Mathematical Knowledge for Teaching, Standards-Based Mathematics Teaching Practices, and Student Achievement in the Context of the "Responsive Classroom Approach"

ERIC Educational Resources Information Center

Ottmar, Erin R.; Rimm-Kaufman, Sara E.; Larsen, Ross A.; Berry, Robert Q.

2015-01-01

This study investigates the effectiveness of the Responsive Classroom (RC) approach, a social and emotional learning intervention, on changing the relations between mathematics teacher and classroom inputs (mathematical knowledge for teaching [MKT] and standards-based mathematics teaching practices) and student mathematics achievement. Work was…

Development of Teaching Materials Based Interactive Scientific Approach towards the Concept of Social Arithmetic For Junior High School Student

NASA Astrophysics Data System (ADS)

Abadi, M. K.; Pujiastuti, H.; Assaat, L. D.

2017-02-01

The scientific approach is the characteristic of the curriculum 2013. In learning to use a scientific approach, learning process consists of five stages: observe, ask, try, reasoning and convey. In the curriculum 2013 the source of learning is a book, print media, electronic and about nature or relevant learning resources. Most of the print instructional materials on the market does not appropriate in the curriculum 2013. Teaching materials with a scientific approach, beside that to the teaching materials should motivate students to not be lazy, do not get bored, and more eager to learn mathematics. So the development of scientific-based interactive teaching materials that if this approach to answer the challenge. The purpose of this research is to create teaching materials appropriate to the curriculum 2013 that is based on scientific approach and interactive. This study used research and developed methodology. The results of this study are scientific based interactive teaching materials can be used by learners. That can be used by learners are then expected to study teaching materials can be used in android smartphone and be used portable.

Using a Dual Safeguard Web-Based Interactive Teaching Approach in an Introductory Physics Class

ERIC Educational Resources Information Center

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-01-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities…

Students' ideas about prismatic images: teaching experiments for an image-based approach

NASA Astrophysics Data System (ADS)

Grusche, Sascha

2017-05-01

Prismatic refraction is a classic topic in science education. To investigate how undergraduate students think about prismatic dispersion, and to see how they change their thinking when observing dispersed images, five teaching experiments were done and analysed according to the Model of Educational Reconstruction. For projection through a prism, the students used a 'split image projection' conceptualisation. For the view through a prism, this conceptualisation was not fruitful. Based on the observed images, six of seven students changed to a 'diverted image projection' conceptualisation. From a comparison between students' and scientists' ideas, teaching implications are derived for an image-based approach.

The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science.

PubMed

Siew, Nyet Moi; Amir, Nazir; Chong, Chin Lu

2015-01-01

Whilst much attention has focused on project-based approaches to teaching Science, Technology, Engineering and Mathematics (STEM) subjects, little has been reported on the views of South-East Asian science teachers on project-based STEM approaches. Such knowledge could provide relevant information for education training institutions on how to influence innovative teaching of STEM subjects in schools. This article reports on a study that investigated the perceptions of 25 pre-service and 21 in-service Malaysian science teachers in adopting an interdisciplinary project-based STEM approach to teaching science. The teachers undertook an eight hour workshop which exposed them to different science-based STEM projects suitable for presenting science content in the Malaysian high school science syllabus. Data on teachers' perceptions were captured through surveys, interviews, open-ended questions and classroom discussion before and at the end of the workshop. Study findings showed that STEM professional development workshops can provide insights into the support required for teachers to adopt innovative, effective, project-based STEM approaches to teaching science in their schools.

Beyond the Student Teaching Seminar: Examining Transformative Learning through Arts-Based Approaches

ERIC Educational Resources Information Center

Bhukhanwala, Foram; Dean, Kim; Troyer, Maryellen

2017-01-01

This qualitative study examined the question: How can arts-based approaches facilitate transformative learning in a student teaching seminar? Two teacher educators facilitated a supplemental and voluntary arts-based ST seminar that comprised six, two-hour sessions. Thirty-four student teachers participated over five semesters making use of Theater…

Round-the-table teaching: a novel approach to resuscitation education

PubMed Central

McGarvey, Kathryn; Scott, Karen; O'Leary, Fenton

2014-01-01

Background Effective cardiopulmonary resuscitation saves lives. Health professionals who care for acutely unwell children need to be prepared to care for a child in arrest. Hospitals must ensure that their staff have the knowledge, confidence and ability to respond to a child in cardiac arrest. RESUS4KIDS is a programme designed to teach paediatric resuscitation to health care professionals who care for acutely unwell children. The programme is delivered in two components: an e–learning component for pre-learning, followed by a short, practical, face-to-face course that is taught using the round-the-table teaching approach. Context Round-the-table teaching is a novel, evidence-based small group teaching approach designed to teach paediatric resuscitation skills and knowledge. Round-the-table teaching uses a structured approach to managing a collapsed child, and ensures that each participant has the opportunity to practise the essential resuscitation skills of airway manoeuvres, bag mask ventilation and cardiac compressions. Innovation Round-the-table teaching is an engaging, non-threatening approach to delivering interdisciplinary paediatric resuscitation education. The methodology ensures that all participants have the opportunity to practise each of the different essential skills associated with the Danger, Response, Send for help, Airway, Breathing, Circulation, Defibrillation or rhythm recognition (DRSABCD) approach to the collapsed child. Implications Round-the-table teaching is based on evidence-based small group teaching methods. The methodology of round-the-table teaching can be applied to any topic where participants must demonstrate an understanding of a sequential approach to a clinical skill. Round-the-table teaching uses a structured approach to managing a collapsed child PMID:25212931

Teaching Science Using Stories: The Storyline Approach

ERIC Educational Resources Information Center

Isabelle, Aaron D.

2007-01-01

Storytelling is an age-old and powerful means of communication that can be used as an effective teaching strategy in the science classroom. This article describes the authors' experiences implementing the Storyline Approach, an inquiry-based teaching method first introduced by Kieran Egan (1986), in the context of teaching the concept of air…

Effects of Multimedia Task-Based Teaching and Learning Approach on EFL Learners' Accuracy, Fluency and Complexity of Oral Production

ERIC Educational Resources Information Center

Bava Harji, Madhubala; Gheitanchian, Mehrnaz

2017-01-01

Albeit Task-Based Language Teaching (TBLT) has been extensively researched, there appears to be limited studies that focus on the effects of multimedia technology (MT) enhanced TBLT approach on EFL development. A study was conducted to examine the effects of a MT imbued TBLT, i.e. Multimedia Task-Based Teaching and Learning (MMTBLT) approach on…

Round-the-table teaching: a novel approach to resuscitation education.

PubMed

McGarvey, Kathryn; Scott, Karen; O'Leary, Fenton

2014-10-01

Effective cardiopulmonary resuscitation saves lives. Health professionals who care for acutely unwell children need to be prepared to care for a child in arrest. Hospitals must ensure that their staff have the knowledge, confidence and ability to respond to a child in cardiac arrest. RESUS4KIDS is a programme designed to teach paediatric resuscitation to health care professionals who care for acutely unwell children. The programme is delivered in two components: an e-learning component for pre-learning, followed by a short, practical, face-to-face course that is taught using the round-the-table teaching approach. Round-the-table teaching is a novel, evidence-based small group teaching approach designed to teach paediatric resuscitation skills and knowledge. Round-the-table teaching uses a structured approach to managing a collapsed child, and ensures that each participant has the opportunity to practise the essential resuscitation skills of airway manoeuvres, bag mask ventilation and cardiac compressions. Round-the-table teaching is an engaging, non-threatening approach to delivering interdisciplinary paediatric resuscitation education. The methodology ensures that all participants have the opportunity to practise each of the different essential skills associated with the Danger, Response, Send for help, Airway, Breathing, Circulation, Defibrillation or rhythm recognition (DRSABCD) approach to the collapsed child. Round-the-table teaching is based on evidence-based small group teaching methods. The methodology of round-the-table teaching can be applied to any topic where participants must demonstrate an understanding of a sequential approach to a clinical skill. Round-the-table teaching uses a structured approach to managing a collapsed child. © 2014 The Authors. The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd.

Approaches to Teaching.

ERIC Educational Resources Information Center

Fenstermacher, Gary D.; Soltis, Jonas F.

This book is designed to help teachers critically assess major ideas about what teaching is and should be. Using both classical and contemporary perspectives, three basic approaches to teaching are offered, and the strengths and weaknesses of each are explored. The "executive approach" views the teacher as an executor, using the best learning…

A Concept-Based Approach to Teaching Speech Acts in the EFL Classroom

ERIC Educational Resources Information Center

Nicholas, Allan

2015-01-01

While concept-based instruction (CBI), grounded in sociocultural theory, has been the subject of increased attention in recent years, it is still a relatively unknown methodology in language teaching contexts. In this approach, the emphasis is on helping learners develop a deep, conceptual understanding of a skill or knowledge area, so that this…

Using a dual safeguard web-based interactive teaching approach in an introductory physics class

NASA Astrophysics Data System (ADS)

Li, Lie-Ming; Li, Bin; Luo, Ying

2015-06-01

We modified the Just-in-Time Teaching approach and developed a dual safeguard web-based interactive (DGWI) teaching system for an introductory physics course. The system consists of four instructional components that improve student learning by including warm-up assignments and online homework. Student and instructor activities involve activities both in the classroom and on a designated web site. An experimental study with control groups evaluated the effectiveness of the DGWI teaching method. The results indicate that the DGWI method is an effective way to improve students' understanding of physics concepts, develop students' problem-solving abilities through instructor-student interactions, and identify students' misconceptions through a safeguard framework based on questions that satisfy teaching requirements and cover all of the course material. The empirical study and a follow-up survey found that the DGWI method increased student-teacher interaction and improved student learning outcomes.

Meaningful Learning in the Teaching of Culture: The Project Based Learning Approach

ERIC Educational Resources Information Center

Kean, Ang Chooi; Kwe, Ngu Moi

2014-01-01

This paper reports on a collaborative effort taken by a team of three teacher educators in using the Project Based Learning (PBL) approach in the teaching of Japanese culture with the aim to investigate the presence of actual "meaningful learning" among 15 students of a 12-Week Preparatory Japanese Language course under a teacher…

Teaching Probability to Pre-Service Teachers with Argumentation Based Science Learning Approach

ERIC Educational Resources Information Center

Can, Ömer Sinan; Isleyen, Tevfik

2016-01-01

The aim of this study is to explore the effects of the argumentation based science learning (ABSL) approach on the teaching probability to pre-service teachers. The sample of the study included 41 students studying at the Department of Elementary School Mathematics Education in a public university during the 2014-2015 academic years. The study is…

A Self-Instructional Approach To the Teaching of Enzymology Involving Computer-Based Sequence Analysis and Molecular Modelling.

ERIC Educational Resources Information Center

Attwood, Paul V.

1997-01-01

Describes a self-instructional assignment approach to the teaching of advanced enzymology. Presents an assignment that offers a means of teaching enzymology to students that exposes them to modern computer-based techniques of analyzing protein structure and relates structure to enzyme function. (JRH)

Comparative Effectiveness of Context-Based and Traditional Approaches in Teaching Genetics: Student Views and Achievement

ERIC Educational Resources Information Center

Kazeni, Monde; Onwu, Gilbert

2013-01-01

The study aimed to determine the comparative effectiveness of context-based and traditional teaching approaches in enhancing student achievement in genetics, problem-solving, science inquiry and decision-making skills, and attitude towards the study of life sciences. A mixed method but essentially quantitative research approach involving a…

Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching

ERIC Educational Resources Information Center

Isiksal-Bostan, Mine; Sahin, Elvan; Ertepinar, Hamide

2015-01-01

The purpose of this study was to examine the relationships among Turkish classroom, science and mathematics teachers' beliefs toward using inquiry-based approaches, traditional teaching approaches, and technology in their mathematics and science classrooms; their efficacy beliefs in teaching those subjects; and years of experience in teaching in…

Thematic Approaches to Teaching Rhetorical Criticism.

ERIC Educational Resources Information Center

Henry, David; Sharp, Harry, Jr.

1989-01-01

Argues that a thematic approach to teaching criticism--based on frequent, integrated writing tasks--accommodates the constraints found in the typical undergraduate course on rhetorical criticism. Illustrates this approach with reference to two themes: Ronald Reagan's discourse and the rhetoric of war and peace. (MM)

Teaching Language Learners to Elaborate on Their Responses: A Structured, Genre-Based Approach

ERIC Educational Resources Information Center

Pryde, Michael

2015-01-01

Due to Japanese students' poor record of conversational ability in English in homestay contexts (Pryde, 2014), classroom English language curriculum decisions were reinvestigated in order to better prepare students to participate in study abroad experiences. A genre-based approach was used to teach and reinforce a conversational structure designed…

Teaching Conflict Management Using a Scenario-Based Approach

ERIC Educational Resources Information Center

Callanan, Gerard A.; Perri, David F.

2006-01-01

In this article, the authors present a framework for the teaching of conflict management in college courses. The framework describes an experiential learning approach for helping individuals understand the influence of contextual factors in the selection of conflict handling strategy. It also includes a comparison of participants' choice of style,…

Enhancing the Teaching-Learning Process: A Knowledge Management Approach

ERIC Educational Resources Information Center

Bhusry, Mamta; Ranjan, Jayanthi

2012-01-01

Purpose: The purpose of this paper is to emphasize the need for knowledge management (KM) in the teaching-learning process in technical educational institutions (TEIs) in India, and to assert the impact of information technology (IT) based KM intervention in the teaching-learning process. Design/methodology/approach: The approach of the paper is…

A Project-Based Learning Approach to Teaching Physics for Pre-Service Elementary School Teacher Education Students

ERIC Educational Resources Information Center

Goldstein, Olzan

2016-01-01

This paper describes the impact of the project-based learning (PBL) approach on learning and teaching physics from the perspective of pre-service elementary school teacher education students and an instructor. This approach promoted meaningful learning (mainly in the scope of projects), higher motivation, and active involvement of students in…

Web-based teaching in nursing: lessons from the literature.

PubMed

Twomey, Angela

2004-08-01

Many in nurse education have partially adopted the Internet as a pedagogical approach. This has highlighted serious contentious issues for educators. These include, pedagogical vs. technological approaches to teaching, face-to-face vs. online communication and classroom vs. online teaching. This paper attempts to reassure educators about this new Internet-based pedagogy, by applying traditional educational theories and discussions on curriculum to web-based teaching. In particular, cognitive learning theories such as constructivism and the process model of curriculum development are discussed. These provide a solid theoretical framework from which to expand the Internet-based pedagogical approach among those whose interest is the promotion of learning. The paper concludes with the implications of web-based teaching for the personal and professional development of nurse educators.

Action Research Study. A Framework To Help Move Teachers toward an Inquiry-Based Science Teaching Approach.

ERIC Educational Resources Information Center

Staten, Mary E.

This action research study developed a framework for moving teachers toward an inquiry-based approach to teaching science, emphasizing elements, strategies, and supports necessary to encourage and sustain teachers' use of inquiry-based science instruction. The study involved a literature review, participant observation, focus group discussions,…

[Effectiveness of Team-Based Learning (TBL) as a new teaching approach for pharmaceutical care education].

PubMed

Suno, Manabu; Yoshida, Toshiko; Koyama, Toshihiro; Zamami, Yoshito; Miyoshi, Tomoko; Mizushima, Takaaki; Tanimoto, Mitsune

2013-01-01

The concept of Team-Based Learning (TBL) was developed in the late 1970s by Larry Michaelsen, who wanted students to enjoy the benefits of small group learning within large classes in the business school environment. In contrast to problem-based learning (PBL), which is student centered, TBL is typically instructor centered. Recently, TBL is being used as a teaching method in over 60 health science professional schools in the US and other countries. In the present study, the impact of adopting TBL in teaching pharmaceutical care practices to students was evaluated. Students were required to answer a set of multiple-choice questions individually in individual readiness assessment test (IRAT) before the TBL sessions to assess their level of preparation. The same set of questions was then reattempted by the group readiness assessment test (GRAT) during TBL. Comparing the scores obtained in the GRAT and IRAT before the first TBL session, the scores from the GRAT were always higher than those of the IRAT, indicating that TBL has encouraged active learning. In addition, students were surveyed about their level of satisfaction with TBL and written comments about TBL were solicited. The results of the questionnaire showed that 87.3±9.3% of the students were satisfied. Moreover, no student commented that TBL was in any way inferior to the PBL. Implementation of a TBL approach was successfully integrated into the pharmaceutical care education course. In order to further improve the usefulness of TBL in teaching pharmaceutical care, a hybrid teaching approach that also comprises PBL and a lecture-based course is desirable.

Adopting a Models-Based Approach to Teaching Physical Education

ERIC Educational Resources Information Center

Casey, Ashley; MacPhail, Ann

2018-01-01

Background: The popularised notion of models-based practice (MBP) is one that focuses on the delivery of a model, e.g. Cooperative Learning, Sport Education, Teaching Personal and Social Responsibility, Teaching Games for Understanding. Indeed, while an abundance of research studies have examined the delivery of a single model and some have…

An Analysis of Three Curriculum Approaches to Teaching English in Public-Sector Schools

ERIC Educational Resources Information Center

Graves, Kathleen; Garton, Sue

2017-01-01

This article explores three current, influential English language teaching (ELT) curriculum approaches to the teaching of English in public-sector schools at the primary and secondary level and how the theory of each approach translates into curriculum practice. These approaches are communicative language teaching (CLT), genre-based pedagogy, and…

The Relationship between Conceptions of Teaching and Approaches to Teaching

ERIC Educational Resources Information Center

Lam, Bick-Har; Kember, David

2006-01-01

The relationship between conceptions of teaching and approaches to teaching was explored in a study of 18 secondary school art teachers in Hong Kong. Conceptions of teaching approaches were fitted to a four-category model. Each of the categories was distinguished by reference to six relevant dimensions. As is the case in higher education,…

Teaching energy using an integrated science approach

NASA Astrophysics Data System (ADS)

Poggi, Valeria; Miceli, Cristina; Testa, Italo

2017-01-01

Despite its relevance to all scientific domains, the debate surrounding the teaching of energy is still open. The main point remains the problems students have in understanding some aspects of the energy concept and in applying their knowledge to the comprehension of natural phenomena. In this paper, we present a research-based interdisciplinary approach to the teaching of energy in which the first and second laws of thermodynamics were used to interpret physical, chemical and biological processes. The contents of the three disciplines (physics, chemistry, biology) were reconstructed focusing on six basic aspects of energy (forms, transfer, transformation, conservation, degradation, and entropy) and using common teaching methodologies. The module was assessed with 39 secondary school students (aged 15-16) using a 30-question research instrument and a treatment/control group methodology. Analysis of students’ learning outcomes suggests a better understanding of the energy concept, supporting the effectiveness of an interdisciplinary approach in the teaching of energy in physics and science in general. Implications for the teaching of energy are briefly discussed.

Teaching Analytical Chemistry to Pharmacy Students: A Combined, Iterative Approach

ERIC Educational Resources Information Center

Masania, Jinit; Grootveld, Martin; Wilson, Philippe B.

2018-01-01

Analytical chemistry has often been a difficult subject to teach in a classroom or lecture-based context. Numerous strategies for overcoming the inherently practical-based difficulties have been suggested, each with differing pedagogical theories. Here, we present a combined approach to tackling the problem of teaching analytical chemistry, with…

Making a Math Teaching Aids of Junior High School Based on Scientific Approach Through an Integrated and Sustainable Training

NASA Astrophysics Data System (ADS)

Pujiastuti, E.; Mashuri

2017-04-01

Not all of teachers of Mathematics in Junior High School (JHS) can design and create teaching aids. Moreover, if teaching aids should be designed so that it can be used in learning through scientific approaches. The problem: How to conduct an integrated and sustainable training that the math teacher of JHS, especially in Semarang can design and create teaching aids that can be presented to the scientific approach? The purpose of this study to find a way of integrated and continuous training so that the math teacher of JHS can design and create teaching aids that can be presented to the scientific approach. This article was based on research with a qualitative approach. Through trials activities of resulting of training model, Focus Group Discussions (FGD), interviews, and triangulation of the results of the research were: (1) Produced a training model of integrated and sustainable that the mathematics teacher of JHS can design and create teaching aids that can be presented to the scientific approach. (2) In training, there was the provision of material and workshop (3) There was a mentoring in the classroom. (4) Sustainability of the consultation. Our advice: (1) the trainer should be clever, (2) the training can be held at the holidays, while the assistance during the holiday season was over.

Approaches to Teaching Foreign Languages.

ERIC Educational Resources Information Center

Hesse, M. G., Ed.

Works by European and American educators from the Renaissance to the twentieth century are presented. A historical re-evaluation of foreign-language teaching combined with the scientific approach of modern linguistics can provide valuable insights for current teaching and learning approaches. Selections are presented from the writings of the…

Poem Generator: A Comparative Quantitative Evaluation of a Microworlds-Based Learning Approach for Teaching English

ERIC Educational Resources Information Center

Jenkins, Craig

2015-01-01

This paper is a comparative quantitative evaluation of an approach to teaching poetry in the subject domain of English that employs a "guided discovery" pedagogy using computer-based microworlds. It uses a quasi-experimental design in order to measure performance gains in computational thinking and poetic thinking following a…

Teaching nutritional biochemistry: an experimental approach using yeast.

PubMed

Alonso, Manuel; Stella, Carlos A

2012-12-01

In this report, we present a practical approach to teaching several topics in nutrition to science students at the high school and college freshmen levels. This approach uses baker's yeast (Saccharomyces cerevisiae) as a biological system model. The diameters of yeast colonies, which vary according to the nutrients present in the medium, can be observed, compared, and used to teach metabolic requirements. The experiments described in this report show simple macroscopic evidence of submicroscopic nutritional events. This can serve as a useful base for an analogy of heterotrophic human cell nutrition.

An Effective Approach to Teaching Electrochemistry.

ERIC Educational Resources Information Center

Birss, Viola I.; Truax, D. Rodney

1990-01-01

An approach which may be useful for teaching electrochemistry in freshman college chemistry courses is presented. Discussed are the potential problems with teaching this subject and solutions provided by this approach. (CW)

Evidence-based safety (EBS) management: A new approach to teaching the practice of safety management (SM).

PubMed

Wang, Bing; Wu, Chao; Shi, Bo; Huang, Lang

2017-12-01

In safety management (SM), it is important to make an effective safety decision based on the reliable and sufficient safety-related information. However, many SM failures in organizations occur for a lack of the necessary safety-related information for safety decision-making. Since facts are the important basis and foundation for decision-making, more efforts to seek the best evidence relevant to a particular SM problem would lead to a more effective SM solution. Therefore, the new paradigm for decision-making named "evidence-based practice (EBP)" can hold important implications for SM, because it uses the current best evidence for effective decision-making. Based on a systematic review of existing SM approaches and an analysis of reasons why we need new SM approaches, we created a new SM approach called evidence-based safety (EBS) management by introducing evidence-based practice into SM. It was necessary to create new SM approaches. A new SM approach called EBS was put forward, and the basic questions of EBS such as its definition and core were analyzed in detail. Moreover, the determinants of EBS included manager's attitudes towards EBS; evidence-based consciousness in SM; evidence sources; technical support; EBS human resources; organizational culture; and individual attributes. EBS is a new and effective approach to teaching the practice of SM. Of course, further research on EBS should be carried out to make EBS a reality. Practical applications: Our work can provide a new and effective idea and method to teach the practice of SM. Specifically, EBS proposed in our study can help safety professionals make an effective safety decision based on a firm foundation of high-grade evidence. Copyright © 2017 National Safety Council and Elsevier Ltd. All rights reserved.

Developing a radiology-based teaching approach for gross anatomy in the digital era.

PubMed

Marker, David R; Bansal, Anshuman K; Juluru, Krishna; Magid, Donna

2010-08-01

The purpose of this study was to assess the implementation of a digital anatomy lecture series based largely on annotated, radiographic images and the utility of the Radiological Society of North America-developed Medical Imaging Resource Center (MIRC) for providing an online educational resource. A series of digital teaching images were collected and organized to correspond to lecture and dissection topics. MIRC was used to provide the images in a Web-based educational format for incorporation into anatomy lectures and as a review resource. A survey assessed the impressions of the medical students regarding this educational format. MIRC teaching files were successfully used in our teaching approach. The lectures were interactive with questions to and from the medical student audience regarding the labeled images used in the presentation. Eighty-five of 120 students completed the survey. The majority of students (87%) indicated that the MIRC teaching files were "somewhat useful" to "very useful" when incorporated into the lecture. The students who used the MIRC files were most likely to access the material from home (82%) on an occasional basis (76%). With regard to areas for improvement, 63% of the students reported that they would have benefited from more teaching files, and only 9% of the students indicated that the online files were not user friendly. The combination of electronic radiology resources available in lecture format and on the Internet can provide multiple opportunities for medical students to learn and revisit first-year anatomy. MIRC provides a user-friendly format for presenting radiology education files for medical students. 2010 AUR. Published by Elsevier Inc. All rights reserved.

Comparing an Inquiry-Based Approach Known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are There Differences?

ERIC Educational Resources Information Center

Akkus, Recai; Gunel, Murat; Hand, Brian

2007-01-01

Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry-based approaches.…

The Stimulation of Students' Interest in the Teaching by Competency-Based Approach: Latin American Perspective

ERIC Educational Resources Information Center

Zhyzhko, Olena

2017-01-01

This article presents the results of scientific-pedagogical research, which consisted in identifying, what are the best strategies of stimulation of students' interest in the teaching by competency-based approach studying the works of Latin American scientists. With support in the pedagogic-comparative study the author has found out that in the…

A New Approach to Teaching Technical Subjects in Training Restoration Architects

ERIC Educational Resources Information Center

Pukharenko, Yurii Vladimirovich; Petrov, Vladimir Markovich; Norina, Natalia Vladimirovna; Norin, Veniamin Aleksandrovich

2017-01-01

The paper is devoted to teaching engineering subjects in the field of study "Restoration and renovation of architectural heritage." It demonstrates the necessity of changing the existing approach to teaching engineering design and construction to renovation architects. Based on our experience of teaching Building mechanics, we have…

Task-Based Teaching of English-Chinese Translation under "Caliber-Oriented Education to Success" Based on Web

NASA Astrophysics Data System (ADS)

Duan, Zhongyan

This paper, under 3-using principle in the philosophy of caliber-oriented education to success (CETS), makes a tentative qualitative study on the application of task-based approach in the teaching of English-Chinese translation based on the web. Translation teaching is characterized by its practicality. Therefore, the task-based approach can be employed to guide the web-based content collection and the process of English translation teaching. In this way, the prospect for enhancing student's translation ability is quite encouraging, which has been verified by one year's teaching.

Effect of Learning Cycle Approach-Based Science Teaching on Academic Achievement, Attitude, Motivation and Retention

ERIC Educational Resources Information Center

Uyanik, Gökhan

2016-01-01

The purpose of this study was to examine the effect of learning cycle approach-based teaching on academic achievement, attitude, motivation and retention at primary school 4th grade science lesson. It was conducted pretest-posttest quasi-experimental design in this study. The study was conducted on a total of 65 students studying in two different…

Problem-Based Approach to Teaching Advanced Chemistry Laboratories and Developing Students' Critical Thinking Skills

ERIC Educational Resources Information Center

Quattrucci, Joseph G.

2018-01-01

A new method for teaching advanced laboratories at the undergraduate level is presented. The intent of this approach is to get students more engaged in the lab experience and apply critical thinking skills to solve problems. The structure of the lab is problem-based and provides students with a research-like experience. Students read the current…

Teaching spirituality to student midwives: a creative approach.

PubMed

Mitchell, Mary; Hall, Jenny

2007-11-01

The nature of midwifery both as an art and a science requires methods of teaching students that will enhance this understanding. A philosophy of holistic care of women should underpin education of student midwives and these concepts should be put across to the students in meaningful ways. In the formal midwifery curriculum this has been a neglected aspect (Hall, 2001) [Hall, J., 2001. Midwifery Mind and spirit: emerging issues of care. Books for Midwives, Oxford]. We have developed a teaching session on 'Spirituality and the meaning of birth'. A creative approach, using mediums of video, music, aroma and storytelling, combined with an opportunity for the students to express their selves through art have been utilised (Cameron, 1993) [Cameron, J., 1993. The Artists Way--A course in discovering and recovering your creative self. Pan Macmillan, London]. Although creative approaches in teaching arts based disciplines is well established, these approaches have not been evaluated for their effectiveness within midwifery education. We conducted a study which aimed to develop an understanding of student's views on the meaning of birth by examining creative work produced by the student midwives. This aspect is reported elsewhere. Further exploration through open-ended questionnaires was made of the effectiveness and value of the activity as a teaching method. This paper will describe the innovative teaching methods used. In addition student's views of birth established through their art and their views of the teaching session elicited through our research will be explored.

Meta-Analysis of Group Learning Activities: Empirically Based Teaching Recommendations

ERIC Educational Resources Information Center

Tomcho, Thomas J.; Foels, Rob

2012-01-01

Teaching researchers commonly employ group-based collaborative learning approaches in Teaching of Psychology teaching activities. However, the authors know relatively little about the effectiveness of group-based activities in relation to known psychological processes associated with group dynamics. Therefore, the authors conducted a meta-analytic…

Implementing a Teaching Approach Based on the Multiple Intelligence Theory in a South African School: A Case Study

ERIC Educational Resources Information Center

Pienaar, H. C.; Nieman, M. M.; Kamper, G. D.

2011-01-01

This article reports on the implementation of a teaching approach based on Gardner's theory of multiple intelligences (MI) at a school in the Hammanskraal area in Gauteng, South Africa. The aim was to determine the impact that such an approach would have on teachers, learners and learner performance. This article discusses the implementation…

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Perspective: moving students beyond an organ-based approach when teaching medical interviewing and physical examination skills.

PubMed

Alexander, Erik K

2008-10-01

Medical interviewing and physical examination skills are core pillars of clinical medicine. Though nearly all U.S. medical students participate in preclinical courses designed to teach these skills, medical school faculty often comment that students' abilities remain limited on entering their clinical clerkships. The reason for this contention is not clear.The author briefly describes the current preclinical curricula at most medical schools that are designed to teach patient interviewing and examination. An organ-based curriculum is commonly employed, although the limitations of such an approach readily become apparent. For example, many hospitalized patients do not suffer from single-organ illnesses, but rather from infections or metabolic derangements, which cause numerous abnormalities to several body systems. Furthermore, clinical reasoning skills are rarely taught in such preclinical courses, though these abilities form the foundation for effective doctoring. These findings suggest an opportunity for content development surrounding patient interviewing and examination. The author proposes an educational approach that depicts how the confluence of both content knowledge skills and clinical reasoning skills can work synergistically to enhance preclinical teaching of the medical interview and physical examination.

Asian EFL University Students' Preference toward Teaching Approaches

ERIC Educational Resources Information Center

Mermelstein, Aaron David

2015-01-01

Designing and presenting lessons is the center of the teaching process. Every day teachers must make decisions about the instructional process. A teacher's approach can have an enormous impact on the effectiveness of his or her teaching. Understanding students' preferences toward teaching approaches and teaching styles can create opportunities for…

The enhancement of students' mathematical self-efficacy through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, S.

2018-05-01

This research aims to investigate the enhancement of students’ mathematical self- efficacy through teaching with metacognitive scaffolding approach. This research used a quasi- experimental design with pre-post respon control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 students who acquire teaching mathematics under metacognitive approach, while the control group consists of 58 students who acquire teaching mathematics under direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical self-efficacy instruments. By using mean difference test, two conclusions of the research: (1) there is a significant difference in the enhancement of mathematical self-efficacy between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and (2) there is no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students’ mathematical self-efficacy.

Function-Based Intervention Plans: What and How to Teach

ERIC Educational Resources Information Center

Liaupsin, Carl J.; Cooper, Justin T.

2017-01-01

Most function-based intervention plans (FBIP) discuss what to teach, but often fail to address effective methods for teaching the skills addressed in the plan. This article discusses the various parts of the FBIP plan that may require teaching and provides potential instructional approaches for teaching the components of the FBIP to students and…

Application of Case-Task Based Approach in Business English Teaching--A Case Study of the Marketing Course in SEIB of GDUFS

ERIC Educational Resources Information Center

Guiyu, Dai; Yi, Cai

2017-01-01

Business English Teaching aims at cultivating students' ability to analyze and solve problems, improving students' comprehensive language competence and honing their business practical skills. Adhering to the principle of learning by doing and learning by teaching others, Case-Task Based Approach emphasizes students' ability of language use in…

Teaching Evidence-Based Approaches to Suicide Risk Assessment and Prevention that Enhance Psychiatric Training

PubMed Central

Zisook, Sidney; Anzia, Joan; Atri, Ashutosh; Baroni, Argelinda; Clayton, Paula; Haller, Ellen; Lomax, Jim; Mann, J. John; Oquendo, Maria A.; Pato, Michele; Perez-Rodriguez, M. Mercedes; Prabhakar, Deepak; Sen, Srijan; Thrall, Grace; Yaseen, Zimri S.

2012-01-01

This report describes one in a series of National Institute of Health (NIH) supported conferences aimed at enhancing the ability of leaders of psychiatry residency training to teach research literacy and produce both clinician-scholars and physician-scientists in their home programs. Most psychiatry training directors would not consider themselves research scholars or even well-schooled in evidence based practice. Yet they are the front line educators to prepare tomorrow’s psychiatrists to keep up with, critically evaluate, and in some cases actually participate in the discovery of new and emerging psychiatric knowledge. This annual conference is meant to help psychiatry training directors become more enthusiastic, knowledgeable and pedagogically prepared to create research-friendly environments at their home institutions, so that more trainees will, in turn, become research literate, practice evidence-based psychiatry, and enter research fellowships and careers. The overall design of each year’s meeting is a series of plenary sessions introducing participants to new information pertaining to the core theme of that year’s meeting, integrated with highly interactive small group teaching sessions designed to consolidate knowledge and provide pragmatic teaching tools appropriate for residents at various levels of training. The theme of each meeting, selected to be a compelling and contemporary clinical problem, serves as a vehicle to capture training directors’ attention while teaching relevant brain science, research literacy and effective pedagogy. This report describes the content and assessment of the 2011 annual pre-meeting, “Evidence-based Approaches to Suicide Risk Assessment and Prevention: Insights from the Neurosciences and Behavioral Sciences for use in Psychiatry Residency Training.” PMID:22995449

A Study of Faculty Approaches to Teaching Undergraduate Physical Chemistry Courses

NASA Astrophysics Data System (ADS)

Mack, Michael Ryan

Chemistry education researchers have not adequately studied teaching and learning experiences at all levels in the undergraduate chemistry curriculum leaving gaps in discipline-based STEM education communities understanding about how the upper- division curricula works (National Research Council, 2012b; Towns, 2013). This study explored faculty approaches to teaching in upper-division physical chemistry course settings using an interview-based methodology. Two conceptualizations of approaches to teaching emerged from a phenomenographic analysis of interview transcripts: (1) faculty beliefs about the purposes for teaching physical chemistry and (2) their conceptions of their role as an instructor in these course settings. Faculty who reported beliefs predominantly centered on helping students develop conceptual knowledge and problem-solving skills in physical chemistry often worked with didactic models of teaching, which emphasized the transfer of expert knowledge to students. When faculty expressed beliefs that were more inclusive of conceptual, epistemic, and social learning goals in science education they often described more student-centered models of teaching and learning, which put more responsibilities on them to facilitate students' interactive engagement with the material and peers during regularly scheduled class time. Knowledge of faculty thinking, as evinced in a rich description of their accounts of their experience, provides researchers and professional developers with useful information about the potential opportunities or barriers that exist for helping faculty align their beliefs and goals for teaching with research-based instructional strategies.

Making education effective and fun: stations-based approach to teaching radiology and anatomy to third-year medical students.

PubMed

Arya, Rahul; Morrison, Trevor; Zumwalt, Ann; Shaffer, Kitt

2013-10-01

A hands-on stations-based approach to teaching anatomy to third-year medical students is used at Boston University. The goal of our study was to demonstrate that such an interactive, team-based approach to teaching anatomy would be well received and be helpful in recall, comprehension, and reinforcement of anatomy learned in the first year of medical school. Each radiology-anatomy correlation lab was focused on one particular anatomic part, such as skull base, pelvis, coronary anatomy, etc. Four stations, including a three-dimensional model, computer, ultrasound, and posters, were created for each lab. Informed consent was obtained before online survey dissemination to assess the effectiveness and quality of radiology-anatomy correlation lab. This study was approved by our institutional institutional review board, and data were analyzed using a χ(2) test. Survey data were collected from February 2010 through March 2012. The response rate was 33.5%. Overall, the highest percentage of students (46%) found the three-dimensional model station to be the most valuable. The computer station was most helpful in recall of the anatomic principles from the first year of medical school. Regarding the quality of the anatomy lab, less than 2% of the students thought that the images were of poor quality or the material presented was not clinically relevant. Our results indicate that an interactive, team-based approach to teaching anatomy was well received by the medical students. It was engaging and students were able to benefit from it in multiple ways. Copyright © 2013 AUR. Published by Elsevier Inc. All rights reserved.

The Relationship between Approaches to Teaching, Approaches to E-Teaching and Perceptions of the Teaching Situation in Relation to E-Learning among Higher Education Teachers

ERIC Educational Resources Information Center

Gonzalez, Carlos

2012-01-01

This study extends prior research on approaches to teaching and perceptions of the teaching situation by investigating these elements when e-learning is involved. In this study, approaches to teaching ranged from a focus on the teacher and the taught content to a focus on the student and their learning, resembling those reported in previous…

Qualitative Assessment of Inquiry-Based Teaching Methods

ERIC Educational Resources Information Center

Briggs, Michael; Long, George; Owens, Katrina

2011-01-01

A new approach to teaching method assessment using student focused qualitative studies and the theoretical framework of mental models is proposed. The methodology is considered specifically for the advantages it offers when applied to the assessment of inquiry-based teaching methods. The theoretical foundation of mental models is discussed, and…

Galactic Structure: A Constructivist Approach to Teaching Astronomy.

ERIC Educational Resources Information Center

Domenech, Antonio; Casasus, Elena

1991-01-01

An astrophysics course based on the constructivist approach to science teaching is described. The study of galactic structure is given as an example. Direct experiences and observations, representative-symbolic language, organized knowledge, and formal strategies are emphasized. (KR)

Approaches to Teaching Plant Nutrition. Children's Learning in Science Project.

ERIC Educational Resources Information Center

Leeds Univ. (England). Centre for Studies in Science and Mathematics Education.

During the period 1984-1986, over 30 teachers from the Yorkshire (England) region have worked in collaboration with the Children's Learning in Science Project (CLIS) developing and testing teaching schemes in the areas of energy, particle theory, and plant nutrition. The project is based upon the constructivist approach to teaching. This document…

The Effectiveness of the Brain Based Teaching Approach in Enhancing Scientific Understanding of Newtonian Physics among Form Four Students

ERIC Educational Resources Information Center

Saleh, Salmiza

2012-01-01

The aim of this study was to assess the effectiveness of Brain Based Teaching Approach in enhancing students' scientific understanding of Newtonian Physics in the context of Form Four Physics instruction. The technique was implemented based on the Brain Based Learning Principles developed by Caine & Caine (1991, 2003). This brain compatible…

A New Approach to Teaching Mathematics

DTIC Science & Technology

1994-02-01

We propose a new approach to teaching discrete math : First, teach logic as a powerful and versatile tool for discovering and communicating truths...using logic in other areas of study. Our experiences in teaching discrete math at Cornell shows that such success is possible. Propositional logic, Predicate logic, Discrete mathematics.

A Model for Applying Lexical Approach in Teaching Russian Grammar.

ERIC Educational Resources Information Center

Gettys, Serafima

The lexical approach to teaching Russian grammar is explained, an instructional sequence is outlined, and a classroom study testing the effectiveness of the approach is reported. The lexical approach draws on research on cognitive psychology, second language acquisition theory, and research on learner language. Its bases in research and its…

Effects of a Format-based Second Language Teaching Method in Kindergarten.

ERIC Educational Resources Information Center

Uilenburg, Noelle; Plooij, Frans X.; de Glopper, Kees; Damhuis, Resi

2001-01-01

Focuses on second language teaching with a format-based method. The differences between a format-based teaching method and a standard approach used as treatments in a quasi-experimental, non-equivalent control group are described in detail. Examines whether the effects of a format-based teaching method and a standard foreign language method differ…

The enhancement of students' mathematical problem solving ability through teaching with metacognitive scaffolding approach

NASA Astrophysics Data System (ADS)

Prabawanto, Sufyani

2017-05-01

This research aims to investigate the enhancement of students' mathematical problem solving through teaching with metacognitive scaffolding approach. This research used a quasi-experimental design with pretest-posttest control. The subjects were pre-service elementary school teachers in a state university in Bandung. In this study, there were two groups: experimental and control groups. The experimental group consists of 60 studentswho acquire teaching mathematicsunder metacognitive scaffolding approach, while the control group consists of 58 studentswho acquire teaching mathematicsunder direct approach. Students were classified into three categories based on the mathematical prior ability, namely high, middle, and low. Data collection instruments consist of mathematical problem solving test instruments. By usingmean difference test, two conclusions of the research:(1) there is a significant difference in the enhancement of mathematical problem solving between the students who attended the course under metacognitive scaffolding approach and students who attended the course under direct approach, and(2) thereis no significant interaction effect of teaching approaches and ability level based on the mathematical prior ability toward enhancement of students' mathematical problem solving.

(Re)Designing Writing in English Class: A Multimodal Approach to Teaching Writing

ERIC Educational Resources Information Center

Rowsell, Jennifer; Decoste, Eryn

2012-01-01

Based on a 2-year ethnographic study in an urban secondary school in Toronto, the article presents how a teacher and a researcher teach Grade 11 students through a design-based approach to teaching and learning in English class. Built on research and pedagogy on design, the authors designed a programme of study as an alternative to more…

Interprofessional approach for teaching functional knee joint anatomy.

PubMed

Meyer, Jakob J; Obmann, Markus M; Gießler, Marianne; Schuldis, Dominik; Brückner, Ann-Kathrin; Strohm, Peter C; Sandeck, Florian; Spittau, Björn

2017-03-01

Profound knowledge in functional and clinical anatomy is a prerequisite for efficient diagnosis in medical practice. However, anatomy teaching does not always consider functional and clinical aspects. Here we introduce a new interprofessional approach to effectively teach the anatomy of the knee joint. The presented teaching approach involves anatomists, orthopaedists and physical therapists to teach anatomy of the knee joint in small groups under functional and clinical aspects. The knee joint courses were implemented during early stages of the medical curriculum and medical students were grouped with students of physical therapy to sensitize students to the importance of interprofessional work. Evaluation results clearly demonstrate that medical students and physical therapy students appreciated this teaching approach. First evaluations of following curricular anatomy exams suggest a benefit of course participants in knee-related multiple choice questions. Together, the interprofessional approach presented here proves to be a suitable approach to teach functional and clinical anatomy of the knee joint and further trains interprofessional work between prospective physicians and physical therapists as a basis for successful healthcare management. Copyright © 2016 The Authors. Published by Elsevier GmbH.. All rights reserved.

The Development of Blended-Learning Teaching Portfolio Course Using TBL Approach

ERIC Educational Resources Information Center

Pardamean, Bens; Prabowo, Harjanto; Muljo, Hery Harjono; Suparyanto, Teddy; Masli, Eryadi K.; Donovan, Jerome

2017-01-01

This article was written to develop a teaching portfolio that helps lecturers maximize the benefits of blended learning, a combination of in-person and online learning, through the use of Team-Based Learning (TBL) teaching and learning approach. Studies show that TBL can provide opportunities in developing teamwork capabilities and enhancing…

Approaches to Inquiry Teaching: Elementary teacher's perspectives

NASA Astrophysics Data System (ADS)

Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy

2014-07-01

Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.

Student Teachers' Approaches to Teaching Biological Evolution

NASA Astrophysics Data System (ADS)

Borgerding, Lisa A.; Klein, Vanessa A.; Ghosh, Rajlakshmi; Eibel, Albert

2015-06-01

Evolution is fundamental to biology and scientific literacy, but teaching high school evolution is often difficult. Evolution teachers face several challenges including limited content knowledge, personal conflicts with evolution, expectations of resistance, concerns about students' conflicts with religion, and curricular constraints. Evolution teaching can be particularly challenging for student teachers who are just beginning to gain pedagogical knowledge and pedagogical content knowledge related to evolution teaching and who seek approval from university supervisors and cooperating teachers. Science teacher educators need to know how to best support student teachers as they broach the sometimes daunting task of teaching evolution within student teaching placements. This multiple case study report documents how three student teachers approached evolution instruction and what influenced their approaches. Data sources included student teacher interviews, field note observations for 4-5 days of evolution instruction, and evolution instructional artifacts. Data were analyzed using grounded theory approaches to develop individual cases and a cross-case analysis. Seven influences (state exams and standards, cooperating teacher, ideas about teaching and learning, concerns about evolution controversy, personal commitment to evolution, knowledge and preparation for teaching evolution, and own evolution learning experiences) were identified and compared across cases. Implications for science teacher preparation and future research are provided.

Teaching Improvisation through Melody and Blues-Based Harmony: A Comprehensive and Sequential Approach

ERIC Educational Resources Information Center

Heil, Leila

2017-01-01

This article describes a sequential approach to improvisation teaching that can be used with students at various age and ability levels by any educator, regardless of improvisation experience. The 2014 National Core Music Standards include improvisation as a central component in musical learning and promote instructional approaches that are…

Teaching Eighteenth-Century Poetic Satire with a Competency-Based Approach: Jonathan Swift and Lady Mary Wortley Montagu

ERIC Educational Resources Information Center

Modia, María Jesús Lorenzo; Álvarez, Begoña Lasa

2011-01-01

The purpose of this essay is to analyse the teaching of literature with a competency-based approach. This is exemplified by means of a thorough study of a poetic duel between two relevant eighteenth-century writers, Jonathan Swift and Lady Mary Wortley Montagu, and more specifically, by means of the satires entitled respectively "The Lady's…

Applying problem-based learning to otolaryngology teaching.

PubMed

Abou-Elhamd, K A; Rashad, U M; Al-Sultan, A I

2011-02-01

Undergraduate medical education requires ongoing improvement in order to keep pace with the changing demands of twenty-first century medical practice. Problem-based learning is increasingly being adopted in medical schools worldwide. We review its application in the specialty of ENT, and we present our experience of using this approach combined with more traditional methods. We introduced problem-based learning techniques into the ENT course taught to fifth-year medical students at Al-Ahsa College of Medicine, King Faisal University, Saudi Arabia. As a result, the teaching schedule included both clinical and theoretical activities. Six clinical teaching days were allowed for history-taking, examination techniques and clinical scenario discussion. Case scenarios were discussed in small group teaching sessions. Conventional methods were employed to teach audiology and ENT radiology (one three-hour session each); a three-hour simulation laboratory session and three-hour student presentation were also scheduled. In addition, students attended out-patient clinics for three days, and used multimedia facilities to learn about various otolaryngology diseases (in another three-hour session). This input was supplemented with didactic teaching in the form of 16 instructional lectures per semester (one hour per week). From our teaching experience, we believe that the application of problem-based learning to ENT teaching has resulted in a substantial increase in students' knowledge. Furthermore, students have given encouraging feedback on their experience of combined problem-based learning and conventional teaching methods.

Towards an Integrated Approach to Teaching Business English: A Chinese Experience

ERIC Educational Resources Information Center

Zhang, Zuocheng

2007-01-01

This paper reviews the practices in the teaching of Business English in China over the past 50 years and two perspectives on Business English that have been influential in conceptualizing a new approach to curriculum design. The review demonstrates that there has been an evolution from intuition-led practices to content-based teaching, and to more…

Teaching Trends in Virtual Education: An Interpretative Approach

ERIC Educational Resources Information Center

Pando, Victor F.

2018-01-01

Based on the theoretical context of discussions about teaching trends in virtual education, particularly for higher education, this research develops an interpretation of some of these trends, resizing what was registered about it by other authors. To that end, a documentary study with an interpretative-analytical approach was carried out. The…

Teaching Writing in Sociology: A Social Constructionist Approach.

ERIC Educational Resources Information Center

Anderson, Leon; Holt, Mara

1990-01-01

Provides an overview of the "social constructionist" approach to teaching composition in sociology courses. Describes a course that is team taught by the authors and is based on the social constructionist paradigm. Stresses that sociological writing is a special type of discourse that can be taught most effectively by sociologists who…

A PBLT Approach to Teaching ESL Speaking, Writing, and Thinking Skills

ERIC Educational Resources Information Center

Shahini, Gholamhossein; Riazi, A. Mehdi

2011-01-01

This paper introduces Philosophy-based Language Teaching (PBLT) as a new approach to developing productive language and thinking skills in students. The approach involves posing philosophical questions and engaging students in dialogues within a community of enquiry context. To substantiate the approach, the paper reports a study in which 34…

Effective Teaching Methods--Project-based Learning in Physics

ERIC Educational Resources Information Center

Holubova, Renata

2008-01-01

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

Practice and effectiveness of web-based problem-based learning approach in a large class-size system: A comparative study.

PubMed

Ding, Yongxia; Zhang, Peili

2018-06-12

Problem-based learning (PBL) is an effective and highly efficient teaching approach that is extensively applied in education systems across a variety of countries. This study aimed to investigate the effectiveness of web-based PBL teaching pedagogies in large classes. The cluster sampling method was used to separate two college-level nursing student classes (graduating class of 2013) into two groups. The experimental group (n = 162) was taught using a web-based PBL teaching approach, while the control group (n = 166) was taught using conventional teaching methods. We subsequently assessed the satisfaction of the experimental group in relation to the web-based PBL teaching mode. This assessment was performed following comparison of teaching activity outcomes pertaining to exams and self-learning capacity between the two groups. When compared with the control group, the examination scores and self-learning capabilities were significantly higher in the experimental group (P < 0.01) compared with the control group. In addition, 92.6% of students in the experimental group expressed satisfaction with the new web-based PBL teaching approach. In a large class-size teaching environment, the web-based PBL teaching approach appears to be more optimal than traditional teaching methods. These results demonstrate the effectiveness of web-based teaching technologies in problem-based learning. Copyright © 2018. Published by Elsevier Ltd.

Bare-Bones Teaching-Learning-Based Optimization

PubMed Central

Zou, Feng; Wang, Lei; Hei, Xinhong; Chen, Debao; Jiang, Qiaoyong; Li, Hongye

2014-01-01

Teaching-learning-based optimization (TLBO) algorithm which simulates the teaching-learning process of the class room is one of the recently proposed swarm intelligent (SI) algorithms. In this paper, a new TLBO variant called bare-bones teaching-learning-based optimization (BBTLBO) is presented to solve the global optimization problems. In this method, each learner of teacher phase employs an interactive learning strategy, which is the hybridization of the learning strategy of teacher phase in the standard TLBO and Gaussian sampling learning based on neighborhood search, and each learner of learner phase employs the learning strategy of learner phase in the standard TLBO or the new neighborhood search strategy. To verify the performance of our approaches, 20 benchmark functions and two real-world problems are utilized. Conducted experiments can been observed that the BBTLBO performs significantly better than, or at least comparable to, TLBO and some existing bare-bones algorithms. The results indicate that the proposed algorithm is competitive to some other optimization algorithms. PMID:25013844

Bare-bones teaching-learning-based optimization.

PubMed

Zou, Feng; Wang, Lei; Hei, Xinhong; Chen, Debao; Jiang, Qiaoyong; Li, Hongye

2014-01-01

Teaching-learning-based optimization (TLBO) algorithm which simulates the teaching-learning process of the class room is one of the recently proposed swarm intelligent (SI) algorithms. In this paper, a new TLBO variant called bare-bones teaching-learning-based optimization (BBTLBO) is presented to solve the global optimization problems. In this method, each learner of teacher phase employs an interactive learning strategy, which is the hybridization of the learning strategy of teacher phase in the standard TLBO and Gaussian sampling learning based on neighborhood search, and each learner of learner phase employs the learning strategy of learner phase in the standard TLBO or the new neighborhood search strategy. To verify the performance of our approaches, 20 benchmark functions and two real-world problems are utilized. Conducted experiments can been observed that the BBTLBO performs significantly better than, or at least comparable to, TLBO and some existing bare-bones algorithms. The results indicate that the proposed algorithm is competitive to some other optimization algorithms.

Literature and Lives: A Response-Based, Cultural Studies Approach to Teaching English.

ERIC Educational Resources Information Center

Carey-Webb, Allen

Telling stories from secondary and college English classrooms, this book explores the new possibilities for teaching and learning generated by bringing together reader-response and cultural-studies approaches. The book connects William Shakespeare, Charles Dickens, Mark Twain, and other canonical figures to multicultural writers, popular culture,…

Microteaching Lesson Study: An Approach to Prepare Teacher Candidates to Teach Science through Inquiry

ERIC Educational Resources Information Center

Zhou, George; Xu, Judy

2017-01-01

Inquiry-based teaching has become the most recommended approach in science education for a few decades; however, it is not a common practice yet in k-12 school classrooms. In order to prepare future teachers to teach science through inquiry, a Microteaching Lesson Study (MLS) approach was employed in our science methods courses. Instead of asking…

An interactive problem-solving approach to teach traumatology for medical students.

PubMed

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

We aimed to evaluate an interactive problem-solving approach for teaching traumatology from perspectives of students and consider its implications on Faculty development. A two hour problem-solving, interactive tutorial on traumatology was structured to cover main topics in trauma management. The tutorial was based on real cases covering specific topics and objectives. Seven tutorials (5-9 students in each) were given by the same tutor with the same format for fourth and fifth year medical students in Auckland and UAE Universities (n = 50). A 16 item questionnaire, on a 7 point Likert-type scale, focusing on educational tools, tutor-based skills, and student-centered skills were answered by the students followed by open ended comments. The tutorials were highly ranked by the students. The mean values of educational tools was the highest followed by tutor-centered skills and finally student-centered skills. There was a significant increase of the rating of studied attributes over time (F = 3.9, p = 0.004, ANOVA). Students' open ended comments were highly supportive of the interactive problem-solving approach for teaching traumatology. The interactive problem-solving approach for tutorials can be an effective enjoyable alternative or supplement to traditional instruction for teaching traumatology to medical students. Training for this approach should be encouraged for Faculty development.

A TRANS-DISCIPLINARY APPROACH FOR TEACHING IMPLEMENTATION RESEARCH AND PRACTICE IN PUBLIC HEALTH

PubMed Central

Alonge, Olakunle; Frattaroli, Shannon; Davey-Rothwell, Melissa; Baral, Stefan

2016-01-01

The trans-disciplinary approach for teaching implementation research and practice (IR&P) in public health seeks to present related concepts on IR&P from multiple perspectives without paying an exclusive service to a specific home discipline. It is a response to the demand for a pedagogical approach to teaching that promotes a unity of knowledge around a subject that extends beyond the disciplinary boundaries within public health. Based on the experience of establishing a flagship course in IR&P at a graduate school of public health, we draw from existing theories and offer practical steps for developing and delivering content for IR&P from a trans-disciplinary perspective. The potential of this teaching approach is its ability to demonstrate the pervasiveness and easy transfer of relevant concepts in IR&P across multiple disciplines and settings. This teaching approach has relevance for influencing the overall technique to graduate level instruction in the health professions where multiple disciplines intersect. PMID:27795985

Case-based debates: an innovative teaching tool in nephrology education.

PubMed

Jhaveri, Kenar D; Chawla, Arun; Shah, Hitesh H

2012-01-01

Medical educators have called for new teaching methods and materials that supplement the traditional lecture format, and education in a range of health professions, including medicine, nursing, and pharmacy, is using a game-based approach to teach learners. Here, we describe a novel teaching tool in a case-based debate using the game format. Two teams of first- and second-year nephrology fellows participated in a PowerPoint game-based debate about which tests to order to diagnose transplant-related case. Our pilot study assessed the participant acceptance of case-based debate sessions and rewards system, and participant perceptions of using this approach to teach fellows and residents the importance of each test ordered and its cost-effectiveness in medicine. Each test ordered requires an explanation and has a point value attached to it (based on relevance and cost of positive and negative test results). The team that comes up with the diagnosis with most points wins the game. A faculty member leads a short concluding discussion. Subjective evaluations found these case-based debates to be highly entertaining and thought-provoking and to enhance self-directed learning.

How should we teach faculty about research-based teaching?

NASA Astrophysics Data System (ADS)

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

2015-01-01

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

Intermediate Greek EFL Learners' Attitudes to On-Line Teaching Practices: A Blended Task-Based English Language Learning Approach

ERIC Educational Resources Information Center

Liontou, Trisevgeni

2015-01-01

This paper reports on a one-year longitudinal study that adopted a blended teaching approach based on designing and implementing an online EFL course to be used by Greek students aged 13-14 years old along their more traditional face-to-face lessons. The reason for creating a more dynamic learning environment aligned with the rest of the…

Good Practice Guide: Bringing a Social Capital Approach into the Teaching of Adult Literacy and Numeracy

ERIC Educational Resources Information Center

National Centre for Vocational Education Research (NCVER), 2010

2010-01-01

This good practice guide is based on research that looked at how to teach adult literacy and numeracy using a social capital approach. The guide suggests ways vocational education and training (VET) practitioners can adopt a social capital approach to their teaching practice. A social capital approach refers to the process in which networks are…

Teaching the Process Approach in Poland.

ERIC Educational Resources Information Center

Carter, Ronnie D.

Members of the Polish faculty at the English Institute (Poland) primarily use English as a second language (ESL) techniques to teach writing, with grammar and idiom drills, and little writing beyond the sentence level. An American professor, on the other hand, used a process approach to teach writing by providing specific instructions about…

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study.

PubMed

Back, David A; Haberstroh, Nicole; Antolic, Andrea; Sostmann, Kai; Schmidmaier, Gerhard; Hoff, Eike

2014-01-27

While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students' satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills.

Blended learning approach improves teaching in a problem-based learning environment in orthopedics - a pilot study

PubMed Central

2014-01-01

Background While e-learning is enjoying increasing popularity as adjunct in modern teaching, studies on this topic should shift from mere evaluation of students’ satisfaction towards assessing its benefits on enhancement of knowledge and skills. This pilot study aimed to detect the teaching effects of a blended learning program on students of orthopedics and traumatology in the context of a problem-based learning environment. Methods The project NESTOR (network for students in traumatology and orthopedics) was offered to students in a problem-based learning course. Participants completed written tests before and directly after the course, followed by a final written test and an objective structured clinical examination (OSCE) as well as an evaluation questionnaire at the end of the semester. Results were compared within the group of NESTOR users and non-users and between these two groups. Results Participants (n = 53) rated their experiences very positively. An enhancement in knowledge was found directly after the course and at the final written test for both groups (p < 0.001). NESTOR users scored higher than non-users in the post-tests, while the OSCE revealed no differences between the groups. Conclusions This pilot study showed a positive effect of the blended learning approach on knowledge enhancement and satisfaction of participating students. However, it will be an aim for the future to further explore the chances of this approach and internet-based technologies for possibilities to improve also practical examination skills. PMID:24690365

Sources, Developments and Directions of Task-Based Language Teaching

ERIC Educational Resources Information Center

Bygate, Martin

2016-01-01

This paper provides an outline of the origins, the current shape and the potential directions of task-based language teaching (TBLT) as an approach to language pedagogy. It first offers a brief description of TBLT and considers its origins within language teaching methodology and second language acquisition. It then summarises the current position…

Innovative Approaches to Teaching Technical Communication

ERIC Educational Resources Information Center

Bridgeford, Tracy, Ed.; Kitalong, Karla Saari, Ed.; Selfe, Dickie, Ed.

2004-01-01

"Innovative Approaches to Teaching Technical Communication" offers a variety of activities, projects, and approaches to energize pedagogy in technical communication and to provide a constructive critique of current practice. A practical collection, the approaches recommended here are readily adaptable to a range of technological and institutional…

Occupational Stress and Teaching Approaches among Chinese Academics

ERIC Educational Resources Information Center

Zhang, Li-fang

2009-01-01

The primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised…

Using Games Invention with Elementary Children--Teaching for Understanding: Tactical Approaches to Teaching Games.

ERIC Educational Resources Information Center

Curtner-Smith, Matthew D.

1996-01-01

Explains how teachers of students in grades four through six can use the Teaching Games for Understanding Approach and incorporate games invention into the physical education curriculum. A three-step model is proposed: selection and modification of games; teaching games with an understanding approach; and student invention of games. Summaries of…

Using Geography and a Story-Based Approach in the Beginning German Classroom

ERIC Educational Resources Information Center

Hager, Michael

2004-01-01

This article provides ideas for teaching culture using of a story-based approach. An overview of the story-based approach followed by a discussion about the application of this method to the teaching of culture in the beginning German classroom is presented. The primary cultural focus is on the teaching of geography for German speaking countries.

Project Approach: Teaching. Second Edition.

ERIC Educational Resources Information Center

Ho, Rose

The primary objective of the action research chronicled (in English and Chinese) in this book was to shift the teaching method used by preschool teachers in Hong Kong from a teacher-directed mode by training them to use the Project Approach. The secondary objective was to measure children's achievement while using the Project Approach, focusing on…

A Challenge-Feedback Learning Approach to Teaching International Business

ERIC Educational Resources Information Center

Sternad, Dietmar

2015-01-01

This article introduces a challenge-feedback learning (CFL) approach based on the goal-setting theory of human motivation, the deliberate practice theory of expert performance, and findings from the research on active and collaborative learning. The core of the teaching concept is the CFL cycle in which students repeatedly progress through four…

Model-Based Approaches for Teaching and Practicing Personality Assessment.

PubMed

Blais, Mark A; Hopwood, Christopher J

2017-01-01

Psychological assessment is a complex professional skill. Competence in assessment requires an extensive knowledge of personality, neuropsychology, social behavior, and psychopathology, a background in psychometrics, familiarity with a range of multimethod tools, cognitive flexibility, skepticism, and interpersonal sensitivity. This complexity makes assessment a challenge to teach and learn, particularly as the investment of resources and time in assessment has waned in psychological training programs over the last few decades. In this article, we describe 3 conceptual models that can assist teaching and learning psychological assessments. The transtheoretical model of personality provides a personality systems-based framework for understanding how multimethod assessment data relate to major personality systems and can be combined to describe and explain complex human behavior. The quantitative psychopathology-personality trait model is an empirical model based on the hierarchical organization of individual differences. Application of this model can help students understand diagnostic comorbidity and symptom heterogeneity, focus on more meaningful high-order domains, and identify the most effective assessment tools for addressing a given question. The interpersonal situation model is rooted in interpersonal theory and can help students connect test data to here-and-now interactions with patients. We conclude by demonstrating the utility of these models using a case example.

Modeling Complex Marine Ecosystems: An Investigation of Two Teaching Approaches with Fifth Graders

ERIC Educational Resources Information Center

Papaevripidou, M.; Constantinou, C. P.; Zacharia, Z. C.

2007-01-01

This study investigated acquisition and transfer of the modeling ability of fifth graders in various domains. Teaching interventions concentrated on the topic of marine ecosystems either through a modeling-based approach or a worksheet-based approach. A quasi-experimental (pre-post comparison study) design was used. The control group (n = 17)…

The impact of teachers' approaches to teaching and students' learning styles on students' approaches to learning in college online biology courses

NASA Astrophysics Data System (ADS)

Hong, Yuh-Fong

With the rapid growth of online courses in higher education institutions, research on quality of learning for online courses is needed. However, there is a notable lack of research in the cited literature providing evidence that online distance education promotes the quality of independent learning to which it aspires. Previous studies focused on academic outcomes and technology applications which do not monitor students' learning processes, such as their approaches to learning. Understanding students' learning processes and factors influencing quality of learning will provide valuable information for instructors and institutions in providing quality online courses and programs. The purpose of this study was to identify and investigate college biology teachers' approaches to teaching and students' learning styles, and to examine the impact of approaches to teaching and learning styles on students' approaches to learning via online instruction. Data collection included eighty-seven participants from five online biology courses at a community college in the southern area of Texas. Data analysis showed the following results. First, there were significant differences in approaches to learning among students with different learning styles. Second, there was a significant difference in students' approaches to learning between classes using different approaches to teaching. Three, the impact of learning styles on students' approaches to learning was not influenced by instructors' approaches to teaching. Two conclusions were obtained from the results. First, individuals with the ability to perceive information abstractly might be more likely to adopt deep approaches to learning than those preferring to perceive information through concrete experience in online learning environments. Second, Teaching Approach Inventory might not be suitable to measure approaches to teaching for online biology courses due to online instructional design and technology limitations. Based on

The Effects of Restructuring Biology Teaching by a Constructivist Teaching Approach: An Action Research.

ERIC Educational Resources Information Center

Lin, Wan-Ju

This study reports on the improvement of a teacher researcher's teaching practice by adopting a constructivist teaching approach. Four biology units on the nervous system, human circulatory system, evolution, and vertebrate classification were selected to illustrate a model of biology teaching. Data were drawn from student responses to…

Integrated Teaching of Structure-Based Drug Design and Biopharmaceutics: A Computer-Based Approach

ERIC Educational Resources Information Center

Sutch, Brian T.; Romero, Rebecca M.; Neamati, Nouri; Haworth, Ian S.

2012-01-01

Rational drug design requires expertise in structural biology, medicinal chemistry, physiology, and related fields. In teaching structure-based drug design, it is important to develop an understanding of the need for early recognition of molecules with "drug-like" properties as a key component. That is, it is not merely sufficient to teach…

Can Inquiry-Based Learning Strengthen the Links between Teaching and Disciplinary Research?

ERIC Educational Resources Information Center

Spronken-Smith, Rachel; Walker, Rebecca

2010-01-01

Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a…

Instructional Approaches in Teaching the Holocaust

ERIC Educational Resources Information Center

Lindquist, David H.

2011-01-01

Holocaust education requires teachers to carefully determine which instructional approaches ensure effective teaching of the subject while avoiding potential difficulties. The article identifies several complicating factors that must be considered when making pedagogical decisions. It then examines five methodological approaches that can be used…

The Sociopolitical Importance of Genetic, Phenomenological Approaches to Science Teaching and Learning

ERIC Educational Resources Information Center

Bazzul, Jesse

2015-01-01

This article discusses Wolff-Michael Roth's theoretical framework for a phenomenological, genetic approach to science teaching and learning based on the work of Edmund Husserl. This approach advocates the inclusion of student lifeworlds in science education and underlines the importance of thinking about subjectivity in both science and science…

Profiling Approaches to Teaching in Higher Education: A Cluster-Analytic Study

ERIC Educational Resources Information Center

Stes, Ann; Van Petegem, Peter

2014-01-01

Teaching approaches in higher education have already been the subject of a considerable body of research. An important contribution was Prosser and Trigwell's development of the Approaches to Teaching Inventory (ATI). The present study aims to map out the approaches to teaching profiles of teachers in higher education on the basis of their scores…

Impact of STS (Context-Based Type of Teaching) in Comparison With a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

NASA Astrophysics Data System (ADS)

Perkins, Gita

The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in students' lives, the importance of chemistry, the difficulty of chemistry, interest in chemistry, and the usefulness of chemistry for their future career. Though the STS approach students had higher attitude post scores, there was no significant difference between the STS and textbook students' attitude post scores. It was noted that females had higher postattitude scores in the STS group, while males had higher postattitude scores in the textbook group. With regard to postachievement, I noted that males had higher scores in both groups. A correlation existed between postattitude and postachievement in the STS classroom. In summary, while an association between attitude and achievement was found in the STS classroom, teaching approach or sex was not found to influence attitudes, while sex was also not found to influence achievement. These results, overall, suggest that attitudes are not expected to change on the basis of either teaching approach or gender, and that techniques other than changing the teaching approach would need to be used in order to improve the attitudes of students. Qualitative analysis of an online discussion activity on Energy revealed that STS students were able to apply aspects of chemistry in decision making related to socioscientific issues. Additional analysis of interview and written responses provided insight regarding attitudes toward chemistry, with respect to topics of applicability of chemistry to life, difficulties with chemistry, teaching approach for chemistry, and the intent for enrolling in additional chemistry courses. In addition, the surveys of female students brought out

An approach to teaching general chemistry II that highlights the interdisciplinary nature of science.

PubMed

Sumter, Takita Felder; Owens, Patrick M

2011-01-01

The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. Copyright © 2010 Wiley Periodicals, Inc.

Chinese Tertiary Teachers' Goal Orientations for Teaching and Teaching Approaches: The Mediation of Teacher Engagement

ERIC Educational Resources Information Center

Yin, Hongbiao; Han, Jiying; Lu, Genshu

2017-01-01

This study investigated the effects of Chinese tertiary teachers' goal orientations for teaching on their approaches to teaching mediated by teacher engagement. In a survey of 597 Chinese tertiary teachers, the respondents placed particular emphasis on relational and mastery goals and expressed a preference for student-focused approaches to…

An Interactive Approach to Learning and Teaching in Visual Arts Education

ERIC Educational Resources Information Center

Tomljenovic, Zlata

2015-01-01

The present research focuses on modernising the approach to learning and teaching the visual arts in teaching practice, as well as examining the performance of an interactive approach to learning and teaching in visual arts classes with the use of a combination of general and specific (visual arts) teaching methods. The study uses quantitative…

Teaching the Perpendicular Bisector: A Kinesthetic Approach

ERIC Educational Resources Information Center

Touval, Ayana

2011-01-01

Kinesthetic intelligence is one of the seven kinds of intelligence identified by Gardner's multiple intelligence theory (1983). The kinesthetic approach to teaching has numerous pedagogical advantages and can be adapted to the teaching of mathematics. This article describes a series of kinesthetic activities designed to explore the properties of…

Teaching Geometry through Problem-Based Learning

ERIC Educational Resources Information Center

Schettino, Carmel

2011-01-01

About seven years ago, the mathematics teachers at the author's secondary school came to the conclusion that they were not satisfied with their rather traditional geometry textbook. The author had already begun using a problem-based approach to teaching geometry in her classes, a transition for her and her students that inspired her to write about…

Teaching Close Reading: A VLE-Based Approach

ERIC Educational Resources Information Center

Adlington, Hugh; Wright, Gillian

2013-01-01

This article discusses the effectiveness of using an approach based on a virtual learning environment (VLE) to enhance the close-reading skills of first-year English undergraduates. The first two sections explore the practical and theoretical issues involved in adopting such an approach; the third describes the design and functions of a VLE…

Experiment-Based Teaching in Advanced Control Engineering

ERIC Educational Resources Information Center

Precup, R.-E.; Preitl, S.; Radac, M.-B.; Petriu, E. M.; Dragos, C.-A.; Tar, J. K.

2011-01-01

This paper discusses an experiment-based approach to teaching an advanced control engineering syllabus involving controlled plant analysis and modeling, control structures and algorithms, real-time laboratory experiments, and their assessment. These experiments are structured around the representative case of the longitudinal slip control of an…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Core. Module I-A-4: Incorporating the Consumer Approach in Homemaking Classes.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on incorporating the consumer approach in homemaking classes is the fourth in a set of four core curriculum modules on consumer approach to homemaking education. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and…

Learning of Chemical Equilibrium through Modelling-Based Teaching

ERIC Educational Resources Information Center

Maia, Poliana Flavia; Justi, Rosaria

2009-01-01

This paper presents and discusses students' learning process of chemical equilibrium from a modelling-based approach developed from the use of the "Model of Modelling" diagram. The investigation was conducted in a regular classroom (students 14-15 years old) and aimed at discussing how modelling-based teaching can contribute to students…

Exploring Approaches to Teaching in Three-Dimensional Virtual Worlds

ERIC Educational Resources Information Center

Englund, Claire

2017-01-01

Purpose: The purpose of this paper is to explore how teachers' approaches to teaching and conceptions of teaching and learning with educational technology influence the implementation of three-dimensional virtual worlds (3DVWs) in health care education. Design/methodology/approach: Data were collected through thematic interviews with eight…

Ways of Teaching Values: An Outline of Six Values Approaches.

ERIC Educational Resources Information Center

Kupchenko, Ian; Parsons, Jim

Six different approaches to teaching values in the classroom are reviewed in this paper. Each approach is reviewed according to: (1) the rationale of the approach; (2) the process of valuing; (3) the teaching methods used to achieve the specific purpose to the approach; (4) an instructional mode or system of procedures used by teachers to…

The impact of a multiple intelligences teaching approach drug education programme on drug refusal skills of Nigerian pupils.

PubMed

Nwagu, Evelyn N; Ezedum, Chuks E; Nwagu, Eric K N

2015-09-01

The rising incidence of drug abuse among youths in Nigeria is a source of concern for health educators. This study was carried out on primary six pupils to determine the effect of a Multiple Intelligences Teaching Approach Drug Education Programme (MITA-DEP) on pupils' acquisition of drug refusal skills. A programme of drug education based on the Multiple Intelligences Teaching Approach (MITA) was developed. An experimental group was taught using this programme while a control group was taught using the same programme but developed based on the Traditional Teaching Approach. Pupils taught with the MITA acquired more drug refusal skills than those taught with the Traditional Teaching Approach. Urban pupils taught with the MITA acquired more skills than rural pupils. There was no statistically significant difference in the mean refusal skills of male and female pupils taught with the MITA. © The Author(s) 2014.

Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

ERIC Educational Resources Information Center

Dyck, Bruno; Walker, Kent; Starke, Frederick A.; Uggerslev, Krista

2012-01-01

The authors explore the effect on students' critical thinking of teaching only one approach to management versus teaching two approaches to management. Results from a quasiexperiment--which included a survey, interviews, and case analysis--suggest that compared with students who are taught only a conventional approach to management (which…

An Investigative Approach to Teaching Primary Mathematics

ERIC Educational Resources Information Center

Sangster, Margaret

2012-01-01

As with much in life the term "investigative", when used to describe an approach to teaching and learning, can have many interpretations. Some might consider that the term "investigations" is somehow "mired in the past", others might consider "investigations" to be a "credo" that sustains their own mathematics teaching and learning. With…

A Cooperative Approach To Teaching Mineral Identification.

ERIC Educational Resources Information Center

Constantopoulos, Terri Lynn

1994-01-01

Describes Jigsaw Teaching, a cooperative learning approach, in relation to mineral identification. This technique may also be applied to rock identification. Students work in groups of four and learn to identify 20 minerals, becoming an "expert" on five of them. Helping to teach other students reinforces what each student has learned.…

Teaching and Learning Cycles in a Constructivist Approach to Instruction

ERIC Educational Resources Information Center

Singer, Florence Mihaela; Moscovici, Hedy

2008-01-01

This study attempts to analyze and synthesize the knowledge collected in the area of conceptual models used in teaching and learning during inquiry-based projects, and to propose a new frame for organizing the classroom interactions within a constructivist approach. The IMSTRA model consists in three general phases: Immersion, Structuring,…

A Design Thinking Approach to Teaching Knowledge Management

ERIC Educational Resources Information Center

Wang, Shouhong; Wang, Hai

2008-01-01

Pedagogies for knowledge management courses are still undeveloped. This Teaching Tip introduces a design thinking approach to teaching knowledge management. An induction model used to guide students' real-life projects for knowledge management is presented. (Contains 1 figure.)

Impact of STS (Context-Based Type of Teaching) in Comparison with a Textbook Approach on Attitudes and Achievement in Community College Chemistry Classrooms

ERIC Educational Resources Information Center

Perkins, Gita

2011-01-01

The purpose of this study was to analyze the impact of a context-based teaching approach (STS) versus a more traditional textbook approach on the attitudes and achievement of community college chemistry students. In studying attitudes toward chemistry within this study, I used a 30-item Likert scale in order to study the importance of chemistry in…

Binding Task-Based Language Teaching and Task-Based Language Testing: A Survey into EFL Teachers and Learners' Views of Task-Based Approach

ERIC Educational Resources Information Center

Panahi, Ali

2012-01-01

In most settings, task-based language teaching and testing have been dissociated from each other. That is why this study came to rethink of the learners' views towards awareness and implementation of task-based language teaching through IELTS listening tasks. To these objectives, after sketching instrumentation, the learners were divided into…

Heutagogy: An alternative practice based learning approach.

PubMed

Bhoyrub, John; Hurley, John; Neilson, Gavin R; Ramsay, Mike; Smith, Margaret

2010-11-01

Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning. Copyright © 2010 Elsevier Ltd. All rights reserved.

Approaches To Teaching Science in the Jordanian Primary School.

ERIC Educational Resources Information Center

Qualter, Anne; Abu-Hola, I. R. A.

2000-01-01

Reports on a study of the influence of different approaches to teaching units from the Jordanian science curriculum on over 600 students from grades 6, 9, and 10. Trains a small sample of male and female teachers in the use of cooperative learning and lecture-demonstration approaches to teaching. (Contains 17 references.) (Author/YDS)

A Progressive Approach to Discrete Trial Teaching: Some Current Guidelines

ERIC Educational Resources Information Center

Leaf, Justin B.; Cihon, Joseph H.; Leaf, Ronald; McEachin, John; Taubman, Mitchell

2016-01-01

Discrete trial teaching (DTT) is one of the cornerstones of applied behavior analysis (ABA) based interventions. Conventionally, DTT is commonly implemented within a prescribed, fixed manner in which the therapist is governed by a strict set of rules. In contrast to conventional DTT, a progressive approach to DTT allows the therapist to remain…

The Translation of Western Teaching Approaches in the Hong Kong Early Childhood Curriculum: A Promise for Effective Teaching?

ERIC Educational Resources Information Center

Pui-Wah, Doris Cheng

2006-01-01

This article reports data from a study about the challenges of teaching reform carried out by three in-service kindergarten teachers in the Hong Kong Special Administrative Region. Intending to improve the quality of teaching and learning, these teachers adapted Western teaching approaches such as High Scope and Project approaches, which they had…

Drugs of Abuse and Addiction: An integrated approach to teaching.

PubMed

Miller, Lindsey N; Mercer, Susan L

2017-05-01

To describe the design, implementation, and student perceptions of a Drugs of Abuse and Addiction elective course utilizing an integrated teaching model. Third-year pharmacy students enrolled in the two credit hour elective. Teaching methodology included didactic lecture, journal club, simulated addiction assignment with reflection, debates, external speakers, site visit to a residential drug court program and research paper with presentation. A course objective survey was administered upon course completion. All students strongly agreed that having science- and clinical-based faculty members develop and deliver course content was beneficial. Additionally, all students agree to strongly agree that their research project helped them integrate and comprehend the science and practice surrounding drugs of abuse and addiction. Students enjoyed an integrated teaching approach and multiple teaching methodologies leading to increased engagement and enhancement of student learning. Course enrollment was beneficial for personalized learning, but limited student perspective. Copyright © 2017 Elsevier Inc. All rights reserved.

An Approach to Teaching General Chemistry II that Highlights the Interdisciplinary Nature of Science*,†

PubMed Central

Sumter, Takita Felder; Owens, Patrick M.

2012-01-01

The need for a revised curriculum within the life sciences has been well-established. One strategy to improve student preparation in the life sciences is to redesign introductory courses like biology, chemistry, and physics so that they better reflect their disciplinary interdependence. We describe a medically relevant, context-based approach to teaching second semester general chemistry that demonstrates the interdisciplinary nature of biology and chemistry. Our innovative method provides a model in which disciplinary barriers are diminished early in the undergraduate science curriculum. The course is divided into three principle educational modules: 1) Fundamentals of General Chemistry, 2) Medical Approaches to Inflammation, and 3) Neuroscience as a connector of chemistry, biology, and psychology. We accurately anticipated that this modified approach to teaching general chemistry would enhance student interest in chemistry and bridge the perceived gaps between biology and chemistry. The course serves as a template for context-based, interdisciplinary teaching that lays the foundation needed to train 21st century scientists. PMID:21445902

Teaching Database Design with Constraint-Based Tutors

ERIC Educational Resources Information Center

Mitrovic, Antonija; Suraweera, Pramuditha

2016-01-01

Design tasks are difficult to teach, due to large, unstructured solution spaces, underspecified problems, non-existent problem solving algorithms and stopping criteria. In this paper, we comment on our approach to develop KERMIT, a constraint-based tutor that taught database design. In later work, we re-implemented KERMIT as EER-Tutor, and…

Creativity in the Language Classroom: Towards a "Vichian" Approach in Second Language Teaching.

ERIC Educational Resources Information Center

Danesi, Marcel; D'Alfonso, Aldo

1989-01-01

Describes a "Vichian" approach (involving linguistic imagination and creativity) to the exploration of basic pedagogical matters in classroom language teaching. The approach is based on principles involving: (1) concrete language knowledge; (2) development from the concrete to the abstract; (3) the role of metaphor in verbal creativity;…

Comparing Multiple Intelligences Approach with Traditional Teaching on Eight Grade Students' Achievement in and Attitudes toward Science

ERIC Educational Resources Information Center

Kaya, Osman Nafiz; Dogan, Alev; Gokcek, Nur; Kilic, Ziya; Kilic, Esma

2007-01-01

The purpose of this study was to investigate the effects of multiple intelligences (MI) teaching approach on 8th Grade students' achievement in and attitudes toward science. This study used a pretest-posttest control group experimental design. While the experimental group (n=30) was taught a unit on acids and bases using MI teaching approach, the…

The Sources of Science Teaching Self-efficacy among Elementary School Teachers: A mediational model approach

NASA Astrophysics Data System (ADS)

Wang, Ya-Ling; Tsai, Chin-Chung; Wei, Shih-Hsuan

2015-09-01

This study aimed to investigate the factors accounting for science teaching self-efficacy and to examine the relationships among Taiwanese teachers' science teaching self-efficacy, teaching and learning conceptions, technological-pedagogical content knowledge for the Internet (TPACK-I), and attitudes toward Internet-based instruction (Attitudes) using a mediational model approach. A total of 233 science teachers from 41 elementary schools in Taiwan were invited to take part in the study. After ensuring the validity and reliability of each questionnaire, the results indicated that each measure had satisfactory validity and reliability. Furthermore, through mediational models, the results revealed that TPACK-I and Attitudes mediated the relationship between teaching and learning conceptions and science teaching self-efficacy, suggesting that (1) knowledge of and attitudes toward Internet-based instruction (KATII) mediated the positive relationship between constructivist conceptions of teaching and learning and outcome expectancy, and that (2) KATII mediated the negative correlations between traditional conceptions of teaching and learning and teaching efficacy.

Collaborative Group Learning Approaches for Teaching Comparative Planetology

NASA Astrophysics Data System (ADS)

Slater, S. J.; Slater, T. F.

2013-12-01

Modern science education reform documents propose that the teaching of contemporary students should focus on doing science, rather than simply memorizing science. Duschl, Schweingruber, and Shouse (2007) eloquently argue for four science proficiencies for students. Students should: (i) Know, use, and interpret scientific explanations of the natural world; (ii) Generate and evaluate scientific evidence and explanations; (iii) Understand the nature and development of scientific knowledge; and (iv) Participate productively in scientific practices and discourse. In response, scholars with the CAPER Center for Astronomy & Physics Education Research are creating and field-tested two separate instructional approaches. The first of these is a series of computer-mediated, inquiry learning experiences for non-science majoring undergraduates based upon an inquiry-oriented teaching approach framed by the notions of backwards faded-scaffolding as an overarching theme for instruction. Backwards faded-scaffolding is a strategy where the conventional and rigidly linear scientific method is turned on its head and students are first taught how to create conclusions based on evidence, then how experimental design creates evidence, and only at the end introduces students to the most challenging part of inquiry - inventing scientifically appropriate questions. Planetary science databases and virtual environments used by students to conduct scientific investigations include the NASA and JPL Solar System Simulator and Eyes on the Solar System as well as the USGS Moon and Mars Global GIS Viewers. The second of these is known widely as a Lecture-Tutorial approach. Lecture-Tutorials are self-contained, collaborative group activities. The materials are designed specifically to be easily integrated into the lecture course and directly address the needs of busy and heavily-loaded teaching faculty for effective, student-centered, classroom-ready materials that do not require a drastic course

The Approaches to Teaching Inventory: A Preliminary Validation of the Malaysian Translation

ERIC Educational Resources Information Center

Goh, Pauline Swee Choo; Wong, Kung Teck; Hamzah, Mohd Sahandri Gani

2014-01-01

The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in…

Teaching Mathematical Induction: An Alternative Approach.

ERIC Educational Resources Information Center

Allen, Lucas G.

2001-01-01

Describes experience using a new approach to teaching induction that was developed by the Mathematical Methods in High School Project. The basic idea behind the new approach is to use induction to prove that two formulas, one in recursive form and the other in a closed or explicit form, will always agree for whole numbers. (KHR)

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…

Exploring Teacher Knowledge and Actions Supporting Technology-Enhanced Teaching in Elementary Schools: Two Approaches by Pre-Service Teachers

ERIC Educational Resources Information Center

Figg, Candace; Jamani, Kamini Jaipal

2011-01-01

Two approaches to teaching with technology to highlight practice-based teacher knowledge and actions for teaching technologically enhanced lessons are presented. Participants were two elementary pre-service teachers teaching during practicum. Qualitative data sources included verbatim transcripts of participant interviews, field notes of planning…

Teaching Medium-Sized ERP Systems - A Problem-Based Learning Approach

NASA Astrophysics Data System (ADS)

Winkelmann, Axel; Matzner, Martin

In order to increase the diversity in IS education, we discuss an approach for teaching medium-sized ERP systems in master courses. Many of today's IS curricula are biased toward large ERP packages. Nevertheless, these ERP systems are only a part of the ERP market. Hence, this chapter describes a course outline for a course on medium-sized ERP systems. Students had to study, analyze, and compare five different ERP systems during a semester. The chapter introduces a procedure model and scenario for setting up similar courses at other universities. Furthermore, it describes some of the students' outcomes and evaluates the contribution of the course with regard to a practical but also academic IS education.

Teaching Legislative Drafting: A Simulation Approach.

ERIC Educational Resources Information Center

Stern, Barry Jeffrey

1988-01-01

An approach to teaching legislative drafting uses limited traditional classroom instruction and intensive exposure to the process of legislative drafting through a classroom simulation in which students revise the Massachusetts criminal code. (MSE)

Teaching Negotiation in the Context of Environmental Regulatory Enforcement: An Experiential Learning Approach

ERIC Educational Resources Information Center

Choy, Marisa S.; Johnson, Stephen A.; Ortolano, Leonard

2011-01-01

This article describes a simulation-based teaching approach that helps university students learn about negotiation in the context of environmental regulatory enforcement. The approach centers on negotiation of a penalty between government agencies and a fictitious corporation that has violated provisions of the U.S. Clean Water Act. The exercise…

Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research.

ERIC Educational Resources Information Center

Ellis, Rod

1999-01-01

Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL)

Investigative Primary Science: A Problem-Based Learning Approach

ERIC Educational Resources Information Center

Etherington, Matthew B.

2011-01-01

This study reports on the success of using a problem-based learning approach (PBL) as a pedagogical mode of learning open inquiry science within a traditional four-year undergraduate elementary teacher education program. In 2010, a problem-based learning approach to teaching primary science replaced the traditional content driven syllabus. During…

Teaching contact metamorphism, isograds, and mixed-volatile reactions: A suite-based approach

NASA Astrophysics Data System (ADS)

Peck, W. H.

2003-12-01

An important goal of teaching Introductory Petrology is to demonstrate how different kinds of approaches are integrated in studying petrologic problems. Depending on the goals of the study data used can be from the field, hand-sample, microscope, electron beam instrument, or mass spectrometer. A suite of samples with a known geographical and geological context can help students in drawing connections between different petrologic approaches, as the `geologic story' of the samples becomes a unifying theme. For teaching a unit on calc-silicates I use a suite of siliceous dolomite samples collected from the Ubehebe contact aureole (Death Valley, NV) as well as published data (Roselle et al., 1997; 1999) in a linked series of laboratory exercises and problem sets. The geology of the contact aureole is introduced in a three-hour laboratory exercise, where students identify the appearance of tremolite, forsterite, and periclase/brucite and the disappearance of quartz as the intrusion is approached. A concurrent problem set uses simplified mineral assemblage maps from the aureole. In the problem set students delineate isograds and determine the balanced metamorphic reactions by which the metamorphic minerals formed. Lecture material during this unit focuses on the physical properties of fluids in the crust and the mineralogical evidence for fluid-flow (with an emphasis on mixed-volatile reactions and T-XCO2 diagrams). A concrete field example helps focus student attention on the interrelation of disparate approaches by which petrologic problems addressed. The Ubehebe suite then becomes a unifying theme throughout the course: the specimens or regional geology are used in subsequent laboratories and lectures when introducing concepts such as grain nucleation and growth, reaction overstepping, and replacement textures. A virtual field trip of the Alta aureole, UT (using field photographs, maps, and photomicrographs) concludes the unit. The geology of the Alta aureole is

American Society for Microbiology resources in support of an evidence-based approach to teaching microbiology.

PubMed

Merkel, Susan M

2016-08-01

Numerous national reports have addressed the need for changing how science courses in higher education are taught, so that students develop a deeper understanding of critical concepts and the analytical and cognitive skills needed to address future challenges. This review presents some evidence-based approaches to curriculum development and teaching. Results from discipline-based education research indicate that it is critically important for educators to formulate learning goals, provide frequent and authentic assessments and actively engage students in their learning. Professional societies can play a role in helping to put these changes into practice. To this end, the American Society for Microbiology has developed a number of educational programs and resources, which are described here to encourage the implementation of student-centered learning in microbiology education. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Teaching and learning based on peer review: a realistic approach in forensic sciences.

PubMed

Dinis-Oliveira, Ricardo Jorge; Magalhães, Teresa

2016-01-01

Teaching and learning methods need a continuous upgrade in higher education. However it is also true that some of the modern methodologies do not reduce or prevent school failure. Perhaps the real limitation is the inability to identify the true reasons that may explain it or ignore/undervalue the problem. In our opinion, one of the current constraints of the teaching/learning process is the excess of and inadequate bibliography recommended by the teacher, which results in continuous student difficulties and waste of time in searching and selecting useful information. The need to change the paradigm of the teaching/learning process comes also from employers. They claim forensic experts armed with useful knowledge to face professional life. It is therefore mandatory to identify the new needs and opportunities regarding pedagogical methodologies. This article reflects on the recent importance of peer review in teaching/learning forensic sciences based on the last 10 years of pedagogical experience inseparably from the scientific activity.

Teaching and learning based on peer review: a realistic approach in forensic sciences

PubMed Central

Dinis-Oliveira, Ricardo Jorge; Magalhães, Teresa

2016-01-01

Teaching and learning methods need a continuous upgrade in higher education. However it is also true that some of the modern methodologies do not reduce or prevent school failure. Perhaps the real limitation is the inability to identify the true reasons that may explain it or ignore/undervalue the problem. In our opinion, one of the current constraints of the teaching/learning process is the excess of and inadequate bibliography recommended by the teacher, which results in continuous student difficulties and waste of time in searching and selecting useful information. The need to change the paradigm of the teaching/learning process comes also from employers. They claim forensic experts armed with useful knowledge to face professional life. It is therefore mandatory to identify the new needs and opportunities regarding pedagogical methodologies. This article reflects on the recent importance of peer review in teaching/learning forensic sciences based on the last 10 years of pedagogical experience inseparably from the scientific activity. PMID:27547377

Implementation of 7e learning cycle model using technology based constructivist teaching (TBCT) approach to improve students' understanding achievment in mechanical wave material

NASA Astrophysics Data System (ADS)

Warliani, Resti; Muslim, Setiawan, Wawan

2017-05-01

This study aims to determine the increase in the understanding achievement in senior high school students through the Learning Cycle 7E with technology based constructivist teaching approach (TBCT). This study uses a pretest-posttest control group design. The participants were 67 high school students of eleventh grade in Garut city with two class in control and experiment class. Experiment class applying the Learning Cycle 7E through TBCT approach and control class applying the 7E Learning Cycle through Constructivist Teaching approach (CT). Data collection tools from mechanical wave concept test with totally 22 questions with reability coefficient was found 0,86. The findings show the increase of the understanding achievement of the experiment class is in the amount of 0.51 was higher than the control class that is in the amount of 0.33.

Psychological Aspects of Genetic Approach to Teaching Mathematics

ERIC Educational Resources Information Center

Safuanov, Ildar S.

2004-01-01

In this theoretical essay the psychological aspects of genetic approach to teaching mathematics (mainly at universities) are discussed. Analysis of the history and modern state of genetic teaching shows that its psychological aspects may be explained using both Vygotskian and Piagetian frameworks. Experience of practice of mathematical education…

On Interactive Teaching Model of Translation Course Based on Wechat

ERIC Educational Resources Information Center

Lin, Wang

2017-01-01

Constructivism is a theory related to knowledge and learning, focusing on learners' subjective initiative, based on which the interactive approach has been proved to play a crucial role in language learning. Accordingly, the interactive approach can also be applied to translation teaching since translation itself is a bilingual transformational…

How to teach evidence-based medicine to urologists

PubMed Central

Hajebrahimi, Sakineh; Mostafaie, Ali

2011-01-01

The goal of this article is to help develop, disseminate, and evaluate resources that can be used to practice and teach EBM for urology residents and continuing education of urologists to reduce the gap between research and clinical practice. Urology departments should build capacity for residents to shape the future of quality and safety in healthcare through translating evidence into practice. Cutting edge approaches require knowing how to teach Evidence-based urology, to make Bio-statistics easy to understanding and how to lead improvement at every level. The authors shared their experience about ‘what works’ in a surgical department to building an Evidence-based environment and high quality of cares. PMID:22279316

Teaching Group Dynamics through an Application-Based Learning Approach

ERIC Educational Resources Information Center

Harper, Melinda S.; Allegretti, Christine L.

2015-01-01

The purpose of this study was to demonstrate how a structured experiential course can be used to teach students to lead group discussions. Group dynamics and leadership skills were taught through two teaching strategies in the course: the first method required junior- and senior-level undergraduate students to participate in a process-oriented…

Teaching Social Welfare Policy: A Comparison of Two Pedagogical Approaches

ERIC Educational Resources Information Center

Anderson, Debra K.; Harris, Barbara M.

2005-01-01

The use of experiential approaches to teach social welfare policy suggests that such methods may increase undergraduate social work students' knowledge of and skill in working on social and economic justice issues. This article compares 2 such methods using qualitative and quantitative approaches. The first teaches social welfare policy as a…

Correlation between the Availability of Resources and Efficiency of the School System within the Framework of the Implementation of Competency-Based Teaching Approaches in Cameroon

ERIC Educational Resources Information Center

Esongo, Njie Martin

2017-01-01

The study takes an in-depth examination of the extent to which the availability of resources relates to the efficiency of the school system within the framework of the implementation of competency-based teaching approaches in Cameroon. The study employed a mix of probability sampling approaches, namely simple, cluster and stratified random…

Teaching Price, Income, and Cross Elasticity of Demand: Another Approach.

ERIC Educational Resources Information Center

Zahka, William J.

One of the most important, yet difficult concepts to teach in an undergraduate course in intermediate microeconomics is the all-embracing concept of elasticity of demand. This paper details a four part teaching approach developed to make this most important aspect of microeconomic theory more understandable. Part 1 develops the approach for…

Teaching Writing through Communicative Approach in Military English

ERIC Educational Resources Information Center

Likaj, Manjola

2015-01-01

The paper speaks about teaching writing through communicative approach in English for Specific Purposes, especially in Military English. There are presented three different approaches regarding writing in ESP: product, process and social-constructionist approach. The recent developments in ESP writing consider the social-constructionist approach…

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments

PubMed Central

Drinkwater, Michael J.; Matthews, Kelly E.; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. PMID:28232589

Approaches to teach evidence-based practice among health professionals: an overview of the existing evidence.

PubMed

Patelarou, Athina E; Kyriakoulis, Konstantinos G; Stamou, Aliki A; Laliotis, Aggelos; Sifaki-Pistolla, Dimitra; Matalliotakis, Michail; Prokopakis, Emmanuel; Patelarou, Evridiki

2017-01-01

Health care professionals' adoption of evidence-based practice (EBP) remains limited, although most health care professionals are familiar with EBP and believe in its value. This systematic review aimed to bring together the best methods used to teach EBP to health professionals. The authors conducted a systematic search for the period 2005-2015 (an update of the search took place in October 2016) using PubMed interface (Medline). MeSH terms as well as free-text keywords were used. Studies were analyzed and evaluated by title and abstract. Those studies which fulfilled the inclusion criteria were assessed by full text. References of articles were also taken into consideration for identifying relevant studies not found through algorithm search. Twenty articles were found to be relevant. The majority of the studies were conducted among nurses (n=7) and physicians (n=6), and only a few among professionals from mixed disciplines (n=5). Two studies were conducted among chiropractors (n=1) and faculty members from a naturopathic and classical Chinese medicine institution (n=1). Researchers used a variety of different approaches, which varied with respect to duration and organization. We divided interventions into two categories. Single interventions included either a workshop, or a journal club, or a conference, or a lecture, or online learning tools, whereas multiple interventions included a combination of these approaches. An increase in EBP competencies and attitudes was reported in nine studies. Teaching methods for optimizing EBP among health professionals could become a robust standardized procedure of the medical educational curricula and lifelong learning of health care professionals.

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Textiles and Clothing. Module I-D-1: Consumer Approach to Textiles and Clothing.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on consumer approach to textiles and clothing is the first in a set of four modules on consumer education related to textiles and clothing. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education…

Engaging Pre-Service Teachers to Teach Science Contextually with Scientific Approach Instructional Video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning/CTL presents new concepts in real-life experiences and situations where students can find out the meaningful relationship between abstract ideas and practical applications. Implementing contextual teaching by using scientific approach will foster teachers to find the constructive ways of delivering and organizing science content. This research developed an instructional video that represented a modeling of using a scientific approach in CTL. The aim of this research are to engage pre-service teachers in learning how to teach CTL and to show how pre-service teachers’ responses about learning how to teach CTL using an instructional video. The subjects of this research were ten pre-service teachers in Department of Natural Sciences, Universitas Negeri Surabaya, Indonesia. All subjects observed the instructional video which demonstrated contextual teaching and learning combined with the scientific approach as they completed a worksheet to analyze the video content. The results showed that pre-service teachers could learn to teach contextually as well as applying the scientific approach in science classroom through a modeling in the instructional video. They also responded that the instructional video could help them to learn to teach each component contextual teaching as well as scientific approach.

Near-Peer Teaching in Anatomy: An Approach for Deeper Learning

ERIC Educational Resources Information Center

Evans, Darrell J. R.; Cuffe, Tracy

2009-01-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning…

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

ERIC Educational Resources Information Center

Durham, Mary F.; Knight, Jennifer K.; Couch, Brian A.

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of…

A flipped mode teaching approach for large and advanced electrical engineering courses

NASA Astrophysics Data System (ADS)

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-05-01

A fully flipped mode teaching approach is challenging for students in advanced engineering courses, because of demanding pre-class preparation load, due to the complex and analytical nature of the topics. When this is applied to large classes, it brings an additional complexity in terms of promoting the intended active learning. This paper presents a novel selective flipped mode teaching approach designed for large and advanced courses that has two aspects: (i) it provides selective flipping of a few topics, while delivering others in traditional face-to-face teaching, to provide an effective trade-off between the two approaches according to the demands of individual topics and (ii) it introduces technology-enabled live in-class quizzes to obtain instant feedback and facilitate collaborative problem-solving exercises. The proposed approach was implemented for a large fourth year course in electrical power engineering over three successive years and the criteria for selecting between the flipped mode teaching and traditional teaching modes are outlined. Results confirmed that the proposed approach improved both students' academic achievements and their engagement in the course, without overloading them during the teaching period.

Is Inquiry-Based Science Teaching Worth the Effort? Some Thoughts Worth Considering

ERIC Educational Resources Information Center

Zhang, Lin

2016-01-01

Inquiry-based science teaching has been advocated by many science educational standards and reports from around the world. Disagreements about and concerns with this teaching approach, however, are often ignored. Opposing ideas and conflicting results have been bouncing around in the field. It seems that the field carries on with a hope that…

Opening Lines: Approaches to the Scholarship of Teaching and Learning.

ERIC Educational Resources Information Center

Hutchings, Pat, Ed.

This publication features reports by eight Carnegie Scholars who are working to develop a scholarship of teaching and learning that will advance the profession of teaching and improve student learning. Following the Introduction, "Approaching the Scholarship of Teaching and Learning" (Pat Hutchings), the papers are: "Investigating Student Learning…

An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

NASA Astrophysics Data System (ADS)

Balasubramanian, R.

2007-12-01

Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

Teaching Writers through a Unit of Study Approach

ERIC Educational Resources Information Center

Morgan, Denise N.

2012-01-01

Writing needs to be taught, not assigned, but teaching writing well within a 43-minute period is a daunting task. This article describes how three 8th-grade teachers implemented a unit of study approach to teaching memoir writing in their language arts classes. Teacher and student decision making are highlighted in this inquiry process. ["Teaching…

The Use of Video Feedback in Teaching Process-Approach EFL Writing

ERIC Educational Resources Information Center

Özkul, Sertaç; Ortaçtepe, Deniz

2017-01-01

This experimental study investigated the use of video feedback as an alternative to feedback with correction codes at an institution where the latter was commonly used for teaching process-approach English as a foreign language (EFL) writing. Over a 5-week period, the control and the experimental groups were provided with feedback based on…

Case-Based Teaching in a Bilingual Context: Perceptions of Business Faculty in Hong Kong

ERIC Educational Resources Information Center

Jackson, Jane

2004-01-01

Case methods of teaching are now common in business education programs worldwide. This problem-based approach, however, can pose unique challenges in bilingual contexts, especially if the students are more familiar with transmission modes of learning. This paper focuses on an investigation of case-based teaching in Hong Kong. By way of surveys and…

Approaches to Teaching Energy. Energy and Ourselves/Energy for the Consumer. Children's Learning in Science Project.

ERIC Educational Resources Information Center

Leeds Univ. (England). Centre for Studies in Science and Mathematics Education.

During the period 1984-1986, over 30 teachers from the Yorkshire (England) region have worked in collaboration with the Children's Learning in Science Project (CLIS) developing and testing teaching schemes in the areas of energy, particle theory, and plant nutrition. The project is based upon the constructivist approach to teaching. This guide…

Role-play and the Industrial Revolution: an STS approach to the teaching of steam engines

NASA Astrophysics Data System (ADS)

Sabka, Diego; Pereira de Pereira, Alexsandro; Lima Junior, Paulo

2016-11-01

Role-play is an interesting, although underexplored, way of teaching physics in high school. This paper presents a science-technology-society (STS) approach to the teaching of heat engines based on a role-play of the Industrial Revolution. Enacting the role-play, students are presented not only to scientific concepts, but also to the social and technological controversies of industrial development.

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Core. Module I-A-3: Consumer Rights and Responsibilities.

ERIC Educational Resources Information Center

Smith, Sharman

This competency-based preservice home economics teacher education module on consumer rights and responsibilities is the third in a set of four core curriculum modules on consumer approach to homemaking education. (This set is part of a larger series of sixty-seven on the Management Approach to Teaching Consumer and Homemaking Education…

Teaching to the Test: A Pragmatic Approach to Teaching Logic

ERIC Educational Resources Information Center

Vannatta, Seth C.

2014-01-01

The proper goal of an introductory logic course, teaching critical thinking, is best achieved by maintaining the principle of continuity between student experiences and the curriculum. To demonstrate this I explain Dewey's naturalistic approach to logic and the process of inquiry, one which presents the elements of traditional logic in the…

A Political Philosophy Approach to Teaching American Politics.

ERIC Educational Resources Information Center

Bailey, Kevin E.

1982-01-01

Suggests an alternative to the civic training, political indoctrination, and descriptive presentation approaches used to teaching American government courses. Recommends a political philosophy approach within a framework of elite theory to help students develop a critical perspective on American politics. (DMM)

School-Based Instructional Rounds: Improving Teaching and Learning across Classrooms

ERIC Educational Resources Information Center

Teitel, Lee

2013-01-01

In "School-Based Instructional Rounds," Teitel offers detailed case studies of five different models of school-based rounds and investigates critical learning from each. Instructional rounds--one of the most innovative and powerful approaches to improving teaching and learning--has been taken up by districts across the country and around…

For the Sake of Argument: An Approach to Teaching Evidence-Based Writing

ERIC Educational Resources Information Center

Friedrich, Linda; Bear, Rachel; Fox, Tom

2018-01-01

The National Writing Project's (NWP) College, Career, and Community Writers Program (C3WP) aims to improve young people's ability to write thoughtful, evidence-based arguments. In an era where public discourse has become increasingly polarized, and "echo chambers" of narrow views populate people's social media feeds, teaching students to…

Teaching Qualitative Research: A Successful Pilot of an Innovative Approach

ERIC Educational Resources Information Center

Danquah, Adam N.

2017-01-01

This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of "active" pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in…

What to Teach and How to Teach It: Elementary Teachers' Views on Teaching Inquiry-Based, Interdisciplinary Science and Social Studies in Urban Settings

ERIC Educational Resources Information Center

Santau, Alexandra O.; Ritter, Jason K.

2013-01-01

Inquiry-based and interdisciplinary teaching practices exemplify constructivist approaches to education capable of facilitating authentic student learning; however, their implementation has proven particularly challenging within certain contexts in the United States. This qualitative study considers one such context via an investigation of…

The Historical Approach to Science Teaching.

ERIC Educational Resources Information Center

Brouwer, Wytze; Singh, Amar

1983-01-01

Advantages of using an historical approach in teaching physics are discussed, focusing on the questioning techniques that a teacher can adopt in analyzing a particular episode or concept in the history of physics. Questions related to a theory's reception among the scientific community are also discussed. (JN)

TEACH: An Ethogram-Based Method to Observe and Record Teaching Behavior

ERIC Educational Resources Information Center

Kline, Michelle Ann

2017-01-01

Teaching has attracted growing research attention in studies of human and animal behavior as a crucial behavior that coevolved with human cultural capacities. However, the synthesis of data on teaching across species and across human populations has proven elusive because researchers use a variety of definitions and methods to approach the topic.…

An Evaluation of Teaching Introductory Geomorphology Using Computer-based Tools.

ERIC Educational Resources Information Center

Wentz, Elizabeth A.; Vender, Joann C.; Brewer, Cynthia A.

1999-01-01

Compares student reactions to traditional teaching methods and an approach where computer-based tools (GEODe CD-ROM and GIS-based exercises) were either integrated with or replaced the traditional methods. Reveals that the students found both of these tools valuable forms of instruction when used in combination with the traditional methods. (CMK)

Teaching Reading to Learning Disabled Children: A Fourth Approach.

ERIC Educational Resources Information Center

Bateman, Barbara

The evidence presented in this paper suggests that deficits in selective skills are primary factors in learning disabilities, and that aptitude/treatment interaction models may be useful in devising teaching methods for the reading instruction of learning disabled children. After reviewing various approaches to teaching reading to learning…

Inquiry-based training improves teaching effectiveness of biology teaching assistants

PubMed Central

Hughes, P. William; Ellefson, Michelle R.

2013-01-01

Graduate teaching assistants (GTAs) are used extensively as undergraduate science lab instructors at universities, yet they often have having minimal instructional training and little is known about effective training methods. This blind randomized control trial study assessed the impact of two training regimens on GTA teaching effectiveness. GTAs teaching undergraduate biology labs (n = 52) completed five hours of training in either inquiry-based learning pedagogy or general instructional “best practices”. GTA teaching effectiveness was evaluated using: (1) a nine-factor student evaluation of educational quality; (2) a six-factor questionnaire for student learning; and (3) course grades. Ratings from both GTAs and undergraduates indicated that indicated that the inquiry-based learning pedagogy training has a positive effect on GTA teaching effectiveness. PMID:24147138

Using Rasch Measurement Theory to Examine Two Instructional Approaches for Teaching and Learning of French Grammar

ERIC Educational Resources Information Center

Vogel, Severine P.; Engelhard, George, Jr.

2011-01-01

The authors describe a quantitative approach based on Rasch measurement theory for evaluating classroom assessments within the context of foreign language classes. A secondary purpose was to examine the effects of two instructional approaches to teach grammar, a guided inductive and a deductive approach, through the lens of Rasch measurement…

Educational Value Units: A Mission-Based Approach to Assigning and Monitoring Faculty Teaching Activities in an Academic Medical Department.

PubMed

Regan, Linda; Jung, Julianna; Kelen, Gabor D

2016-12-01

Increasing emphasis on revenue generation could jeopardize the fundamental notion of what it means to be faculty. Despite being a core mission, education is often marginalized in academic medical departments, and expectations of faculty effort in this area are often vague. A potential solution is mission-based budgeting (MBB), which refers to the allocation of resources based on core-mission-related priorities. From December 2012 to March 2013, the authors developed an educational value unit (EVU) system (using an MBB approach) to assign and monitor teaching activities related to the core departmental educational mission at the Department of Emergency Medicine, Johns Hopkins Medicine. EVUs were based on learner contact time, with one EVU equal to roughly one hour of in-person time with medical students or residents. Core education faculty vetted the proposed system; educational leaders determined the total EVUs needed and assessed the impact of their equitable distribution among faculty; and faculty members selected preferences and were assigned EVU obligations. For academic year 2013-2014, 5,896 EVUs were distributed among 54 faculty. At the end of the year, complete EVU data were available for 47 faculty. Of these, only 6 failed to complete their assigned EVU obligations. All core teaching activities were covered, and educational efforts were distributed more equitably across faculty. The system is being refined, with an emphasis on incorporating learner outcome metrics, refining the teaching grid, incorporating failure to meet EVU obligations into yearly faculty evaluations, and disseminating the system to other departments and institutions.

Benefits of teaching medical students how to communicate with patients having serious illness: comparison of two approaches to experiential, skill-based, and self-reflective learning.

PubMed

Ellman, Matthew S; Fortin, Auguste H

2012-06-01

Innovative approaches are needed to teach medical students effective and compassionate communication with seriously ill patients. We describe two such educational experiences in the Yale Medical School curriculum for third-year medical students: 1) Communicating Difficult News Workshop and 2) Ward-Based End-of-Life Care Assignment. These two programs address educational needs to teach important clinical communication and assessment skills to medical students that previously were not consistently or explicitly addressed in the curriculum. The two learning programs share a number of educational approaches driven by the learning objectives, the students' development, and clinical realities. Common educational features include: experiential learning, the Biopsychosocial Model, patient-centered communication, integration into clinical clerkships, structured skill-based learning, self-reflection, and self-care. These shared features - as well as some differences - are explored in this paper in order to illustrate key issues in designing and implementing medical student education in these areas.

Teaching of anatomical sciences: A blended learning approach.

PubMed

Khalil, Mohammed K; Abdel Meguid, Eiman M; Elkhider, Ihsan A

2018-04-01

Blended learning is the integration of different learning approaches, new technologies, and activities that combine traditional face-to-face teaching methods with authentic online methodologies. Although advances in educational technology have helped to expand the selection of different pedagogies, the teaching of anatomical sciences has been challenged by implementation difficulties and other limitations. These challenges are reported to include lack of time, costs, and lack of qualified teachers. Easy access to online information and advances in technology make it possible to resolve these limitations by adopting blended learning approaches. Blended learning strategies have been shown to improve students' academic performance, motivation, attitude, and satisfaction, and to provide convenient and flexible learning. Implementation of blended learning strategies has also proved cost effective. This article provides a theoretical foundation for blended learning and proposes a validated framework for the design of blended learning activities in the teaching and learning of anatomical sciences. Clin. Anat. 31:323-329, 2018. © 2018 Wiley Periodicals, Inc. © 2018 Wiley Periodicals, Inc.

Lessons from Lithuania: A Pedagogical Approach in Teaching Improvisation

ERIC Educational Resources Information Center

Hedden, Debra

2017-01-01

The purpose of this study was to uncover the approach that a professor in Lithuania utilized in successfully teaching undergraduate music education majors how to improvise during a one-semester course. The research questions focused on the participant's philosophy of teaching and learning, his methods for motivating students, the learning…

A Living Theory Approach to Teaching in Higher Education

ERIC Educational Resources Information Center

Walton, Joan

2011-01-01

Schon contends that Boyer's vision for a new paradigm of scholarship, which includes research, teaching, application and integration, requires a new epistemology of practice that would take the form of action research. This article explores the validity of Schon's assertion through the use of a living theory approach to teaching "active…

An Active Learning Approach to Teach Advanced Multi-Predictor Modeling Concepts to Clinicians

ERIC Educational Resources Information Center

Samsa, Gregory P.; Thomas, Laine; Lee, Linda S.; Neal, Edward M.

2012-01-01

Clinicians have characteristics--high scientific maturity, low tolerance for symbol manipulation and programming, limited time outside of class--that limit the effectiveness of traditional methods for teaching multi-predictor modeling. We describe an active-learning based approach that shows particular promise for accommodating these…

A New Approach to Teaching Petrology: Active Learning in a Studio Classroom

NASA Astrophysics Data System (ADS)

Perkins, D.

2003-12-01

During the past 15 years it has become clear that the traditional lecture and lab approach to college science teaching leaves much to be desired. The traditional approach is instructor oriented and based on passive learning. In contrast, current studies show that most students learn best when actively engaged in the learning process. Inquiry based learning and open ended projects have been shown to especially enhance learning by promoting higher order thinking. Recognizing the need for change, however, does not mean the changes are simple. The task of overhauling a course, replacing traditional approaches with more student oriented activities, requires a great deal of time and effort. It also involves much uncertainty and risk. At UND we have been experimenting with alternative pedagogies for a number of years. Change has been incremental, but this year we made wholesale changes in our petrology class. We converted it from the standard three lecture and one lab format to two 3-hour studio sessions per week. The distinction between lab and lecture is gone. In fact, there really are no lectures. The instructor talks for no more than 15 or 20 minutes at a time. Students spend most of their time doing, not listening. We emphasize collaborative active learning projects, some quite short and others lengthy and involved, and use a wide variety of activities. To assess the class, we have an outside consultant and we carry out weekly assessments to measure (1) how students are reacting to the various pedagogical approaches, and (2) how much student learning is actually occurring. This allows us to make adjustments and fine tune as necessary. We could not have made such changes a few years ago, simply because of the amount of work involved to create and test the necessary classroom materials. Today, however, there are many resources available to the reform minded teacher, and the resource base continues to grow. We borrowed heavily from other instructors at other

Development and evaluation of a teaching and learning approach in cross-cultural care and antidiscrimination in university nursing students.

PubMed

Allen, Jacqui; Brown, Lucinda; Duff, Carmel; Nesbitt, Pat; Hepner, Anne

2013-12-01

Cross-cultural care and antidiscrimination are vital to ethical effective health systems. Nurses require quality educational preparation in cross-cultural care and antidiscrimination. Limited evidence-based research is available to guide teachers. To develop, implement and evaluate an evidence-based teaching and learning approach in cross-cultural care and antidiscrimination for undergraduate nursing students. A quantitative design using pre- and post-survey measures was used to evaluate the teaching and learning approach. The Bachelor of Nursing program in an Australian university. Academics and second year undergraduate nursing students. A literature review and consultation with academics informed the development of the teaching and learning approach. Thirty-three students completed a survey at pre-measures and following participation in the teaching and learning approach at post-measures about their confidence to practice cross-cultural nursing (Transcultural Self-efficacy Tool) and about their discriminatory attitudes (Quick Discrimination Index). The literature review found that educational approaches that solely focus on culture might not be sufficient in addressing discrimination and racism. During consultation, academics emphasised the importance of situating cross-cultural nursing and antidiscrimination as social determinants of health. Therefore, cross-cultural nursing was contextualised within primary health care and emphasised care for culturally diverse communities. Survey findings supported the effectiveness of this strategy in promoting students' confidence regarding knowledge about cross-cultural nursing. There was no reported change in discriminatory attitudes. The teaching and learning approach was modified to include stronger experiential learning and role playing. Nursing education should emphasise cross-cultural nursing and antidiscrimination. The study describes an evaluated teaching and learning approach and demonstrates how evaluation

Near-peer teaching in anatomy: an approach for deeper learning.

PubMed

Evans, Darrell J R; Cuffe, Tracy

2009-10-01

Peer teaching has been recognized as a valuable and effective approach for learning and has been incorporated into medical, dental, and healthcare courses using a variety of approaches. The success of peer teaching is thought to be related to the ability of peer tutors and tutees to communicate more effectively, thereby improving the learning environment. Near-peer teaching involves more experienced students acting as tutors who are ideally placed to pass on their knowledge and experience. The advantage of using near-peer teachers is the opportunity for the teacher to reinforce and expand their own learning and develop essential teaching skills. This study describes the design and implementation of a program for fourth year medical students to teach anatomy to first- and second-year medical students and evaluates the perceptions of the near-peer teachers on the usefulness of the program, particularly in relation to their own learning. Feedback from participants suggests that the program fulfills its aims of providing an effective environment for developing deeper learning in anatomy through teaching. Participants recognize that the program also equips them with more advanced teaching skills that will be required as they move nearer toward taking on supervisory and teaching duties. The program has also provided the school with an additional valuable and appropriate resource for teaching anatomy to first- and second-year students, who themselves view the inclusion of near-peer teachers as a positive element in their learning.

The Cognitive Coaching-Supported Reflective Teaching Approach in English Language Teaching: Academic and Permanence Success

ERIC Educational Resources Information Center

Akyildiz, Seçil Tümen; Semerci, Çetin

2016-01-01

This study aimed at investigating the effect of the cognitive coaching-supported reflective teaching approach in English language teaching on the academic success of students and on the permanence of success. It was conducted during the spring semester of 2013/2014 academic year at the School of Foreign Languages, Firat University, Elazig, Turkey.…

A Comprehensive Approach To Teaching Foreign Business Practices.

ERIC Educational Resources Information Center

Mendez, Deirdre

An approach to teaching foreign business practices combines two common approaches already used. It introduces the student to cultural patterns responsible for the way business is conducted abroad, and makes recommendations concerning appropriate behavior for specific situations. However, it also treats general culture and specific behavior as…

Teaching Strategies of the van Dijk Curricular Approach.

ERIC Educational Resources Information Center

MacFarland, S. Z. C.

1995-01-01

This article presents 14 major teaching strategies for implementing the Jan van Dijk curricular approach with children who are deaf-blind. The theory underlying the approach is reported, and guidelines for implementing instructional strategies in the areas of communication, socialization, conceptualization, and movement are discussed. (Author/DB)

Engaging pre-service teachers to teach science contextually with scientific approach instructional video

NASA Astrophysics Data System (ADS)

Susantini, E.; Kurniasari, I.; Fauziah, A. N. M.; Prastowo, T.; Kholiq, A.; Rosdiana, L.

2018-01-01

Contextual teaching and learning (CTL) present new concepts in real experiences and situations, where students can find out the meaningful relationship between abstract ideas and practical applications. Implementation of CTL using scientific approach fosters teachers to find constructive ways of delivering and organizing science contents in science classroom settings. An instructional video for modelling by using a scientific approach in CTL was then developed. Questionnaires with open-ended questions were used to, asking whether modelling through instructional video could help them to teach science contextually with a scientific approach or not. Data for pre-service teachers’ views were analyzed descriptively. The aims of this research are to engage pre-service teachers in learning how to teach CTL and to show how their responses to learning and how to teach CTL using the video. The study showed that ten pre-service teachers in science department were involved, all observed through videos that demonstrated a combined material of CTL and scientific approach and completed worksheets to analyze the video contents. The results show that pre-service teachers could learn to teach contextual teaching and make use of scientific approach in science classroom settings with the help of model in the video.

Teaching evidence-based medicine using a problem-oriented approach.

PubMed

Hosny, Somaya; Ghaly, Mona S

2014-04-01

Faculty of Medicine, Suez Canal University is adopting an innovative curriculum. Evidence-based medicine (EBM) has been integrated into problem based learning (PBL) sessions as a responsive innovative paradigm for the practice and teaching of clinical medicine. To integrate EBM in the problem based sessions of the sixth-year students, and to assess students' and tutor satisfaction with this change. EBM training was conducted for sixth-year students (196) including four theoretical, and eight practical sessions. Sixteen EBM educational scenarios (problems) were formulated, according to sixth-year curriculum. Each problem was discussed in two sessions through steps of EBM, namely: formulating PICO questions, searching for and appraising evidence, applying the evidence to the clinical scenario and analysing the practice. Students and tutors satisfaction were evaluated using a 3-point ratings questionnaire. The majority of students and faculty expressed their satisfaction about integrating EBM with PBL and agreed that the problems were more stimulating. However, 33.6% of students indicated that available time was insufficient for searching literatures. Integrating EBM into PBL sessions tends to be more interesting and stimulating than traditional PBL sessions for final year students and helps them to practice and implement EBM in clinical context.

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.

Teaching Programming to Novices: A Review of Approaches and Tools.

ERIC Educational Resources Information Center

Brusilovsky, P.; And Others

Three different approaches to teaching introductory programming are reviewed: the incremental approach, the sub-language approach, and the mini-language approach. The paper analyzes all three approaches, providing a brief history of each and describing an example of a programming environment supporting this approach. In the incremental approach,…

Development of geometry materials based on scientific approach for junior high school students

NASA Astrophysics Data System (ADS)

Nurafni; Siswanto, R. D.; Azhar, E.

2018-01-01

A scientific approach is a learning process designed so that learners can actively construct concepts, encourage learners to find out from various sources through observation, and not just be told. Therefore, learning by scientific approach offers a solution, because the goals, principles, and stages of the scientific approach allow for a good understanding of the students. Because of the absence of teaching materials “polyhedron geometry based on scientific approach” which is widely published in Indonesia, then we need to develop the teaching materials. The results obtained in this study are the tasks presented on teaching materials with a scientific approach both in defining the cube and the beam, identify and solve problems related to the properties and elements of cubes and beams, making cube and beam nets, solving problems related to cube and beam nets, solving problems related to cube and beam surface area. Beginning with the difficulties students face. Then, based on the results of interviews with teachers and analysis of student difficulties on each indicator, researchers revise the teaching materials as needed. Teaching materials that have not found any more student difficulties then the teaching materials are considered valid and ready for use by teachers and students.

Using web-based animations to teach histology.

PubMed

Brisbourne, Marc A S; Chin, Susan S-L; Melnyk, Erica; Begg, David A

2002-02-15

We have been experimenting with the use of animations to teach histology as part of an interactive multimedia program we are developing to replace the traditional lecture/laboratory-based histology course in our medical and dental curricula. This program, called HistoQuest, uses animations to illustrate basic histologic principles, explain dynamic processes, integrate histologic structure with physiological function, and assist students in forming mental models with which to organize and integrate new information into their learning. With this article, we first briefly discuss the theory of mental modeling, principles of visual presentation, and how mental modeling and visual presentation can be integrated to create effective animations. We then discuss the major Web-based animation technologies that are currently available and their suitability for different visual styles and navigational structures. Finally, we describe the process we use to produce animations for our program. The approach described in this study can be used by other developers to create animations for delivery over the Internet for the teaching of histology.

Examining the Effectiveness of Problem-Based Learning in the Teaching of Information Technology: A Comparison with Lectured-Based Learning

ERIC Educational Resources Information Center

Liu, YuFing

2013-01-01

This paper applies a quasi-experimental research method to compare the difference in students' approaches to learning and their learning achievements between the group that follows the problem based learning (PBL) teaching method with computer support and the group that follows the non-PBL teaching methods. The study sample consisted of 68 junior…

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

NASA Astrophysics Data System (ADS)

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Ove Sørvik, Gard

2014-12-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible dynamics between science inquiry and literacy in an integrated science approach. Six teachers and their students were recruited from a professional development course for the current classroom study. The teachers were to try out the Budding Science teaching model. This paper presents an overall video analysis of our material demonstrating variations and patterns of inquiry-based science and literacy activities. Our analysis revealed that multiple learning modalities (read it, write it, do it, and talk it) are used in the integrated approach; oral activities dominate. The inquiry phases shifted throughout the students' investigations, but the consolidating phases of discussion and communication were given less space. The data phase of inquiry seems essential as a driving force for engaging in science learning in consolidating situations. The multiple learning modalities were integrated in all inquiry phases, but to a greater extent in preparation and data. Our results indicate that literacy activities embedded in science inquiry provide support for teaching and learning science; however, the greatest challenge for teachers is to find the time and courage to exploit the discussion and communication phases to consolidate the students' conceptual learning.

Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom

NASA Astrophysics Data System (ADS)

Pinney, Brian Robert John

The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach changes in whole-class discussion. Being that argument is explicitly called for in the Next Generation Science Standards and is currently a rare practice in teaching, many teachers will have to transform their teaching practice for inclusion of this feature. Most studies on Argument-Based Inquiry (ABI) agree that development of argument does not come easily and is only acquired through practice. Few studies have examined the ways in which teaching practice changes in relation to the big idea or disciplinary core idea (NGSS), the development of dialogue, and/or the development of argument during first semester implementation of an argument-based inquiry approach. To explore these areas, this study posed three primary research questions: (1) How does a teacher in his first semester of Science Writing Heuristic professional development make use of the "big idea"?, (1a) Is the indicated big idea consistent with NGSS core concepts?, (2) How did the dialogue in whole-class discussion change during the first semester of argument-based inquiry professional development?, (3) How did the argument in whole-class discussion change during the first semester of argument-based inquiry professional development? This semester-long study that took place in a middle school in a rural Midwestern city was grounded in interactive constructivism, and utilized a qualitative design to identify the ways in which the teacher utilized big ideas and how dialogue and argumentative dialogue developed over time. The purposefully selected teacher in this study provided a unique situation where he was in his first semester of professional development using the Science Writing Heuristic Approach to argument-based inquiry with 19 students who had two prior years' experience in ABI. Multiple sources of data were collected, including

Reform-based science teaching: A mixed-methods approach to explaining variation in secondary science teacher practice

NASA Astrophysics Data System (ADS)

Jetty, Lauren E.

The purpose of this two-phase, sequential explanatory mixed-methods study was to understand and explain the variation seen in secondary science teachers' enactment of reform-based instructional practices. Utilizing teacher socialization theory, this mixed-methods analysis was conducted to determine the relative influence of secondary science teachers' characteristics, backgrounds and experiences across their teacher development to explain the range of teaching practices exhibited by graduates from three reform-oriented teacher preparation programs. Data for this study were obtained from the Investigating the Meaningfulness of Preservice Programs Across the Continuum of Teaching (IMPPACT) Project, a multi-university, longitudinal study funded by NSF. In the first quantitative phase of the study, data for the sample (N=120) were collected from three surveys from the IMPPACT Project database. Hierarchical multiple regression analysis was used to examine the separate as well as the combined influence of factors such as teachers' personal and professional background characteristics, beliefs about reform-based science teaching, feelings of preparedness to teach science, school context, school culture and climate of professional learning, and influences of the policy environment on the teachers' use of reform-based instructional practices. Findings indicate three blocks of variables, professional background, beliefs/efficacy, and local school context added significant contribution to explaining nearly 38% of the variation in secondary science teachers' use of reform-based instructional practices. The five variables that significantly contributed to explaining variation in teachers' use of reform-based instructional practices in the full model were, university of teacher preparation, sense of preparation for teaching science, the quality of professional development, science content focused professional, and the perceived level of professional autonomy. Using the results

Meeting the expectation of industry: an integrated approach for the teaching of mechanics and electronics to design students

NASA Astrophysics Data System (ADS)

Bingham, Guy A.; Southee, Darren J.; Page, Tom

2015-07-01

This paper examines the traditional engineering-based provision delivered to Product Design and Technology (B.Sc.) undergraduates at the Loughborough Design School and questions its relevancy against the increasing expectations of industry. The paper reviews final-year design projects to understand the level of transference of engineering-based knowledge into design practice and highlights areas of opportunity for improved teaching and learning. The paper discusses the development and implementation of an integrated approach to the teaching of Mechanics and Electronics to formalise and reinforce the key learning process of transference within the design context. The paper concludes with observations from the delivery of this integrated teaching and offers insights from student and academic perspectives for the further improvement of engineering-based teaching and learning.

Activating Children's Thinking Skills (ACTS): The Effects of an Infusion Approach to Teaching Thinking in Primary Schools

ERIC Educational Resources Information Center

Dewey, Jessica; Bento, Janet

2009-01-01

Background: Recent interest in the teaching of thinking skills within education has led to an increase in thinking skills packages available to schools. However many of these are not based on scientific evaluation (DfEE, 1999). This paper endeavours to examine the effectiveness of one approach, that of infusion, to teaching thinking. Aims: To…

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

Supporting Faculty During Pedagogical Change Through Reflective Teaching Practice: An Innovative Approach.

PubMed

Armstrong, Deborah K; Asselin, Marilyn E

Given the recent calls for transformation of nursing education, it is critical that faculty be reflective educators. Reflective teaching practice is a process of self-examination and self-evaluation to gain insight into teaching to improve the teaching-learning experience. Limited attention has been given to this notion in the nursing education literature. An innovative reflective teaching practice approach for nursing education is proposed, consisting of question cues, journaling, and a process of facilitated meetings. The authors describe their perceptions of using this approach with faculty during the implementation of a new pedagogy and suggest areas for further research.

An approach to finding teaching moments on families and child development in Disney films.

PubMed

Guerrero, Anthony P S

2015-04-01

In the interest of finding "teaching moments in film" for psychiatric education and education on child development, the author describes an approach to analyzing Disney--and potentially other children's films--based on specifically observing family structure at the beginning and ending of the story, developmental stage and gender of the protagonist, the developmental crisis, and the external change agent and/or stressor. The author considered a convenience sample of ten popular Disney films. A wide variety of family structures and developmental stages and challenges were observed in the reviewed films. A matrix approach such as the one illustrated may help psychiatric educators to select effective teaching moments from Disney and other children's films.

Teaching Research Methodology Using a Project-Based Three Course Sequence Critical Reflections on Practice

ERIC Educational Resources Information Center

Braguglia, Kay H.; Jackson, Kanata A.

2012-01-01

This article presents a reflective analysis of teaching research methodology through a three course sequence using a project-based approach. The authors reflect critically on their experiences in teaching research methods courses in an undergraduate business management program. The introduction of a range of specific techniques including student…

Dealing with the Challenges of Teaching Molecular Biophysics to Biochemistry Majors through an Heuristics-Based Approach

ERIC Educational Resources Information Center

Castanho, Miguel A. R. B.

2002-01-01

The main distinction between the overlapping fields of molecular biophysics and biochemistry resides in their different approaches to the same problems. Molecular biophysics makes more use of physical techniques and focuses on quantitative data. This difference encounters two difficult pedagogical challenges when teaching molecular biophysics to…

Teaching Modern Dance: A Conceptual Approach

ERIC Educational Resources Information Center

Enghauser, Rebecca Gose

2008-01-01

A conceptual approach to teaching modern dance can broaden the awareness and deepen the understanding of modern dance in the educational arena in general, and in dance education specifically. This article describes a unique program that dance teachers can use to introduce modern dance to novice dancers, as well as more experienced dancers,…

The Effect of DBAE Approach on Teaching Painting of Undergraduate Art Students

ERIC Educational Resources Information Center

Hedayat, Mina; Kahn, Sabzali Musa; Honarvar, Habibeh; Bakar, Syed Alwi Syed Abu; Samsuddin, Mohd Effindi

2013-01-01

The aim of this study is to implement a new method of teaching painting which uses the Discipline-Based Art Education (DBAE) approach for the undergraduate art students at Tehran University. In the current study, the quasi-experimental method was used to test the hypothesis three times (pre, mid and post-tests). Thirty students from two classes…

Can Graduate Teaching Assistants Teach Inquiry-Based Geology Labs Effectively?

ERIC Educational Resources Information Center

Ryker, Katherine; McConnell, David

2014-01-01

This study examines the implementation of teaching strategies by graduate teaching assistants (GTAs) in inquiry-based introductory geology labs at a large research university. We assess the degree of inquiry present in each Physical Geology lab and compare and contrast the instructional practices of new and experienced GTAs teaching these labs. We…

Improving College Teaching.

ERIC Educational Resources Information Center

Seldin, Peter; And Others

This volume contains 20 papers providing practical, ready-to-use, research-based information to foster effective college teaching. Four sections group the papers under the following topics: (1) key influences on teaching quality; (2) programs to improve teaching; (3) strategies for teaching improvement; and (4) approaches to nontraditional…

Teach on Purpose! Responsive Teaching for Student Success

ERIC Educational Resources Information Center

Burns, Leslie David; Botzakis, Stergios

2016-01-01

Great teaching is not just a matter of talent or creativity or passion. Teachers are made, not born, and great teachers know "why" they do what they do in their classrooms. They do it strategically and purposefully based on technique. "Teach on Purpose!" demonstrates a high-quality research-based and practical approach to…

Approach to Teaching Research Methodology for Information Technology

ERIC Educational Resources Information Center

Steenkamp, Annette Lerine; McCord, Samual Alan

2007-01-01

The paper reports on an approach to teaching a course in information technology research methodology in a doctoral program, the Doctor of Management in Information Technology (DMIT), in which research, with focus on finding innovative solutions to problems found in practice, comprises a significant part of the degree. The approach makes a…

Modern Approaches to Foreign Language Teaching: World Experience

ERIC Educational Resources Information Center

Shumskyi, Oleksandr

2016-01-01

The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

Teaching Evidence-Based Practice

ERIC Educational Resources Information Center

Mullen, Edward J.; Bellamy, Jennifer L.; Bledsoe, Sarah E.; Francois, Julia Jean

2007-01-01

A complete and mindfully developed blueprint for implementing evidence-based practice (EBP) in social work should include a full complement of coordinated goals and strategies for all stakeholders, including future social workers. To this end, schools of social work should teach students to be lifelong learners; teach students what is currently…

Co-Teaching in Student Teaching of an Elementary Education Program

ERIC Educational Resources Information Center

Chang, Sau Hou

2014-01-01

Successful co-teaching relies on essential elements, such as collaborative planning, communication skills, partnership relationship, classroom application, knowledge base, and co-teaching approaches. The objective of this study is to examine if teacher candidates and cooperating teachers use different essential co-teaching elements to implement…

Competency-Based Teaching in Radiology - Implementation and Evaluation of Interactive Workstation-Based Learning to Apply NKLM-Based Content.

PubMed

Koestner, Wolfgang; Otten, Wiebke; Kaireit, Till; Wacker, Frank K; Dettmer, Sabine

2017-11-01

Purpose  New teaching formats are required to implement competency-based teaching in radiology teaching. Therefore, we have established and evaluated two practical competency-based radiological courses. Materials and Methods  The courses were held in a multimedia room with 25 computers and a professional DICOM viewer. Students were taught basic image analysis and presented clinical cases with a DICOM viewer under supervision of an instructor using desktop monitoring software. Two courses (elective course and obligatory course) were evaluated by the students (n = 160 and n = 100) and instructors (n = 9) using an anonymized online survey. Results  Courses were evaluated positively by the students and instructors. From the perspective of the students, the courses increased understanding of cross-sectional anatomy (elective/obligatory course: 97 %/95 %) and radiologic findings (97 %/99 %). Furthermore, the course increased the students' interest in radiology (61 %/65 %). The students considered this way of teaching to be relevant to their future occupation (92 % of students in the obligatory course). The higher incidence of teacher-student interaction and the possibility of independent image analysis were rated positively. The majority of instructors did not observe increased distractibility due to the computers (67 %) or notice worse preparation for MC tests (56 %). However, 56 % of instructors reported greater preparation effort. Conclusion  Practical competency-based radiological teaching using a DICOM viewer is a feasible innovative approach with high acceptance among students and instructors. It fosters competency-based learning as proposed by the model curriculum of the German Radiological Society (DRG) and the National Competency-based Catalogue of Learning Objectives for Undergraduate Medical Education (NKLM). Key Points   · Practical competency-based radiological teaching is highly accepted by students and instructors

Risk and ReORIENTations: An Asianist Approach to Teaching Afro-Haitian Dance

ERIC Educational Resources Information Center

Young, Angeline

2018-01-01

I present an action research study that enacts an Asianist somatic movement education approach to teaching Afro-Haitian dance at Arizona State University as a response to my Chinese American body's experience of hegemony in postsecondary dance curriculum. My pedagogical framework uses an intercultural teaching approach that applies a somatic…

Theory versus practice at implementation of inquiry-based approaches into physics education

NASA Astrophysics Data System (ADS)

Pfefferová, Miriam Spodniaková; Raganová, Janka; Hruška, Martin; Holec, Stanislav

2017-01-01

At present a lot of ideas for student inquiry-based activities accompanied with methodical remarks and instructions for teachers exist and can be used at physics lessons at lower and upper secondary levels. A need of the use of the teaching methods that support an independent student work as well as active learning approaches has been reflected also in the Slovak state educational program at various educational levels. Experiences of teachers who have used inquiry-based approaches in the classrooms are often in the contrary with expectations of these didactical trends. The paper aims to compare the theory and the practice of the implementation of inquiry-based activities in physics teaching. Practical experience was gained implementing activities for science education developed within the Chain Reaction project running at Matej Bel University Banska Bystrica. Opinions of teachers were investigated with the help of questionnaires, evaluation meetings and structured interviews. Their analysis identified many problems that the teachers had met during the implementation of the inquiry-based approaches in their teaching, as well as benefits of those activities for development of student competences.

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

[Discovery-based teaching and learning strategies in health: problematization and problem-based learning].

PubMed

Cyrino, Eliana Goldfarb; Toralles-Pereira, Maria Lúcia

2004-01-01

Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.

Competency-Based Teaching of Shakespeare: How to Master "King Lear"

ERIC Educational Resources Information Center

Ribes, Purificación

2011-01-01

Shakespeare's hypotext has invited so many hypertextual transformations over the last four hundred years that twenty-first century students deserve the chance of digging into this rich mine of information and dramatic possibilities. The practical approach of a competency-based teaching method offers great advantages over traditional practices in…

Holistic Approach to Learning and Teaching Introductory Object-Oriented Programming

ERIC Educational Resources Information Center

Thota, Neena; Whitfield, Richard

2010-01-01

This article describes a holistic approach to designing an introductory, object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments, learning, and teaching with planned learning outcomes. We plan learning and teaching activities,…

Teaching Methodologies for Population Education: Inquiry/Discovery Approach, Values Clarification.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.

Divided into two sections, this booklet demonstrates how the discovery/inquiry approach and values clarification can be used to teach population education. Each part presents a theoretical discussion of a teaching method including its definition, its relevance to population education, some outstanding characteristics that make it suitable for…

Teaching Science to Students with Limited English Proficiency through Nested Spiral Approach.

ERIC Educational Resources Information Center

Chyu, Chi-oy W.

The Nested Spiral Approach (NSA) is a teaching technique designed for students of limited English proficiency that integrates four aspects of motivated learning: contents, language, culture, and real life experiences. The approach consists of: (1) effective use of student strengths; (2) three teaching cycles for each lesson; and (3) five steps in…

Challenges and Support When Teaching Science through an Integrated Inquiry and Literacy Approach

ERIC Educational Resources Information Center

Ødegaard, Marianne; Haug, Berit; Mork, Sonja M.; Sørvik, Gard Ove

2014-01-01

In the Budding Science and Literacy project, we explored how working with an integrated inquiry-based science and literacy approach may challenge and support the teaching and learning of science at the classroom level. By studying the inter-relationship between multiple learning modalities and phases of inquiry, we wished to illuminate possible…

Integrated teaching program using case-based learning

PubMed Central

Bhardwaj, Pankaj; Bhardwaj, Nikha; Mahdi, Farzana; Srivastava, J P; Gupta, Uma

2015-01-01

Background: At present, in a medical school, students are taught in different departments, subject-wise, without integration to interrelate or unify subjects and these results in compartmentalization of medical education, with no stress on case-based learning. Therefore, an effort was made to develop and adopt integrated teaching in order to have a better contextual knowledge among students. Methodology and Implementation: After the faculty orientation training, four “topic committees” with faculty members from different departments were constituted which decided and agreed on the content material to be taught, different methodologies to be used, along with the logical sequencing of the same for the purpose of implementation. Different teaching methodologies used, during the program, were didactic lectures, case stimulated sessions, clinical visits, laboratory work, and small group student's seminar. Results: After the implementation of program, the comparison between two batches as well as between topics taught with integrated learning program versus traditional method showed that students performed better in the topics, taught with integrated approach. Students rated “clinical visits” as very good methodology, followed by “case stimulated interactive sessions.” Students believed that they felt more actively involved, and their queries are better addressed with such interactive sessions. Conclusion: There is a very good perception of students toward integrated teaching. Students performed better if they are taught using this technique. Although majority of faculty found integrated teaching, as useful method of teaching, nevertheless extra work burden and interdepartmental coordination remained a challenging task. PMID:26380204

Evaluation of competence-based teaching in higher education: From theory to practice.

PubMed

Bergsmann, Evelyn; Schultes, Marie-Therese; Winter, Petra; Schober, Barbara; Spiel, Christiane

2015-10-01

Competence-based teaching in higher education institutions and its evaluation have become a prevalent topic especially in the European Union. However, evaluation instruments are often limited, for example to single student competencies or specific elements of the teaching process. The present paper provides a more comprehensive evaluation concept that contributes to sustainable improvement of competence-based teaching in higher education institutions. The evaluation concept considers competence research developments as well as the participatory evaluation approach. The evaluation concept consists of three stages. The first stage evaluates whether the competencies students are supposed to acquire within the curriculum (ideal situation) are well defined. The second stage evaluates the teaching process and the competencies students have actually acquired (real situation). The third stage evaluates concrete aspects of the teaching process. Additionally, an implementation strategy is introduced to support the transfer from the theoretical evaluation concept to practice. The evaluation concept and its implementation strategy are designed for internal evaluations in higher education and primarily address higher education institutions that have already developed and conducted a competence-based curriculum. Copyright © 2015 Elsevier Ltd. All rights reserved.

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

The Development of Interdisciplinary Teaching Approaches among Pre-service Science and Mathematics Teachers

NASA Astrophysics Data System (ADS)

Miranda Martins, Dominique

This study sought to understand how a group of pre-service teachers in a combined secondary science and mathematics teaching methods course conceptualized and experienced interdisciplinary approaches to teaching. Although knowing how to plan interdisciplinary activities is an essential teaching practice in Quebec, these pre-service teachers faced many challenges during the process of learning to teach with this approach. By using two interdisciplinary frameworks (Nikitina, 2005; Boix Mansilla & Duraising, 2007), I qualitatively analyzed the development of the pre-service teachers' prior and emerging ideas about interdisciplinarity and their ability to plan interdisciplinary teaching activities. The provincial curriculum and issues related to time greatly shaped students' conceptions about interdisciplinarity in the classroom and constrained their ability to plan for and envision the enactment of interdisciplinary lessons in secondary science and mathematics classes. In addition, images of themselves as content-specialists, self-efficacy beliefs in relation to interdisciplinary teaching, and student learning as a source of teacher motivation emerged as key factors promoting or interrupting the development of interdisciplinary teaching approaches. Examination of these factors highlights the need for teacher-education programs to provide opportunities for pre-service teachers to explore how they see themselves as educators, increase their instructional self-efficacy beliefs, and motivate them to teach in an interdisciplinary fashion. Keywords: interdisciplinary teaching, student-teachers, curriculum, teacher-education program, self-efficacy, motivation.

Variations in Decision-Making Approach to Tertiary Teaching: A Case Study in Vietnam

ERIC Educational Resources Information Center

Nguyen, Thanh Tien

2016-01-01

Although the question of what to teach and how to teach has received much attention from the literature, little was known about the way in which academics in teaching groups make decision on what and how to teach. This paper reports an analysis of variations in the decision-making approach to tertiary teaching through academics' practices of…

Turning Biochemistry Inside Out: A New Approach to Teaching Metabolism in the Post-Genomic Era

ERIC Educational Resources Information Center

Gerrard, Juliet A.; Sparrow, Ashley D.

2002-01-01

This article describes a new approach to teaching metabolic pathways, designed to engage students with the material, and its complexities. Based on a novel way of presenting metabolic pathways, in which the focus is placed on proteins rather than metabolites, simple tutorial-based exercises and mini-projects are described, bringing metabolism to…

Exploring the Relationship between Goal Orientations for Teaching of Tertiary Teachers and Their Teaching Approaches in China

ERIC Educational Resources Information Center

Han, Jiying; Yin, Hongbiao; Wang, Wenlan

2015-01-01

This study addresses a paucity of research into teacher motivation in higher education by exploring the relationship between tertiary teachers' goal orientations for teaching and their approaches to teaching in China. A questionnaire gathered responses from 262 Chinese tertiary teachers, and the results showed these teachers reporting higher…

The Philosophy and Approach on Which the PROFILES Project Is Based

ERIC Educational Resources Information Center

Holbrook, Jack; Rannikmäe, Miia

2014-01-01

This article sets out to describe the PROFILES project, a European Commission FP7 science and society project, addresses problems and issues in science education by guiding teachers to embrace a range of teaching factors, such as a context-based approach, motivational constructivist learning; student centred inquiry teaching; enhancing cognitive…

Assessment of Teaching Approaches in an Introductory Astronomy College Classroom

NASA Astrophysics Data System (ADS)

Alexander, William R.

In recent years, there have been calls from the astronomy education research community for the increased use of learner-centered approaches to teaching, and systematic assessments of various teaching approaches using such tools as the Astronomy Diagnostic Test 2.0 (ADT 2.0). The research presented is a response to both calls. The ADT 2.0 was used in a modified form to obtain baseline assessments of introductory college astronomy classes that were taught in a traditional, mostly didactic manner. The ADT 2.0 (modified) was administered both before and after the completion of the courses. The courses were then altered to make modest use of learner-centered lecture tutorials. The ADT 2.0 (modified) was again administered before and after completion of the modified courses. Overall, the modest learner-centered approach showed mixed statistical results, with an increase in effect size (from medium to large), but no change in normalized gain index (both were low). Additionally, a mathematically rigorous approach showed no statistically significant improvements in conceptual understanding compared with a mathematically nonrigorous approach. This study will interpret the results from a variety of perspectives. The overall implementation of the lecture tutorials and their implications for teaching will also be discussed.

Teaching Biochemistry at a Medical Faculty with a Problem-Based Learning System.

ERIC Educational Resources Information Center

Rosing, Jan

1997-01-01

Highlights the differences between classical teaching methods and problem-based learning. Describes the curriculum and problem-based approach of the Faculty of Medicine at the Maastricht University and gives an overview of the implementation of biochemistry in the medical curriculum. Discusses the procedure for student assessment and presents…

Reflective teaching practices: an approach to teaching communication skills in a small-group setting.

PubMed

Fryer-Edwards, Kelly; Arnold, Robert M; Baile, Walter; Tulsky, James A; Petracca, Frances; Back, Anthony

2006-07-01

Small-group teaching is particularly suited for complex skills such as communication. Existing work has identified the basic elements of small-group teaching, but few descriptions of higher-order teaching practices exist in the medical literature. Thus the authors developed an empirically driven and theoretically grounded model for small-group communication-skills teaching. Between 2002 and 2005, teaching observations were collected over 100 hours of direct contact time between four expert facilitators and 120 medical oncology fellows participating in Oncotalk, a semiannual, four-day retreat focused on end-of-life communication skills. The authors conducted small-group teaching observations, semistructured interviews with faculty participants, video or audio recording with transcript review, and evaluation of results by faculty participants. Teaching skills observed during the retreats included a linked set of reflective, process-oriented teaching practices: identifying a learning edge, proposing and testing hypotheses, and calibrating learner self-assessments. Based on observations and debriefings with facilitators, the authors developed a conceptual model of teaching that illustrates an iterative loop of teaching practices aimed at enhancing learners' engagement and self-efficacy. Through longitudinal, empirical observations, this project identified a set of specific teaching skills for small-group settings with applicability to other clinical teaching settings. This study extends current theory and teaching practice prescriptions by describing specific teaching practices required for effective teaching. These reflective teaching practices, while developed for communication skills training, may be useful for teaching other challenging topics such as ethics and professionalism.

Teaching French Vocabulary to English Speaking Students. A Comprehensive and Eclectic Approach.

ERIC Educational Resources Information Center

Howlett, Frederick G.

The greatest need of language teachers today is a workable approach to teaching vocabulary. This is essential if students are to be enabled to achieve communicative competence, that is, to make a transfer from the textbook to the real world of French, as reflected in the French media. An effective and comprehensive approach to teaching vocabulary…

Towards a Class-Centred Approach to EFL Teaching in the Palestinian Context

ERIC Educational Resources Information Center

Ayyash, Adnan I. Abu

2011-01-01

The teaching article attempts to highlight the significance of introducing a class-centred approach (henceforth CCA) to L2 teaching in the Palestinian context. Additionally, it aims to pinpoint that experienced teachers can make their teaching strategies more motivating and more communicative, through intertwining their learners' pedagogical and…

Comparing Top-Down with Bottom-Up Approaches: Teaching Data Modeling

ERIC Educational Resources Information Center

Kung, Hsiang-Jui; Kung, LeeAnn; Gardiner, Adrian

2013-01-01

Conceptual database design is a difficult task for novice database designers, such as students, and is also therefore particularly challenging for database educators to teach. In the teaching of database design, two general approaches are frequently emphasized: top-down and bottom-up. In this paper, we present an empirical comparison of students'…

Current trends in community-based clinical teaching programs in U.K.and Ireland dental schools.

PubMed

Lynch, Christopher D; Ash, Peter J; Chadwick, Barbara L

2013-05-01

Community-based clinical teaching/outreach programs using a variety of approaches have been established in many predoctoral dental schools around the world. The aim of this article is to report current trends in the teaching of community-based clinical teaching/outreach teaching in dental schools in the United Kingdom and Ireland. In late 2010-early 2011, a questionnaire was distributed by e-mail to deans of the eighteen established dental schools in the United Kingdom and Ireland. The questionnaire included both open and closed questions relating to current and anticipated trends in community-based clinical teaching. Fourteen responses were received (response rate=78 percent). All fourteen responding schools reported inclusion of a community-based clinical teaching program. Ten schools indicated that their program was based on total patient (comprehensive) care including the treatment of child patients. In nine schools, the program is directed by a senior clinical academic in restorative dentistry. As well as student dentists, ten schools and seven schools include teaching of student dental therapists and student dental hygienists, respectively. There is a varied experience within the schools surveyed in terms of the extent, nature, and content of these programs. Overall, however, community-based clinical teaching was seen as part of the future of dental school education in many schools as an ideal way of preparing graduates for Dental Foundation Training and subsequent independent practice.

A Research-Based Approach on Teaching to Diversity

ERIC Educational Resources Information Center

Jones, Helen

2004-01-01

Changes in demographics are having a profound affect on education. Hodgkinson (1997) stated that the United States is the "first world nation in this history of humanity" (p. 3), where every nation in the world has a resident in this country. Former Governor of North Carolina and Chairman of the National Commission on Teaching and…

Acceptability of the flipped classroom approach for in-house teaching in emergency medicine.

PubMed

Tan, Eunicia; Brainard, Andrew; Larkin, Gregory L

2015-10-01

To evaluate the relative acceptability of the flipped classroom approach compared with traditional didactics for in-house teaching in emergency medicine. Our department changed its learning model from a 'standard' lecture-based model to a 'flipped classroom' model. The 'flipped classroom' included provided pre-session learning objectives and resources before each 2 h weekly session. In-session activities emphasised active learning strategies and knowledge application. Feedback was sought from all medical staff regarding the acceptability of the new approach using an online anonymous cross-sectional qualitative survey. Feedback was received from 49/57 (86%) medical staff. Ninety-eight per cent (48/49) of respondents preferred the flipped classroom over the traditional approach. Aspects of the flipped classroom learners liked most included case-based discussion, interaction with peers, application of knowledge, self-directed learning and small-group learning. Barriers to pre-session learning include work commitments, 'life', perceived lack of time, family commitments, exam preparation and high volume of learning materials. Reported motivational factors promoting pre-session learning include formal assessment, participation requirements, more time, less material, more clinical relevance and/or more interesting material. Case studies and 'hands-on' activities were perceived to be the most useful in-session activities. The flipped classroom shows promise as an acceptable approach to in-house emergency medicine teaching. © 2015 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Broadening ethics teaching in engineering: beyond the individualistic approach.

PubMed

Conlon, Eddie; Zandvoort, Henk

2011-06-01

There is a widespread approach to the teaching of ethics to engineering students in which the exclusive focus is on engineers as individual agents and the broader context in which they do their work is ignored. Although this approach has frequently been criticised in the literature, it persists on a wide scale, as can be inferred from accounts in the educational literature and from the contents of widely used textbooks in engineering ethics. In this contribution we intend to: (1) Restate why the individualistic approach to the teaching of ethics to engineering students is inadequate in view of preparing them for ethical, professional and social responsibility; (2) Examine the existing literature regarding the possible contribution of Science, Technology and Society (STS) scholarship in addressing the inadequacies of the individualistic approach; and (3) Assess this possible contribution of STS in order to realise desired learning outcomes regarding the preparation of students for ethical and social responsibility.

Approaches to Teaching Biometry and Epidemiology at Two Veterinary Schools in Germany.

PubMed

Zeimet, Ramona; Kreienbrock, Lothar; Doherr, Marcus G

In a thematically broad and highly condensed curriculum like veterinary medicine, it is essential to pay close attention to the didactic and methodical approaches used to deliver that content. The course topics ideally should be selected for their relevance but also for the target audience and their previous knowledge. The overall objective is to improve the long-term availability of what has been learned. For this reason, an evaluation among lecturers of German-speaking veterinary schools was carried out in 2012 to consider which topics in biometry and epidemiology they found relevant to other subject areas. Based on this survey, two veterinary schools (Berlin and Hannover) developed a structured approach for the introductory course in biometry and epidemiology. By means of an appropriate choice of topics and the use of adequate teaching methods, the quality of the lecture course could be significantly increased. Appropriately communicated learning objectives as well as a high rate of student activity resulted in increased student satisfaction. A certain degree of standardization of teaching approaches and material resulted in a comparison between the study sites and reduced variability in the content delivered at different schools. Part of this was confirmed by the high consistency in the multiple-choice examination results between the study sites. The results highlight the extent to which didactic and methodical restructuring of teaching affects the learning success and satisfaction of students. It can be of interest for other courses in veterinary medicine, human medicine, and biology.

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.

Empirically Founded Teaching in Psychology--An Example for the Combination of Evidence-Based Teaching and the Scholarship of Teaching and Learning

ERIC Educational Resources Information Center

Boser, Julia; Scherer, Sonja; Kuchta, Kathrin; Wenzel, S. Franziska C.; Horz, Holger

2017-01-01

To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching…

A Microeconomic Approach to the Issue of Quality in the Teaching Force.

ERIC Educational Resources Information Center

Kim, Hye-Sook

This study approaches the issue of quality in the teaching force using a microeconomic framework that applies the concept of "opportunity cost." As teaching is a low-paid profession, accepting a teaching position may be associated with high opportunity costs (foregone benefits) for more academically talented college students because they could…

Doctor coach: a deliberate practice approach to teaching and learning clinical skills.

PubMed

Gifford, Kimberly A; Fall, Leslie H

2014-02-01

The rapidly evolving medical education landscape requires restructuring the approach to teaching and learning across the continuum of medical education. The deliberate practice strategies used to coach learners in disciplines beyond medicine can also be used to train medical learners. However, these deliberate practice strategies are not explicitly taught in most medical schools or residencies. The authors designed the Doctor Coach framework and competencies in 2007-2008 to serve as the foundation for new faculty development and resident-as-teacher programs. In addition to teaching deliberate practice strategies, the programs model a deliberate practice approach that promotes the continuous integration of newly developed coaching competencies by participants into their daily teaching practice. Early evaluation demonstrated the feasibility and efficacy of implementing the Doctor Coach framework across the continuum of medical education. Additionally, the Doctor Coach framework has been disseminated through national workshops, which have resulted in additional institutions applying the framework and competencies to develop their own coaching programs. Design of a multisource evaluation tool based on the coaching competencies will enable more rigorous study of the Doctor Coach framework and training programs and provide a richer feedback mechanism for participants. The framework will also facilitate the faculty development needed to implement the milestones and entrustable professional activities in medical education.

Learning Approaches and Outcome-Based Teaching and Learning: A Case Study in Hong Kong, China

ERIC Educational Resources Information Center

Pang, Mary; Ho, To Ming; Man, Ryan

2009-01-01

Outcome-based education is a pedagogical process which focuses on the achievement of certain specified results. Outcome-based teaching and learning (OBTL), therefore, is concerned with curriculum design and ensuring that the contents, delivery, activities, and assessments are all aligned to help facilitate students to attain specific intended…

Qualitative Variation in Approaches to University Teaching and Learning in Large First-Year Classes

ERIC Educational Resources Information Center

Prosser, Michael; Trigwell, Keith

2014-01-01

Research on teaching from a student learning perspective has identified two qualitatively different approaches to university teaching. They are an information transmission and teacher-focused approach, and a conceptual change and student-focused approach. The fundamental difference being in the former the intention is to transfer information to…

The Teaching Approach of Henry Schaefer-Simmern.

ERIC Educational Resources Information Center

Abrahamson, Roy E.

1980-01-01

This description of the teaching approach of Henry Schaefer-Simmern emphasizes his use of questioning to evoke student self-evaluation and to develop clarity of vision and interfunctional unity in students' art products and their mental, artistic conceiving. Two case reports of his work with elementary students are included. (Author/SJL)

Integration of evidence-based practice in bedside teaching paediatrics supported by e-learning.

PubMed

Potomkova, Jarmila; Mihal, Vladimir; Zapletalova, Jirina; Subova, Dana

2010-03-01

Bedside teaching with evidence-based practice elements, supported by e-learning activities, can play an important role in modern medical education. Teachers have to incorporate evidence from the medical literature to increase student motivation and interactivity. An integral part of the medical curricula at Palacky University Olomouc (Czech Republic) are real paediatric scenarios supplemented with a review of current literature to enhance evidence-based bedside teaching & learning. Searching for evidence is taught through librarian-guided interactive hands-on sessions and/or web-based tutorials followed by clinical case presentations and feedback. Innovated EBM paediatric clerkship demonstrated students' preferences towards web-based interactive bedside teaching & learning. In two academic years (2007/2008, 2008/2009), learning-focused feedback from 106 and 131 students, resp. was obtained about their attitudes towards evidence-based bedside teaching. The assessment included among others the overall level of instruction, quality of practical evidence-based training, teacher willingness and impact of instruction on increased interest in the specialty. There was some criticism about excessive workload. A parallel survey was carried out on the perceived values of different forms of information skills training (i.e. demonstration, online tutorials, and librarian-guided interactive search sessions) and post-training self-reported level of search skills. The new teaching/learning paediatric portfolio is a challenge for further activities, including effective knowledge translation, continuing medical & professional development of teachers, and didactic, clinically integrated teaching approaches.

A randomised controlled trial of a blended learning education intervention for teaching evidence-based medicine.

PubMed

Ilic, Dragan; Nordin, Rusli Bin; Glasziou, Paul; Tilson, Julie K; Villanueva, Elmer

2015-03-10

Few studies have been performed to inform how best to teach evidence-based medicine (EBM) to medical trainees. Current evidence can only conclude that any form of teaching increases EBM competency, but cannot distinguish which form of teaching is most effective at increasing student competency in EBM. This study compared the effectiveness of a blended learning (BL) versus didactic learning (DL) approach of teaching EBM to medical students with respect to competency, self-efficacy, attitudes and behaviour toward EBM. A mixed methods study consisting of a randomised controlled trial (RCT) and qualitative case study was performed with medical students undertaking their first clinical year of training in EBM. Students were randomly assigned to receive EBM teaching via either a BL approach or the incumbent DL approach. Competency in EBM was assessed using the Berlin questionnaire and the 'Assessing Competency in EBM' (ACE) tool. Students' self-efficacy, attitudes and behaviour was also assessed. A series of focus groups was also performed to contextualise the quantitative results. A total of 147 students completed the RCT, and a further 29 students participated in six focus group discussions. Students who received the BL approach to teaching EBM had significantly higher scores in 5 out of 6 behaviour domains, 3 out of 4 attitude domains and 10 out of 14 self-efficacy domains. Competency in EBM did not differ significantly between students receiving the BL approach versus those receiving the DL approach [Mean Difference (MD)=-0.68, (95% CI-1.71, 0.34), p=0.19]. No significant difference was observed between sites (p=0.89) or by student type (p=0.58). Focus group discussions suggested a strong student preference for teaching using a BL approach, which integrates lectures, online learning and small group activities. BL is no more effective than DL at increasing medical students' knowledge and skills in EBM, but was significantly more effective at increasing student

How Is Science Being Taught? Measuring Evidence-Based Teaching Practices across Undergraduate Science Departments.

PubMed

Drinkwater, Michael J; Matthews, Kelly E; Seiler, Jacob

2017-01-01

While there is a wealth of research evidencing the benefits of active-learning approaches, the extent to which these teaching practices are adopted in the sciences is not well known. The aim of this study is to establish an evidential baseline of teaching practices across a bachelor of science degree program at a large research-intensive Australian university. Our purpose is to contribute to knowledge on the adoption levels of evidence-based teaching practices by faculty within a science degree program and inform our science curriculum review in practical terms. We used the Teaching Practices Inventory (TPI) to measure the use of evidence-based teaching approaches in 129 courses (units of study) across 13 departments. We compared the results with those from a Canadian institution to identify areas in need of improvement at our institution. We applied a regression analysis to the data and found that the adoption of evidence-based teaching practices differs by discipline and is higher in first-year classes at our institution. The study demonstrates that the TPI can be used in different institutional contexts and provides data that can inform practice and policy. © 2017 M. J. Drinkwater et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Principal Component Clustering Approach to Teaching Quality Discriminant Analysis

ERIC Educational Resources Information Center

Xian, Sidong; Xia, Haibo; Yin, Yubo; Zhai, Zhansheng; Shang, Yan

2016-01-01

Teaching quality is the lifeline of the higher education. Many universities have made some effective achievement about evaluating the teaching quality. In this paper, we establish the Students' evaluation of teaching (SET) discriminant analysis model and algorithm based on principal component clustering analysis. Additionally, we classify the SET…

Integrated Arts-Based Teaching (IAT) Model for Brain-Based Learning

ERIC Educational Resources Information Center

Inocian, Reynaldo B.

2015-01-01

This study analyzes teaching strategies among the eight books in Principles and Methods of Teaching recommended for use in the College of Teacher Education in the Philippines. It seeks to answer the following objectives: (1) identify the most commonly used teaching strategies congruent with the integrated arts-based teaching (IAT) and (2) design…

Evaluating Views of Lecturers on the Consistency of Teaching Content with Teaching Approach: Traditional versus Reform Calculus

ERIC Educational Resources Information Center

Sevimli, Eyup

2016-01-01

This study aims to evaluate the consistency of teaching content with teaching approaches in calculus on the basis of lecturers' views. In this sense, the structures of the examples given in two commonly used calculus textbooks, both in traditional and reform classrooms, are compared. The content analysis findings show that the examples in both…

Ethnic vs. Evangelical Religions: Beyond Teaching the World Religion Approach.

ERIC Educational Resources Information Center

Tishken, Joel E.

2000-01-01

Offers background information on the formation of comparative religion. Demonstrates that the world religion approach is inadequate by examining case studies of Mithraism, Santeria, Mormonism, and Baha'i to illustrate the shortcomings of this approach. Advocates the use of an ethnic versus evangelical religion approach to teaching global…

Teaching Conversation with Trivia.

ERIC Educational Resources Information Center

Crawford, Michael J.

2002-01-01

Presents a rationale for utilizing trivia to teach conversation. Shows how trivia-based materials fit into communicative language teaching approaches and provides examples of trivia-based activities and explains how to use them in the classroom. (Author/VWL)

The Impact of a Multifaceted Approach to Teaching Research Methods on Students' Attitudes

ERIC Educational Resources Information Center

Ciarocco, Natalie J.; Lewandowski, Gary W., Jr.; Van Volkom, Michele

2013-01-01

A multifaceted approach to teaching five experimental designs in a research methodology course was tested. Participants included 70 students enrolled in an experimental research methods course in the semester both before and after the implementation of instructional change. When using a multifaceted approach to teaching research methods that…

Strengthening Resistance Self-Efficacy: Influence of Teaching Approaches and Gender on Different Consumption Groups

ERIC Educational Resources Information Center

Heyne, Thomas; Bogner, Franz X.

2009-01-01

Our study focused on strengthening the individual self-efficacy of low achieving 8th graders reducing drug-specific peer pressure through theoretical and practical training. The subject of the intervention was based on a substance-specific life skills program offering both teacher-centered and student-centered teaching approaches. A cluster…

Baby Boy Jones Interactive Case-Based Learning Activity: A Web-Delivered Teaching Strategy.

PubMed

Cleveland, Lisa M; Carmona, Elenice Valentim; Paper, Bruce; Solis, Linda; Taylor, Bonnie

2015-01-01

Faced with limited resources, nurse educators are challenged with transforming nursing education while preparing enough qualified nurses to meet future demand; therefore, innovative approaches to teaching are needed. In this article, we describe the development of an innovative teaching activity. Baby Boy Jones is a Web-delivered, case-based learning activity focused on neonatal infection. It was created using e-learning authoring software and delivered through a learning management system.

Clarifying Public Controversy: An Approach to Teaching Social Studies.

ERIC Educational Resources Information Center

Newmann, Fred M.; Oliver, Donald W.

This book presents a rational discussion process approach to the teaching of specific social controversies in the social studies in secondary schools. The authors provide an in-depth analysis of this approach which includes both theory and application. The introductory chapters place the discussion process framework within terms of American values…

A Linear Algebraic Approach to Teaching Interpolation

ERIC Educational Resources Information Center

Tassa, Tamir

2007-01-01

A novel approach for teaching interpolation in the introductory course in numerical analysis is presented. The interpolation problem is viewed as a problem in linear algebra, whence the various forms of interpolating polynomial are seen as different choices of a basis to the subspace of polynomials of the corresponding degree. This approach…

Teaching Borges's "Garden": A Three-Tiered Approach.

ERIC Educational Resources Information Center

Christensen, Maggie

2002-01-01

Describes how "The Garden of Forking Paths" presents teaching challenges that ultimately yield benefits worth the effort for students and instructors. Discusses a three-tiered approach: spy story, family history and character, and ideas of time and timelessness. Concludes that the three layers provide a structure to get the discussion started and…

Implementation of Different Teaching Approaches in Early Childhood Education Practices in Estonia

ERIC Educational Resources Information Center

Kimer, Merilin; Tuul, Maire; Õun, Tiia

2016-01-01

The aim of this study was to describe the activities of Estonian preschool teachers in the context of different teaching approaches and to compare the assessments of teachers of their own teaching with the assessments of observers of their teaching. For the data collection, the Early Childhood Classroom Observation Measure (ECCOM) and a structured…

Integrating the Problem-Based Learning Approach into a Web-Based English Reading Course

ERIC Educational Resources Information Center

Lin, Lu-Fang

2018-01-01

This study incorporated the problem-based learning (PBL) approach into a web-based English reading course. The purpose of the study was to examine the impact of PBL on the participants' English reading comprehension (RC) and to explore the participants' perceptions of PBL. The present study conducted a comparison of two teaching methods. Two…

Teaching Baroreflex Physiology to Medical Students: A Comparison of Quiz-Based and Conventional Teaching Strategies in a Laboratory Exercise

ERIC Educational Resources Information Center

Berg, Ronan M. G.; Plovsing, Ronni R.; Damgaard, Morten

2012-01-01

Quiz-based and collaborative teaching strategies have previously been found to be efficient for the improving meaningful learning of physiology during lectures. These approaches have, however, not been investigated during laboratory exercises. In the present study, we compared the impact of solving quizzes individually and in groups with…

Teaching psychiatry in a new medical school: a multimedia approach.

PubMed

Baskett, S J

1978-12-01

As a developing department in a new medical school, we were able to improve our curriculum by using a multimedia approach to teaching psychiatry. We relied heavily on a programmed self-instructional text with videotaped clinical examples (PLS), learning objectives, formal classroom presentations, small group discussions, self-assessment exercises, an affective approach to the patient-doctor relationship using role-playing and videotaped patient vignettes, and finally live patient interviews. We believe we have been able to present the widely agreed upon content in the basic science years, using a wide variety of teaching materials and technics which maintain the interest of most students.

Serving-Maids and Literacy: An Approach to Teaching Literacy through History and Music.

ERIC Educational Resources Information Center

Turner-Bisset, R.

2001-01-01

Presents a case study of an integrated approach to teaching history, literacy and music, in a Year 6 class. Suggests success was due to use of varied teaching approaches including storytelling, drama, singing and discussion. Emphasizes links between genuine historical tasks, and activities in the National Literacy Strategy. Suggests how music…

Impact of instructional Approaches to Teaching Elementary Science on Student Achievement

NASA Astrophysics Data System (ADS)

Kensinger, Seth H.

Strengthening our science education in the United States is essential to the future success of our country in the global marketplace. Immersing our elementary students with research-based quality science instruction is a critical component to build a strong foundation and motivate our students to become interested in science. The research for this study pertained to the type of elementary science instruction in correlation to academic achievement and gender. Through this study, the researcher answered the following questions: 1. What is the difference in achievement for elementary students who have been taught using one of the three science instructional approaches analyzed in this study: traditional science instruction, inquiry-based science instruction with little or no professional development and inquiry-based science instruction with high-quality professional development? 2. What is the difference in student achievement between inquiry-based instruction and non-inquiry based (traditional) instruction? 3. What is the difference in student achievement between inquiry with high quality professional development and inquiry with little or no professional development? 4. Do the three instructional approaches have differentiated effects across gender? The student achievement was measured using the 2010 fourth grade Pennsylvania System of School Assessment (PSSA) in Science. Data was collected from 15 elementary schools forming three main groupings of similar schools based on the results from the 2009 third grade PSSA in Mathematics and student and community demographics. In addition, five sub-group triads were formed to further analyze the data and each sub-group was composed of schools with matching demographic data. Each triad contained a school using a traditional approach to teaching science, a school utilizing an inquiry science approach with little or no professional development, and a school incorporating inquiry science instruction with high quality

The Use of Modeling Approach for Teaching Exponential Functions

NASA Astrophysics Data System (ADS)

Nunes, L. F.; Prates, D. B.; da Silva, J. M.

2017-12-01

This work presents a discussion related to the teaching and learning of mathematical contents related to the study of exponential functions in a freshman students group enrolled in the first semester of the Science and Technology Bachelor’s (STB of the Federal University of Jequitinhonha and Mucuri Valleys (UFVJM). As a contextualization tool strongly mentioned in the literature, the modelling approach was used as an educational teaching tool to produce contextualization in the teaching-learning process of exponential functions to these students. In this sense, were used some simple models elaborated with the GeoGebra software and, to have a qualitative evaluation of the investigation and the results, was used Didactic Engineering as a methodology research. As a consequence of this detailed research, some interesting details about the teaching and learning process were observed, discussed and described.

Three Different Teaching Approaches in Pre-Calculus Bridging Mathematics

ERIC Educational Resources Information Center

Miller-Reilly, Barbara

2007-01-01

During the past decade three different bridging mathematics courses have been offered at the University of Auckland. A case study approach was used to investigate the effectiveness of these courses: two larger courses and one individual study programme. A different teaching approach, by committed experienced teachers, was used in each course. The…

Interpreting Evidence: An Approach to Teaching Human Evolution in the Classroom

ERIC Educational Resources Information Center

DeSilva, Jeremy

2004-01-01

Paleoanthropology, which is the study of human evolution through fossil records, can be used as a tool for teaching human evolution in the classrooms. An updated approach to teaching human evolution and a model for explaining what is science and how it is done, is presented.

The 5E Instructional Model: A Learning Cycle Approach for Inquiry-Based Science Teaching

ERIC Educational Resources Information Center

Duran, Lena Ballone; Duran, Emilio

2004-01-01

The implementation of inquiry-based teaching is a major theme in national science education reform documents such as "Project 2061: Science for All Americans" (Rutherford & Alhgren, 1990) and the "National Science Education Standards" (NRC, 1996). These reports argue that inquiry needs to be a central strategy of all…

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

NASA Astrophysics Data System (ADS)

Lambourne, Robert

2007-05-01

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

Are Prospective Elementary School Teachers' Social Studies Teaching Efficacy Beliefs Related to Their Learning Approaches in a Social Studies Teaching Methods Course?

ERIC Educational Resources Information Center

Dündar, Sahin

2015-01-01

This study aimed to contribute to the growing literature on learning approaches and teacher self-efficacy beliefs by examining associations between prospective elementary school teachers' learning approaches in a social studies teaching methods course and their social studies teaching efficacy beliefs. One hundred ninety-two prospective elementary…

Problem Based Learning (PBL) - An Effective Approach to Improve Learning Outcomes in Medical Teaching.

PubMed

Preeti, Bajaj; Ashish, Ahuja; Shriram, Gosavi

2013-12-01

As the "Science of Medicine" is getting advanced day-by-day, need for better pedagogies & learning techniques are imperative. Problem Based Learning (PBL) is an effective way of delivering medical education in a coherent, integrated & focused manner. It has several advantages over conventional and age-old teaching methods of routine. It is based on principles of adult learning theory, including student's motivation, encouragement to set goals, think critically about decision making in day-to-day operations. Above all these, it stimulates challenge acceptance and learning curiosity among students and creates pragmatic educational program. To measure the effectiveness of the "Problem Based Learning" as compared to conventional theory/didactic lectures based learning. The study was conducted on 72 medical students from Dayanand Medical College & Hospital, Ludhiana. Two modules of problem based sessions designed and delivered. Pre & Post-test score's scientific statistical analysis was done. Student feed-back received based on questionnaire in the five-point Likert scale format. Significant improvement in overall performance observed. Feedback revealed majority agreement that "Problem-based learning" helped them create interest (88.8 %), better understanding (86%) & promotes self-directed subject learning (91.6 %). Substantial improvement in the post-test scores clearly reveals acceptance of PBL over conventional learning. PBL ensures better practical learning, ability to create interest, subject understanding. It is a modern-day educational strategy, an effective tool to objectively improve the knowledge acquisition in Medical Teaching.

An Empirical Evaluation of Puzzle-Based Learning as an Interest Approach for Teaching Introductory Computer Science

ERIC Educational Resources Information Center

Merrick, K. E.

2010-01-01

This correspondence describes an adaptation of puzzle-based learning to teaching an introductory computer programming course. Students from two offerings of the course--with and without the puzzle-based learning--were surveyed over a two-year period. Empirical results show that the synthesis of puzzle-based learning concepts with existing course…

Teaching, Learning and Governance in Science Education and Physical Education: A Comparative Approach

ERIC Educational Resources Information Center

Östman, Leif; Öhman, Marie; Lundqvist, Eva; Lidar, Malena

2015-01-01

Teaching, learning and motivation are the major concerns for educators. In this article we approach these issues from a Foucauldian power and governance perspective in order to understand that attention is drawn to certain knowledge and values and not others that would be equally possible in a teaching practice. The approach suggests that the…

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

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2008-01-01

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

Constructivist-Visual Mind Map Teaching Approach and the Quality of Students' Cognitive Structures

ERIC Educational Resources Information Center

Dhindsa, Harkirat S.; Makarimi-Kasim; Anderson, O. Roger

2011-01-01

This study compared the effects of a constructivist-visual mind map teaching approach (CMA) and of a traditional teaching approach (TTA) on (a) the quality and richness of students' knowledge structures and (b) TTA and CMA students' perceptions of the extent that a constructivist learning environment (CLE) was created in their classes. The sample…

Grade 8 students' capability of analytical thinking and attitude toward science through teaching and learning about soil and its' pollution based on science technology and society (STS) approach

NASA Astrophysics Data System (ADS)

Boonprasert, Lapisarin; Tupsai, Jiraporn; Yuenyong, Chokchai

2018-01-01

This study reported Grade 8 students' analytical thinking and attitude toward science in teaching and learning about soil and its' pollution through science technology and society (STS) approach. The participants were 36 Grade 8 students in Naklang, Nongbualumphu, Thailand. The teaching and learning about soil and its' pollution through STS approach had carried out for 6 weeks. The soil and its' pollution unit through STS approach was developed based on framework of Yuenyong (2006) that consisted of five stages including (1) identification of social issues, (2) identification of potential solutions, (3) need for knowledge, (4) decision-making, and (5) socialization stage. Students' analytical thinking and attitude toward science was collected during their learning by participant observation, analytical thinking test, students' tasks, and journal writing. The findings revealed that students could gain their capability of analytical thinking. They could give ideas or behave the characteristics of analytical thinking such as thinking for classifying, compare and contrast, reasoning, interpreting, collecting data and decision making. Students' journal writing reflected that the STS class of soil and its' pollution motivated students. The paper will discuss implications of these for science teaching and learning through STS in Thailand.

"Structured Discovery": A Modified Inquiry Approach to Teaching Social Studies.

ERIC Educational Resources Information Center

Lordon, John

1981-01-01

Describes structured discovery approach to inquiry teaching which encourages the teacher to select instructional objectives, content, and questions to be answered. The focus is on individual and group activities. A brief outline using this approach to analyze Adolf Hitler is presented. (KC)

The Effects of Different Teaching Approaches in Introductory Financial Accounting

ERIC Educational Resources Information Center

Chiang, Bea; Nouri, Hossein; Samanta, Subarna

2014-01-01

The purpose of the research is to examine the effect of the two different teaching approaches in the first accounting course on student performance in a subsequent finance course. The study compares 128 accounting and finance students who took introductory financial accounting by either a user approach or a traditional preparer approach to examine…

A Mindful Approach to Teaching Emotional Intelligence to Undergraduate Students Online and in Person

ERIC Educational Resources Information Center

Cotler, Jami L.; DiTursi, Dan; Goldstein, Ira; Yates, Jeff; DelBelso, Deb

2017-01-01

In this paper we examine whether emotional intelligence (EI) can be taught online and, if so, what key variables influence the successful implementation of this online learning model. Using a 3 x 2 factorial quasi-experimental design, this mixed-methods study found that a team-based learning environment using a blended teaching approach, supported…

Inquiry Based Teaching in Turkey: A Content Analysis of Research Reports

ERIC Educational Resources Information Center

Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin

2012-01-01

Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…

A multimedia approach for teaching human embryology: Development and evaluation of a methodology.

PubMed

Moraes, Suzana Guimarães; Pereira, Luis Antonio Violin

2010-12-20

Human embryology requires students to understand the simultaneous changes in embryos, but students find it difficult to grasp the concepts presented and to visualise the related processes in three dimensions. The aims of this study have been to develop and evaluate new educational materials and a teaching methodology based on multimedia approaches to improve the comprehension of human development. The materials developed at the State University of Campinas include clinical histories, movies, animations, and ultrasound, as well as autopsy images from embryos and foetuses. The series of embryology lectures were divided into two parts. The first part of the series addressed the development of the body's structures, while in the second part, clinical history and the corresponding materials were shown to the students, who were encouraged to discuss the malformations. The teaching materials were made available on software used by the students in classes. At the end of the discipline, the material and methodology were evaluated with an attitudinal instrument, interviews, and knowledge examination. The response rate to the attitudinal instrument was 95.35%, and the response rate to the interview was 46%. The students approved of the materials and the teaching methodology (reliability of the attitudinal instrument was 0.9057). The exams showed that most students scored above 6.0. A multimedia approach proved useful for solving an important problem associated with teaching methods in many medical institutions: the lack of integration between basic sciences and clinical disciplines. 2010 Elsevier GmbH. All rights reserved.

Team-teaching a current events-based biology course for nonmajors.

PubMed

Bondos, Sarah E; Phillips, Dereth

2008-01-01

Rice University has created a team-taught interactive biology course for nonmajors with a focus on cutting edge biology in the news-advances in biotechnology, medicine, and science policy, along with the biological principles and methodology upon which these advances are based. The challenges inherent to teaching current topics were minimized by team-teaching the course, providing knowledgeable and enthusiastic lecturers for every topic while distributing the effort required to update material. Postdoctoral associates and advanced graduate students served as lecturers, providing an opportunity for them to develop their teaching skills and learn to communicate effectively with nonscientists on newsworthy topics related to their research. Laboratory tours, in-class demonstrations, and mock-ups helped lecturers convey surprisingly advanced ideas with students who lacked a strong theoretical or practical science background. A faculty member and co-coordinator administer the class, organize class activities, and mentor the speakers on teaching techniques and lecture design. Course design, lecture topics, hands-on activities, and approaches to successfully solve the difficulties inherent to team teaching are discussed. Course evaluations reflect student involvement in, and enjoyment of, the class. Copyright © 2008 International Union of Biochemistry and Molecular Biology, Inc.

Teaching nutrition to medical students: a community-based problem-solving approach.

PubMed

Bhattacharji, S; Joseph, A; Abraham, S; Muliyil, J; John, K R; Ethirajan, N

1990-01-01

This paper presents a community-based problem-solving educational programme which aims at teaching medical and other health science students the importance of nutrition and its application. Through community surveys students assess the nutritional status of children under five using different anthropometric methods. They understand the cultural beliefs and customs related to food fads and the reasons for them. They also acquire the skill to educate the community using the information gathered. They use epidemiological methods such as case control study to find associations between malnutrition and other causative factors. Feedback from students has been positive and evaluation of students' knowledge before and after the programme has shown significant improvement.

Teaching Introductory Programming to IS Students: The Impact of Teaching Approaches on Learning Performance

ERIC Educational Resources Information Center

Zhang, Xihui; Zhang, Chi; Stafford, Thomas F.; Zhang, Ping

2013-01-01

Introductory programming courses are typically required for undergraduate students majoring in Information Systems. Instructors use different approaches to teaching this course: some lecturing and assigning programming exercises, others only assigning programming exercises without lectures. This research compares the effects of these two teaching…

Trends in Research on Project-Based Science and Technology Teaching and Learning at K-12 Levels: A Systematic Review

ERIC Educational Resources Information Center

Hasni, Abdelkrim; Bousadra, Fatima; Belletête, Vincent; Benabdallah, Ahmed; Nicole, Marie-Claude; Dumais, Nancy

2016-01-01

Project-based teaching is nothing new; it originates from the work of authors like Dewey and Kilpatrick. Recent decades have seen renewed interest in this approach. In many countries, it is currently considered to be an innovative approach to science and technology (S&T) teaching. In this article, we present a systematic review of what recent…

New Approaches and Trends in the Philosophy of Educational Technology for Learning and Teaching Environments

ERIC Educational Resources Information Center

Ipek, Ismail; Ziatdinov, Rushan

2017-01-01

The purpose of this study is to discuss instructional design and technology (IDT) model strategies for developing learning and teaching environments, based on philosophical approaches to educational technology theory. The study begins with a discussion of IDT models to define the history of educational technology or instructional technology…

Using pedagogical approaches to influence evidence-based practice integration - processes and recommendations: findings from a grounded theory study.

PubMed

Malik, Gulzar; McKenna, Lisa; Griffiths, Debra

2017-04-01

The study aimed to explore the processes undertaken by nurse academics when integrating evidence-based practice (EBP) into their teaching and learning practices. This article focuses on pedagogical approaches employed by academics to influence evidence-based practice integration into undergraduate programs across Australian universities. Nursing academics are challenged to incorporate a variety of teaching and learning strategies to teach evidence-based practice and determine their effectiveness. However, literature suggests that there are limited studies available focusing on pedagogical approaches in evidence-based practice education. A constructivist grounded theory methodology, informed by Charmaz was used for this study. Data were collected during 2014 from 23 nurse academics across Australian universities through semi-structured interviews. Additionally, nine were observed during teaching of undergraduate students. Twenty subject outlines were also analysed following Charmaz's approach of data analysis. 'Influencing EBP integration' describes the pedagogical approaches employed by academics to incorporate EBP knowledge and skills into undergraduate curricula. With the use of various teaching and learning strategies, academics attempted to contextualize EBP by engaging students with activities aiming to link evidence to practice and with the EBP process. Although, some strategies appeared to be engaging, others were traditional and seemed to be disengaging for students due to the challenges experienced by participants that impeded the use of the most effective teaching methods. Study findings offer valuable insights into the teaching practices and identify some key challenges that require the adoption of appropriate strategies to ensure future nurses are well prepared in the paradigm of evidence-based practice. © 2016 John Wiley & Sons Ltd.

Teaching Significant Figures Using a Learning Cycle.

ERIC Educational Resources Information Center

Guymon, E. Park; And Others

1986-01-01

Describes an instructional strategy based on the learning cycle for teaching the use of significant figures. Provides explanations of teaching activities for each phase of the learning cycle (exploration, invention, application). Compares this approach to teaching significant figures with the traditional textbook approach. (TW)

Experiencing teaching and learning quantitative reasoning in a project-based context

NASA Astrophysics Data System (ADS)

Muir, Tracey; Beswick, Kim; Callingham, Rosemary; Jade, Katara

2016-12-01

This paper presents the findings of a small-scale study that investigated the issues and challenges of teaching and learning about quantitative reasoning (QR) within a project-based learning (PjBL) context. Students and teachers were surveyed and interviewed about their experiences of learning and teaching QR in that context in contrast to teaching and learning mathematics in more traditional settings. The grade 9-12 student participants were characterised by a history of disengagement with mathematics and school in general, and the teacher participants were non-mathematics specialist teachers. Both students and teachers were new to the PjBL situation, which resulted in the teaching/learning relationship being a reciprocal one. The findings indicated that students and teachers viewed QR positively, particularly when compared with traditional mathematics teaching, yet tensions were identified for aspects such as implementation of curriculum and integration of relevant mathematics into projects. Both sets of participants identified situations where learning QR was particularly successful, along with concerns or difficulties about integrating QR into project work. The findings have implications for educators, who may need to examine their own approaches to mathematics teaching, particularly in terms of facilitating student engagement with the subject.

Exploring Scholarship of Teaching and Learning Approaches to Business Communication Research

ERIC Educational Resources Information Center

Pope-Ruark, Rebecca

2012-01-01

With our core focus on teaching and scholarship, business communication teacher-scholars are well placed to become leaders in the international Scholarship of Teaching and Learning (SoTL) movement. In this article, SoTL is defined and contextualized, three SoTL research approaches are introduced, and disciplinary research projects are suggested. A…

"Maintaining Competence": A Grounded Theory Typology of Approaches to Teaching in Higher Education

ERIC Educational Resources Information Center

Gregory, Janet; Jones, Robert

2009-01-01

This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies.…

Teaching Monte Carlo Strategies for Earth System Modelling using a Guided Group-Learning Approach in the Classroom

NASA Astrophysics Data System (ADS)

Wagener, T.; Pianosi, F.; Woods, R. A.

2016-12-01

The need for quantifying uncertainty in earth system modelling has now been well established on both scientific and policy-making grounds. There is an urgent need to bring the skills and tools needed for doing so into practice. However, such topics are currently largely constrained to specialist graduate courses or to short courses for PhD students. Teaching the advanced skills needed for implementing and for using uncertainty analysis is difficult because students feel that it is inaccessible and it can be boring if presented using frontal teaching in the classroom. While we have made significant advancement in sharing teaching material, sometimes even including teaching notes (Wagener et al., 2012, Hydrology and Earth System Sciences), there is great need for understanding how we can bring such advanced topics into the undergraduate (and even graduate) curriculum in an effective manner. We present the results of our efforts to teach Matlab-based tools for uncertainty quantification in earth system modelling in a civil engineering undergraduate course. We use the example of teaching Monte Carlo strategies, the basis for the most widely used uncertainty quantification approaches, through the use of guided group-learning activities in the classroom. We utilize a three-step approach: [1] basic introduction to the problem, [2] guided group-learning to develop a possible solution, [3] comparison of possible solutions with state-of-the-art algorithms across groups. Our initial testing in an undergraduate course suggests that (i) overall students find a group-learning approach more engaging, (ii) that different students take charge of advancing the discussion at different stages or for different problems, and (iii) that making appropriate suggestions (facilitator) to guide the discussion keeps the speed of advancement sufficiently high. We present the approach, our initial results and suggest how a wider course on earth system modelling could be formulated in this manner.

Teaching and Learning as Communication: A Cultural Approach.

ERIC Educational Resources Information Center

Chen, Zhuojun (Joyce)

With an ethnographic approach, this paper focused on the process of students' learning. It examines students' feelings about learning environments and expectations of college education, as well as professors' experiences with college teaching and their views of teachers' role in contemporary society. Unstructured, intensive interviews were…

Computer assisted analysis of research-based teaching method in English newspaper reading teaching

NASA Astrophysics Data System (ADS)

Jie, Zheng

2017-06-01

In recent years, the teaching of English newspaper reading has been developing rapidly. However, the teaching effect of the existing course is not ideal. The paper tries to apply the research-based teaching model to English newspaper reading teaching, investigates the current situation in higher vocational colleges, and analyzes the problems. It designs a teaching model of English newspaper reading and carries out the empirical research conducted by computers. The results show that the teaching mode can use knowledge and ability to stimulate learners interest and comprehensively improve their ability to read newspapers.

Teaching Chinese College ESL Writing: A Genre-Based Approach

ERIC Educational Resources Information Center

Yang, Yilong

2016-01-01

College students' English writing plays a vital role in their language learning and further education. However, the current college English teaching falls far behind to resolve this issue, which includes insufficient writing ability compared with that of listening and speaking, inadequate teacher instruction and students' exercise, negative…

Teaching the Literature Review: A Practical Approach for College Instructors

ERIC Educational Resources Information Center

Cisco, Jonathan

2014-01-01

Instructors across the disciplines require their students to write literature reviews. Although numerous sources describe the literature review process, instructors and students face difficulty when approaching the structure of a literature review. This paper presents a straightforward, efficient approach for teaching students how to write a…

Making Pedagogy Tangible: Developing Skills and Knowledge Using a Team Teaching and Blended Learning Approach

ERIC Educational Resources Information Center

Crawford, Renée; Jenkins, Louise E.

2018-01-01

In an era of accountability government and industry bodies are mandating that teacher education programs provide evidence of their impact. This paper provides an example of evidence-based practice, exploring how a team teaching and blended learning approach influenced the development of pre-service teachers (PSTs) competency skills and knowledge.…

Effect of Inquiry-Based Learning Approach on Student Resistance in a Science and Technology Course

ERIC Educational Resources Information Center

Sever, Demet; Guven, Meral

2014-01-01

The aim of this study was to identify the resistance behaviors of 7th grade students exhibited during their Science and Technology course teaching-learning processes, and to remove the identified resistance behaviors through teaching-learning processes that were constructed based on the inquiry-based learning approach. In the quasi-experimentally…

Teaching Spiritual Themes to African American Children: A Picture Book Approach

ERIC Educational Resources Information Center

Harris, Demetrius B.

2017-01-01

"Teaching Spiritual Themes to African American Children: A Picture Book Approach" is a research project that used picture books to teach the four spiritual themes, 1.) love, 2.) forgiveness, 3.) kindness, and 4.) perseverance. This project was conducted in an after school program at Fifth Baptist Church, on Cary St. in Richmond, VA. The…

Teaching Introductory Oceanography through Case Studies: Project based approach for general education students

NASA Astrophysics Data System (ADS)

Farnsworth, K. L.; House, M.; Hovan, S. A.

2013-12-01

A recent workshop sponsored by SERC-On the Cutting Edge brought together science educators from a range of schools across the country to discuss new approaches in teaching oceanography. In discussing student interest in our classes, we were struck by the fact that students are drawn to emotional or controversial topics such as whale hunting and tsunami hazard and that these kinds of topics are a great vehicle for introducing more complex concepts such as wave propagation, ocean upwelling and marine chemistry. Thus, we have developed an approach to introductory oceanography that presents students with real-world issues in the ocean sciences and requires them to explore the science behind them in order to improve overall ocean science literacy among non-majors and majors at 2 and 4 year colleges. We have designed a project-based curriculum built around topics that include, but are not limited to: tsunami hazard, whale migration, ocean fertilization, ocean territorial claims, rapid climate change, the pacific trash patch, overfishing, and ocean acidification. Each case study or project consists of three weeks of class time and is structured around three elements: 1) a media analysis; 2) the role of ocean science in addressing the issue; 3) human impact/response. Content resources range from textbook readings, popular or current print news, documentary film and television, and data available on the world wide web from a range of sources. We employ a variety of formative assessments for each case study in order to monitor student access and understanding of content and include a significant component of in-class student discussion and brainstorming guided by faculty input to develop the case study. Each study culminates in summative assessments ranging from exams to student posters to presentations, depending on the class size and environment. We envision this approach for a range of classroom environments including large group face-to-face instruction as well as hybrid

CU’s Department of Geological Sciences - Science Education Initiative Project (GEOL-SEI): A five-year plan for introducing and supporting an evidence-based and scientific approach to teaching

NASA Astrophysics Data System (ADS)

Arthurs, L.; Budd, D. A.

2009-12-01

The Science Education Initiative (SEI) at the University of Colorado at Boulder was conceived in 2006 with the goal of improving science education at the undergraduate level by changing the basic approach to teaching in science departments. Five departments were selected on a competitive basis for participation in the SEI. The SEI is operating as a five year plan with funding of ~$1 million/year for the five departments. The goal of the SEI is to implement sustainable department-level change for an evidence-based and scientific approach to teaching. Among the five departments receiving funding for discipline-specific SEI projects is the Department of Geological Sciences (GEOL-SEI). The GEOL-SEI has worked to transform geology courses beginning with lower division large enrollment courses and moving towards upper division courses. They are transformed on the basis of existing research into how people learn, and they are characterized by the use of learning goals and effective instructional approaches. Furthermore, a natural component of the transformation towards evidence-based and scientific approaches to teaching is geocognition and geoscience education research. This research focuses on how students think about geologic concepts (e.g. misconceptions) and the effectiveness of different instructional approaches (e.g. the implementation of instructional technologies, peer learning activities, homework, and labs). The research is conducted by post-doctoral fellows (with PhDs in geology and pedagogical training) in collaboration with the instructional faculty members. The directorate of CU’s Science Education Initiative provides the fellows with training useful for conducting the research. Currently, into the 4th year of its 5-year plan, the GEOL-SEI is working towards publishing its findings and exploring options for sustaining various changes made to courses and new departmental programs that support student learning (e.g. GEOL Tutoring & Study Room).

Task-Based Instruction for Autonomy: Connections with Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies

ERIC Educational Resources Information Center

Vieira, Flávia

2017-01-01

Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task-based language teaching (TBLT) as a learner-centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting…

Using a pedagogical approach to integrate evidence-based teaching in an undergraduate women's health course.

PubMed

Dawley, Katy; Bloch, Joan Rosen; Suplee, Patricia Dunphy; McKeever, Amy; Scherzer, Gerri

2011-06-01

Evidence-based practice (EBP) is promoted as a foundation for nursing practice. However, the 2005 U.S. survey of nurses revealed that they do not have requisite skills for EBP. PURPOSE AND GOALS: To evaluate a pedagogical approach aimed at (1) fostering undergraduate nursing students EBP competencies, and (2) identifying gaps in the literature to direct future women's health research. A secondary analysis of data abstracted from required EBP clinical journals for an undergraduate women's health course in which students (n = 198) were asked to find evidence to answer their clinical questions. Content analysis was used to identify main themes of the topics of inquiry. Students identified 1,808 clinical questions and 30.3% (n = 547) of these could not be answered or supported by evidence in the literature. This assignment was an important teaching and assessment tool for EBP. Questions reflected critical thinking and quest for in-depth knowledge to support nursing practice. Some students lacked skills in searching databases and a significant number of knowledge gaps were identified that can direct women's health research. Copyright ©2010 Sigma Theta Tau International.

A Psychometric Approach to the Development of a 5E Lesson Plan Scoring Instrument for Inquiry-Based Teaching

ERIC Educational Resources Information Center

Goldston, M. Jenice; Dantzler, John; Day, Jeanelle; Webb, Brenda

2013-01-01

This research centers on the psychometric examination of the structure of an instrument, known as the 5E Lesson Plan (5E ILPv2) rubric for inquiry-based teaching. The instrument is intended to measure an individual's skill in developing written 5E lesson plans for inquiry teaching. In stage one of the instrument's development, an exploratory…

Using the Pyramid Approach to Teaching Marketing Research.

ERIC Educational Resources Information Center

Peltier, James W.; Westfall, John; Ainscough, Thomas L.

2001-01-01

Underscores the need for teaching marketing research skills at the secondary level and shows how marketing research fits into marketing education. Provides an example of how to use the pyramid approach to research, which involves review of secondary sources, key informant interviews, focus groups, and quantitative research. (Author/JOW)

A Study of Diverse Teaching Approaches to Literature.

ERIC Educational Resources Information Center

Peters, William H.

A study examined the effects of aesthetic, efferent, and aesthetic/efferent teaching approaches on 38 English secondary preservice teachers' responses to literature. Three classes received intensive instruction on L. M. Rosenblatt's concept of aesthetic and efferent stances through one semester. However, one class was introduced and responded to…

Curriculum Approaches in Language Teaching: Forward, Central, and Backward Design

ERIC Educational Resources Information Center

Richards, Jack C.

2013-01-01

The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Three curriculum approaches are described and compared. Each differs with respect to when issues related to input, process, and outcomes, are addressed. Forward design starts…

A narrative review of undergraduate peer-based healthcare ethics teaching.

PubMed

Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

2015-12-12

This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education.

A narrative review of undergraduate peer-based healthcare ethics teaching

PubMed Central

Allikmets, Silvia; Knights, Felicity

2015-01-01

Objectives This study explores the literature in establishing the value of undergraduate peer-based healthcare ethics teaching as an educational methodology. Methods A narrative review of the literature concerning peer-based ethics teaching was conducted. MEDLINE, EMBASE, CINAHL, SCOPUS databases, and the Cochrane Library, were systematically searched for studies of peer-based ethics or professionalism teaching. Selected studies related peer-based teaching to ethics education outcomes. Results Ten publications were identified. Selected studies were varied in their chosen intervention methodology and analysis. Collectively, the identified studies suggest peer-based ethics education is an effective and valued educational methodology in training healthcare professionals. One paper suggests peer-based ethics teaching has advantages over traditional didactic methods. Peer-based ethics teaching also receives positive feedback from student participants. However, the limited literature base demonstrates a clear need for more evaluation of this pedagogy. Conclusions The current literature base suggests that undergraduate peer based healthcare ethics teaching is valuable in terms of efficacy and student satisfaction. We conclude that the medical community should invest in further study in order to capitalise upon the potential of peer-based ethics teaching in undergraduate healthcare education. PMID:26668050

Bridging the Implementation Gap: A Teacher-as-Learner Approach to Teaching and Learning Policy

ERIC Educational Resources Information Center

Harvey, Arlene; Kamvounias, Patty

2008-01-01

A major dilemma facing higher educational institutions around the world is how to achieve quality outcomes for students in an increasingly internationalised and competitive environment. To effect change in teaching and learning, we advocate a teacher-as-learner approach to the implementation of teaching and learning policy. Our approach has been…

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students.

PubMed

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-05-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice.

Communicative Approaches To Teaching English in Namibia: The Issue of Transfer of Western Approaches To Developing Countries.

ERIC Educational Resources Information Center

O'Sullivan, Margo C.

2001-01-01

Examines Namibia's communicative approach to teaching English speaking and listening skills by exploring the extent to which this approach is appropriate to the Namibian context. Raises the issue of transfer, specifically that communicative approaches are transferable to the Namibian context if they are simplified and adequate prescriptive…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Management. Module I-F-3: Environmental Issues and the Consumer.

ERIC Educational Resources Information Center

Movey, Jan

This competency-based preservice home economics teacher education module on environmental issues and the consumer is the third in a set of seven modules on consumer education related to management. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see CE…

Cognitive-based approach in teaching 1st year Physics for Life Sciences, including Atmospheric Physics and Climate Change components

NASA Astrophysics Data System (ADS)

Petelina, S. V.

2009-12-01

Most 1st year students who take the service course in Physics - Physics for Life Sciences - in Australia encounter numerous problems caused by such factors as no previous experience with this subject; general perception that Physics is hard and only very gifted people are able to understand it; lack of knowledge of elementary mathematics; difficulties encountered by lecturers in teaching university level Physics to a class of nearly 200 students with no prior experience, diverse and sometime disadvantageous backgrounds, different majoring areas, and different learning abilities. As a result, many students either drop, or fail the subject. In addition, many of those who pass develop a huge dislike towards Physics, consider the whole experience as time wasted, and spread this opinion among their peers and friends. The above issues were addressed by introducing numerous changes to the curriculum and modifying strategies and approaches in teaching Physics for Life Sciences. Instead of a conventional approach - teaching Physics from simple to complicated, topic after topic, the students were placed in the world of Physics in the same way as a newborn child is introduced to this world - everything is seen all the time and everywhere. That created a unique environment where a bigger picture and all details were always present and interrelated. Numerous concepts of classical and modern physics were discussed, compared, and interconnected all the time with “Light” being a key component. Our primary field of research is Atmospheric Physics, in particular studying the atmospheric composition and structure using various satellite and ground-based data. With this expertise and also inspired by an increasing importance of training a scientifically educated generation who understands the challenges of the modern society and responsibilities that come with wealth, a new section on environmental physics has been developed. It included atmospheric processes and the greenhouse

Teaching about Radioactivity and Ionising Radiation: An Alternative Approach.

ERIC Educational Resources Information Center

Millar, Robin; And Others

1990-01-01

Children's ideas about radiation and radioactivity are reviewed and several common areas of misunderstanding are identified. An approach to teaching the topic at the secondary school level which seeks to specifically address known difficulties is outlined. (CW)

The utility of cadaver-based approaches for the teaching of human anatomy: A survey of British and Irish anatomy teachers.

PubMed

Balta, Joy Y; Cronin, Michael; Cryan, John F; O'Mahony, Siobhain M

2017-03-01

Utilizing reality anatomy such as dissection and demonstrating using cadavers has been described as a superior way to create meaning. The chemicals used to embalm cadavers differentially alter the tissue of the human body, which has led to the usage of different processes along the hard to soft-fixed spectrum of preserved cadavers. A questionnaire based approach was used to gain a better insight into the opinion of anatomists on the use of preserved cadavers for the teaching of human anatomy. This study focused on anatomy teachers in the United Kingdom and Ireland. From the 125 participating anatomists, 34.4% were medically qualified, 30.4% had a PhD in a non-anatomical science and 22.4% had a PhD in an anatomical science, these figures include ten anatomists who had combinations of MD with the two other PhD qualifications. The main findings from the questionnaire were that 61.6% of participants agreed that hard-fixed formalin cadavers accurately resemble features of a human body whereas 21.6% disagreed. Moreover, anatomists rated the teaching aids on how accurately they resemble features of the human body as follows: plastic models the least accurate followed by plastinated specimens, hard fixed cadavers; soft preserved cadavers were considered to be the most accurate when it comes to resembling features of the human body. Though anatomists considered soft preserved cadavers as the most accurate tool, further research is required in order to investigate which techniques or methods provide better teaching tool for a range of anatomical teaching levels and for surgical training. Anat Sci Educ 10: 137-143. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

"Can Simple Metals Be Transmuted into Gold?" Teaching Science through a Historical Approach.

ERIC Educational Resources Information Center

Mamlok, Rachel; Ben-Zvi, Ruth; Menis, Joseph; Penick, John E.

2000-01-01

Describes the development and enactment of a new teaching unit, "Can simple metals be transmuted into gold?", through an historical approach as well as teacher preparation to teach this unit. (Contains 16 references.) (ASK)

The Relationship between Mathematics Teachers' Teaching Approaches and 9th Grade Students' Mathematics Self

ERIC Educational Resources Information Center

Briede, Liene

2016-01-01

The aim of the study is to investigate the relationship between the teaching approach adopted by mathematics teachers and their 9th grade students' mathematical self. The study searched for the answers on three research questions, namely, about 1) the approaches prevailing in mathematics teachers' beliefs about effective teaching and self-reports…

Student and Instructor-Centered Approaches to Teaching Precalculus

ERIC Educational Resources Information Center

Davis, Tara C.; Lu', Hùng

2015-01-01

This paper describes the results of a two-semester-long study of the effects of student-centered instruction on Precalculus courses. We also describe our teaching approaches centering around students, which include a mixture of lectures, student presentations, group work, discussion, and guided investigations. Students were taught with either the…

An Approach to Teaching the Retail Advertising Course.

ERIC Educational Resources Information Center

Bowers, Thomas A.

One approach to teaching a college-level retail advertising course emphasizes the use of newspapers and shopping guides. The course objectives are (1) to acquaint students with practices and problems of retailing, with particular emphasis on promotion and advertising; (2) to acquaint them with ways local advertising media meet promotional and…

The Powers of Literacy: A Genre Approach to Teaching Writing.

ERIC Educational Resources Information Center

Cope, Bill, Ed.; Kalantzis, Mary, Ed.

Documenting an educational experiment that began in Sydney, Australia, this book presents essays by theorists and practitioners in the genre literacy movement that describe this approach to literacy instruction in a clear, practical, and accessible way. The book notes that the genre approach to literacy teaching emphasizes content, structure, and…

The Teaching of Mechanics: Some Criticisms, and Suggestions for a Rational Approach

ERIC Educational Resources Information Center

Atkin, Keith

2015-01-01

This paper examines the common confusion associated with the meaning of mass encountered in modern textbooks, and describes some of the misconceptions to be found in the teaching of mechanics. A new teaching approach is suggested, which may provide a more logical basis for these important ideas.

The "medication interest model": an integrative clinical interviewing approach for improving medication adherence-part 2: implications for teaching and research.

PubMed

Shea, Shawn Christopher

2009-01-01

Over the past several decades, exciting advances have been made in the art and science of teaching clinical interviewing, which are supported by an ever-growing evidence base documenting their effectiveness. In this second article in a 2-part series, the training and research implications of an innovative approach to improving medication adherence based on these educational advances--the medication interest model (MIM)--are described. The objective is to provide an "insider's view" of how to creatively teach the MIM to case managers, as well as design state-of-the-art courses and research platforms dedicated to improving medication adherence through improved clinical interviewing skills in both nursing and medical student education. The teaching and research design concepts are applicable to all primary care settings as well as specialty areas from endocrinology and cardiology to psychiatry. Evidence-based advances in the teaching of clinical interviewing skills such as response-mode research, facilic supervision, microtraining, and macrotraining lend a distinctive quality and integrative power to the MIM. The model delineates several new platforms for training and research regarding the enhancement of medication adherence including an approach for collecting individual interviewing techniques into manageable "learning modules" amenable to competency evaluation and potential certification.

Uncovering Barriers to Teaching Assistants (TAs) Implementing Inquiry Teaching: Inconsistent Facilitation Techniques, Student Resistance, and Reluctance to Share Control over Learning with Students †

PubMed Central

Gormally, Cara; Sullivan, Carol Subiño; Szeinbaum, Nadia

2016-01-01

Inquiry-based teaching approaches are increasingly being adopted in biology laboratories. Yet teaching assistants (TAs), often novice teachers, teach the majority of laboratory courses in US research universities. This study analyzed the perspectives of TAs and their students and used classroom observations to uncover challenges faced by TAs during their first year of inquiry-based teaching. Our study revealed three insights about barriers to effective inquiry teaching practices: 1) TAs lack sufficient facilitation skills; 2) TAs struggle to share control over learning with students as they reconcile long-standing teaching beliefs with newly learned approaches, consequently undermining their fledgling ability to use inquiry approaches; and 3) student evaluations reinforce teacher-centered behaviors as TAs receive positive feedback conflicting with inquiry approaches. We make recommendations, including changing instructional feedback to focus on learner-centered teaching practices. We urge TA mentors to engage TAs in discussions to uncover teaching beliefs underlying teaching choices and support TAs through targeted feedback and practice. PMID:27158302

How Do University Teachers Combine Different Approaches to Teaching in a Specific Course? A Qualitative Multi-Case Study

ERIC Educational Resources Information Center

Uiboleht, Kaire; Karm, Mari; Postareff, Liisa

2016-01-01

Teaching approaches in higher education are at the general level well researched and have identified not only the two broad categories of content-focused and learning-focused approaches to teaching but also consonance and dissonance between the aspects of teaching. Consonance means that theoretically coherent teaching practices are employed, but…

Exploring a pedagogical approach to integrating research, practice and teaching.

PubMed

Newton, Jennifer M; McKenna, Lisa G; Gilmour, Carole; Fawcett, Jacqueline

2010-01-01

Application of evidence is accepted as an important component of clinical practice. Teaching research to undergraduate students has been reported internationally as a challenge, particularly for nurse educators. In this paper, reported is a strategy designed to enhance research learning for undergraduate midwifery students at one university, which formed part of a larger, international investigation into women's responses to caesarean birth. Following theory classes and briefings, students worked with their clinical educators in practice to interview women using existing tools, and were engaged in qualitative data analysis. A number of challenges were encountered throughout the process, both for the educators and students. However, the teaching approach provided benefits for students in learning about midwifery research. Recommended as essential is for continued development of pedagogical approaches that make research tangible for students. Furthermore, provision of support for clinical staff working with students is important for success of such approaches.

Model of Lesson Study Approach during Micro Teaching

ERIC Educational Resources Information Center

Iksan, Zanaton H.; Zakaria, Effandi; Daud, Md. Yusoff

2014-01-01

Lesson study is a study of teaching to provide learning opportunities for teachers to enhance teachers' professional development. Advantages of this approach have been recommended by the Ministry of Education and implemented in stages in selected schools. Thus, students at the pre-service level should be given the exposure about lesson study.…

Teaching German Declension as Meaning: A Concept-Based Approach

ERIC Educational Resources Information Center

Walter, Daniel R.; van Compernolle, Rémi Adam

2017-01-01

In this paper, we explore the results of a short-term concept-based pedagogical intervention on the learning of declension as a meaning-making resource among US university learners of German. The pedagogical approached derived its principles from Vygotskian sociocultural psychology, namely the role of explicit, scientific (i.e., abstract and…

Informing web-based communication curricula in veterinary education: a systematic review of web-based methods used for teaching and assessing clinical communication in medical education.

PubMed

Artemiou, Elpida; Adams, Cindy L; Toews, Lorraine; Violato, Claudio; Coe, Jason B

2014-01-01

We determined the Web-based configurations that are applied to teach medical and veterinary communication skills, evaluated their effectiveness, and suggested future educational directions for Web-based communication teaching in veterinary education. We performed a systematic search of CAB Abstracts, MEDLINE, Scopus, and ERIC limited to articles published in English between 2000 and 2012. The review focused on medical or veterinary undergraduate to clinical- or residency-level students. We selected studies for which the study population was randomized to the Web-based learning (WBL) intervention with a post-test comparison with another WBL or non-WBL method and that reported at least one empirical outcome. Two independent reviewers completed relevancy screening, data extraction, and synthesis of results using Kirkpatrick and Kirkpatrick's framework. The search retrieved 1,583 articles, and 10 met the final inclusion criteria. We identified no published articles on Web based communication platforms in veterinary medicine; however, publications summarized from human medicine demonstrated that WBL provides a potentially reliable and valid approach for teaching and assessing communication skills. Student feedback on the use of virtual patients for teaching clinical communication skills has been positive,though evidence has suggested that practice with virtual patients prompted lower relation-building responses.Empirical outcomes indicate that WBL is a viable method for expanding the approach to teaching history taking and possibly to additional tasks of the veterinary medical interview.

A New Approach to Evaluation of University Teaching Considering Heterogeneity of Students' Preferences

ERIC Educational Resources Information Center

Kuzmanovic, Marija; Savic, Gordana; Popovic, Milena; Martic, Milan

2013-01-01

Students' evaluations of teaching are increasingly used by universities to evaluate teaching performance. However, these evaluations are controversial mainly due to the fact that students value various aspects of excellent teaching differently. Therefore, in this paper we propose a new approach to students' evaluations of university…

Vocabulary Theatre: A Peer-Teaching Approach for Academic Vocabulary Acquisition

ERIC Educational Resources Information Center

Robb, Elizabeth; Sinatra, Richard; Eschenauer, Robert

2014-01-01

This mixed methods counterbalanced study compared the gain score means of two different approaches to vocabulary acquisition--Vocabulary Theater (VT) and Teacher Directed Instruction (TDI) for 8th grade students from three schools in New York. The purpose of the study was to explore the effects of a peer teaching approach on students' vocabulary…

Teaching Diversity through Service-Learning: An Integrative Praxis Pedagogical Approach

ERIC Educational Resources Information Center

Rice, Julie Steinkopf; Horn, Terri

2014-01-01

Service-learning has been shown to be an effective technique for teaching diversity; however, the literature is scant concerning theoretically informed approaches. This study fills that void by drawing upon the work of Freire, Rendón, and others. After describing how an integrative praxis approach is applied in a sociology course, the authors…

Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach

ERIC Educational Resources Information Center

Carlson, Kieth A.; Winquist, Jennifer R.

2011-01-01

The study evaluates a semester-long workbook curriculum approach to teaching a college level introductory statistics course. The workbook curriculum required students to read content before and during class and then work in groups to complete problems and answer conceptual questions pertaining to the material they read. Instructors spent class…

Tennis: Applied Examples of a Game-Based Teaching Approach

ERIC Educational Resources Information Center

Crespo, Miguel; Reid, Machar M.; Miley, Dave

2004-01-01

In this article, the authors reveal that tennis has been increasingly taught with a tactical model or game-based approach, which emphasizes learning through practice in match-like drills and actual play, rather than in practicing strokes for exact technical execution. Its goal is to facilitate the player's understanding of the tactical, physical…

Promoting Culturally Responsive Standards-Based Teaching

ERIC Educational Resources Information Center

Saifer, Steffen; Barton, Rhonda

2007-01-01

Culturally responsive standards-based (CRSB) teaching can help bring diverse school communities together and make learning meaningful. Unlike multicultural education--which is an important way to incorporate the world's cultural and ethnic diversity into lessons--CRSB teaching draws on the experiences, understanding, views, concepts, and ways of…

Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses

PubMed Central

Durham, Mary F.; Knight, Jennifer K.; Couch, Brian A.

2017-01-01

The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. PMID:29196428

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Human Development. Module I-E-4: Individuals and Families in Crisis.

ERIC Educational Resources Information Center

California State Univ., Fresno. Dept. of Home Economics.

This competency-based preservice home economics teacher education module on individuals and families in crisis is the fourth in a set of five modules on consumer education related to human development. (This set is part of a larger series of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see…

[MATCHE: Management Approach to Teaching Consumer and Homemaking Education.] Consumer Approach Strand: Housing. Module I-B-6: Maintenance Procedures for Surfaces and Appliances.

ERIC Educational Resources Information Center

Hennings, Patricia

This competency-based preservice home economics teacher education module on maintenance procedures for surfaces and appliances is the sixth in a set of six modules on consumer education related to housing. (This set is part of a larger set of sixty-seven modules on the Management Approach to Teaching Consumer and Homemaking Education [MATCHE]--see…

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

PubMed

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

2016-01-01

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

Project-Based Teaching: Helping Students Make Project Connections

NASA Astrophysics Data System (ADS)

Johnson, Heather Jo Pusich

Project-based curriculum materials are designed to support students in engaging with scientific content and practices in meaningful ways, with the goal of improving students' science learning. However, students need to understand the connections between what they are doing on a day-to-day basis with respect to the goals of the overall project for students to get the motivational and cognitive benefits of a project-based approach. In this dissertation, I looked at the challenges that four ninth grade science teachers faced as they helped students to make these connections using a project-based environmental science curriculum. The analysis revealed that in general when the curriculum materials made connections explicit, teachers were better able to articulate the relationship between the lesson and the project during enactment. However, whether the connections were explicit or implicit in the materials, enactments of the same lesson across teachers revealed that teachers leveraged different aspects of the project context in different ways depending on their knowledge, beliefs, and goals about project-based teaching. The quantitative analysis of student data indicated that when teacher enactments supported project goals explicitly, students made stronger connections between a lesson and the project goal. Therefore, a teacher's ability to make clear connections during classroom instruction is essential. Furthermore, when students made connections between each lesson and the larger project goals their attitudes toward the lesson were more positive and they performed better on the final assessment. These findings suggest that connections between individual lessons and the goals of the project are critical to the effectiveness of project-based learning. This study highlights that while some teachers were able to forge these connections successfully as a result of leveraging cognitive resources, teachers' beliefs, knowledge and goals about project-based teaching are

Utility of a Systematic Approach to Teaching Photographic Nasal Analysis to Otolaryngology Residents.

PubMed

Robitschek, Jon; Dresner, Harley; Hilger, Peter

2017-12-01

Photographic nasal analysis constitutes a critical step along the path toward accurate diagnosis and precise surgical planning in rhinoplasty. The learned process by which one assesses photographs, analyzes relevant anatomical landmarks, and generates a global view of the nasal aesthetic is less widely described. To discern the common pitfalls in performing photographic nasal analysis and to quantify the utility of a systematic approach model in teaching photographic nasal analysis to otolaryngology residents. This prospective observational study included 20 participants from a university-based otolaryngology residency program. The control and intervention groups underwent baseline graded assessment of 3 patients. The intervention group received instruction on a systematic approach model for nasal analysis, and both groups underwent postintervention testing at 10 weeks. Data were collected from October 1, 2015, through June 1, 2016. A 10-minute, 11-slide presentation provided instruction on a systematic approach to nasal analysis to the intervention group. Graded photographic nasal analysis using a binary 18-point system. The 20 otolaryngology residents (15 men and 5 women; age range, 24-34 years) were adept at mentioning dorsal deviation and dorsal profile with focused descriptions of tip angle and contour. Areas commonly omitted by residents included verification of the Frankfort plane, position of the lower lateral crura, radix position, and ratio of the ala to tip lobule. The intervention group demonstrated immediate improvement after instruction on the teaching model, with the mean (SD) postintervention test score doubling compared with their baseline performance (7.5 [2.7] vs 10.3 [2.5]; P < .001). At 10 weeks after the intervention, the mean comparative improvement in overall graded nasal analysis was 17% (95% CI, 10%-23%; P < .001). Otolaryngology residents demonstrated proficiency at incorporating nasal deviation, tip angle, and dorsal profile

Teaching and Learning in History: Effective and Reform-Based Practices for Students with Learning Disabilities

ERIC Educational Resources Information Center

De La Paz, Susan

2013-01-01

This article provides a review of effective and reform-based approaches to instruction that focus on teaching and learning of history for students with LD. Historical thinking goals, such as learning to think like a historian, to develop contextualized understandings, and to apply domain-specific approaches when reading and writing with primary…

Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

NASA Astrophysics Data System (ADS)

Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

2014-07-01

Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

Brain-Based Research & Language Teaching.

ERIC Educational Resources Information Center

Christison, MaryAnn

2002-01-01

Introduces brain-based teaching and learning. Reviews basic biological facts about the human brain and discusses seven principles based on recent research that have practical benefits for English-as-a-Foreign-Language teachers. (Author/VWL)

Teaching medical students a clinical approach to altered mental status: simulation enhances traditional curriculum

PubMed Central

Sperling, Jeremy D.; Clark, Sunday; Kang, Yoon

2013-01-01

Introduction Simulation-based medical education (SBME) is increasingly being utilized for teaching clinical skills in undergraduate medical education. Studies have evaluated the impact of adding SBME to third- and fourth-year curriculum; however, very little research has assessed its efficacy for teaching clinical skills in pre-clerkship coursework. To measure the impact of a simulation exercise during a pre-clinical curriculum, a simulation session was added to a pre-clerkship course at our medical school where the clinical approach to altered mental status (AMS) is traditionally taught using a lecture and an interactive case-based session in a small group format. The objective was to measure simulation's impact on students’ knowledge acquisition, comfort, and perceived competence with regards to the AMS patient. Methods AMS simulation exercises were added to the lecture and small group case sessions in June 2010 and 2011. Simulation sessions consisted of two clinical cases using a high-fidelity full-body simulator followed by a faculty debriefing after each case. Student participation in a simulation session was voluntary. Students who did and did not participate in a simulation session completed a post-test to assess knowledge and a survey to understand comfort and perceived competence in their approach to AMS. Results A total of 154 students completed the post-test and survey and 65 (42%) attended a simulation session. Post-test scores were higher in students who attended a simulation session compared to those who did not (p<0.001). Students who participated in a simulation session were more comfortable in their overall approach to treating AMS patients (p=0.05). They were also more likely to state that they could articulate a differential diagnosis (p=0.03), know what initial diagnostic tests are needed (p=0.01), and understand what interventions are useful in the first few minutes (p=0.003). Students who participated in a simulation session were more likely

What Are the Effects of Teaching Evidence-Based Health Care (EBHC)? Overview of Systematic Reviews

PubMed Central

Young, Taryn; Rohwer, Anke; Volmink, Jimmy; Clarke, Mike

2014-01-01

Background An evidence-based approach to health care is recognized internationally as a key competency for healthcare practitioners. This overview systematically evaluated and organized evidence from systematic reviews on teaching evidence-based health care (EBHC). Methods/Findings We searched for systematic reviews evaluating interventions for teaching EBHC to health professionals compared to no intervention or different strategies. Outcomes covered EBHC knowledge, skills, attitudes, practices and health outcomes. Comprehensive searches were conducted in April 2013. Two reviewers independently selected eligible reviews, extracted data and evaluated methodological quality. We included 16 systematic reviews, published between 1993 and 2013. There was considerable overlap across reviews. We found that 171 source studies included in the reviews related to 81 separate studies, of which 37 are in more than one review. Studies used various methodologies to evaluate educational interventions of varying content, format and duration in undergraduates, interns, residents and practicing health professionals. The evidence in the reviews showed that multifaceted, clinically integrated interventions, with assessment, led to improvements in knowledge, skills and attitudes. Interventions improved critical appraisal skills and integration of results into decisions, and improved knowledge, skills, attitudes and behaviour amongst practicing health professionals. Considering single interventions, EBHC knowledge and attitude were similar for lecture-based versus online teaching. Journal clubs appeared to increase clinical epidemiology and biostatistics knowledge and reading behavior, but not appraisal skills. EBHC courses improved appraisal skills and knowledge. Amongst practicing health professionals, interactive online courses with guided critical appraisal showed significant increase in knowledge and appraisal skills. A short workshop using problem-based approaches, compared to no

Reply to Comments on the Loanable-Funds Approach to Teaching Macroeconomics.

ERIC Educational Resources Information Center

Fleisher, Belton M.; Kopecky, Kenneth J.

1989-01-01

Addresses three points Mark A. Nadler made in his analysis of the authors' paper, "Loanable-funds Approach to Teaching Macroeconomics." Argues that Nadler's questions relate to intermediate or advanced analysis of macroeconomics, concluding that the loanable-funds approach is an appropriate elementary macro model. (LS)

How Iranian Instructors Teach L2 Pragmatics in Their Classroom Practices? A Mixed-Methods Approach

ERIC Educational Resources Information Center

Muthasamy, Paramasivam; Farashaiyan, Atieh

2016-01-01

This study examined the teaching approaches and techniques that Iranian instructors utilize for teaching L2 pragmatics in their classroom practices. 238 Iranian instructors participated in this study. The data for this study were accumulated through questionnaire and semi-structured interviews. In terms of the instructional approaches, both the…

Teachers' Conceptions and Their Approaches to Teaching in Virtual Reality and Simulation-Based Learning Environments

ERIC Educational Resources Information Center

Keskitalo, Tuulikki

2011-01-01

This research article focuses on virtual reality (VR) and simulation-based training, with a special focus on the pedagogical use of the Virtual Centre of Wellness Campus known as ENVI (Rovaniemi, Finland). In order to clearly understand how teachers perceive teaching and learning in such environments, this research examines the concepts of…

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

ERIC Educational Resources Information Center

Mulhall, Pamela; Gunstone, Richard

2012-01-01

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

Teaching dermatoscopy of pigmented skin tumours to novices: comparison of analytic vs. heuristic approach.

PubMed

Tschandl, P; Kittler, H; Schmid, K; Zalaudek, I; Argenziano, G

2015-06-01

There are two strategies to approach the dermatoscopic diagnosis of pigmented skin tumours, namely the verbal-based analytic and the more visual-global heuristic method. It is not known if one or the other is more efficient in teaching dermatoscopy. To compare two teaching methods in short-term training of dermatoscopy to medical students. Fifty-seven medical students in the last year of the curriculum were given a 1-h lecture of either the heuristic- or the analytic-based teaching of dermatoscopy. Before and after this session, they were shown the same 50 lesions and asked to diagnose them and rate for chance of malignancy. Test lesions consisted of melanomas, basal cell carcinomas, nevi, seborrhoeic keratoses, benign vascular tumours and dermatofibromas. Performance measures were diagnostic accuracy regarding malignancy as measured by the area under the curves of receiver operating curves (range: 0-1), as well as per cent correct diagnoses (range: 0-100%). Diagnostic accuracy as well as per cent correct diagnoses increased by +0.21 and +32.9% (heuristic teaching) and +0.19 and +35.7% (analytic teaching) respectively (P for all <0.001). Neither for diagnostic accuracy (P = 0.585), nor for per cent correct diagnoses (P = 0.298) was a difference between the two groups. Short-term training of dermatoscopy to medical students allows significant improvement in diagnostic abilities. Choosing a heuristic or analytic method does not have an influence on this effect in short training using common pigmented skin lesions. © 2014 European Academy of Dermatology and Venereology.

Blueprint for Student Success: A Guide to Research-Based Teaching Practices K-12.

ERIC Educational Resources Information Center

Jones, Susan J.

This book presents a reality-based approach to classroom instruction designed to help learners at all levels achieve lifelong success. It offers teaching strategies, activities, and applications to enhance student achievement, stressing the importance of learning through discovery, creativity, application, adaptation, and high level thinking. It…

Teaching Motivational Interviewing to Undergraduates: Evaluation of Three Approaches

ERIC Educational Resources Information Center

Madson, Michael B.; Schumacher, Julie A.; Noble, Jeremy J.; Bonnell, Melissa A.

2013-01-01

Many undergraduate psychology students assume positions as mental health paraprofessionals during or after college. The present study was a quasi-experimental evaluation of the effectiveness of teaching motivational interviewing (MI), a counseling approach that applies to many paraprofessional occupations. Results from 83 undergraduates indicated…

Teaching Modeling with Partial Differential Equations: Several Successful Approaches

ERIC Educational Resources Information Center

Myers, Joseph; Trubatch, David; Winkel, Brian

2008-01-01

We discuss the introduction and teaching of partial differential equations (heat and wave equations) via modeling physical phenomena, using a new approach that encompasses constructing difference equations and implementing these in a spreadsheet, numerically solving the partial differential equations using the numerical differential equation…

Cross-Curricular Sequence: An Approach for Teaching Business Communication.

ERIC Educational Resources Information Center

Clarke, Lillian W.; Franklin, Carl M.

1985-01-01

The Cross-Curricular Sequencing (CCS) approach to teaching business communications is explored. Its uses in word processing, principles of management, and business policy courses are discussed. Techniques for integrating materials from these courses into business communication classes are described. The implications of CCS for business…

Teaching for Engagement: Part 1--Constructivist Principles, Case-Based Teaching, and Active Learning

ERIC Educational Resources Information Center

Hunter, Bill

2015-01-01

In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly."…

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

ERIC Educational Resources Information Center

Yildiz, Mustafa; Senel, Mufit

2017-01-01

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

Teaching the Virtues.

ERIC Educational Resources Information Center

Sommers, Christina Hoff

1993-01-01

Recommends an approach to the teaching of ethics from the perspective of the philosophy of virtue that begins with the work of the ancient Greek philosopher, Aristotle. Offers guidance on how to prepare and teach such a course based on the author's and other teachers' experiences in the classroom. (JB)

Teaching Ethics When Working with Geocoded Data: A Novel Experiential Learning Approach

ERIC Educational Resources Information Center

van den Bemt, Vera; Doornbos, Julia; Meijering, Louise; Plegt, Marion; Theunissen, Nicky

2018-01-01

Research ethics are not the favourite subject of most undergraduate geography students. However, in the light of increasing mixed-methods research, as well as research using geocodes, it is necessary to train students in the field of ethics. Experiential learning is an approach to teaching that is potentially suitable for teaching ethics. The aim…

Teaching Children's Songs: A Taiwan-US Comparison of Approaches by Kindergarten Teachers

ERIC Educational Resources Information Center

Liao, Mei-Ying; Campbell, Patricia Shehan

2016-01-01

The main purpose of this study was to compare differences in approaches to teaching children's song by kindergarten teachers in Taiwan and the USA. Five public school kindergarten teachers in Taipei, Taiwan, and five public kindergarten teachers in Seattle, USA, were invited to voluntarily participate in this study. They were asked to teach six…

A Proposal for Teaching Undergraduate Chemistry Students Carbohydrate Biochemistry by Problem-Based Learning Activities

ERIC Educational Resources Information Center

Figueira, Angela C. M.; Rocha, Joao B. T.

2014-01-01

This article presents a problem-based learning (PBL) approach to teaching elementary biochemistry to undergraduate students. The activity was based on "the foods we eat." It was used to engage students' curiosity and to initiate learning about a subject that could be used by the future teachers in the high school. The experimental…

Placing "Knowledge" in Teacher Education in the English Further Education Sector: An Alternative Approach Based on Collaboration and Evidence-Based Research

ERIC Educational Resources Information Center

Loo, Sai Y.

2014-01-01

This paper focuses on teacher education in the English further education sector, where the teaching of disciplinary and pedagogic knowledge is an issue. Using research findings, the paper advocates an approach based on collaboration and informed research to emphasize and integrate knowledge(s) in situated teaching contexts despite working in a…

The Influence of Teachers' Teaching Approaches on Students' Learning Approaches: The Student Perspective

ERIC Educational Resources Information Center

Beausaert, Simon A. J.; Segers, M. S. R; Wiltink, Danique P. A.

2013-01-01

Background: Research on the relation between teaching and learning approaches has been mainly conducted in higher education and it is not yet clear to what extent the results can be generalised when it comes to secondary education. Purpose: The purpose of this study was to research how students in secondary education perceive their teachers'…

Is a Team-based Learning Approach to Anatomy Teaching Superior to Didactic Lecturing?

PubMed

Ghorbani, Naghme; Karbalay-Doust, Saied; Noorafshan, Ali

2014-02-01

Team-based learning (TBL) is used in the medical field to implement interactive learning in small groups. The learning of anatomy and its subsequent application requires the students to recall a great deal of factual content. The aims of this study were to evaluate the students' satisfaction, engagement and knowledge gain in anatomy through the medium of TBL in comparison to the traditional lecture method. This study, carried out from February to June 2012, included 30 physical therapy students of the Shiraz University of Medical Science, School of Rehabilitation Sciences. Classic TBL techniques were modified to cover lower limb anatomy topics in the first year of the physical therapy curriculum. Anatomy lectures were replaced with TBL, which required the preparation of assigned content, specific discussion topics, an individual self-assessment test (IRAT) and the analysis of discussion topics. The teams then subsequently retook the assessment test as a group (GRAT). The first eight weeks of the curriculum were taught using traditional didactic lecturing, while during the second eight weeks the modified TBL method was used. The students evaluated these sessions through a questionnaire. The impact of TBL on student engagement and educational achievement was determined using numerical data, including the IRAT, GRAT and final examination scores. Students had a higher satisfaction rate with the TBL teaching according to the Likert scale. Additionally, higher scores were obtained in the TBL-based final examination in comparison to the lecture-based midterm exam. The students' responses showed that the TBL technique could be used alone or in conjunction with traditional didactic lecturing in order to teach anatomy more effectively.

Teaching Neuroscience to Science Teachers: Facilitating the Translation of Inquiry-Based Teaching Instruction to the Classroom

PubMed Central

Roehrig, G. H.; Michlin, M.; Schmitt, L.; MacNabb, C.; Dubinsky, J. M.

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers’ inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms. PMID:23222837

Teaching neuroscience to science teachers: facilitating the translation of inquiry-based teaching instruction to the classroom.

PubMed

Roehrig, G H; Michlin, M; Schmitt, L; MacNabb, C; Dubinsky, J M

2012-01-01

In science education, inquiry-based approaches to teaching and learning provide a framework for students to building critical-thinking and problem-solving skills. Teacher professional development has been an ongoing focus for promoting such educational reforms. However, despite a strong consensus regarding best practices for professional development, relatively little systematic research has documented classroom changes consequent to these experiences. This paper reports on the impact of sustained, multiyear professional development in a program that combined neuroscience content and knowledge of the neurobiology of learning with inquiry-based pedagogy on teachers' inquiry-based practices. Classroom observations demonstrated the value of multiyear professional development in solidifying adoption of inquiry-based practices and cultivating progressive yearly growth in the cognitive environment of impacted classrooms.

Developing Pedagogical Practices for English-Language Learners: A Design-Based Approach

ERIC Educational Resources Information Center

Iddings, Ana Christina DaSilva; Rose, Brian Christopher

2012-01-01

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process…

Use of Problem-Based Learning in the Teaching and Learning of Horticultural Production

ERIC Educational Resources Information Center

Abbey, Lord; Dowsett, Eric; Sullivan, Jan

2017-01-01

Purpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a…

Quantitative and qualitative evaluation of a web-based, interactive approach for teaching the management of angle-closure glaucoma.

PubMed

Blumberg, Dana M; Quigley, Harry A; Goldberg, Harry R

2009-02-01

To construct a validated Internet-based teaching system that improves diagnostic and therapeutic skills related to glaucoma diagnosis. Nonrandomized clinical trial. Thirty-four glaucoma specialists and 21 ophthalmologists-in-training. An interactive program was designed to improve the recognition of gonioscopic findings and to manage angle-closure glaucoma (ACG) patients, including technical information in performing gonioscopy, ability to recognize angle structures, and treatment choices. The behavior of participants permitted the assessment of degree of improvement related to the interaction. The program content was validated by 5 academic glaucoma subspecialists. Then, 34 fellowship-trained glaucoma specialists and 21 ophthalmology residents accessed the program. Results were evaluated using paired and nonpaired t tests and analysis of variance. Comparison of pretest and posttest scores of residents and glaucoma specialists on measures of gonioscopy recognition and questions related to ACG management. Residents improved their recognition of gonioscopic findings after viewing the program (P<0.0001), scoring significantly worse than glaucoma specialists before interacting with the program (P<0.0001), but scoring at equivalent levels to specialists after viewing the program (P=0.34). The time necessary to improve knowledge by interacting with the program was significantly related to year of residency training (P<0.0001, analysis of variance). The rate of correct answers to management questions related to ACG increased with increasing years of experience in ophthalmology, validating the education methodology (P<0.0001). A web-based teaching approach for diagnosis and management of ACG evaluated the knowledge of ophthalmologists in a manner consistent with their expected expertize. Statistically significant improvements in validated knowledge of ACG were demonstrated for this educational method.

Teaching Thousands with Cloud-based GIS

NASA Astrophysics Data System (ADS)

Gould, Michael; DiBiase, David; Beale, Linda

2016-04-01

Teaching Thousands with Cloud-based GIS Educators often draw a distinction between "teaching about GIS" and "teaching with GIS." Teaching about GIS involves helping students learn what GIS is, what it does, and how it works. On the other hand, teaching with GIS involves using the technology as a means to achieve education objectives in the sciences, social sciences, professional disciplines like engineering and planning, and even the humanities. The same distinction applies to CyberGIS. Understandably, early efforts to develop CyberGIS curricula and educational resources tend to be concerned primarily with CyberGIS itself. However, if CyberGIS becomes as functional, usable and scalable as it aspires to be, teaching with CyberGIS has the potential to enable large and diverse global audiences to perform spatial analysis using hosted data, mapping and analysis services all running in the cloud. Early examples of teaching tens of thousands of students across the globe with cloud-based GIS include the massive open online courses (MOOCs) offered by Penn State University and others, as well as the series of MOOCs more recently developed and offered by Esri. In each case, ArcGIS Online was used to help students achieve educational objectives in subjects like business, geodesign, geospatial intelligence, and spatial analysis, as well as mapping. Feedback from the more than 100,000 total student participants to date, as well as from the educators and staff who supported these offerings, suggest that online education with cloud-based GIS is scalable to very large audiences. Lessons learned from the course design, development, and delivery of these early examples may be useful in informing the continuing development of CyberGIS education. While MOOCs may have passed the peak of their "hype cycle" in higher education, the phenomenon they revealed persists: namely, a global mass market of educated young adults who turn to free online education to expand their horizons. The

Teaching HIV/AIDS through a Child-to-Child Approach: A Teacher's Perspective

ERIC Educational Resources Information Center

Mwebi, Bosire Monari

2012-01-01

This paper draws from a larger study conducted in Kenya, which was a narrative inquiry into a teacher's experiences of teaching the HIV/AIDS curriculum using a child-to-child approach. The two major research questions of this study were: 1) What are the experiences of a teacher teaching the HIV/AIDS curriculum using a child-to-child curriculum…

Investigating the Effectiveness of Teaching Methods Based on a Four-Step Constructivist Strategy

NASA Astrophysics Data System (ADS)

Çalik, Muammer; Ayas, Alipaşa; Coll, Richard K.

2010-02-01

This paper reports on an investigation of the effectiveness an intervention using several different methods for teaching solution chemistry. The teaching strategy comprised a four-step approach derived from a constructivist view of learning. A sample consisting of 44 students (18 boys and 26 girls) was selected purposively from two different Grade 9 classes in the city of Trabzon, Turkey. Data collection employed a purpose-designed `solution chemistry concept test', consisting of 17 items, with the quantitative data from the survey supported by qualitative interview data. The findings suggest that using different methods embedded within the four-step constructivist-based teaching strategy enables students to refute some alternative conceptions, but does not completely eliminate student alternative conceptions for solution chemistry.

What's Wrong with Learning for the Exam? An Assessment-Based Approach for Student Engagement

ERIC Educational Resources Information Center

Ito, Hiroshi

2014-01-01

It is now widely recognized that assessment and the feedback play key roles in the learning process. However, assessment-based learning approaches are not yet commonly practiced in Japan. This paper provides an example of an assessment-based approach to teaching and learning employed for a course entitled "English as an International…

Negotiating Accountability during Student Teaching: The Influence of an Inquiry-Based Student Teaching Seminar

ERIC Educational Resources Information Center

Cuenca, Alexander

2014-01-01

Drawing on the work of Russian literary critic, Mikhail Bakhtin, this article explores how an inquiry-based social studies student teaching seminar helped three preservice teachers negotiate the pressures of standards-based reforms during student teaching. The author first examines how initial perceptions of standardization and high-stakes testing…

The Directed Reading-Thinking Activity (DR-TA) and the Traditional Approach Using Tales of Virtue Based on His Majesty the King's Teaching Concepts in Seventh Grade Students' Reading Comprehension

ERIC Educational Resources Information Center

Chaemsai, Rungruedee; Rattanavich, Saowalak

2016-01-01

This study compares the English reading comprehension and ethical awareness of 7th grade students, when using either a directed reading-thinking activity (DR-TA), or a more traditional approach, involving tales of virtue based on His Majesty the King's teaching concepts. A randomized control group pretest-posttest design was used for the study,…

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.

WAAVP/Pfizer award for excellence in teaching veterinary parasitology: teaching of veterinary parasitology--quo vadis?

PubMed

Eckert, J

2000-02-29

Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional

Are Teachers' Approaches to Teaching Responsive to Individual Student Variation? A Two-Level Structural Equation Modeling

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Vallejo, Guilermo; Paiva, Olímpia; Valle, António; Fuentes, Sonia; Pinto, Ricardo

2014-01-01

In the framework of teacher's approaches to teaching, this study investigates the relationship between student-related variables (i.e., study time, class absence, domain knowledge, and homework completion), students' approaches to learning, and teachers' approaches to teaching using structural equation modeling (SEM) with two…

Evidence-Based Teaching: Rhetoric and Reality

ERIC Educational Resources Information Center

Wrigley, Terry

2015-01-01

This essay connects a number of recent books relating, in different ways, to the contentious issue of how teaching might be better guided by research evidence. In order to shed light on this problematic area, Terry Wrigley begins by pointing out that raising awkward questions about terms such as "evidence- based teaching" is not the same…

Responsive Teaching from the Inside Out: Teaching Base Ten to Young Children

ERIC Educational Resources Information Center

Empson, Susan B.

2014-01-01

Decision making during instruction that is responsive to children's mathematical thinking is examined reflexively by the researcher in the context of teaching second graders. Focus is on exploring how the research base on learning informs teaching decisions that are oriented to building on children's sound conceptions. The development of four…

The Comparative Instructional Effectiveness of Print-Based and Video-Based Instructional Materials for Teaching Practical Skills at a Distance

ERIC Educational Resources Information Center

Donkor, Francis

2010-01-01

Print-based instructional materials have been more popular than any other medium for teaching practical skills during the delivery of technical and vocational education and training via distance learning. However, the approach has its shortcomings and in recent times alternatives have been sought. The comparative instructional effectiveness of one…

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

PubMed Central

2016-01-01

Purpose Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone ‘equivalence-based instruction’ (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. Methods We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. Results We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. Conclusion These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine. PMID:27649900

An Inquiry-Based Approach to Teaching Research Methods in Information Studies

ERIC Educational Resources Information Center

Albright, Kendra; Petrulis, Robert; Vasconcelos, Ana; Wood, Jamie

2012-01-01

This paper presents the results of a project that aimed at restructuring the delivery of research methods training at the Information School at the University of Sheffield, UK, based on an Inquiry-Based Learning (IBL) approach. The purpose of this research was to implement inquiry-based learning that would allow customization of research methods…

Evaluation of medical students of teacher-based and student-based teaching methods in Infectious diseases course.

PubMed

Ghasemzadeh, I; Aghamolaei, T; Hosseini-Parandar, F

2015-01-01

Introduction: In recent years, medical education has changed dramatically and many medical schools in the world have been trying for expand modern training methods. Purpose of the research is to appraise the medical students of teacher-based and student-based teaching methods in Infectious diseases course, in the Medical School of Hormozgan Medical Sciences University. Methods: In this interventional study, a total of 52 medical scholars that used Section in this Infectious diseases course were included. About 50% of this course was presented by a teacher-based teaching method (lecture) and 50% by a student-based teaching method (problem-based learning). The satisfaction of students regarding these methods was assessed by a questionnaire and a test was used to measure their learning. information are examined with using SPSS 19 and paired t-test. Results: The satisfaction of students of student-based teaching method (problem-based learning) was more positive than their satisfaction of teacher-based teaching method (lecture).The mean score of students in teacher-based teaching method was 12.03 (SD=4.08) and in the student-based teaching method it was 15.50 (SD=4.26) and where is a considerable variation among them (p<0.001). Conclusion: The use of the student-based teaching method (problem-based learning) in comparison with the teacher-based teaching method (lecture) to present the Infectious diseases course led to the student satisfaction and provided additional learning opportunities.