, Wendy

1985-01-01

Describes procedures for designing trivia games to be used in teaching English as a second language. The students participate in designing the games, thereby gaining practice in the four basic language skills and the formation of yes-no questions, information questions, and statements. Provides examples for young intermediate ESL students. (SED)

Facial Toner Preparation Using Distilled Fragrant Compounds of Natural Herbal Plants

ERIC Educational Resources Information Center

Liao, Wayne C.; Lien, Ching-Yi

2011-01-01

This experiment is designed to teach entry-level, nonchemistry-major students some basic organic chemistry through the procedure for making cosmetics. The experiment combines facial toner preparation with distillation techniques to create a stimulating learning environment. During the experiment, students perform a distillation to collect some…

Teaching Business German Basics on the Second Year Level.

ERIC Educational Resources Information Center

Rockwood, Heidi M.

Most college curricula in business German are oriented to third- and fourth-year German students. Development of a course in introductory business German designed for the second year of language instruction required careful selection of materials and activities. Texts were selected for their comprehensibility for students with no business…

HATS: A Design Procedure for Routine Business Documents.

ERIC Educational Resources Information Center

Baker, William H.

2001-01-01

Describes an approach to teaching students a basic design process for routine business documents like memos, letters, and reports. Outlines the design principles of HATS (Headings, Access, Typography, and Spacing), how they apply in before-and-after fashion to various documents, and discusses an assignment in which students redesign an existing…

The Teaching of Graphics and Design.

ERIC Educational Resources Information Center

Sullivan, Paul W.

This paper describes four journalism courses designed to develop students' visual sense and then channel that sense into the field of advertising. "Visual Communication" is a basic course in the elements of design which attempts to demonstrate to students that there are rules and order which comprise good design. "Publication…

Video Based Developmental Mathematics Learning System For Community College Students.

ERIC Educational Resources Information Center

Gormley, Tyrone D.

The University of Maine at Augusta uses an individualized video-taped mathematics instructional system to eliminate students' math weaknesses before they attempt college math. The course, "1 Mth Developmental Mathematics," is part of the Educational Assistance Program and teaches basic skills and concepts of arithmetic and algebra. The…

Career Technical Education Enhancement Fund Report

ERIC Educational Resources Information Center

California Community Colleges, Chancellor's Office, 2015

2015-01-01

The California Community Colleges serve more than 2.1 million students and is the largest system of higher education in the nation. The state's 112 colleges provide workforce training, teach basic math and English, and prepare students for transfer to four-year universities and colleges. Senate Bill 852 established the Career Technical Education…

A MANUAL OF JAPANESE WRITING, BOOK 1.

ERIC Educational Resources Information Center

CHAPLIN, HAMAKO ITO; MARTIN, SAMUEL E.

THIS IS THE FIRST OF THREE VOLUMES WRITTEN TO TEACH THE 881 ESSENTIAL OR "EDUCATION" CHARACTERS TO ENGLISH-SPEAKING STUDENTS OF JAPANESE. THE AUTHORS ASSUME THAT THE STUDENTS HAVE ALREADY LEARNED THE HIRAGANA AND KATAKANA SYLLABARIES AND HAVE A BASIC KNOWLEDGE OF JAPANESE GRAMMAR. ORTHOGRAPHIC CONVENTIONS USED FOLLOW CLOSELY THOSE…

Gateways to Writing Logical Arguments

ERIC Educational Resources Information Center

McCann, Thomas M.

2010-01-01

Middle school and high school students have a conception of what the basic demands of logic are, and they draw on this understanding in anticipating certain demands of parents and teachers when the adolescents have to defend positions. At the same time, many adolescents struggle to "write" highly elaborated arguments. Teaching students lessons in…

Teaching Strategy: A New Planet.

ERIC Educational Resources Information Center

O'Brien, Edward L.

1998-01-01

Presents a lesson for middle and secondary school students in which they respond to a hypothetical scenario that enables them to develop a list of basic rights. Expounds that students compare their list of rights to the Universal Declaration of Human Rights in order to explore the assumptions about human rights. (CMK)

Using Animation to Improve the Students' Academic Achievement on Bipolar Junction Transistor

ERIC Educational Resources Information Center

Zoabi, W.; Sabag, N.; Gero, A.

2012-01-01

Teaching abstract subjects to students studying towards a degree in electronics practical engineering (a degree between a technician and an engineer) requires didactic tools that enable understanding of issues without using advanced mathematics and physics. One basic issue is the BJT (Bipolar Junction Transistor) that requires preliminary…

The Urban Consumer Education Project. Interim Report, 1979-80.

ERIC Educational Resources Information Center

Marshall, Gail; Haas, Kay

This interim evaluation report of the St. Louis, Missouri Urban Consumer Education Project assesses program effectiveness in terms of teacher training and teacher knowledge of consumer basics, community resource participation, and student and teacher knowledge. The project was designed to teach fifth grade students their rights and…

Health Instruction Packages: Basic Skills and Competencies.

ERIC Educational Resources Information Center

Ivor, Faye; And Others

Text, illustrations, and exercises are utilized in a set of six learning modules designed to instruct allied health services students and practitioners in necessary vocabulary skills and in selected job-related competencies. The first module, "Step into Medical Terminology" by Faye Ivor, teaches students to recognize the meaning of…

Columbus: Investigate His Quest.

ERIC Educational Resources Information Center

Sneider, Cary; And Others

1992-01-01

Uses Columbus' journey to teach science concepts. Reports on a questionnaire for grade 4-8 students (n=279) designed to determine what basic information the students knew about Columbus' journey, peoples' beliefs about the earth at that time, what Columbus discovered, and the effect on Native Americans. Integrated science activities on the size…

Are We Able to Pass the Mission of Statistics to Students?

ERIC Educational Resources Information Center

Hindls, Richard; Hronová, Stanislava

2015-01-01

The article illustrates our long term experience in teaching statistics for non-statisticians, especially for students of economics and humanities. The article is focused on some problems of the basic course that can weaken the interest in statistics or lead to false use of statistic methods.

Technological Literacy Learning with Cumulative and Stepwise Integration of Equations into Electrical Circuit Diagrams

ERIC Educational Resources Information Center

Ozogul, G.; Johnson, A. M.; Moreno, R.; Reisslein, M.

2012-01-01

Technological literacy education involves the teaching of basic engineering principles and problem solving, including elementary electrical circuit analysis, to non-engineering students. Learning materials on circuit analysis typically rely on equations and schematic diagrams, which are often unfamiliar to non-engineering students. The goal of…

Characteristics of physicians engaged in basic science: a questionnaire survey of physicians in basic science departments of a medical school in Japan.

PubMed

Yamazaki, Yuka; Uka, Takanori; Shimizu, Haruhiko; Miyahira, Akira; Sakai, Tatsuo; Marui, Eiji

2012-09-01

The number of physicians engaged in basic science and teaching is sharply decreasing in Japan. To alleviate this shortage, central government has increased the quota of medical students entering the field. This study aimed to determine the characteristics of physicians who are engaged in basic science in efforts to recruit talent. A questionnaire was distributed to all 30 physicians in the basic science departments of Juntendo University School of Medicine. Question items inquired about sex, years since graduation, years between graduation and time entering basic science, clinical experience, recommending the career to medical students, expected obstacles to students entering basic science, efforts to inspire students in research, increased number of lectures and practical training sessions on research, and career choice satisfaction. Correlations between the variables were examined using χ(2) tests. Overall, 26 physicians, including 7 female physicians, returned the questionnaire (response rate 86.7%). Most physicians were satisfied with their career choice. Medical students were deemed not to choose basic science as their future career, because they aimed to become clinicians and because they were concerned about salary. Women physicians in basic science departments were younger than men. Women physicians also considered themselves to make more efforts in inspiring medical students to be interested in research. Moreover, physicians who became basic scientists earlier in their career wanted more research-related lectures in medical education. Improving physicians' salaries in basic science is important to securing talent. In addition, basic science may be a good career path for women physicians to follow.

Mobile internet and technology for optical teaching reform in higher education

NASA Astrophysics Data System (ADS)

Zhou, Muchun; Zhao, Qi; Chen, Yanru

2017-08-01

There are some problems in optical education such as insufficient flexibility, individuality and adaptability to students who need information and education at present. The development of mobile internet and technology provides support to solve these problems. Basic characteristics, advantages and developments of these techniques used in education are presented in this paper. Mobile internet is introduced to reform the classroom teaching of optical courses. Mobile network tool selection, teaching resources construction and reform in teaching methods are discussed. Academic record and sampling surveys are used to assess intention to adopt mobile internet and learning effect of academic major of students, the results show that high quality optical education can be offered by adopting mobile internet and technologies in traditional instruction.

Reciprocal learning with task cards for teaching Basic Life Support (BLS): investigating effectiveness and the effect of instructor expertise on learning outcomes. A randomized controlled trial.

PubMed

Iserbyt, Peter; Mols, Liesbet; Charlier, Nathalie; De Meester, Sophie

2014-01-01

Basic Life Support (BLS) education in secondary schools and universities is often neglected or outsourced because teachers indicate not feeling competent to teach this content. Investigate reciprocal learning with task cards as instructional model for teaching BLS and the effect of instructor expertise in BLS on learning outcomes. There were 175 students (mean age = 18.9 years) randomized across a reciprocal/BLS instructor (RBI) group, a reciprocal/non-BLS instructor (RNI) group, and a traditional/BLS instructor group (TBI). In the RBI and RNI group, students were taught BLS through reciprocal learning with task cards. The instructor in the RBI group was certified in BLS by the European Resuscitation Council. In the TBI, students were taught BLS by a certified instructor according to the Belgian Red Cross instructional model. Student performance was assessed 1 day (intervention) and 3 weeks after intervention (retention). At retention, significantly higher BLS performances were found in the RBI group (M = 78%), p = 0.007, ES = 0.25, and the RNI group (M = 80%), p < 0.001, Effect Size (ES) = .36, compared to the TBI (M = 73%). Significantly more students remembered and performed all BLS skills in the experimental groups at intervention and retention. No differences in BLS performance were found between the reciprocal groups. Ventilation volumes and flow rates were significantly better in the TBI at intervention and retention. Reciprocal learning with task cards is a valuable model for teaching BLS when instructors are not experienced or skilled in BLS. Copyright © 2014 Elsevier Inc. All rights reserved.

Effective approach to spectroscopy and spectral analysis techniques using Matlab

NASA Astrophysics Data System (ADS)

Li, Xiang; Lv, Yong

2017-08-01

With the development of electronic information, computer and network, modern education technology has entered new era, which would give a great impact on teaching process. Spectroscopy and spectral analysis is an elective course for Optoelectronic Information Science and engineering. The teaching objective of this course is to master the basic concepts and principles of spectroscopy, spectral analysis and testing of basic technical means. Then, let the students learn the principle and technology of the spectrum to study the structure and state of the material and the developing process of the technology. MATLAB (matrix laboratory) is a multi-paradigm numerical computing environment and fourth-generation programming language. A proprietary programming language developed by MathWorks, MATLAB allows matrix manipulations, plotting of functions and data, Based on the teaching practice, this paper summarizes the new situation of applying Matlab to the teaching of spectroscopy. This would be suitable for most of the current school multimedia assisted teaching

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

NASA Astrophysics Data System (ADS)

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

2007-04-01

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

An experiment teaching method based on the Optisystem simulation platform

NASA Astrophysics Data System (ADS)

Zhu, Jihua; Xiao, Xuanlu; Luo, Yuan

2017-08-01

The experiment teaching of optical communication system is difficult to achieve because of expensive equipment. The Optisystem is optical communication system design software, being able to provide such a simulation platform. According to the characteristic of the OptiSystem, an approach of experiment teaching is put forward in this paper. It includes three gradual levels, the basics, the deeper looks and the practices. Firstly, the basics introduce a brief overview of the technology, then the deeper looks include demoes and example analyses, lastly the practices are going on through the team seminars and comments. A variety of teaching forms are implemented in class. The fact proves that this method can not only make up the laboratory but also motivate the students' learning interest and improve their practical abilities, cooperation abilities and creative spirits. On the whole, it greatly raises the teaching effect.

Introduction of basic obstetrical ultrasound screening in undergraduate medical education.

PubMed

Hamza, A; Solomayer, E-F; Takacs, Z; Juhasz-Boes, I; Joukhadar, R; Radosa, J C; Mavrova, R; Marc, W; Volk, T; Meyberg-Solomayer, G

2016-09-01

Teaching ultrasound procedures to undergraduates has recently been proposed to improve the quality of medical education. We address the impact of applying standardized ultrasound teaching to our undergraduates. Medical students received an additional theoretical and practical course involving hands-on ultrasound screening during their mandatory practical training week in obstetrics and gynecology. The students' theoretical knowledge and fetal image recognition skills were tested before and after the course. After the course, the students were asked to answer a course evaluation questionnaire. To standardize the teaching procedure, we used Peyton's 4-Step Approach to teach the skills needed for a German Society of Ultrasound in Medicine Level 1 ultrasound examiner. The multiple-choice question scores after the course showed statistically significant improvement (50 vs. 80 %; P < 0.001). The questionnaire revealed that students were satisfied with the course, felt that it increased their ultrasound knowledge, and indicated that they wanted more sonographic hands-on training in both obstetrics and gynecology and other medical fields. Using practical, hands-on medical teaching is an emerging method for undergraduate education that should be further evaluated, standardized, and developed.

A Seasoned Instructor's New Look at Fixed-Income Securities: An Exercise Using Discounted Bonds

ERIC Educational Resources Information Center

Secrest, Thomas W.

2012-01-01

Having returned to teaching the basics of pricing fixed-income securities after several years, the author recalls the difficulty students have in understanding the total return provided by fixed-income securities that are purchased at either a discount or premium from face value. This teaching note attempts to clarify the concept by suggesting…

From Green to Blue: Site-Directed Mutagenesis of the Green Fluorescent Protein to Teach Protein Structure-Function Relationships

ERIC Educational Resources Information Center

Giron, Maria D.; Salto, Rafael

2011-01-01

Structure-function relationship studies in proteins are essential in modern Cell Biology. Laboratory exercises that allow students to familiarize themselves with basic mutagenesis techniques are essential in all Genetic Engineering courses to teach the relevance of protein structure. We have implemented a laboratory course based on the…

Teaching AIDS. A Resource Guide on Acquired Immune Deficiency Syndrome. Third Edition.

ERIC Educational Resources Information Center

Quackenbush, Marcia; Sargent, Pamela

The first edition of this resource guide for educators on how to teach students about Acquired Immune Deficiency Syndrome (AIDS) was published in 1986. Since then, basic facts about the transmission and prevention of the AIDS virus have not changed substantially. The terminologies about the disease, however, have changed and the changing…

A Proposal to Introduce a Topic of Contemporary Physics into High-School Teaching

ERIC Educational Resources Information Center

Santos, Wilma M.S.; Luiz, Adir M.; de Carvalho, Carlos R.

2009-01-01

This article presents an approach to integrate contemporary physics into high-school teaching. We present a simple way to understand mass spectroscopy using basic physics concepts, so that high-school students may have contact with recent topics of modern research. The main features of a time-of-flight (TOF) mass spectrometer using secondary…

A School-Wide Attack on Reading Problems

ERIC Educational Resources Information Center

Shuman, R. Baird

2006-01-01

The teaching of reading has come to be regarded as one of the highest priority areas in modern education because schools have been failing to teach reading effectively to large numbers of students who progress to secondary school without having achieved a working competency in this basic skill. Much of the burden of reading instruction has fallen…

Analysis of Questions Used in the Teaching of Non-Narrative Poetry.

ERIC Educational Resources Information Center

McBride, William Gilbert

The purposes of this study were to analyze questions used in the teaching of non-narrative poetry and to ascertain whether it is possible to establish any generally useful, basic pattern of question asking that would provide the student some fundamental guidelines for the study of this type of literature. First, a detailed examination of Robert…

Basic Helps for Teaching English as a Second Language.

ERIC Educational Resources Information Center

Frey, Betty J.

This book is designed for teachers of children whose first language is other than English, in particular, teachers who have had little or no formal training in the teaching of English as a second language (ESL). Although the emphasis is on the Spanish-speaking student, the same techniques and tools apply to speakers of other languages. The first…

The Matrix: A Pedagogical Tool for Teaching Employment Discrimination Law

ERIC Educational Resources Information Center

Johns, Roger J.

2008-01-01

The teaching of law in collegiate schools of business has a long history and a set of purposes that includes training students to know and understand their basic legal rights and obligations in the business arena, to recognize and avoid the liability-laden situations that would necessitate legal representation, to know when to engage legal…

Teaching for Workplace Success. Occasional Paper No. 113.

ERIC Educational Resources Information Center

Champagne, Audrey

Following some years of eclipse by the basics, imparting thinking ability to students is once again emerging as the primary goal of public education. How to teach thinking skills, is, however, subject to question. For example, not only is the domain of the higher order skills broad and imprecisely specified, there is also considerable naivete in…

Back to Basics: Teaching the Statement of Cash Flows

ERIC Educational Resources Information Center

Cecil, H. Wayne; King, Teresa T.; Andrews, Christine P.

2011-01-01

A conceptual foundation for the Statement of Cash Flows based on the ten elements of financial statements provides students with a deep understanding of core accounting concepts. Traditional methods of teaching the statement of cash flows tend to focus on statement preparation rules, masking the effect of business events on the change in cash.…

A Paper-and-Pencil Strategy for Teaching Mitosis and Meiosis, Diagnosing Learning Problems and Predicting Examination Performance.

ERIC Educational Resources Information Center

Mertens, Thomas R.; Walker, Julie O.

1992-01-01

Describes the Bajema strategy for teaching meiosis and how it is used in the general genetics course at Ball State University and can be used to identify students who have misconceptions of meiosis that can interfere with their learning the basics of Mendelian inheritance. (Contains 11 references.) (MDH)

Coaching Method in Teaching History of Visual Arts to Students

ERIC Educational Resources Information Center

Faizrakhmanova, Aigul; Averianova, Tatiana; Aitov, Valerie; Kudinova, Gulnara; Lebedeva, Inessa

2018-01-01

Coaching method is used in sports, business, psychology, and economics as a method to increase performance. The great potential of coaching also expands its application in education, namely in teaching History of Visual Arts. The author identifies the basic stages of coaching: goal setting; reality check; courses of action and will to act. The…

In Search of Ernest Hemingway: A Model for Teaching a Literature Seminar.

ERIC Educational Resources Information Center

Workman, Brooke

Intended for use every day for a semester, this secondary seminar handbook provides a schedule, lesson plans, materials for classroom distribution, and a bibliography for a course designed to teach critical reading and basic writing skills through an in-depth study of Ernest Hemingway. Because the course requires that students write seven position…

Why teaching empathy is important for the medical degree.

PubMed

Díez-Goñi, N; Rodríguez-Díez, M C

Empathy is a basic skill in the exercise of medicine and increases patient and physician satisfaction and improves clinical results. However, the teaching of empathy is poorly covered in the teaching plans. A number of studies have observed a reduction in empathy during the final training courses. The reasons for this decline include, the students' excessive academic workload, the prioritisation of acquiring medical expertise over humanistic knowledge, the patient load in hospitals and health centres and the physicians' need to distance themselves from their patients. Nevertheless, intervention studies through simulation with standardised patients have shown an increase in empathy in students, which can be evaluated through the Jefferson scales: JSE-S and JSPPPE. The teaching of empathy to medical students is an important commitment in the curricular programs of medical schools. Copyright © 2017 Elsevier España, S.L.U. and Sociedad Española de Medicina Interna (SEMI). All rights reserved.

Ready for the OR? – Clinical anatomy and basic surgical skills for students in their preclinical education

PubMed Central

Böckers, Anja; Lippold, Dominique; Fassnacht, Ulrich; Schelzig, Hubert; Böckers, Tobias M.

2011-01-01

Medical students’ first experience in the operating theatre often takes place during their electives and is therefore separated from the university’s medical curriculum. In the winter term 2009/10, the Institute of Anatomy and Cell Biology at the University of Ulm implemented an elective called “Ready for the OR” for 2nd year medical students participating in the dissection course. We attempted to improve learning motivation and examination results by transferring anatomical knowledge into a surgical setting and teaching basic surgical skills in preparation of the students’ first participation in the OR. Out of 69 online applicants, 50 students were randomly assigned to the Intervention Group (FOP) or the Control Group. In 5 teaching session students learned skills like scrubbing, stitching or the identification of frequently used surgical instruments. Furthermore, students visited five surgical interventions which were demonstrated by surgical colleagues on donated bodies that have been embalmed using the Thiel technique. The teaching sessions took place in the institute’s newly built “Theatrum Anatomicum” for an ideal simulation of a surgical setting. The learning outcomes were verified by OSPE. In a pilot study, an intervention group and a control group were compared concerning their examination results in the dissection course and their learning motivation through standardized SELLMO-test for students. Participants gained OSPE results between 60.5 and 92% of the maximum score. “Ready for the OR” was successfully implemented and judged an excellent add-on to anatomy teaching by the participants. However, we could not prove a significant difference in learning motivation or examination results. Future studies should focus on the learning orientation, the course’s long-term learning effects and the participants’ behavior in a real surgery setting. PMID:21866247

Medical student knowledge regarding radiology before and after a radiological anatomy module: implications for vertical integration and self-directed learning.

PubMed

Murphy, Kevin P; Crush, Lee; O'Malley, Eoin; Daly, Fergus E; O'Tuathaigh, Colm M P; O'Connor, Owen J; Cryan, John F; Maher, Michael M

2014-10-01

To examine the impact that anatomy-focused radiology teaching has on non-examined knowledge regarding radiation safety and radiology as a specialty. First-year undergraduate medical students completed surveys prior to and after undertaking the first-year anatomy programme that incorporates radiological anatomy. Students were asked opinions on preferred learning methodology and tested on understanding of radiology as a specialty and radiation safety. Pre-module and post-module response rates were 93 % (157/168) and 85 % (136/160), respectively. Pre-module and post-module, self-directed learning (SDL) ranked eighth (of 11) for preferred gross-anatomy teaching formats. Correct responses regarding radiologist/radiographer roles varied from 28-94 % on 16 questions with 4/16 significantly improving post-module. Identification of modalities that utilise radiation significantly improved for five of eight modalities post-module but knowledge regarding relative amount of modality-specific radiation use was variable pre-module and post-module. SDL is not favoured as an anatomy teaching method. Exposure of students to a radiological anatomy module delivered by senior clinical radiologists improved basic knowledge regarding ionising radiation use, but there was no improvement in knowledge regarding radiation exposure relative per modality. A possible explanation is that students recall knowledge imparted in didactic lectures but do little reading around the subject when the content is not examined. • Self-directed learning is not favoured as a gross anatomy teaching format amongst medical students. • An imaging anatomy-focused module improved basic knowledge regarding ionising radiation use. • Detailed knowledge of modality-specific radiation exposure remained suboptimal post-module. • Knowledge of roles within a clinical radiology department showed little change post-module.

Systematic teaching method to enhance the effectiveness of training for paragonimiasis.

PubMed

Zhang, Jian; Zhang, Xilin; Huang, Fusheng; Xu, Wenyue

2013-01-01

The clinical symptoms of human paragonimiasis are complex and variable, and patients can easily be misdiagnosed. Pagumogonimus skrjabini is the species causing this disease found only in China. A 2002 epidemiological survey showed that the rate of paragonimiasis was 21·96% in the migration areas of the Three-Gorge Reservoir, Chongqing, China. Therefore, there is a need to train medical workers to treat individuals in these areas. The Third Military Medical University (TMMU) in Chongqing built a comprehensive and systematic teaching method, which included teaching students about the basic biology of the organism, guiding students to use appropriate diagnostic tests and participate in scientific research to develop diagnostic kits, and visiting endemic areas to provide on-site teaching. The use of on-site teaching is an innovative approach for training undergraduate medical students in human parasitology. Three improvements were implemented during the on-site teaching component of the program: (1) systematizing the learning process; (2) integrating formal knowledge with clinical experience; and (3) enhancing students' knowledge of medical ethics. Based on a survey, 95% of students believed that this systematic teaching system gave them a more comprehensive grasp of knowledge on P. skrjabini, and graduate students were able to provide early diagnosis of P. skrjabini cases in this remote region. Students also participated in the research and development of a P. skrjabini diagnostic kit, for which a patent has been applied, and during the on-site teaching process, data were collected for the government and health sector to assist in public-health planning and decision-making for this disease.

Teaching Students with Autism Spectrum Disorder and Moderate Intellectual Disabilities to Use Counting-on Strategies to Enhance Independent Purchasing Skills

ERIC Educational Resources Information Center

Cihak, David F.; Grim, Joan

2008-01-01

The demands of basic math skills often limit the ability of students with autism spectrum disorders to master purchasing skills. This study examined the use of counting-on math skills in conjunction with the next-dollar strategy to enhance independent purchasing skills. Four students with autism and intellectual disabilities successfully acquired…

A Constructionist Approach to Student Modelling: Tracing a Student's Constructions through an Agent-Based Tutoring Architecture

ERIC Educational Resources Information Center

Beuls, Katrien

2013-01-01

Construction Grammar (CxG) is a well-established linguistic theory that takes the notion of a construction as the basic unit of language. Yet, because the potential of this theory for language teaching or SLA has largely remained ignored, this paper demonstrates the benefits of adopting the CxG approach for modelling a student's linguistic…

Blending Community Service and Teaching to Open Vision Care and Eye Health Awareness to University Students

ERIC Educational Resources Information Center

Do, Chi-wai; Chan, Lily Y. L.; Wong, Horace H. Y.; Chu, Geoffrey; Yu, Wing Yan; Pang, Peter C. K.; Cheong, Allen M. Y.; Ting, Patrick Wai-ki; Lam, Thomas Chuen; Kee, Chea-su; Lam, Andrew; Chan, Henry H. L.

2016-01-01

A vision care-based community service subject is offered to general university students for fulfillment of a service-learning compulsory credit requirement. Here, a professional health subject is taught in a way that caters to generalist learners. Students gain basic skills they can apply to provide vision screenings for the needy population. All…

Teaching High School Students To Write for Life Outside of School.

ERIC Educational Resources Information Center

Knight, Lorraine Rushing

A practicum (which took place at a high school in an urban community in the Southeastern United States) was designed to give high school students the opportunity to gain writing skills that meet the challenge of real-world demands. Students need to be competent in basic skills, the use of computers, and applications that meet workplace challenges…

The Effects of DI Flashcards and Math Racetrack on Multiplication Facts for Two Elementary Students with Learning Disabilities

ERIC Educational Resources Information Center

Lund, Kaitlyn; McLaughlin, T. F.; Neyman, Jen; Everson, Mary

2012-01-01

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system paired with a math racetrack to teach basic multiplication facts to two elementary students diagnosed with learning disabilities. The study was conducted in a resource room which served intermediate aged elementary students. The school was located…

What Works Clearinghouse Quick Review: "Academic Music: Music Instruction to Engage Third-Grade Students in Learning Basic Fraction Concepts"

ERIC Educational Resources Information Center

What Works Clearinghouse, 2012

2012-01-01

The study examined the effectiveness of an intervention designed to teach mathematical concepts through music. Specifically, it investigated the effect of the intervention on third-grade students' understanding of fractions. Sixty-seven students from one northern California elementary school participated in the study over a period of six weeks; of…

T & I--Electric Motors. Kit No. 621. Instructor's Manual and Student Learning Activity Guide.

ERIC Educational Resources Information Center

Bomar, William

This instructor's manual and student learning activity guide comprise a kit for trade and industrial education (T & I) activities on electric motors. Purpose stated for the activities is to teach the student the four basic types of electric motors, the advantages and disadvantages of each, the types of jobs each can perform, and how to disassemble…

Research and Teaching: Online Collaborative Misconception Mapping Strategy Enhanced Health Science Students' Discussion and Knowledge of Basic Statistical Concepts

ERIC Educational Resources Information Center

Sas, Magdalena; Bendixen, Lisa D.; Crippen, Kent J.; Saddler, Sterling

2017-01-01

Online discussions have become inherent components of both face-to-face and distance education college courses, yet they often fail to provide much benefit to students' learning outcomes. One reason behind this phenomenon is the lack of or inadequate scaffolding or guidance provided to students when participating on asynchronous discussion boards.…

Humanistic Qualities of the Teacher as Perceived by Undergraduate Students in Bahrain and Kuwait

ERIC Educational Resources Information Center

Al-Musawi, Nu'man; Karam, Ebraheem M.

2011-01-01

The objective of this study was to identify the main qualities of the teacher as a person as perceived by university students in Bahrain and Kuwait. A 25-item questionnaire, which reflected the basic humanistic qualities of the teacher as related to effective teaching, was designed and then administered to a random sample of 520 students enrolled…

Basic Metrics--Part I, II and III. Teacher's Guide [and] Student Materials.

ERIC Educational Resources Information Center

Noyes, Joan

Individualized classroom activities for use in learning centers to teach junior and senior high school students about the metric system are provided. The activities are organized into three sequential parts, each of which takes from four to six hours to complete. There is a teacher's guide and a student booklet for each part. The teachers' guides…

A Cost-Effective Physical Modeling Exercise to Develop Students' Understanding of Covalent Bonding

ERIC Educational Resources Information Center

Turner, Kristy L.

2016-01-01

Chemical bonding is one of the basic concepts in chemistry, and the topic of covalent bonding forms an important core of knowledge for the high school chemistry student. For many teachers it is a challenging concept to teach, not least because it relies mainly on traditional instruction and written work. Similarly, many students find the topic…

Teaching Students to Write Sensibly: "Once More to the Lake,""On Golden Pond," and Magazine Advertisements.

ERIC Educational Resources Information Center

Torsney, Cheryl B.

1984-01-01

Describes reviewing the basics of descriptive writing by having students compare the images described in E. B. White's "Once More to the Lake," with those in the film "On Golden Pond." Students then write a descriptive paragraph, from an internal or external perspective, about a magazine advertisement chosen for its sensory appeal. (HTH)

Glucose Metabolism from Mouth to Muscle: A Student Experiment to Teach Glucose Metabolism during Exercise and Rest

ERIC Educational Resources Information Center

Engeroff, Tobias; Fleckenstein, Johannes; Banzer, Winfried

2017-01-01

We developed an experiment to help students understand basic regulation of postabsorptive and postprandial glucose metabolism and the availability of energy sources for physical activity in the fed and fasted state. Within a practical session, teams of two or three students (1 subject and 1 or 2 investigators) performed one of three different…

[The genetic control of mouse coat color and its applications in genetics teaching].

PubMed

Xing, Wanjin; Morigen, Morigen

2014-10-01

Mice are the most commonly used mammalian model. The coat colors of mice are typical Mendelian traits, which have various colors such as white, black, yellow and agouti. The inheritance of mouse coat color is usually stated as an example only in teaching the knowledge of recessive lethal alleles. After searched the related literatures and summarized the molecular mechanisms of mouse coat color inheritance, we further expanded the application of this example into the introduction of the basic concepts of alleles and Mendelian laws, demonstration of the gene structure and function, regulation of gene expression, gene interaction, epigenetic modification, quantitative genetics, as well as evolutionary genetics. By running this example through the whole genetics-teaching lectures, we help the student to form a systemic and developmental view of genetic analysis. At the same time, this teaching approach not only highlights the advancement and integrity of genetics, but also results in a good teaching effect on inspiring the students' interest and attracting students' attention.

Mathematical misconception in calculus 1: Identification and gender difference

NASA Astrophysics Data System (ADS)

Nassir, Asyura Abd; Abdullah, Nur Hidayah Masni; Ahmad, Salimah; Tarmuji, Nor Habibah; Idris, Aminatul Solehah

2017-08-01

A few years of experience of teaching mathematics make us notice that the same types of mistakes are done repeatedly by students. This paper presents an insight into categories of mistakes, how male and female students differ in terms of mistakes that are commonly done and the ability of the students to identify the mistakes. Sample of mistakes were taken from Calculus 1 final exam answer scripts, then it was listed and analyzed. Data analysis revealed that students' misconceptions fall into four categories. The first category is misunderstanding the meaning of brackets, followed by misconception of basic mathematics rules, misconception in notation and misconception in properties of trigonometry. A mistake identification test which consists of ten false mathematical statements was designed based on the mistake done by the previous batch of students that covered topics algebra, trigonometry, index, limit, differentiation and integration. Then, the test was given to students who enrolled in Calculus I course. Respondents of this study were randomly selected among two hundreds engineering students. Data obtained were analyzed using basic descriptive analysis and Chi Square test to capture gender differences in the mistake done for each category. Findings indicate that thirty five percent of the students have the ability to identify the mistakes and make a proper correction for at most two statements. Thirty one percent of the students are able to identify the mistakes but unable to make proper correction. Twenty five percent of the students failed to identify the mistakes in six out of ten false statements. Female students' misconception is more likely in basic mathematics rules compared to male. The findings of this study could serve as baseline information to be stressed in improving teaching and learning mathematics.

Sonographic physical diagnosis 101: teaching senior medical students basic ultrasound scanning skills using a compact ultrasound system.

PubMed

Angtuaco, Teresita L; Hopkins, Robert H; DuBose, Terry J; Bursac, Zoran; Angtuaco, Michael J; Ferris, Ernest J

2007-06-01

This project was designed to test the feasibility of introducing ultrasound to senior medical students as a primary diagnostic tool in the evaluation of patients. Specifically, its aim was to determine if it is possible for medical students untrained in sonography to gain basic competence in performing abdominal ultrasound with limited didactic and hands-on instructions. Registered sonographers provided the students with hands-on instructions on the use of a compact ultrasound system. They were likewise shown how to evaluate specific organs and perform measurements. The results of the student measurements and those obtained by the sonographers were compared. There was close correlation between the results obtained by sonographers and students on both normal and abnormal findings. This supports the concept that medical students can be taught basic ultrasound skills with limited didactic and hands-on instructions with the potential of using these skills in the patient clinics as an adjunct to routine physical diagnosis.

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

PubMed

Meo, Sultan Ayoub

2013-07-01

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

The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two examples from the theory of relativity

NASA Astrophysics Data System (ADS)

Velentzas, Athanasios; Halkia, Krystallia

2013-12-01

The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called 'Einstein's elevator' and 'Einstein's train' can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space.

Facilitating small groups: how to encourage student learning.

PubMed

Kitchen, Mark

2012-02-01

Many clinicians are involved in medical education, with small group teaching (SGT) forming a significant part of their work. Most facilitate these sessions by experience and common sense: less than one-third of them have received formal training in SGT. Evidence suggests small group productivity depends on good facilitation rather than on topic knowledge. Applying the fundamental concepts of SGT will lead to improvements in the quality of clinicians' teaching and in student learning. Good SGT creates the perfect environment for learning and discussion, without the need for didactic teaching. SGT emphasises the role of students in sharing and discussing their ideas in a safe learning environment, without domination by the tutor. This article provides clinicians with basic requirements for effective session design and planning, explains how to encourage student participation, how to manage students as a group, how to manage student learning, and how to recognise and deal with problems. Active facilitation and group management is the key to success in SGT, and consequently better learning outcomes. Improving the facilitation skills of clinical teachers makes teaching more effective, stimulating, and enjoyable for both tutors and students. © Blackwell Publishing Ltd 2012.

Anatomy: a must for teaching the next generation.

PubMed

Older, J

2004-04-01

Teaching anatomy to both undergraduate medical students and medical graduates is in the midst of a downward spiral. The traditional anatomy education based on topographical structural anatomy taught by didactic lectures and complete dissection of the body with personal tuition, has been replaced by a multiple range of special study modules, problem-based workshops, computers, plastic models and many other teaching tools. In some centres, dissected cadaver-based anatomy is no longer taught. Changing the undergraduate medical curriculum in the UK has taken place without any research into the key aspects of knowledge necessary or comparing methods of teaching. There is no agreement on a common national core curriculum and as a result, numerous new curricula have been introduced. No external audit or validation is carried out, so medical schools have been free to teach and assess their own work themselves. There is a great divergence in medical schools across the UK and Ireland in teaching medicine in general and anatomy in particular. Published data on the impact of these changes is scant. The reduction in undergraduate teaching and knowledge of anatomy has caused great concern, not only for undergraduates but also to postgraduate students, especially in surgery. This, together with a change in basic surgical training, a marked reduction in demonstrator posts and a change in examination standards, has set up a system that is allowing young men and women with a poor knowledge of anatomy to become surgeons. There should be a full public debate at every level; the Royal Colleges, specialist associations, the Universities, Government, both health and education. This debate should highlight areas of concern, explore in depth and define a minimal core curriculum for anatomy. Teaching must be enhanced with a critical look at both teachers and methods. The dominance of research must be reassessed to establish an equitable cohabitation with teaching. The place of basic science, especially anatomy in basic surgical teaching, must be examined. A thorough knowledge of anatomy should be required in the new MRCS-UK. This should be mandatory as a preliminary to higher surgical training. The teaching of anatomy in surgical specialities must be improved. Does the dissecting room still have a place in educating our under- and postgraduate students? Yes--a sound knowledge of anatomy is essential if the medical practitioner is going to accurately define and successfully treat the problem presented by the patient. The dissected cadaver remains the most powerful means of presenting and learning anatomy as a dynamic basis for solving problems. The cadaver must not be dismissed as obsolete. Dissection has survived the most rigorous test of pedagological fitness--the test of time. The student--cadaver--patient encounter is paramount in medical education.

Student engagement in pharmacology courses using online learning tools.

PubMed

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S Niru; Davey, Andrew K

2013-08-12

To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a "marketing strategy" that included e-mail reminders and motivation.

Student Engagement in Pharmacology Courses Using Online Learning Tools

PubMed Central

Karaksha, Abdullah; Grant, Gary; Anoopkumar-Dukie, Shailendra; Nirthanan, S. Niru

2013-01-01

Objective. To assess factors influencing student engagement with e-tools used as a learning supplement to the standard curriculum in pharmacology courses. Design. A suite of 148 e-tools (interactive online teaching materials encompassing the basic mechanisms of action for different drug classes) were designed and implemented across 2 semesters for third-year pharmacy students. Assessment. Student engagement and use of this new teaching strategy were assessed using a survey instrument and usage statistics for the material. Use of e-tools during semester 1 was low, a finding attributable to a majority (75%) of students either being unaware of or forgetting about the embedded e-tools and a few (20%) lacking interest in accessing additional learning materials. In contrast to semester 1, e-tool use significantly increased in semester 2 with the use of frequent reminders and announcements (p<0.001). Conclusion. The provision of online teaching and learning resources were only effective in increasing student engagement after the implementation of a “marketing strategy” that included e-mail reminders and motivation. PMID:23966728

[Approach to Teaching Kampo Medicine at Kyoto Pharmaceutical University].

PubMed

Matsuda, Hisashi

2016-01-01

An approach to educating our pharmaceutical students about Kampo medicine in the six-year system of undergraduate pharmacy education at Kyoto Pharmaceutical University is introduced, including the author's opinions. Curriculum revisions have been made in our university for students entering after 2012. In teaching Kampo medicine at present, a medical doctor and an on-site pharmacist share information difficult to give in a lecture with the teaching staff in my laboratory. For example, before the curriculum revision, we conferred with a pharmacist and a doctor in the course "Kampo Medicine A, B" for 4th year students, in which students were presented a basic knowledge of Kampo medicine, the application of important Kampo medicines, combinations of crude drugs, etc. Further, in our "Introduction to Kampo Medicine" for 6th year students, presented after they have practiced in hospitals and community pharmacies, we again lecture on the pharmacological characteristics of Kampo medicines, on "pattern (Sho)", and on evidence-based medicine (EBM) and research studies of important Kampo medicines. After our curriculum revision, "Kampo Medicine A, B" was rearranged into the courses "Kampo and Pharmacognosy" and "Clinical Kampo Medicine". "Kampo and Pharmacognosy" is now provided in the second semester of the 3rd year, and in this course we lecture on the basic knowledge of Kampo medicine. An advanced lecture will be given on "Clinical Kampo Medicine" in the 6th year. We are searching for the best way to interest students in Kampo medicine, and to counteract any misunderstandings about Kampo medicine.

Understanding Mathematics and Logic Using BASIC Computer Games.

ERIC Educational Resources Information Center

Ahl, David H.

This combination teacher's guide and student workbook serves as a companion volume to 101 BASIC Computer Games (EM 011 681). It presents ideas, exercises and supplemental projects which will aid the teaching and learning of a wide variety of academic subjects in grades 7 through 12, although the emphasis is upon mathematics and logic. In addition,…

Criteria for Using Technology To Teach the Basic Course in Communication.

ERIC Educational Resources Information Center

Eadie, William F.; Andersen, Peter A.; Armas-Matsumoto, Catherine M.; Block, Evan; Martin, Patricia Geist; Goehring, Charles; Good, Jeffrey; Hellweg, Susan A.; Knight, Laura L.; Lubic, Bryan; Spitzberg, Brian H.

This paper describes the beginnings of a project to remake the oral communication general education course--part of the vision for the course is to use technology to help students learn course content. According to the paper, currently the basic course is taught mostly in traditional format (relatively small sections with set assignments), with…

Teaching Social Construction of Reality in the Basic Course: Opening Minds and Integrating Units.

ERIC Educational Resources Information Center

Dixson, Marcia D.

This paper, after a brief review of social construction theory and its application to identity, emotions, and relationships, explores the introduction of social construction of reality into the basic communication course. It offers the broad based theoretical perspective as a way to open the minds of entering college students and to integrate the…

A Copper-Sulfate-Based Inorganic Chemistry Laboratory for First-Year University Students That Teaches Basic Operations and Concepts.

ERIC Educational Resources Information Center

Rodriguez, Emilio; Vicente, Miguel Angel

2002-01-01

Presents a 10-hour chemistry experiment using copper sulfate that has three steps: (1) purification of an ore containing copper sulfate and insoluble basic copper sulfates; (2) determination of the number of water molecules in hydrated copper sulfate; and (3) recovery of metallic copper from copper sulfate. (Author/YDS)

The Impact of Hands-On-Approach on Student Academic Performance in Basic Science and Mathematics

ERIC Educational Resources Information Center

Ekwueme, Cecilia O.; Ekon, Esther E.; Ezenwa-Nebife, Dorothy C.

2015-01-01

Children can learn mathematics and sciences effectively even before being exposed to formal school curriculum if basic Mathematics and Sciences concepts are communicated to them early using activity oriented (Hands-on) method of teaching. Mathematics and Science are practical and activity oriented and can best be learnt through inquiry (Okebukola…

Slushie World: An In-Class Access Database Tutorial

ERIC Educational Resources Information Center

Wynn, Donald E., Jr.; Pratt, Renée M. E.

2015-01-01

The Slushie World case study is designed to teach the basics of Microsoft Access and database management over a series of three 75-minute class sessions. Students are asked to build a basic database to track sales and inventory for a small business. Skills to be learned include table creation, data entry and importing, form and report design,…

Teaching Future Teachers Basic Astronomy Concepts--Seasonal Changes--at a Time of Reform in Science Education

ERIC Educational Resources Information Center

Trumper, Ricardo

2006-01-01

Bearing in mind students' misconceptions about basic concepts in astronomy, the present study conducted a series of constructivist activities aimed at changing future elementary and junior high school teachers' conceptions about the cause of seasonal changes, and several characteristics of the Sun-Earth-Moon relative movements like Moon phases,…

A Semester-Long Project for Teaching Basic Techniques in Molecular Biology Such as Restriction Fragment Length Polymorphism Analysis to Undergraduate and Graduate Students

ERIC Educational Resources Information Center

DiBartolomeis, Susan M.

2011-01-01

Several reports on science education suggest that students at all levels learn better if they are immersed in a project that is long term, yielding results that require analysis and interpretation. I describe a 12-wk laboratory project suitable for upper-level undergraduates and first-year graduate students, in which the students molecularly…

The status of bedside teaching in the United Kingdom: the student perspective

PubMed Central

Jones, Patrick; Rai, Bhavan Prasad

2015-01-01

Purpose Bedside teaching holds a strong tradition as a key-learning platform for clinical examination in the basic medical clerkship. There is a growing body of literature expressing concern for its witnessed decline in medical school curricula. However, the views of students toward this patient-centered cornerstone in surgical education remain under-reported. The purpose of this study was to gain a nationwide perspective on bedside teaching according to medical students in the United Kingdom. Materials and methods An adapted Delphi method was employed to formulate the question series as part of a multi-step process including a pilot study, which was used to construct this survey. The target population was medical undergraduates in the United Kingdom and participants were recruited via social media. Outcomes assessed included exposure to bedside teaching, perceived benefits of clinical simulation, and junior doctors as clinical teachers. Barriers to clinical examination were also evaluated. Results Overall, 368 completed surveys were received (completion rate 98.9%). Final year students were significantly more likely to report receiving insufficient bedside teaching (P<0.01). Seventy-eight percent of the study group agreed that clinical simulation is a good learning tool for clinical examination. Seventy percent of students felt junior doctors were as able as senior doctors to teach. Lack of confidence was identified as the commonest barrier to overcome when examining patients and two-thirds of students felt they burdened patients during bedside teaching. Conclusion This prospective study confirms the exposure deficit, which medical students experience in bedside teaching. The junior doctor represents a dynamic clinical teacher in the face of working time directives. Peer learning is a novel solution to such pressures. Work is needed to re-establish the hospital wards as a supportive environment for student learning. PMID:26082672

Curriculum in biomedical optics and laser-tissue interactions

NASA Astrophysics Data System (ADS)

Jacques, Steven L.

2003-10-01

A graduate student level curriculum has been developed for teaching the basic principles of how lasers and light interact with biological tissues and materials. The field of Photomedicine can be divided into two topic areas: (1) where tissue affects photons, used for diagnostic sensing, imaging, and spectroscopy of tissues and biomaterials, and (2) where photons affect tissue, used for surgical and therapeutic cutting, dissecting, machining, processing, coagulating, welding, and oxidizing tissues and biomaterials. The courses teach basic principles of tissue optical properties and light transport in tissues, and interaction of lasers and conventional light sources with tissues via photochemical, photothermal and photomechanical mechanisms.

Computer simulations in teaching physics: Development and implementation of a hypermedia system for high school teachers

NASA Astrophysics Data System (ADS)

da Silva, A. M. R.; de Macêdo, J. A.

2016-06-01

On the basis of the technological advancement in the middle and the difficulty of learning by the students in the discipline of physics, this article describes the process of elaboration and implementation of a hypermedia system for high school teachers involving computer simulations for teaching basic concepts of electromagnetism, using free tool. With the completion and publication of the project there will be a new possibility of interaction of students and teachers with the technology in the classroom and in labs.

Reach Up for Math.

ERIC Educational Resources Information Center

Seguin, Barbara Rehmann

1984-01-01

The Suggestive Accelerative Learning and Teaching method uses music, group discussion, physical exercise, and relaxation techniques to reduce math anxiety in adult basic education students who want to enter vocational programs at Blackhawk Technical Institute (Wisconsin). (SK)

Place Names: Making the Basics of Geography Fun to Learn.

ERIC Educational Resources Information Center

Vogeler, Ingolf

1988-01-01

Arguing that students need to have knowledge about places and regions to understand current and past world affairs, a college-level geography course (University of Wisconsin Eau Claire) which teaches physical and cultural place names is described. Presents course objectives, topics, and activities and states that it serves student needs and…

Student Teachers' Beliefs about the Teacher's Role in Inclusive Education

ERIC Educational Resources Information Center

Domovic, Vlatka; Vidovic Vlasta, Vizek; Bouillet, Dejana

2017-01-01

The main aim of this research is to examine the basic features of student teachers' professional beliefs about the teacher's role in relation to teaching mainstream pupils and pupils with developmental disabilities. The starting assumption of this analysis is that teacher professional development is largely dependent upon teachers' beliefs about…

Effectiveness of PowerPoint Presentation on Students' Cognitive Achievement in Technical Drawing

ERIC Educational Resources Information Center

Gambari, Amosa Isiaka; Yusuf, Hamdalat Taiwo; Balogun, Sherifat Adepeju

2015-01-01

This paper discusses importance of technology education and evidence of declining performance of junior secondary school students in basic technology subject. Benefits of PowerPoint presentation in classroom instruction as a means to improve classroom teaching in the developing countries are also discussed. The effectiveness of PowerPoint…

A Computer Course for Business Students: Teacher's Guide.

ERIC Educational Resources Information Center

Waterhouse, Ann

This teacher's guide is for a course designed to teach business students the fundamentals of the BASIC language and computer programming using a series of business-oriented programs. Each lesson contains an introduction, flow charts, and computer programs. The six lesson topics are print-out and format control, count-average, withholding tax…

Electronic Rubrics to Assess Competences in ICT Subjects

ERIC Educational Resources Information Center

Rivas, Manuela Raposo; De La Serna, Manuel Cebrian; Martinez-Figueira, Esther

2014-01-01

Helping students to acquire specific competences is nowadays one of the basic pillars of university teaching; therefore its evaluation and accreditation is of key importance. As of late, rubrics and in particular electronic rubrics (e-rubrics) have become an important resource to assess competences and guide students in their learning processes.…

Map and Compass. Outdoor Living Skills Series. Instructor Manual.

ERIC Educational Resources Information Center

Ludwig, Gail S.

Designed for instructors with little or no map and compass experience, the self-contained manual contains background information, lesson plans, student handouts, and references for teaching the basic skills of map and compass use to junior high and senior high school students and youth groups. An introductory section briefly discusses the…

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

ERIC Educational Resources Information Center

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

2014-01-01

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

Magnetism and Electricity Activity "Attracts" Student Interest

ERIC Educational Resources Information Center

Roman, Harry T.

2010-01-01

Electricity and magnetism are intimately linked, this relationship forming the basis of the modern electric utility system and the generation of bulk electrical energy. There is rich literature from which to teach students the basics, but nothing drives the point home like having them learn from firsthand experience--and that is what this…

Change and Sustain/Ability: A Program Director's Reflections on Institutional Learning

ERIC Educational Resources Information Center

Asera, Rose

2008-01-01

Strengthening Pre-collegiate Education in Community Colleges (SPECC) was organized by The Carnegie Foundation for the Advancement of Teaching in partnership with The William and Flora Hewlett Foundation to increase student learning in developmental--or basic skills--classes. However, their concern was not just the success of students in classes…

Scientific Computing for Chemists: An Undergraduate Course in Simulations, Data Processing, and Visualization

ERIC Educational Resources Information Center

Weiss, Charles J.

2017-01-01

The Scientific Computing for Chemists course taught at Wabash College teaches chemistry students to use the Python programming language, Jupyter notebooks, and a number of common Python scientific libraries to process, analyze, and visualize data. Assuming no prior programming experience, the course introduces students to basic programming and…

Build Your Own Photometer: A Guided-Inquiry Experiment to Introduce Analytical Instrumentation

ERIC Educational Resources Information Center

Wang, Jessie J.; Nun´ez, Jose´ R. Rodríguez; Maxwell, E. Jane; Algar, W. Russ

2016-01-01

A guided-inquiry project designed to teach students the basics of spectrophotometric instrumentation at the second year level is presented. Students design, build, program, and test their own single-wavelength, submersible photometer using low-cost light-emitting diodes (LEDs) and inexpensive household items. A series of structured prelaboratory…

Learning Paramedic Science Skills from a First Person Point of View

ERIC Educational Resources Information Center

Lynch, Kathy; Barr, Nigel; Oprescu, Florin

2012-01-01

Paramedic students need to acquire knowledge and skills necessary to perform basic as well as complex clinical skills, to ensure patient safety, and to manage sophisticated equipment. Time and resource pressures on students, teaching staff and institutions have led health professional educators to develop and embrace alternative opportunities such…

Integrating Geographic Information Systems (GIS) into Secondary Education: A Community-Based Learning Experience.

ERIC Educational Resources Information Center

Northon, Cherie

Teaching secondary students the basics of Geographic Information Systems (GIS) results in a variety of benefits. Conventional secondary educational programs are enhanced, and high school students are provided an opportunity to experience a rapidly expanding field as they plan for college and their professional future. For such projects, stipends…

Teaching Public Speaking with Simulations.

ERIC Educational Resources Information Center

Kell, Carl L.; Winn, Larry James

In public-speaking courses, the use of games--a specific type of simulation--can help to overcome three of the most basic problems faced by the teacher: the gap between the study of theory and the application of that theory, the limited experience gained by students confined to speaking situations within classroom walls, and student stage fright.…

The Effects of the "Fraction Ruler" Manipulative for Teaching Computation of Fractions

ERIC Educational Resources Information Center

Schiller, Diane Profita

1977-01-01

Explores the hypothesis that students in the fourth, fifth and sixth grade who were exposed to the "fraction ruler" as a manipulative for exploring basic fraction operations would perform more successfully in addition, subtraction and multiplication problems than students taught fraction operations by the traditional method. (Author/RK)

Tutor-Student System Dropout Prevention Model.

ERIC Educational Resources Information Center

George, John E.; Prugh, Linda S.

This paper reports on an intensive, highly-structured, one-to-one tutoring system used as a model program. The "Tutor-Student System in Beginning Reading," the basic instructional material for the model program, was developed to train tutors to say and do what the reading specialist normally says and does when teaching reading in a…

Evaluation of DILearn: An Interactive Computer-Assisted Learning Program for Drug Information.

ERIC Educational Resources Information Center

Tunget, Cynthia L.; And Others

1993-01-01

Use of an interactive computer-assisted learning program to teach basic skills in obtaining drug information was investigated with 26 doctoral pharmacy students and a control group of 25 students receiving lecture instruction. Findings indicated no significant differences in short-term retention of drug information between groups and that students…

Behavioral Talk-Write as a Method for Teaching Technical Editing.

ERIC Educational Resources Information Center

Gilbertsen, Michael; Killingsworth, M. Jimmie

1987-01-01

Presents a process-oriented method for teachers of stylistic editing workshops that allows them to (1) focus on individual students, (2) start with students basic repertory of responses and build from there, (3) work with freely emitted behavior, (4) ensure frequent and brief responses, and (5) achieve desired behavior through sequential steps.…

Nurse Assistant Instructor Guide.

ERIC Educational Resources Information Center

Connecticut State Dept. of Education, Hartford. Div. of Vocational, Technical, and Adult Education.

This document is designed to assist the teacher in a nurse assistant certification program. The program is intended to prepare students for entry-level employment in a long-term care facility or with a licensed home health care agency. The 135-hour course teaches basic skills in patient care that will qualify the student to assist the licensed…

Groucho: An Energy Conservation Computer Game.

ERIC Educational Resources Information Center

Canipe, Stephen L.

Groucho is a computer game designed to teach energy conservation concepts to upper elementary and junior high school students. The game is written in Applesoft Basic for the Apple II microcomputer. A complete listing of the program is provided. The game utilizes low resolution graphics to reward students for correct answers to 10 questions…

Collaborative Action Research Summary. How To Help Children Learn To Read.

ERIC Educational Resources Information Center

Summers, Claudia

A study examined the effectiveness of specific teaching strategies in the reading curriculum that would help underachieving first-grade students meet reading standards by the end of the school year. Subjects, 6 underachieving students, were given the Basic Phonics Skills Test (BPST), the Results high frequency word list, and the Results reading…

Using Linguistics in the Teaching of Developmental and Remedial Algebra.

ERIC Educational Resources Information Center

Lesnak, Richard J.

Basic algebra at Robert Morris College (RMC) in Pittsburgh, Pennsylvania, is a remedial course for students with virtually no algebra background, and for students whose previous experiences with algebra have created math blocks and math anxiety. A study was conducted in an effort to measure quantitatively the benefits of using linguistic methods…

The Use of ICT in Kindergarten for Teaching Addition Based on Realistic Mathematics Education

ERIC Educational Resources Information Center

Zaranis, Nicholas

2016-01-01

The purpose of this study is to investigate if information and communications technology (ICT) helps improve kindergarten students' basic mathematical achievement regarding addition. Our research compares the level of mathematical competence of the students taught using our ICT oriented learning method which specifically takes advantage of…

Preparing Teachers for Inclusive Education: Some Reflections from the Netherlands

ERIC Educational Resources Information Center

Pijl, Sip Jan

2010-01-01

Teachers in the Netherlands hesitate to accept responsibility for students with special needs in regular education. They generally do not have positive attitudes towards inclusive education, citing a lack of personal knowledge and skill for teaching students with special needs, an area that was not sufficiently covered in their basic teacher…

An Investigation of Knowles' Principles of Andragogy in a Second-Language Environment

ERIC Educational Resources Information Center

Coker, Catalina Mayoral

2013-01-01

The purpose of the study was to examine whether teaching via Knowles' andragogical method was associated with English Second Language student performance. The study involved examining the effects of learning strategies on performance of English Second Language adult student learners in adult basic education classes through the application of…

Can Behaviorism Save Teacher Education? Teacher Education Forum; Volume 3, Number 12.

ERIC Educational Resources Information Center

Groff, Patrick

Competency Based Teacher Education (CBTE) proposes changes in the traditional teacher education system, which include establishing behavioral objectives for student teachers and modifying basic teaching tools that all students must learn to master. CBTE also proposes that teachers colleges be conducted without failure. Critics of CBTE question the…

Subsistence Specialist First Class, 9-11. Military Curriculum Materials for Vocational and Technical Education.

ERIC Educational Resources Information Center

Ohio State Univ., Columbus. National Center for Research in Vocational Education.

This self-paced, individualized course, adapted from military curriculum materials for use in vocational and technical education, teaches students about the basic training and supervisory techniques required for proper sanitation of food service personnel and kitchen and dining facility equipment. This student workbook, one of three parts of the…

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

ERIC Educational Resources Information Center

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

2015-01-01

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

Writing for Beginning Readers.

ERIC Educational Resources Information Center

Hawkins, Carria

This guide contains 15 units designed to help adult basic education or literacy education students write materials used in everyday life. The first section of the guide contains an introduction to the writing/teaching process and suggestions for teachers. The 15 units that follow serve as a workbook for students. They cover the following topics:…

Use of an Automatic Problem Generator to Teach Basic Skills in a First Course in Assembly Language.

ERIC Educational Resources Information Center

Benander, Alan; And Others

1989-01-01

Discussion of the use of computer aided instruction (CAI) and instructional software in college level courses highlights an automatic problem generator, AUTOGEN, that was written for computer science students learning assembly language. Design of the software is explained, and student responses are reported. (nine references) (LRW)

10-Second Demos: Boiling Asynchronous Online Instruction down to the Essentials with GIF Graphics

ERIC Educational Resources Information Center

Aleman, Karla J.; Porter, Toccara D.

2016-01-01

Connecting with text-weary students can be a challenge in the online instructional environment. Librarians have often developed screencast videos and integrated screenshots into online learning objects to teach students basic research skills. An alternative technology, graphical interchange format (GIF), may prove to be an excellent blend of the…

Pedagogical Red Tape: Difficulties in Teaching the Bureaucracy to Undergraduate Students

ERIC Educational Resources Information Center

Miller, William J.; Kaltenthaler, Karl; Feuerstein, Derek

2010-01-01

Americans are often perceived as holding extremely negative views of governmental bureaucrats. Phrases like bureaucratic waste and unresponsive bureaucracy fill the mainstream media and taint the image of bureaucrats. Beginning in basic high school civics classes, students are taught to respect the lawmaking process, the executive power of the…