Optimal teaching strategy in periodic impulsive knowledge dissemination system

PubMed Central

Liu, Dan-Qing; Wu, Zhen-Qiang; Wang, Yu-Xin; Guo, Qiang

2017-01-01

Accurately describing the knowledge dissemination process is significant to enhance the performance of personalized education. In this study, considering the effect of periodic teaching activities on the learning process, we propose a periodic impulsive knowledge dissemination system to regenerate the knowledge dissemination process. Meanwhile, we put forward learning effectiveness which is an outcome of a trade-off between the benefits and costs raised by knowledge dissemination as objective function. Further, we investigate the optimal teaching strategy which can maximize learning effectiveness, to obtain the optimal effect of knowledge dissemination affected by the teaching activities. We solve this dynamic optimization problem by optimal control theory and get the optimization system. At last we numerically solve this system in several practical examples to make the conclusions intuitive and specific. The optimal teaching strategy proposed in this paper can be applied widely in the optimization problem of personal education and beneficial for enhancing the effect of knowledge dissemination. PMID:28665961

Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education

NASA Astrophysics Data System (ADS)

Ceberio, Mikel; Almudí, José Manuel; Franco, Ángel

2016-08-01

In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students' ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students' skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students' results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students' satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students.

The Problem Solving Method in Teaching Physics in Elementary School

NASA Astrophysics Data System (ADS)

Jandrić, Gordana Hajduković; Obadović, Dušanka Ž.; Stojanović, Maja

2010-01-01

The most of the teachers ask if there is a "best" known way to teach. The most effective teaching method depends on the specific goals of the course and the needs of the students. An investigation has been carried out to compare the effect of teaching selected physics topics using problem-solving method on the overall achievements of the acquired knowledge and teaching the same material by traditional teaching method. The investigation was performed as a pedagogical experiment of the type of parallel groups with randomly chosen sample of students attending grades eight. The control and experimental groups were equalized in the relevant pedagogical parameters. The obtained results were treated statistically. The comparison showed a significant difference in respect of the speed of acquiring knowledge, the problem-solving teaching being advantageous over traditional methodDo not replace the word "abstract," but do replace the rest of this text. If you must insert a hard line break, please use Shift+Enter rather than just tapping your "Enter" key. You may want to print this page and refer to it as a style sample before you begin working on your paper.

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

ERIC Educational Resources Information Center

Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

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

ERIC Educational Resources Information Center

Kostousov, Sergei; Kudryavtsev, Dmitry

2017-01-01

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

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)

The Effectiveness of Problem-Based Learning on Teaching the First Law of Thermodynamics

ERIC Educational Resources Information Center

Tatar, Erdal; Oktay, Munir

2011-01-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study…

Teaching Social Skills to Adults with Intellectual Disabilities: A Comparison of External Control and Problem-Solving Interventions

ERIC Educational Resources Information Center

O'Reilly, Mark F.; Lancioni, Giulio E.; Sigafoos, Jeff; O'Donoghue, Deirdre; Lacey, Claire; Edrisinha, Chaturi

2004-01-01

We compared the effectiveness of a problem-solving and an external control intervention to teach social skills to five adults with mild intellectual disabilities. The social skills of ''responding to corrective feedback'' and ''managing conflict'' were targeted for intervention. Each participant received the problem-solving intervention with one…

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Hughes, Elizabeth M.; Hornberger, Erin

2015-01-01

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with…

Instructional Design-Based Research on Problem Solving Strategies

ERIC Educational Resources Information Center

Emre-Akdogan, Elçin; Argün, Ziya

2016-01-01

The main goal of this study is to find out the effect of the instructional design method on the enhancement of problem solving abilities of students. Teaching sessions were applied to ten students who are in 11th grade, to teach them problem solving strategies which are working backwards, finding pattern, adopting a different point of view,…

Exploration on the reform of the science and engineering experiment teaching based on the combination with teaching and scientific research

NASA Astrophysics Data System (ADS)

Song, Peng

2017-08-01

The existing problems of the experiment education in colleges and universities are analyzed. Take the science and engineering specialty as example, the idea of the combination with teaching and scientific research is discussed. The key problems are how the scientific research and scientific research achievements are used effectively in the experiment education, how to effectively use scientific research laboratories and scientific researchers. Then, a specialty experiment education system is established which is good for the teaching in accordance of all students' aptitude. The research in this paper can give the construction of the experiment teaching methods and the experiment system reform for the science and engineering specialties in colleges and universities.

Effect of structure in problem based learning on science teaching efficacy beliefs and science content knowledge of elementary preservice teachers

NASA Astrophysics Data System (ADS)

Sasser, Selena Kay

This study examined the effects of differing amounts of structure within the problem based learning instructional model on elementary preservice teachers' science teaching efficacy beliefs, including personal science teaching efficacy and science teaching outcome expectancy, and content knowledge acquisition. This study involved sixty (60) undergraduate elementary preservice teachers enrolled in three sections of elementary science methods classes at a large Midwestern research university. This study used a quasi-experimental nonequivalent design to collect and analyze both quantitative and qualitative data. Participants completed instruments designed to assess science teaching efficacy beliefs, science background, and demographic data. Quantitative data from pre and posttests was obtained using the science teaching efficacy belief instrument-preservice (STEBI-B) developed by Enochs and Riggs (1990) and modified by Bleicher (2004). Data collection instruments also included a demographic questionnaire, an analytic rubric, and a structured interview; both created by the researcher. Quantitative data was analyzed by conducting ANCOVA, paired samples t-test, and independent samples t-test. Qualitative data was analyzed using coding and themes. Each of the treatment groups received the same problem scenario, one group experienced a more structured PBL setting, and one group experienced a limited structure PBL setting. Research personnel administered pre and posttests to determine the elementary preservice teachers' science teaching efficacy beliefs. The results show elementary preservice teachers'science teaching efficacy beliefs can be influence by the problem based learning instructional model. This study did not find that the amount of structure in the form of core ideas to consider and resources for further research increased science teaching efficacy beliefs in this sample. Results from the science content knowledge rubric indicated that structure can increase science content knowledge in this sample. Qualitative data from the tutor, fidelity raters, and interviews indicated the participants were excited about the problem and were interested in the science content knowledge related to the problem. They also indicated they were motivated to continue informal study in the problem area. Participants indicated, during the interview, their initial frustration with the lack of knowledge gained from the tutor; however, indicated this led to more learning on their part. This study will contribute to the overall knowledge of problem based learning and its structures, science teaching efficacy beliefs of elementary preservice teachers, and to current teaching and learning practices.

Using Interactive Whiteboards in Teaching Retail Mathematics

ERIC Educational Resources Information Center

Greene, Marla; Kirpalani, Nicole

2013-01-01

Undergraduate marketing students have sometimes been found to lack mathematical skills. It can therefore be challenging for instructors to effectively teach courses that depend on mathematical problem-solving skills. This paper discusses the use of interactive whiteboards as an innovative way to teach retail mathematics effectively. The authors…

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…

The Effects of Problem-Solving Teaching on Creative Thinking among District 2 High School Students in Sari City.

PubMed

Nozari, Ali Yazdanpanah; Siamian, Hasan

2014-12-01

Nowadays, regarding the learners' needs and social conditions, it is obviously needed to revise and reconsider the traditional methods and approaches in teaching. The problem solving approach is one of the new ways in Teaching and learning process. This study aimed at studying and examining the effect of "problem-solving" approach on creative thinking of high school female students. An experimental method is used for this research. In this research, 342 out of 3047 female-students from Sari high schools were randomly selected. These 342 students were divided into two groups (experimental and control) in which there were seven classrooms. The total number of students in every group was about 171. After testing them with Jamal Abedi creativity test, it was revealed that two groups were equal in creativity score. The tests were done through Requirements. The experimental group was taught by problem solving method for three months while the control group was taught by traditional method. The research results showed that using descriptive indices and t-test for the two independent sample groups in which problem solving teaching method was used in teaching processes had an effect on creativity level in comparison with traditional method used in the control group. Considering the results of this study, the application of problem-solving teaching methods increased the creativity and its components (fluidity, expansion, originality and flexibility) in learners, therefore, it is recommended that students be encouraged to take classes on frequent responses on various topics (variability) and draw attention on different issues, and expand their analysis on elements in particular courses like art (expansion). To enhance the learner's mental flexibility and attention to various aspects, they are encouraged to provide a variety of responses.

The Effectiveness of a CBI Program for Teaching Problem Solving Skills to Middle Level Students.

ERIC Educational Resources Information Center

Langholz, Judith; Smaldino, Sharon E.

This study focuses on the effectiveness of "Solutions Unlimited," a computer software program developed to teach problem solving to middle level students. Fifty-one fourth, fifth, and sixth graders (21 girls and 30 boys) attending a private school in a small mid-west community were the subjects for this experiment; none had received…

The Effect of Concept Mapping and Problem Solving Teaching Strategies on Achievement in Biology among Nigerian Secondary School Students

ERIC Educational Resources Information Center

Okoye, Nnamdi S.; Okechukwu, Rose N.

2010-01-01

The study examined the effect of concept-mapping and problem-solving teaching strategies on achievement in biology among Nigerian secondary school students. The method used for the study was a quasi-experimental pre-test treatment design. One hundred and thirteen senior secondary three (S.S. 111) students randomly selected from three mixed…

Teaching "with" Rather than "about" Geographic Information Systems

ERIC Educational Resources Information Center

Hammond, Thomas C.; Bodzin, Alec M.

2009-01-01

Both "teaching" and "teaching" with Geographic Information Systems (GIS) are "wicked problems," in the sense that they involve multiple variables that interact with one another. Effective teaching calls for both learning with understanding and transfer. The authors' own experience implementing a geography and…

Long-Term Retention after Self-Instructional Methods.

ERIC Educational Resources Information Center

Puskas, Jane C.; And Others

1992-01-01

A study of the effectiveness of self-instructional booklets and computer software for teaching dental students endodontic diagnosis found that the self-teaching method may be as effective as traditional lectures in teaching concepts central to development of clinical decision-making skills. Sampling difficulties created problems in assessment of…

Guide to the National Partnership for Excellence and Accountability in Teaching (NPEAT). ERIC Digest.

ERIC Educational Resources Information Center

Hawley, Willis D.; Valli, Linda

The National Partnership for Excellence in Education and Accountability in Teaching (NPEAT) helps place improvement of teaching at the center of reform efforts, addressing two problems that impede the development of systemic reforms to improve teaching quality: (1) absence of agreement about effective strategies for improving teaching among those…

When Problems Seem Overwhelming: Emphases in Teaching, Supervision, and Consultation.

ERIC Educational Resources Information Center

Kurland, Roselle; Salmon, Robert

1992-01-01

Notes that intractability of many of today's problems creates unusual stress for social workers. Focuses on preparation of social workers for effective work in today's complex social environment and suggests five major areas that need to be emphasized in teaching, supervising, and training. (Author/NB)

Education problems and Web-based teaching: how it impacts dental educators?

PubMed

Clark, G T

2001-01-01

This article looks at six problems that vex educators and how web-based teaching might help solve them. These problems include: (1) limited access to educational content, (2) need for asynchronous access to educational content, (3) depth and diversity of educational content, (4) training in complex problem solving, (5) promotion of lifelong learning behaviors and (6) achieving excellence in education. The advantages and disadvantage of web-based educational content for each problem are discussed. The article suggests that when a poorly organized course with inaccurate and irrelevant content is placed online, it solves no problems. However some of the above issues can be partially or fully solved by hosting well-constructed teaching modules on the web. This article also reviews the literature investigating the efficacy of off-site education as compared to that provided on-site. The conclusion of this review is that teleconference-based and web-based delivery of educational content can be as effective as traditional classroom-based teaching assuming the technologic problems sometimes associated with delivering teaching content to off-site locations do not interfere in the learning process. A suggested hierarchy for rating and comparing e-learning concepts and methods is presented for consideration.

Teaching Students with Moderate Intellectual Disability to Solve Word Problems

ERIC Educational Resources Information Center

Browder, Diane M.; Spooner, Fred; Lo, Ya-yu; Saunders, Alicia F.; Root, Jenny R.; Ley Davis, Luann; Brosh, Chelsi R.

2018-01-01

This study evaluated an intervention developed through an Institute of Education Sciences-funded Goal 2 research project to teach students with moderate intellectual disability (moderate ID) to solve addition and subtraction word problems. The intervention involved modified schema-based instruction that embedded effective practices (e.g.,…

Teaching African-American Children.

ERIC Educational Resources Information Center

Horton, Harold

1994-01-01

Examines the historical blighting of African-American slaves' minds, which stripped them of their African culture. Examines the effect on African-American children, as well as other children of color. Offers suggestions for coping with the problems of modern schools in terms of respecting and teaching these children that the system is the problem,…

Examining the Implementation of a Problem-Based Learning and Traditional Hybrid Model of Instruction in Remedial Mathematics Classes Designed for State Testing Preparation of Eleventh Grade Students

ERIC Educational Resources Information Center

Rodgers, Lindsay D.

2011-01-01

The following paper examined the effects of a new method of teaching for remedial mathematics, named the hybrid model of instruction. Due to increasing importance of high stakes testing, the study sought to determine if this method of instruction, that blends traditional teaching and problem-based learning, had different learning effects on…

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.

Effectiveness of the Touch Math Technique in Teaching Basic Addition to Children with Autism

ERIC Educational Resources Information Center

Yikmis, Ahmet

2016-01-01

This study aims to reveal whether the touch math technique is effective in teaching basic addition to children with autism. The dependent variable of this study is the children's skills to solve addition problems correctly, whereas teaching with the touch math technique is the independent variable. Among the single-subject research models, a…

The Effectiveness of Scaffolding Design in Training Writing Skills Physics Teaching Materials

ERIC Educational Resources Information Center

Sinaga, Parlindungan; Suhandi, Andi; Liliasari

2015-01-01

Result of field studies showed low writing skill of teachers in teaching material. The root of the problem lies in their inability on translating description of teaching material into writing. This research focused on the effectiveness of scaffolding design. The scaffolding design was tested in the selected topics of physics courses for…

Teaching Research Methods in Communication Disorders: "A Problem-Based Learning Approach"

ERIC Educational Resources Information Center

Greenwald, Margaret L.

2006-01-01

A critical professional issue in speech-language pathology and audiology is the current shortage of researchers. In this context, the most effective methods for training graduate students in research must be identified and implemented. This article describes a problem-based approach to teaching research methods. In this approach, the instructor…

Teaching Unmotivated and Under-Motivated College Students: Problems, Challenges, and Considerations

ERIC Educational Resources Information Center

McFarlane, Donovan A.

2010-01-01

This essay addresses a critical problem in today's college classroom: dealing with unmotivated and under-motivated students whose inclination toward learning stems from both academic and social factors that the faculty must effectively address to meet teaching-learning goals, meet course requirements, and his or her responsibility in contributing…

Teaching Science Problem Solving: An Overview of Experimental Work.

ERIC Educational Resources Information Center

Taconis, R.; Ferguson-Hessler, M. G. M.; Broekkamp, H.

2001-01-01

Performs analysis on a number of articles published between 1985 and 1995 describing experimental research into the effectiveness of a wide variety of teaching strategies for science problem solving. Identifies 22 articles describing 40 experiments that met standards for meta-analysis. Indicates that few of the independent variables were found to…

Cognitive conflict as a teaching strategy in solving chemistry problems: A dialectic-constructivist perspective

NASA Astrophysics Data System (ADS)

Niaz, Mansoor

The main objective of this study was to evaluate the effect of teaching experiments within a dialectic-constructivist framework based on the following considerations: (a) Cognitive conflicts used in the teaching experiments must be based on problem-solving strategies that students find relatively convincing: (b) after having generated a cognitive conflict, it is essential that the students be provided with an experience that could facilitate the resolution of the conflict; and (c) the teaching strategy developed is used by an interactive constructivist approach within an intact classroom. The study was based on two sections of freshman students who had registered for Chemistry I at the Universidad de Oriente, Venezuela. One of the sections was randomly designated as the control group and the other as the experimental group. To introduce cognitive conflict, the experimental group was exposed to two teaching experiments dealing with stoichiometry problems based on the concept of limiting reagent. Students in the control group were exposed to the same problems - however, without the cognitive conflict teaching experiments format. To evaluate the effect of the teaching experiments, both groups were evaluated on five different problems at different intervals during the semester, referred to as posttests. All posttests formed part of the regular evaluation of the students. Results obtained show the advantage of the experimental group on four of the posttests. It is concluded that the experimental treatment was effective in improving performance on the immediate posttests. It was observed that some students protect their core belief [see Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. In I. Lakatos & A. Musgrave (Eds.), Criticism and the growth of knowledge (pp. 91-196). Cambridge: Cambridge University Press] in stoichiometry (establishing equivalent relations between different elements or compounds) by ignoring the conflicting data, just as conflicting (anomalous) data do not necessarily convince a scientist to abandon a particular theory.Received: 23 September 1993; Revised: 29 August 1994;

An Empirical Study of the Application of Psychological Principles to the Teaching of Orienteering.

ERIC Educational Resources Information Center

Martland, J. R.

1983-01-01

An empirical study was carried out to explore effects of three sets of schedules developed by Edgar Stones as guidelines conducive to student learning. Guidelines for concept teaching, psychomotor skill development, and teaching problem solving formed the instructional framework for teaching 11-year-old children the principles of navigational…

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder.

PubMed

Yakubova, Gulnoza; Hughes, Elizabeth M; Hornberger, Erin

2015-09-01

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.

Learning from Simple Ebooks, Online Cases or Classroom Teaching When Acquiring Complex Knowledge. A Randomized Controlled Trial in Respiratory Physiology and Pulmonology

PubMed Central

Worm, Bjarne Skjødt

2013-01-01

Background and Aims E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. Methods 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. Results For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). Conclusions E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method. PMID:24039917

Learning from simple ebooks, online cases or classroom teaching when acquiring complex knowledge. A randomized controlled trial in respiratory physiology and pulmonology.

PubMed

Worm, Bjarne Skjødt

2013-01-01

E-learning is developing fast because of the rapid increased use of smartphones, tablets and portable computers. We might not think of it as e-learning, but today many new e-books are in fact very complex electronic teaching platforms. It is generally accepted that e-learning is as effective as classroom teaching methods, but little is known about its value in relaying contents of different levels of complexity to students. We set out to investigate e-learning effects on simple recall and complex problem-solving compared to classroom teaching. 63 nurses specializing in anesthesiology were evenly randomized into three groups. They were given internet-based knowledge tests before and after attending a teaching module about respiratory physiology and pulmonology. The three groups was either an e-learning group with eBook teaching material, an e-learning group with case-based teaching or a group with face-to-face case-based classroom teaching. After the module the students were required to answer a post-test. Time spent and the number of logged into the system was also measured. For simple recall, all methods were equally effective. For problem-solving, the eCase group achieved a comparable knowledge level to classroom teaching, while textbook learning was inferior to both (p<0.01). The textbook group also spent the least amount of time on acquiring knowledge (33 minutes, p<0.001), while the eCase group spent significantly more time on the subject (53 minutes, p<0.001) and logged into the system significantly more (2.8 vs 1.6, p<0.001). E-learning based cases are an effective tool for teaching complex knowledge and problem-solving ability, but future studies using higher-level e-learning are encouraged.Simple recall skills, however, do not require any particular learning method.

Effects of team-based learning on problem-solving, knowledge and clinical performance of Korean nursing students.

PubMed

Kim, Hae-Ran; Song, Yeoungsuk; Lindquist, Ruth; Kang, Hee-Young

2016-03-01

Team-based learning (TBL) has been used as a learner-centered teaching strategy in efforts to improve students' problem-solving, knowledge and practice performance. Although TBL has been used in nursing education in Korea for a decade, few studies have studied its effects on Korean nursing students' learning outcomes. To examine the effects of TBL on problem-solving ability and learning outcomes (knowledge and clinical performance) of Korean nursing students. Randomized controlled trial. 63 third-year undergraduate nursing students attending a single university were randomly assigned to the TBL group (n=32), or a control group (n=31). The TBL and control groups attended 2h of class weekly for 3weeks. Three scenarios with pulmonary disease content were employed in both groups. However, the control group received lectures and traditional case study teaching/learning strategies instead of TBL. A questionnaire of problem-solving ability was administered at baseline, prior to students' exposure to the teaching strategies. Students' problem-solving ability, knowledge of pulmonary nursing care, and clinical performance were assessed following completion of the three-week pulmonary unit. After the three-week educational interventions, the scores on problem-solving ability in the TBL group were significantly improved relative to that of the control group (t=10.89, p<.001). In addition, there were significant differences in knowledge, and in clinical performance with standardized patients between the two groups (t=2.48, p=.016, t=12.22, p<.001). This study demonstrated that TBL is an effective teaching strategy to enhance problem-solving ability, knowledge and clinical performance. More research on other specific learning outcomes of TBL for nursing students is recommended. Copyright © 2015 Elsevier Ltd. All rights reserved.

The Effect of Focus Group Discussions on Pre-Service Teachers' Teaching Experiences and Practices: A Mixed Methods Study

ERIC Educational Resources Information Center

Memduhoglu, Hasan Basri; Kotluk, Nihat; Yayla, Ahmet

2017-01-01

The aim of this study is to investigate the effect of providing feedback to preservice teachers' (PSTs) through focus group discussion on PSTs' self-efficacy perception about teaching experiences and practices, to determine problems encountered during teaching practice by means of focus group discussion and to develop suggestions about solving…

Building a Negotiation Mechanism in EFL Classroom in Chinese Context: Concepts and Strategies

ERIC Educational Resources Information Center

Jiang, Shiyong

2016-01-01

Foreign language teaching is a bilateral process in which both the teacher and students must play their roles effectively. However, lack of interaction is the problem many EFL teachers in China face. To make the teaching more effective, negotiation in the classroom becomes a must. This paper, based on the current situation of English teaching in…

[Problem based learning (PBL)--possible adaptation in psychiatry (debate)].

PubMed

Adamowski, Tomasz; Frydecka, Dorota; Kiejna, Andrzej

2007-01-01

Teaching psychiatry concerns mainly education of students studying medicine and clinical psychology, but it also concerns professional training the people specializing in psychiatry and in other fields of medicine. Since the requirements that medical professionals are obliged to meet are ever higher, it is essential to provide highest possible quality of teaching and to do so to use the best possible teaching models. One of the modern educational models is Problem Based Learning (PBL). Barrows' and Dreyfus' research as well as development of andragogy had major impact on the introduction of this model of teaching. There are favourable experiences of using PBL in teaching psychiatry reported, especially in the field of psychosomatics. Problem Based Learning gradually becomes a part of modern curricula in Western Europe. For this reason it is worth keeping in mind PBL's principles and knowingly apply them into practice, all the more the reported educational effects of using this method are very promising.

On Reflective Teaching of EFL Teachers in Local Universities of China--A Case Study of Leshan Normal University, Sichuan

ERIC Educational Resources Information Center

Li, Zou; Ye, Zhou

2016-01-01

Presently, China plays a vital role in the world. Therefore, Chinese passion for English has reached an unprecedented level. Nevertheless, various problems occur in EFL teaching. Thus, EFL teachers must make the teaching qualities better by reflective teaching, an effective way to improving EFL teaching. The paper is to study the definitions,…

The Effect of Transcribing on Elementary Iranian EFL Learners' Listening Comprehension

ERIC Educational Resources Information Center

Afsharrad, Mohammad; Nafchi, Asghar Moulavi

2015-01-01

This study is motivated by the gap existing between theory and practice in teaching listening. Most of the techniques used to teach listening put more emphasis on top-down processing while listeners' problems are more of perceptive ones (bottom-up). In order to address the pervasive decoding problem in listening, this study suggests using…

Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?

ERIC Educational Resources Information Center

Gao, Su; Wang, Jian

2016-01-01

Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…

Self-Instructional Methods of Teaching Diagnostic Problem Solving to Automotive Students. Vocational-Industrial Education Research Report.

ERIC Educational Resources Information Center

Finch, Curtis R.

The objective of this study was to investigate the effects of three methods of teaching diagnostic problem-solving (troubleshooting) to automotive students. The sample consisted of 45 community college students enrolled in automotive courses. Initially, all students received a presentation on ignition principles, and the Otis Mental Ability Test…

Twenty-seven Strategies for Teaching Contraception to Adolescents.

ERIC Educational Resources Information Center

Chesler, Joan

1980-01-01

Research on the effects of education on adolescents' contraceptive behaviors is summarized and 27 teaching strategies, each related to a particular contraceptive problem adolescents encounter, are outlined. (JMF)

Research on teaching reform and practice of applied optics design experiment

NASA Astrophysics Data System (ADS)

Geng, Tao; Tong, Chengguo; Zhang, Tao; Lu, Cunlian; Meng, Ting; Zhang, Yang; Wang, Ran; Sun, Weimin; Liu, Zhihai; Yang, Jun

2017-08-01

It is an important way to effectively improve applied optics experimental teaching effect and motivate the undergraduates' practice ability and creativity by means of scientific and systematic setting teaching contents and link. Based on the research and analysis of applied optics experiment teaching present condition at home and abroad, this paper aims to solve the existed problems and deficiencies during the experiment teaching in our university, and also puts forward some reform ideas and practice method from several aspects such as teaching thought, teaching content and mode, examination and evaluation and so on. Simultaneously, this paper also gives some suggestions on the future course development.

Effective Vocal Production in Performance.

ERIC Educational Resources Information Center

King, Robert G.

If speech instructors are to teach students to recreate for an audience an author's intellectual and emotional meanings, they must teach them to use human voice effectively. Seven essential elements of effective vocal production that often pose problems for oral interpretation students should be central to any speech training program: (1)…

Enhanced learning through design problems - teaching a components-based course through design

NASA Astrophysics Data System (ADS)

Jensen, Bogi Bech; Högberg, Stig; Fløtum Jensen, Frida av; Mijatovic, Nenad

2012-08-01

This paper describes a teaching method used in an electrical machines course, where the students learn about electrical machines by designing them. The aim of the course is not to teach design, albeit this is a side product, but rather to teach the fundamentals and the function of electrical machines through design. The teaching method is evaluated by a student questionnaire, designed to measure the quality and effectiveness of the teaching method. The results of the questionnaire conclusively show that this method labelled 'learning through design' is a very effective way of teaching a components-based course. This teaching method can easily be generalised and used in other courses.

Teaching with Concrete and Abstract Visual Representations: Effects on Students' Problem Solving, Problem Representations, and Learning Perceptions

ERIC Educational Resources Information Center

Moreno, Roxana; Ozogul, Gamze; Reisslein, Martin

2011-01-01

In 3 experiments, we examined the effects of using concrete and/or abstract visual problem representations during instruction on students' problem-solving practice, near transfer, problem representations, and learning perceptions. In Experiments 1 and 2, novice students learned about electrical circuit analysis with an instructional program that…

Facilitating problem solving in high school chemistry

NASA Astrophysics Data System (ADS)

Gabel, Dorothy L.; Sherwood, Robert D.

The major purpose for conducting this study was to determine whether certain instructional strategies were superior to others in teaching high school chemistry students problem solving. The effectiveness of four instructional strategies for teaching problem solving to students of various proportional reasoning ability, verbal and visual preference, and mathematics anxiety were compared in this aptitude by treatment interaction study. The strategies used were the factor-label method, analogies, diagrams, and proportionality. Six hundred and nine high school students in eight schools were randomly assigned to one of four teaching strategies within each classroom. Students used programmed booklets to study the mole concept, the gas laws, stoichiometry, and molarity. Problem-solving ability was measured by a series of immediate posttests, delayed posttests and the ACS-NSTA Examination in High School Chemistry. Results showed that mathematics anxiety is negatively correlated with science achievement and that problem solving is dependent on students' proportional reasoning ability. The factor-label method was found to be the most desirable method and proportionality the least desirable method for teaching the mole concept. However, the proportionality method was best for teaching the gas laws. Several second-order interactions were found to be significant when mathematics anxiety was one of the aptitudes involved.

A Novel Harmony Search Algorithm Based on Teaching-Learning Strategies for 0-1 Knapsack Problems

PubMed Central

Tuo, Shouheng; Yong, Longquan; Deng, Fang'an

2014-01-01

To enhance the performance of harmony search (HS) algorithm on solving the discrete optimization problems, this paper proposes a novel harmony search algorithm based on teaching-learning (HSTL) strategies to solve 0-1 knapsack problems. In the HSTL algorithm, firstly, a method is presented to adjust dimension dynamically for selected harmony vector in optimization procedure. In addition, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation) are employed to improve the performance of HS algorithm. Another improvement in HSTL method is that the dynamic strategies are adopted to change the parameters, which maintains the proper balance effectively between global exploration power and local exploitation power. Finally, simulation experiments with 13 knapsack problems show that the HSTL algorithm can be an efficient alternative for solving 0-1 knapsack problems. PMID:24574905

A novel harmony search algorithm based on teaching-learning strategies for 0-1 knapsack problems.

PubMed

Tuo, Shouheng; Yong, Longquan; Deng, Fang'an

2014-01-01

To enhance the performance of harmony search (HS) algorithm on solving the discrete optimization problems, this paper proposes a novel harmony search algorithm based on teaching-learning (HSTL) strategies to solve 0-1 knapsack problems. In the HSTL algorithm, firstly, a method is presented to adjust dimension dynamically for selected harmony vector in optimization procedure. In addition, four strategies (harmony memory consideration, teaching-learning strategy, local pitch adjusting, and random mutation) are employed to improve the performance of HS algorithm. Another improvement in HSTL method is that the dynamic strategies are adopted to change the parameters, which maintains the proper balance effectively between global exploration power and local exploitation power. Finally, simulation experiments with 13 knapsack problems show that the HSTL algorithm can be an efficient alternative for solving 0-1 knapsack problems.

[Application of case-based method in genetics and eugenics teaching].

PubMed

Li, Ya-Xuan; Zhao, Xin; Zhang, Fei-Xiong; Hu, Ying-Kao; Yan, Yue-Ming; Cai, Min-Hua; Li, Xiao-Hui

2012-05-01

Genetics and Eugenics is a cross-discipline between genetics and eugenics. It is a common curriculum in many Chinese universities. In order to increase the learning interest, we introduced case teaching method and got a better teaching effect. Based on our teaching practices, we summarized some experiences about this subject. In this article, the main problem of case-based method applied in Genetics and Eugenics teaching was discussed.

Problem-Based Learning: Exploiting Knowledge of How People Learn to Promote Effective Learning

ERIC Educational Resources Information Center

Wood, E. J.

2004-01-01

There is much information from educational psychology studies on how people learn. The thesis of this paper is that we should use this information to guide the ways in which we teach rather than blindly using our traditional methods. In this context, problem-based learning (PBL), as a method of teaching widely used in medical schools but…

An Exploratory Study of the Diagnostic Teaching of Heuristic Problem Solving Strategies in Calculus.

ERIC Educational Resources Information Center

Lucas, John Frank

The aims of the study were to explore the effects of teaching heuristics in a calculus course and to generate hypotheses about related changes in heuristic usage and problem solving performance. Thirty college students in two classes participated and a Solomon four-group research design was used. Students from one group in each class were…

Integrating Problem-Based Learning with ICT for Developing Trainee Teachers' Content Knowledge and Teaching Skill

ERIC Educational Resources Information Center

Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad

2013-01-01

Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources: content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based…

Teaching Renewable Energy Using Online PBL in Investigating Its Effect on Behaviour towards Energy Conservation among Malaysian Students: ANOVA Repeated Measures Approach

ERIC Educational Resources Information Center

Nordin, Norfarah; Samsudin, Mohd Ali; Harun, Abdul Hadi

2017-01-01

This research aimed to investigate whether online problem based learning (PBL) approach to teach renewable energy topic improves students' behaviour towards energy conservation. A renewable energy online problem based learning (REePBaL) instruction package was developed based on the theory of constructivism and adaptation of the online learning…

The Effect of Inquiry Training Learning Model Based on Just in Time Teaching for Problem Solving Skill

ERIC Educational Resources Information Center

Turnip, Betty; Wahyuni, Ida; Tanjung, Yul Ifda

2016-01-01

One of the factors that can support successful learning activity is the use of learning models according to the objectives to be achieved. This study aimed to analyze the differences in problem-solving ability Physics student learning model Inquiry Training based on Just In Time Teaching [JITT] and conventional learning taught by cooperative model…

The Teaching of General Solution Methods to Pattern Finding Problems through Focusing on an Evaluation and Improvement Process.

ERIC Educational Resources Information Center

Ishida, Junichi

1997-01-01

Examines the effects of a teaching strategy in which fifth-grade students evaluated the strengths or weaknesses of solution methods to pattern finding problems, including an experimental and control group each consisting of 34 elementary students, in Japan. The experimental group showed a significantly better performance on the retention test…

The Craft of Teaching. A Guide to Mastering the Professor's Art.

ERIC Educational Resources Information Center

Eble, Kenneth E.

College teaching, teaching skills, and practical problems are considered. The emphasis on subject matter specialization in graduate school and effects on the preparation of college teachers are considered, along with suggestions about what beginning college teachers need to know beyond subject matter training. After briefly considering assumptions…

Effectiveness of problem based learning as an instructional tool for acquisition of content knowledge and promotion of critical thinking among medical students.

PubMed

Tayyeb, Rakhshanda

2013-01-01

To assess effectiveness of PBL as an instructional tool in clinical years to improve learning of undergraduate students in terms of acquisition of content knowledge, critical thinking and problem solving skills through problem based learning and traditional way of teaching. Quasi-experimental study. Fatima Jinnah Medical College for Women, Lahore, from October 2009 to April 2010. Final year medical students attending Obstetrics and Gynaecology and Surgery rotations were inducted as participants in this study. Two batches of 50 students each attended Gynaecology rotation and two batches attended Surgery rotation, i.e. 100 students in each. Each batch was divided into two groups i.e. A and B of 25 students each. Group-A learnt through traditional teaching, involving bedside teaching and lectures in wards and Group-B learnt relevant clinical knowledge through a modified PBL process. Content knowledge was tested by MCQs testing recall while clinical reasoning and problem were assessed by MCQs testing analysis and critical thinking. Intra-group comparison of mean scores of pre and post-test scores was done using paired sample t-tests while for intergroup comparison of mean scores was done through independent sample t-test. Teaching through traditional method significantly improved content knowledge, (p = 0.001) but did not considerably improve clinical reasoning and problem solving skills (p = 0.093) whereas, content knowledge of students who studied through PBL remained the same (p = 0.202) but there was marked improvement in their clinical reasoning and problem solving skills (p = < 0.001). PBL is an effective instructional tool to foster critical thinking and problem solving skills among medical students.

The Effects of Using Problem-Based Learning in Science and Technology Teaching upon Students' Academic Achievement and Levels of Structuring Concepts

ERIC Educational Resources Information Center

Inel, Didem; Balim, Ali Gunay

2010-01-01

The present study aimed to investigate the impact of the problem-based learning method used in science and technology teaching upon elementary school students' construction levels for the concepts concerning the "Systems in Our Body" unit in the science and technology course and their academic achievement. To this end, during the four-week…

Creating a Winning Game Plan. The Secondary Teacher's Playbook.

ERIC Educational Resources Information Center

Gose, Michael D.

This book offers strategies for high school teachers that provide tools for creating, repairing, and tweaking all the discernible components of teaching. The book is organized to move from context to teaching to discipline to thriving in teaching. The book includes tips on how to minimize discipline problems with effective curriculum and sound…

The Challenge of Teaching Psychopharmacology in the New Millennium: The Role of Curricula

ERIC Educational Resources Information Center

Glick, Ira D.; Zisook, Sidney

2005-01-01

Objective: For a variety of pedagogical, political and financial reasons, there are major problems in achieving effective teaching of cutting-edge psychopharmacology for psychiatric residents. This article focuses on ways to improve the teaching/learning process, in part through the use of structured curricula. The authors review 1) attempted…

An Investigation of the Effects on Students' Attitudes, Beliefs, and Abilities in Problem Solving and Mathematics after One Year of a Systematic Approach to the Learning of Problem Solving.

ERIC Educational Resources Information Center

Higgins, Karen M.

This study investigated the effects of Oregon's Lane County "Problem Solving in Mathematics" (PSM) materials on middle-school students' attitudes, beliefs, and abilities in problem solving and mathematics. The instructional approach advocated in PSM includes: the direct teaching of five problem-solving skills, weekly challenge problems,…

Prevention of problem behavior by teaching functional communication and self-control skills to preschoolers.

PubMed

Luczynski, Kevin C; Hanley, Gregory P

2013-01-01

We evaluated the effects of the preschool life skills program (PLS; Hanley, Heal, Tiger, & Ingvarsson, 2007) on the acquisition and maintenance of functional communication and self-control skills, as well as its effect on problem behavior, of small groups of preschoolers at risk for school failure. Six children were taught to request teacher attention, teacher assistance, and preferred materials, and to tolerate delays to and denial of those events during child-led, small-group activities. Teaching strategies included instruction, modeling, role play, and differential reinforcement. Six additional children randomly assigned to similarly sized control groups participated in small-group activities but did not experience the PLS program. Within-subject and between-groups designs showed that the PLS teaching procedures were functionally related to the improvements and maintenance of the skills and prevention of problem behavior. Stakeholder responses on a social acceptability questionnaire indicated that they were satisfied with the form of the targeted social skills, the improvements in the children's performance, and the teaching strategies. © Society for the Experimental Analysis of Behavior.

The collision between research and teaching: destructive crash or beneficial fusion?

NASA Astrophysics Data System (ADS)

Wieman, Carl

2005-04-01

Every research active faculty member struggles to balance the time demands of research and classroom teaching. I will discuss how to minimize the inevitable conflict by finding ideas and strategies by which one activity can benefit the other. On the teaching side, examples include: 1) knowing the research literature (on learning) and using the research model of saving time and improving success by copying and building on past work; 2) making expert (i. e. your) reasoning, problem-solving strategies, and meaningful problems a major part of teaching; and 3) using technology effectively. On the research side, examples include using the research on learning and teaching both to improve the training of graduate research assistants and to present your research results in a more engaging meaningful fashion.

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.

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.

Comparing problem-based learning and lecture as methods to teach whole-systems design to engineering students

NASA Astrophysics Data System (ADS)

Dukes, Michael Dickey

The objective of this research is to compare problem-based learning and lecture as methods to teach whole-systems design to engineering students. A case study, Appendix A, exemplifying successful whole-systems design was developed and written by the author in partnership with the Rocky Mountain Institute. Concepts to be tested were then determined, and a questionnaire was developed to test students' preconceptions. A control group of students was taught using traditional lecture methods, and a sample group of students was taught using problem-based learning methods. After several weeks, the students were given the same questionnaire as prior to the instruction, and the data was analyzed to determine if the teaching methods were effective in correcting misconceptions. A statistically significant change in the students' preconceptions was observed in both groups on the topic of cost related to the design process. There was no statistically significant change in the students' preconceptions concerning the design process, technical ability within five years, and the possibility of drastic efficiency gains with current technologies. However, the results were inconclusive in determining that problem-based learning is more effective than lecture as a method for teaching the concept of whole-systems design, or vice versa.

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…

The Effect of Cooperative Learning Method and Systematic Teaching on Students' Achievement and Retention of Knowledge in Social Studies Lesson

ERIC Educational Resources Information Center

Korkmaz Toklucu, Selma; Tay, Bayram

2016-01-01

Problem Statement: Many effective instructional strategies, methods, and techniques, which were developed in accordance with constructivist approach, can be used together in social studies lessons. Constructivist education comprises active learning processes. Two active learning approaches are cooperative learning and systematic teaching. Purpose…

An Empirical Validation of the Effectiveness of a Computerized Game to Teach Troubleshooting.

ERIC Educational Resources Information Center

Simutis, Zita M.; And Others

Forty-two enlisted men and women with no prior knowledge about electronics maintenance or logic diagrams participated in research designed to collect preliminary data on the training effectiveness of a problem solving computerized game for teaching electronics maintenance. Two games available on the University of Illinois PLATO Computer-Based…

The Use of Instructional Design in Educational Technology for Effective Teaching and Learning

ERIC Educational Resources Information Center

Gillani, Syeda Nosheen; Gujjar, Aijaz Ahmed; Choudhry, Bushra Naoreen

2008-01-01

Educationists are of the opinion that the educational problems relating to quantity and quality could be tackled by the proper utilization of instructional technology. Instructional technology is a systematic way of designing, carrying out and evaluating the teaching learning process. Instructional technology makes instruction more effective,…

Problem-Based Learning and Use of Higher-Order Thinking by Emergency Medical Technicians

ERIC Educational Resources Information Center

Rosenberger, Paul

2013-01-01

Emergency Medical Technicians (EMTs) often handle chaotic life-and-death situations that require higher-order thinking skills. Improving the pass rate of EMT students depends on many factors, including the use of proven and effective teaching methods. Results from recent research about effective teaching have suggested that the instructional…

Using Graphic Organizers to Improve the Reading of Mathematics.

ERIC Educational Resources Information Center

Braselton, Stephania; Decker, Barbara C.

1994-01-01

Describes the use of a graphic organizer with fifth graders to teach problem-solving skills and to teach reading skills helpful for comprehending mathematics materials. Suggests that the strategy was effective with students of all ability levels. (SR)

Teaching practice of the course of Laser Principle and Application based on PBL mode

NASA Astrophysics Data System (ADS)

Li, Yongliang; Lv, Beibei; Wang, Siqi

2017-08-01

The primary task of university education is to stimulate students' autonomic learning and cultivate students' creative thinking. This paper put to use problem based learning (PBL) teaching mode, to enable students master flexible knowledge as the goal, and a detailed analysis of the implementation method and concrete measures of PBL teaching reform in the course of Laser Principle and Application, then compared with the former teaching methods. From the feedback of students and teaching experience, we get good teaching effect and prove the feasibility of PBL teaching mode in practice.

Problem-Based Learning: Student Engagement, Learning and Contextualized Problem-Solving. Occasional Paper

ERIC Educational Resources Information Center

Mossuto, Mark

2009-01-01

The adoption of problem-based learning as a teaching method in the advertising and public relations programs offered by the Business TAFE (Technical and Further Education) School at RMIT University is explored in this paper. The effect of problem-based learning on student engagement, student learning and contextualised problem-solving was…

Mobile internet and technology for optical teaching reform in higher education

NASA Astrophysics Data System (ADS)

Zhou, Muchun; Zhao, Qi; Chen, Yanru

2017-08-01

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

Teaching materials of algebraic equation

NASA Astrophysics Data System (ADS)

Widodo, S. A.; Prahmana, R. C. I.; Purnami, A. S.; Turmudi

2017-12-01

The purpose of this paper is to know the effectiveness of teaching materials algebraic equation. This type of research used experimental method. The population in this study is all students of mathematics education who take numerical method in sarjanawiyata tamansiswa of university; the sample is taken using cluster random sampling. Instrument used in this research is test and questionnaire. The test is used to know the problem solving ability and achievement, while the questionnaire is used to know the student's response on the teaching materials. Data Analysis technique of quantitative used Wilcoxon test, while the qualitative data used grounded theory. Based on the results of the test can be concluded that the development of teaching materials can improve the ability to solve problems and achievement.

The Effects of Problem-Based Learning on Pre-Service Teachers' Critical Thinking Dispositions and Perceptions of Problem-Solving Ability

ERIC Educational Resources Information Center

Temel, Senar

2014-01-01

The aim of this study was two-fold. The first aim was to determine the levels of critical thinking disposition and perception of problem-solving ability of pre-service teachers. The second aim was to compare the effects of problem-based learning and traditional teaching methods on the critical thinking dispositions and perceptions of…

Innovative research on the group teaching mode based on the LabVIEW virtual environment

NASA Astrophysics Data System (ADS)

Liang, Pei; Huang, Jie; Gong, Hua-ping; Dong, Qian-min; Dong, Yan-yan; Sun, Cai-xia

2017-08-01

This paper discusses the widely existing problems of increasing demand of professional engineer in electronic science major and the backward of the teaching mode at present. From one specialized course "Virtual Instrument technique and LABVIEW programming", we explore the new group-teaching mode based on the Virtual Instrument technique, and then the Specific measures and implementation procedures and effect of this teaching mode summarized in the end.

Transforming the Profession of Teaching in Thailand.

ERIC Educational Resources Information Center

Parkay, Forrest W.; Potisook, Pranee; Chantharasakul, Apa; Chunsakorn, Puthachart

1999-01-01

Three broad challenges to Thailand's educational system (participation, effectiveness, and resources) have deep, far- reaching consequences for the teaching profession. Major problems include teacher shortages in critical areas; low salaries; and recruitment, qualification, and professional-development inadequacies. Teacher/leadership programs are…

The Effects of Problem Posing on Student Mathematical Learning: A Meta-Analysis

ERIC Educational Resources Information Center

Rosli, Roslinda; Capraro, Mary Margaret; Capraro, Robert M.

2014-01-01

The purpose of the study was to meta-synthesize research findings on the effectiveness of problem posing and to investigate the factors that might affect the incorporation of problem posing in the teaching and learning of mathematics. The eligibility criteria for inclusion of literature in the meta-analysis was: published between 1989 and 2011,…

Stacked Deck: An Effective, School-Based Program for the Prevention of Problem Gambling

ERIC Educational Resources Information Center

Williams, Robert J.; Wood, Robert T.; Currie, Shawn R.

2010-01-01

School-based prevention programs are an important component of problem gambling prevention, but empirically effective programs are lacking. Stacked Deck is a set of 5-6 interactive lessons that teach about the history of gambling; the true odds and "house edge"; gambling fallacies; signs, risk factors, and causes of problem gambling; and…

Effects of a Problem-based Structure of Physics Contents on Conceptual Learning and the Ability to Solve Problems

NASA Astrophysics Data System (ADS)

Becerra-Labra, Carlos; Gras-Martí, Albert; Martínez Torregrosa, Joaquín

2012-05-01

A model of teaching/learning is proposed based on a 'problem-based structure' of the contents of the course, in combination with a training in paper and pencil problem solving that emphasizes discussion and quantitative analysis, rather than formulae plug-in. The aim is to reverse the high failure and attrition rate among engineering undergraduates taking physics. A number of tests and questionnaires were administered to a group of students following a traditional lecture-based instruction, as well as to another group that was following an instruction scheme based on the proposed approach and the teaching materials developed ad hoc. The results show that students following the new method can develop scientific reasoning habits in problem-solving skills, and show gains in conceptual learning, attitudes and interests, and that the effects of this approach on learning are noticeable several months after the course is over.

Teaching Effective Problem Solving Strategies for Interns

ERIC Educational Resources Information Center

Warren, Louis L.

2005-01-01

This qualitative study investigates what problem solving strategies interns learn from their clinical teachers during their internships. Twenty-four interns who completed their internship in the elementary grades shared what problem solving strategies had the greatest impact upon them in learning how to deal with problems during their internship.…

Anger in Middle School: The Solving Problems Together Model

ERIC Educational Resources Information Center

Hall, Kimberly R.; Rushing, Jeri L.; Owens, Rachel B.

2009-01-01

Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of…

The Role of Expository Writing in Mathematical Problem Solving

ERIC Educational Resources Information Center

Craig, Tracy S.

2016-01-01

Mathematical problem-solving is notoriously difficult to teach in a standard university mathematics classroom. The project on which this article reports aimed to investigate the effect of the writing of explanatory strategies in the context of mathematical problem solving on problem-solving behaviour. This article serves to describe the…

The Learning Thermometer: Closing the Loop between Teaching, Learning, Wellbeing and Support in Universities

ERIC Educational Resources Information Center

Stallman, Helen M.; King, Sharron

2016-01-01

The increasing awareness and impact of mental health problems in university students in addition to a need for objective measures of teaching quality provide the impetus for a new approach to supporting students. There is a need for more effective tools that integrate the institutional silos of teaching, learning, support, and wellbeing to help…

Treating of Content-Based Instruction to Teach Writing Viewed from EFL Learners' Creativity

ERIC Educational Resources Information Center

Jaelani, Selamet Riadi

2017-01-01

The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Problem-based learning to teach writing to the EFL Learners; (2) whether the EFL Learners having high creativity have better writing than those having low creativity; and (3) whether there is an interaction between teaching methods and EFL…

Designing an Alternative Teaching Approach (Feedback Lecture) through the Use of Guided Decision-Making.

ERIC Educational Resources Information Center

Osterman, Dean

This chapter explains how the Guided Design method of teaching can be used to solve problems, and how this method was used in the development of a new method of teaching. Called the Feedback Lecture, this method is illustrated through an example, and research data on its effectiveness is presented. The Guided Decision-Making Process is also…

A Case Study to Explore Rigorous Teaching and Testing Practices to Narrow the Achievement Gap

ERIC Educational Resources Information Center

Isler, Tesha

2012-01-01

The problem examined in this study: Does the majority of teachers use rigorous teaching and testing practices? The purpose of this qualitative exploratory case study was to explore the classroom techniques of six effective teachers who use rigorous teaching and testing practices. The hypothesis for this study is that the examination of the…

An Analysis of Didactic and Inquiry-Based Teaching and Learning on Student Achievement in Urban Elementary Schools

ERIC Educational Resources Information Center

Varnado, Jacqueline

2011-01-01

Limited research has been conducted on inquiry based teaching strategies on language arts and mathematics instruction. The research problem at the study site was the lack of research-based findings on the effectiveness of traditional and inquiry based teaching strategies on language arts and mathematics instruction. The purpose of this case study…

Effects of Prevent-Teach-Reinforce on Academic Engagement and Disruptive Behavior

ERIC Educational Resources Information Center

DeJager, Brett W.; Filter, Kevin J.

2015-01-01

This study assessed the effectiveness of prevent-teach-reinforce (P-T-R), a functional behavioral assessment-based intervention for students with behavior problems, using an A-B-A-B design with follow-up. Participants included three students in kindergarten, fourth grade, and fifth grade in a rural Midwestern school district. P-T-R interventions…

Teaching Statistical Inference for Causal Effects in Experiments and Observational Studies

ERIC Educational Resources Information Center

Rubin, Donald B.

2004-01-01

Inference for causal effects is a critical activity in many branches of science and public policy. The field of statistics is the one field most suited to address such problems, whether from designed experiments or observational studies. Consequently, it is arguably essential that departments of statistics teach courses in causal inference to both…

Effect of a Problem Based Simulation on the Conceptual Understanding of Undergraduate Science Education Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Sherwood, Robert D.

2007-01-01

A study of the effect of science teaching with a multimedia simulation on water quality, the "River of Life," on the science conceptual understanding of students (N = 83) in an undergraduate science education (K-9) course is reported. Teaching reality-based meaningful science is strongly recommended by the National Science Education Standards…

Designing a Course in Statistics for a Learning Health Systems Training Program

ERIC Educational Resources Information Center

Samsa, Gregory P.; LeBlanc, Thomas W.; Zaas, Aimee; Howie, Lynn; Abernethy, Amy P.

2014-01-01

The core pedagogic problem considered here is how to effectively teach statistics to physicians who are engaged in a "learning health system" (LHS). This is a special case of a broader issue--namely, how to effectively teach statistics to academic physicians for whom research--and thus statistics--is a requirement for professional…

Effective pedagogies for teaching math to nursing students: a literature review.

PubMed

Hunter Revell, Susan M; McCurry, Mary K

2013-11-01

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction. Copyright © 2012 Elsevier Ltd. All rights reserved.

Teaching Problem Solving without Modeling through "Thinking Aloud Pair Problem Solving."

ERIC Educational Resources Information Center

Pestel, Beverly C.

1993-01-01

Reviews research relevant to the problem of unsatisfactory student problem-solving abilities and suggests a teaching strategy that addresses the issue. Author explains how she uses teaching aloud problem solving (TAPS) in college chemistry and presents evaluation data. Among the findings are that the TAPS class got fewer problems completely right,…

Effect of Strategy Teaching for the Solution of Ratio Problems on Students' Proportional Reasoning Skills

ERIC Educational Resources Information Center

Sen, Ceylan; Güler, Gürsel

2017-01-01

The study was conducted to reveal the effects of the instruction of different problem-solving strategies on the proportional reasoning skills of students in solving proportional problems in the 6th grade math's class. Quasi-experimental research model with pretest-posttest control group was employed in the study. For eight class hours, the…

The Microcomputer--A Problem Solving Tool.

ERIC Educational Resources Information Center

Hoelscher, Karen J.

Designed to assist teachers in using the microcomputer as a tool to teach problem solving strategies, this document is divided into two sections: the first introduces the concept of problem solving as a thinking process, and suggests means by which a teacher can become an effective guide for the learning of problem solving skills; the second…

Teaching Group Counseling Skills: Problems and Solutions.

ERIC Educational Resources Information Center

Furr, Susan R.; Barret, Bob

2000-01-01

Discusses the challenges involved in meeting the standards established by the American Counseling Association's Council for the Accreditation of Counseling and Related Education Programs for teaching principles, theories, leadership skills, and group counseling methods for effective group practice. Presents a model involving two courses allowing…

On Teaching History in the Prisons of Georgia: A Person View.

ERIC Educational Resources Information Center

Durand, Robert

1991-01-01

Teaches a history course in a correctional facility in Georgia. Discusses class problems, testing, grading procedures, and the environment. Finds establishing routine is effective in bringing order and purpose to the class. Describes student characteristics and response to the class. (NL)

Teaching Calculus Students How to Study.

ERIC Educational Resources Information Center

Boelkins, Matthew R.; Pfaff, Thomas J.

1998-01-01

Addresses the problem of poor study habits in calculus students and presents techniques to teach students how to study consistently and effectively. Concludes that many students greatly appreciate the added structure, work harder than in previous courses, and witness newfound success as a consequence. (Author/ASK)

Against the Grain: Teaching Historical Complexity

ERIC Educational Resources Information Center

Neumann, Dave

2013-01-01

Many teachers and scholars have written about the importance of inquiry in effective history instruction. At its core, inquiry involves student investigation of a significant historical problem. Experienced teachers, however, often reveal their skill in purposely teaching against the grain. Skilled teachers help students appreciate historical…

Effective use of real-life events as tools for teaching-learning clinical pharmacology in a problem-based learning curriculum.

PubMed

James, Henry; Al Khaja, Khalid A; Sequeira, Reginald P

2015-01-01

This paper describes how in a problem-based learning (PBL) medical curriculum, having identified the learning outcomes, problems can be developed from real-life events for teaching-learning clinical pharmacology topics for which PBL cases might be inadequate. Such problems can be very interesting and educational. Using the story of the development and withdrawal of rofecoxib (Vioxx(®)), we developed a problem for undergraduate medical students to address important issues related to clinical pharmacology and therapeutics such as new drug development, preclinical testing, clinical trials, adverse drug reactions, professionalism, and critical appraisal of literature. These topics would otherwise be difficult to address in patient-based problems. The evaluation of the problem based on pooled feedback from 57 tutorial groups, each comprising 8-10 students, collected over 5 years, supported the effectiveness of the problem. A systematic approach described in this paper can be used for the development and validation of educational material for introducing focal topics of pharmacology/clinical pharmacology integrated with other disciplines in innovative medical (and other health profession) curricula.

Developmental Therapy- Developmental Teaching: An Outreach Project for Young Children with Social-Emotional-Behavioral Disabilities (October 1, 1997-September 30, 2000). Final Performance Report.

ERIC Educational Resources Information Center

Georgia Univ., Athens. Coll. of Family and Consumer Sciences.

This outreach project is based on the validated Developmental Therapy-Developmental Teaching model originally designed for young children with severe emotional/behavioral problems and their families. It is an approach that emphasizes the teaching skills that foster a child's social-emotional-behavioral competence. The model has proven effective in…

A systematic approach to improve oral and maxillofacial surgery education.

PubMed

Rosén, A; Fors, U; Zary, N; Sejersen, R; Lund, B

2011-11-01

To improve teaching quality and student satisfaction, a new curriculum in Oral Surgery was implemented at Karolinska Institutet in 2007. This paper describes the curriculum change as well as the results regarding quality, satisfaction, cost-effectiveness and workload for teachers and staff. To design the new curriculum, all members of the teaching staff participated in a series of group discussions where problems with the previous curriculum were identified and ideas on how to improve the curriculum were discussed. Cost-effectiveness was evaluated by comparing the number of teaching sessions between the new and the old curriculum. A questionnaire was used to investigate the staffs' perceived change in workload and teaching quality. The students' satisfaction and attitudes to learning was screened for by on-line questionnaires. The large amount of passive observational teaching was considered as the main problem with the old curriculum. Half of these sessions were replaced by either clinical seminars or demonstrations performed in an interactive form. Students rated the new curriculum as a clear improvement. Analyses of time and cost-effectiveness showed a decrease in teaching sessions by almost 50%. Generally, the teachers were more positive towards the changes compared to the non-teaching staff. The students rated the new type of learning activities relatively high, whilst the traditional observational teaching was seen as less satisfactory. They preferred to learn in a practical way and few indicated analytic or emotional preferences. The majority of the students reported a good alignment between the new course curriculum and the final exam. 2011 John Wiley & Sons A/S.

Effects of Training on Pre-Service Special Educators' Abilities to Co-Teach Math Vocabulary in Preparation for Inclusion Settings

ERIC Educational Resources Information Center

Harris, Paulette Proctor; Pollingue, Alice B.; Hearrington, Doug; Holmes, Arthur

2014-01-01

New special education teachers often struggle to teach children the mathematics vocabulary necessary to understand and effectively solve math word problems. The authors designed and implemented a pilot program to prepare pre-service teachers majoring in special education to implement the Camelot Learning Math Intervention Program (CLMIP). We met…

The Effect of Sequence of Instruction on Students' Cognitive Preferences and Recall in the Context of a Problem-Oriented Method of Teaching.

ERIC Educational Resources Information Center

Boreham, N. C.; And Others

1985-01-01

This study investigated the effects of two sequences of instruction--theory-to-application and application-to-theory--on medical students' cognitive preferences in preclinical science teaching. Results indicate that presenting an example of the clinical application of biochemical theory before presenting the theory itself increased students'…

Problem Orientation in Physical Geography Teaching.

ERIC Educational Resources Information Center

Church, Michael

1988-01-01

States that the introduction of real, quantitative problems in classroom and field teaching improves scientific rigor and leads more directly to applied studies. Examines the use of problems in an introductory hydrology course, presenting teaching objectives and the full course structure to illustrate their integration with other teaching modes.…

Mathematical Problem Solving: A Review of the Literature.

ERIC Educational Resources Information Center

Funkhouser, Charles

The major perspectives on problem solving of the twentieth century are reviewed--associationism, Gestalt psychology, and cognitive science. The results of the review on teaching problem solving and the uses of computers to teach problem solving are included. Four major issues related to the teaching of problem solving are discussed: (1)…

Encouraging Sixth-Grade Students' Problem-Solving Performance by Teaching through Problem Solving

ERIC Educational Resources Information Center

Bostic, Jonathan D.; Pape, Stephen J.; Jacobbe, Tim

2016-01-01

This teaching experiment provided students with continuous engagement in a problem-solving based instructional approach during one mathematics unit. Three sections of sixth-grade mathematics were sampled from a school in Florida, U.S.A. and one section was randomly assigned to experience teaching through problem solving. Students' problem-solving…

Problem-Based Learning Approaches in Meteorology

ERIC Educational Resources Information Center

Charlton-Perez, Andrew James

2013-01-01

Problem-Based Learning, despite recent controversies about its effectiveness, is used extensively as a teaching method throughout higher education. In meteorology, there has been little attempt to incorporate Problem-Based Learning techniques into the curriculum. Motivated by a desire to enhance the reflective engagement of students within a…

Evaluating learning and teaching using the Force Concept Inventory

NASA Astrophysics Data System (ADS)

Zitzewitz, Paul

1997-04-01

Teaching methods used in the calculus-based mechanics course for engineers and scientists (P150) at the University of Michigan-Dearborn were markedly changed in September, 1996. Lectures emphasize active learning with Mazur's ConcepTests, Sokoloff's Interactive Demonstrations, and Van Heuvelen's ALPS Kit worksheets. Students solve context-rich problems using Van Heuvelen's multiple representation format in cooperative groups in discussion sections. Labs were changed to use MBL emphasizing concepts and Experiment Problems to learn lab-based problem solving. Pre- and post-testing of 400 students with the Force Concept Inventory has demonstrated considerable success. The average increase in score has been 35-45methods as defined by Hake. The methods and results will be discussed. Detailed analyses of the FCI results will look at success in teaching specific concepts and the effect of student preparation in mathematics and high school physics.

Effects of problem-based learning in Chinese radiology education

PubMed Central

Zhang, Song; Xu, Jiancheng; Wang, Hongwei; Zhang, Dong; Zhang, Qichuan; Zou, Liguang

2018-01-01

Abstract Background: In recent years, the problem-based learning (PBL) teaching method has been extensively applied as an experimental educational method in Chinese radiology education. However, the results of individual studies were inconsistent and inconclusive. A meta-analysis was performed to evaluate the effects of PBL on radiology education in China. Methods: Databases of Chinese and English languages were searched from inception up to November 2017. The standard mean difference (SMD) with its 95% confidence interval (95% CI) was used to determine the over effects of PBL compared with the traditional teaching method. Results: Seventeen studies involving 1487 participants were included in this meta-analysis. Of them, 16 studies provided sufficient data for the pooled analysis and showed that PBL teaching method had a positive effect on achieving higher theoretical scores compared with the traditional teaching method (SMD = 1.20, 95% CI [0.68, 1.71]). Thirteen studies provided sufficient data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 2.10, 95% CI [1.38, 2.83]). Questionnaire surveys were applied in most of the included studies and indicated positive effects of PBL on students’ learning interest, scope of knowledge, team spirit, and oral expression. Conclusion: The result shows that PBL appears to be more effective on radiology education than traditional teaching method in China. However, the heterogeneity of the included studies cannot be neglected. Further well-designed studies about this topic are needed to confirm the above findings. PMID:29489669

Using the concrete-representational-abstract approach to support students with intellectual disability to solve change-making problems.

PubMed

Bouck, Emily; Park, Jiyoon; Nickell, Barb

2017-01-01

The Concrete-Representational-Abstract (CRA) instructional approach supports students with disabilities in mathematics. Yet, no research explores the use of the CRA approach to teach functional-based mathematics for this population and limited research explores the CRA approach for students who have a disability different from a learning disability, such as an intellectual disability. This study investigated the effects of using the CRA approach to teach middle school students in a self-contained mathematics class focused on functional-based mathematics to solve making change problems. Researchers used a multiple probe across participants design to determine if a functional relation existed between the CRA strategy and students' ability to solve making change problems. The study of consisted of five-to-eight baseline sessions, 9-11 intervention sessions, and two maintenance sessions for each student. Data were collected on percentage of making change problems students solved correctly. The CRA instructional strategy was effective in teaching all four participants to correctly solve the problems; a functional relation between the CRA approach and solving making change with coins problems across all participants was found. The CRA instructional approach can be used to support students with mild intellectual disability or severe learning disabilities in learning functional-based mathematics, such as purchasing skills (i.e., making change). Copyright © 2016 Elsevier Ltd. All rights reserved.

IT: An Effective Pedagogic Tool in the Teaching of Quantitative Methods in Management.

ERIC Educational Resources Information Center

Nadkami, Sanjay M.

1998-01-01

Examines the possibility of supplementing conventional pedagogic methods with information technology-based teaching aids in the instruction of quantitative methods to undergraduate students. Considers the case for a problem-based learning approach, and discusses the role of information technology. (Author/LRW)

Is There a Problem?

ERIC Educational Resources Information Center

Triplett, Kimberly

2012-01-01

This is a narrative article, highlighting effective teaching strategies for teacher candidates at a four-year university in the South. The author examined preconceived negative notions teacher candidates expressed about being enrolled in a Math Block class and having to teach children about mathematics. After involving the teacher candidates in a…

The Structure of Educational Research

ERIC Educational Resources Information Center

Clark, Charles

2005-01-01

Educational research is widely construed as the scientific investigation of the causes of 'effective' teaching. Discussion of values and philosophical problems is condemned as descent into 'ideology'. Opposing this is a conception of teaching as "phronesis" where educational research and philosophy may be desirable, but have no direct relationship…

Graduate Teaching Assistants' Epistemological and Metacognitive Development

ERIC Educational Resources Information Center

Sandi-Urena, Santiago; Cooper, Melanie M.; Gatlin, Todd A.

2011-01-01

Research in general chemistry laboratory instruction has rarely focused on the impact of the learning environment on the graduate teaching assistants (GTAs). We decided to investigate the effect that facilitating a well established cooperative problem-based chemistry laboratory has on GTAs' epistemological and metacognitive development, and how…

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 Collection of Problems for Physics Teaching

ERIC Educational Resources Information Center

Grober, S.; Jodl, H. -J.

2010-01-01

Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching,…

Teaching Teamwork and Problem Solving Concurrently

ERIC Educational Resources Information Center

Goltz, Sonia M.; Hietapelto, Amy B.; Reinsch, Roger W.; Tyrell, Sharon K.

2008-01-01

Teamwork and problem-solving skills have frequently been identified by business leaders as being key competencies; thus, teaching methods such as problem-based learning and team-based learning have been developed. However, the focus of these methods has been on teaching one skill or the other. A key argument for teaching the skills concurrently is…

Assessing the Effectiveness of STAD Model and Problem Based Learning in Mathematics Learning Achievement and Problem Solving Ability

ERIC Educational Resources Information Center

Rattanatumma, Tawachai; Puncreobutr, Vichian

2016-01-01

The objective of this study was to compare the effectiveness of teaching methods in improving Mathematics Learning Achievement and Problem solving ability of students at an international college. This is a Quasi-Experimental Research which was done the study with the first year students who have registered to study Mathematics subject at St.…

Conceptualizing Perseverance in Problem Solving as Collective Enterprise

ERIC Educational Resources Information Center

Sengupta-Irving, Tesha; Agarwal, Priyanka

2017-01-01

Students are expected to learn mathematics such that when they encounter challenging problems they will persist. Creating opportunities for students to persist in problem solving is therefore argued as essential to effective teaching and to children developing positive dispositions in mathematical learning. This analysis takes a novel approach to…

Determining Students' Attitude towards Physics through Problem-Solving Strategy

ERIC Educational Resources Information Center

Erdemir, Naki

2009-01-01

In this study, the effects of teacher-directed and self-directed problem-solving strategies on students' attitudes toward physics were explored. Problem-solving strategies were used with the experimental group, while the control group was instructed using traditional teaching methods. The study was conducted with 270 students at various high…

The Effectiveness of "Pencasts" in Physics Courses

ERIC Educational Resources Information Center

Weliweriya, Nandana; Sayre, Eleanor C.; Zollman, Dean A.

2018-01-01

Pencasts are videos of problem solving with narration by the problem solver. Pedagogically, students can create pencasts to illustrate their own problem solving to the instructor or to their peers. Pencasts have implications for teaching at multiple levels from elementary grades through university courses. In this article, we describe the use of…

Teaching People to Manage Constraints: Effects on Creative Problem-Solving

ERIC Educational Resources Information Center

Peterson, David R.; Barrett, Jamie D.; Hester, Kimberly S.; Robledo, Issac C.; Hougen, Dean F.; Day, Eric A.; Mumford, Michael D.

2013-01-01

Constraints often inhibit creative problem-solving. This study examined the impact of training strategies for managing constraints on creative problem-solving. Undergraduates, 218 in all, were asked to work through 1 to 4 self-paced instructional programs focused on constraint management strategies. The quality, originality, and elegance of…

Enhancing Teacher Education Students' Generic Skills through Problem-Based Learning

ERIC Educational Resources Information Center

Murray-Harvey, Rosalind; Curtis, David D.; Cattley, Georgina; Slee, Phillip T.

2005-01-01

Claims made for the value of problem-based learning (PBL) as an effective method for professional education programmes draw on constructivist principles of teaching and learning to achieve essential content knowledge, higher order thinking skills, and a team approach to problem-solving through the interdisciplinary, student-directed study of…

Teaching Fifth Grade Mathematical Concepts: Effects of Word Problems Used with Traditional Methods.

ERIC Educational Resources Information Center

Coy, Jessica

The view of the researcher is that students in the upper elementary to middle school range need to increase their problem-solving skills by making logical deductions and organizing and structuring their thoughts through the use of word problems. Giving children a daily word problem challenged and introduced them to the lesson. This activity…

Using the Solving Problems Together Psychoeducational Group Counseling Model as an Intervention for Negative Peer Pressure

ERIC Educational Resources Information Center

Hall, Kimberly R.; Rushing, Jeri Lynn; Khurshid, Ayesha

2011-01-01

Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), that focuses on working with students who struggle with negative peer pressure. Adapted from the teaching philosophy of…

Problem Solving of Newton's Second Law through a System of Total Mass Motion

ERIC Educational Resources Information Center

Abdullah, Helmi

2014-01-01

Nowadays, many researchers discovered various effective strategies in teaching physics, from traditional to modern strategy. However, research on physics problem solving is still inadequate. Physics problem is an integral part of physics learning and requires strategy to solve it. Besides that, problem solving is the best way to convey principle,…

The Case for Problem Solving in Second Language Learning. CLCS Occasional Paper No. 33.

ERIC Educational Resources Information Center

Bourke, James Mannes

A study undertaken in Ireland investigated the effectiveness of a second language teaching strategy that focused on grammatical problem-solving. In this approach, the problems are located within the target language system, and the problem-solving involves induction of grammatical rules and use of those rules. Learners are confronted with instances…

Effects of Teaching Approach on Problem Solving Ability of Agricultural Education Students with Varying Learning Styles.

ERIC Educational Resources Information Center

Dyer, James E.; Osborne, Edward W.

1996-01-01

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…

Stoma care: empowering patients through teaching practical skills.

PubMed

Metcalf, C

Teaching patients practical skills in stoma care is a complex process and although, arguably, at the very heart of stoma care nursing practice, has been largely ignored in the literature. Teaching principles are based upon social learning theory and educationalists provide guidelines on the most effective way to teach a practical skill. These guidelines have been utilized by nurses when teaching patients with newly formed stomas how to change a pouch. The process of adapting to a stoma and its daily management takes time. Psychologically, however, some patients will adapt more easily than others and researchers have attempted to identify factors which may account for this. Studies have demonstrated that patients who are satisfied with the amount of preoperative information they receive are less likely to develop psychological problems. Psychological adjustment may be affected if patients feel that they have developed insufficient pouch changing skills or have problems with leakage from their pouch or sore skin around their stoma. Studies have also demonstrated that cognitive factors, such as patients feeling in control of their illness and stoma, have been found to play a role in psychological adaptation. Clinical nurse specialists in stoma care are in an ideal position to target these cognitive factors using a variety of strategies including effective practical teaching to empower patients, thus facilitating psychological adaptation following stoma surgery.

Further Education; Part-Time Teachers Speak.

ERIC Educational Resources Information Center

Styler, W.E.

Based on the reports of forty-four experienced part time teachers, this pamphlet examines the overall situation in the evening institutes in the West and East Ridings of Yorkshire. Subjects covered include: subject and special problems, teaching aims, kind of students, difficulties, effective teaching, and lessons learned by teachers. The age…

Teaching Engineering Design Through Paper Rockets

ERIC Educational Resources Information Center

Welling, Jonathan; Wright, Geoffrey A.

2018-01-01

The paper rocket activity described in this article effectively teaches the engineering design process (EDP) by engaging students in a problem-based learning activity that encourages iterative design. For example, the first rockets the students build typically only fly between 30 and 100 feet. As students test and evaluate their rocket designs,…

Teaching Violence Prevention: How Much Does Bullying Weigh?

ERIC Educational Resources Information Center

Blosnich, John; Kershner, Ruth

2009-01-01

Bullying is a prevalent problem for many elementary school students, and it is associated with physical injury and depression. Objectives: Students engaged in this teaching activity will be able to identify bullying behaviors as well as list and demonstrate strategies to effectively deal with bullying situations. Target Audience: Fourth- and…

Creating Effective Video to Promote Student-Centered Teaching

ERIC Educational Resources Information Center

Gainsburg, Julie

2009-01-01

Training and investing teachers at all career levels in student-centered practices is widely recognized as a significant challenge. Various studies document the failure of student-centered teaching practices to take hold in K-12 mathematics classrooms in significant ways, including collaborative work; problems that are cognitively demanding or…

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

ERIC Educational Resources Information Center

Husband, Robert L.; Helmer, James E.

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

Teaching Children Affected by Substance Abuse.

ERIC Educational Resources Information Center

Grollman, Sharon; Brady, Joanne P.

This guide presents and describes six effective teaching strategies for use with children affected by substance abuse before birth. This introduction provides information on the scope of the problem and the educational implications. It is noted that even without intervention when the child is still very young, teachers can improve the educational…

A Low-Tech, Hands-On Approach To Teaching Sorting Algorithms to Working Students.

ERIC Educational Resources Information Center

Dios, R.; Geller, J.

1998-01-01

Focuses on identifying the educational effects of "activity oriented" instructional techniques. Examines which instructional methods produce enhanced learning and comprehension. Discusses the problem of learning "sorting algorithms," a major topic in every Computer Science curriculum. Presents a low-tech, hands-on teaching method for sorting…

Early Violence Prevention: Tools for Teachers of Young Children.

ERIC Educational Resources Information Center

Slaby, Ronald G.; And Others

Based on the latest knowledge about early violence prevention and effective teaching strategies, this book describes practical ways for early childhood educators to handle children's aggression and shows how to help children become assertive, nonviolent problem solvers. The book's repertoire of proven approaches includes teaching children how to…

Enhancing Personal and Family Finance Courses Using Case Studies

ERIC Educational Resources Information Center

Gudmunson, Clinton G.; Zuiker, Virginia Solis; Katras, Mary Jo; Sabri, Mohamad Fazli

2015-01-01

Growing financial concerns among college students and on college campuses suggests urgency in teaching personal finance more effectively. Active learning approaches to teaching, including the use of case studies, problem-based learning, group work, in-class writing, demonstrations, and so forth, may be more appropriate and useful when used to…

Using Concept Mapping to Teach Young EFL Learners Reading Skills

ERIC Educational Resources Information Center

Teo, Adeline; Shaw, Yun F.; Chen, Jimmy; Wang, Derek

2016-01-01

Many English as a foreign language (EFL) students fail to be effective readers because they lack knowledge of vocabulary and appropriate reading strategies. We believe that teaching proper reading strategies can help second-language learners overcome their reading problems, especially when the instruction begins in elementary school. Effective…

Biofeedback & Bowel Disorders: Teaching Yourself to Live without the Problem

MedlinePlus

... Personal Stories Contact Us Search Biofeedback & Bowel Disorders: Teaching Yourself to Live Without the Problem Home Biofeedback ... donation. Adapted from IFFGD Publication: Biofeedback & Bowel Disorders: Teaching Yourself to Live without the Problem by Mary ...

Mental health and the teacher.

PubMed

Miller, D F; Wiltse, J

1979-09-01

The emotional atmosphere in a classroom setting is important to the experiences of all students. That atmosphere is affeected by the emotional stability of the teacher. A teacher with personal mental health problems can have a detrimental effect upon all of those students who are associated with him or her. There are a variety of courses and contributing factors of mental health problems. Certain signs and symptoms, at times, can be identified that relate to emotional difficulties. It is important that measures be identified to help teachers with emotional problems. This is not always an easy task, yet it is necessary if the teaching-learning environment is to be of a positive nature. School administrators, teacher preparation programs, teaching peers, and self-analysis all should play a role in identifying one's teaching. This is a task that no one person or agency can accomplish alone. Though often felt to be an uncomfortable issue with which to deal, all educators must become increasingly aware of the problem and be willing to work toward greater emotional health of all teachers.

The Effects of Mentored Problem-Based STEM Teaching on Pre-Service Elementary Teachers: Scientific Reasoning and Attitudes Toward STEM Subjects

NASA Astrophysics Data System (ADS)

Caliendo, Julia C.

Problem-based learning in clinical practice has become an integral part of many professional preparation programs. This quasi-experimental study compared the effect of a specialized 90-hour field placement on elementary pre-service teachers' scientific reasoning and attitudes towards teaching STEM (science, technology, engineering, and math) subjects. A cohort of 53 undergraduate elementary education majors, concurrent to their enrollment in science and math methods classes, were placed into one of two clinical practice experiences: (a) a university-based, problem-based learning (PBL), STEM classroom, or (b) a traditional public school classroom. Group gain scores on the Classroom Test of Scientific Reasoning (CTSR) and the Teacher Efficacy and Attitudes Toward STEM Survey-Elementary Teachers (T-STEM) survey were calculated. A MANCOVA revealed that there was a significant difference in gain scores between the treatment and comparison groups' scientific reasoning (p = .011) and attitudes towards teaching STEM subjects (p = .004). The results support the hypothesis that the pre-service elementary teachers who experienced STEM mentoring in a PBL setting will have an increase in their scientific reasoning and produce positive attitudes towards teaching STEM subjects. In addition, the results add to the existing research suggesting that elementary pre-service teachers require significant academic preparation and mentored support in STEM content.

The effectiveness of clinical problem-based learning model of medico-jurisprudence education on general law knowledge for Obstetrics/Gynecological interns.

PubMed

Chang, Hui-Chin; Wang, Ning-Yen; Ko, Wen-Ru; Yu, You-Tsz; Lin, Long-Yau; Tsai, Hui-Fang

2017-06-01

The effective education method of medico-jurisprudence for medical students is unclear. The study was designed to evaluate the effectiveness of problem-based learning (PBL) model teaching medico-jurisprudence in clinical setting on General Law Knowledge (GLK) for medical students. Senior medical students attending either campus-based law curriculum or Obstetrics/Gynecology (Ob/Gyn) clinical setting morning meeting from February to July in 2015 were enrolled. A validated questionnaire comprising 45 questions were completed before and after the law education. The interns attending clinical setting small group improvisation medico-jurisprudence problem-based learning education had significantly better GLK scores than the GLK of students attending campus-based medical law education course after the period studied. PBL teaching model of medico-jurisprudence is an ideal alternative pedagogy model in medical law education curriculum. Copyright © 2017. Published by Elsevier B.V.

Discussion on informatization teaching of certain radar transmitter

NASA Astrophysics Data System (ADS)

Liang, Guanhui; Lv, Guizhou; Meng, Yafeng

2017-04-01

With the development of informatization, the traditional teaching method of certain radar transmitter is more and more difficult to meet the need of cultivating new type of high-quality military talents. This paper first analyzes the problems traditional teaching method of certain radar transmitter, and then puts forward the strategy of informatization teaching, and finally elaborates the concrete steps and contents of informatization teaching. Using the multimedia maintenance training system, information simulation training system and network courses and other informatization means, effectively improves the master degree to radar transmitter by trainees, but also lays a good foundation for repair in the next step.

South African Grade 9 Mathematics Teachers' Views on the Teaching of Problem Solving

ERIC Educational Resources Information Center

Chirinda, Brantina; Barmby, Patrick

2018-01-01

The South African curriculum emphasizes the teaching of problem solving in mathematics. However, little is known about South African teachers' views on the teaching of mathematical problem solving (MPS). The purpose of this study was to establish Grade 9 South African teachers' views, teaching strategies and the support required in their teaching…

Reflective Teaching via a Problem Exploration--Teaching Adaptations--Resolution Cycle: A Mixed Methods Study of Preservice Teachers' Reflective Notes

ERIC Educational Resources Information Center

Hayden, H. Emily; Chiu, Ming Ming

2015-01-01

We explore development of elementary preservice teachers' reflective practices as they solved problems encountered while teaching in a reading clinic. Written reflections (N = 175) were collected across 8 weeks from 23 preservice teachers and analyzed to investigate relationships among problem exploration, teaching adaptations, and problem…

Problems and Resolutions in the Practice of Project Teaching in Higher Vocational Schools

ERIC Educational Resources Information Center

Sheng, Zhichong; Tan, Jianhua

2011-01-01

Recently, there has been a hot discussion on project teaching theory among many higher vocational schools; however the practice of project teaching is still in the beginning period. Hence, many problems appear in project lead. This paper aims to analyze the existing problems in the practice of project teaching and also raise some resolutions.

Entrepreneurship Education through Industrial Internship for Technical and Vocational Students

NASA Astrophysics Data System (ADS)

Sumual, H.; Soputan, G. J.

2018-02-01

The spirit of entrepreneurship must be formed in an integrated process in learning so that commitment, responsibility and work ethic on the candidate of vocational high school graduates are effectively promoted. Learning teaching factory teaches students how to find problems, build prototypes, learn to make business plan, and learn to present their own solutions. The research objective is to assess the effectiveness of Teaching Factory implementation in improving the competence and skills of students in the field of entrepreneurship. The method used in this research is case study. Key informants were determined purposively in charge of teaching factory, students, and teachers who teach in productive subject. The results achieved in this study are: 1) culinary and hospitality units are the most active groups in producing products for teaching factory, 2) the role of entrepreneurial groups in each unit of production in order to increase productivity 3) students earn revenues of teaching factory and production unit get percentage of product or service sales, 3) the role of each production unit determines the level of teaching factory effectiveness.

Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics

PubMed Central

Rui, Zeng; Rong-Zheng, Yue; Hong-Yu, Qiu; Jing, Zeng; Xue-Hong, Wan; Chuan, Zuo

2015-01-01

Background Problem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students. Methods A prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class. Results There were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales. Conclusion The questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice. PMID:25848334

Mnemonic Instruction in Science and Social Studies for Students with Learning Problems: A Review

ERIC Educational Resources Information Center

Lubin, Jacqueline; Polloway, Edward A.

2016-01-01

Over the years, mnemonic instruction has been promoted as an effective strategy to teach students with learning problems including learning disabilities (LD) or mild intellectual disability (MID). This paper discusses mnemonic instruction, including types, versatility in use, and effectiveness with struggling learners. Specific emphasis then is…

Effects of Prompting Multiple Solutions for Modelling Problems on Students' Performance

ERIC Educational Resources Information Center

Schukajlow, Stanislaw; Krug, André; Rakoczy, Katrin

2015-01-01

Prompting students to construct multiple solutions for modelling problems with vague conditions has been found to be an effective way to improve students' performance on interest-oriented measures. In the current study, we investigated the influence of this teaching element on students' performance. To assess the impact of prompting multiple…

A Historical Perspective on Problems in Botany Teaching.

ERIC Educational Resources Information Center

Hershey, David R.

1996-01-01

Discusses how the many problems in botany teaching are interrelated and most have existed since at least the early 1900s. Considers botany teaching at both the precollege and introductory college levels. Discusses botany neglect in biology teaching, botanical illiteracy, uninteresting or irrelevant botany teaching, zoochauvinism, research…

An intelligent tutoring system for teaching fundamental physics concepts

NASA Astrophysics Data System (ADS)

Albacete, Patricia Lucia

1999-12-01

Students in traditional elementary mechanics classes can master problem solving of a quantitative nature but not those of a qualitative type. Moreover, students' naive conceptions of physics remain unchanged after completing their class. A few approaches have been implemented to improve this situation however none have met with great success. Since elementary mechanics is the foundation for all of physics and it is a required course for most science majors there is a clear need to improve the instruction of the subject. To address this problem I developed a intelligent tutoring system, called the Conceptual Helper, which coaches students during homework problem solving. The tutor uses a unique cognitive based approach to teaching physics, which presents innovations in three areas. (1) The teaching strategy, which focuses on teaching those links among the concepts of the domain that are essential for conceptual understanding yet are seldom learned by the students. (2) The manner in which the knowledge is taught, which is based on a combination of effective human tutoring techniques (e.g., hinting), effective pedagogical methods (e.g., a microscopic view of matter), and less cognitively demanding approaches (e.g., anthropomorphism). (3) The way in which misconceptions are handled which uses the underlying scientific correct line of reasoning to describe to the student the phenomenon that is the basis for the misconception. From a technological point of view the Conceptual Helper was implemented as a model-tracing tutor which intervenes when students make errors and after completion of each problem, at which time the tutor scaffolds the students on post-problem reflection. The remediation is guided by probabilistic assessment of mastery and the interventions are adapted to the errors. The thesis also presents the results of the evaluation of the system which revealed that the gain scores of the experimental group were statistically significantly higher than those of the control group, suggesting that the Conceptual Helper was indeed capable of effectively teaching the conceptual aspects of physics as well as helped students abandon common misconceptions. Furthermore, the evaluation showed that the students' performance on a standardized test was comparable to those of other more complex approaches.

The Acquisition of Problem-Solving Skills in Mathematics: How Animations Can Aid Understanding of Structural Problem Features and Solution Procedures

ERIC Educational Resources Information Center

Scheiter, Katharina; Gerjets, Peter; Schuh, Julia

2010-01-01

In this paper the augmentation of worked examples with animations for teaching problem-solving skills in mathematics is advocated as an effective instructional method. First, in a cognitive task analysis different knowledge prerequisites are identified for solving mathematical word problems. Second, it is argued that so called hybrid animations…

The Use of a Bar Model Drawing to Teach Word Problem Solving to Students with Mathematics Difficulties

ERIC Educational Resources Information Center

Morin, Lisa L.; Watson, Silvana M. R.; Hester, Peggy; Raver, Sharon

2017-01-01

For students with mathematics difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine the effects of a problem-solving strategy, bar model drawing, on the mathematical problem-solving skills of students with MD. The study extended previous research that suggested that schematic-based…

Funding Strategies for Qualitative University Education in Developing Economies: The Case of Nigeria

ERIC Educational Resources Information Center

Akinyemi, Samuel

2013-01-01

The problem of funding universities in developing economies has become a reoccurring problem often resulting in calamitous effect on teaching and research, and intellectual capital flight of academics. The inadequate funding of universities in developing countries especially West Africa is a prime cause of other problems that have undermined…

Generalized Reduction of Problem Behavior of Young Children with Autism: Building Trans-Situational Interventions

ERIC Educational Resources Information Center

Schindler, Holly Reed; Horner, Robert H.

2005-01-01

The effects of functional communication training on the generalized reduction of problem behavior with three 4- to 5-year-old children with autism and problem behavior were evaluated. Participants were assessed in primary teaching settings and in three secondary, generalization settings. Through baseline analysis, lower effort interventions in the…

The Software Problem.

ERIC Educational Resources Information Center

Walker, Decker F.

This paper addresses the reasons that it is difficult to find good educational software and proposes measures for coping with this problem. The fundamental problem is a shortange of educational software that can be used as a major part of the teaching of academic subjects in elementary and secondary schools--a shortage that is both the effect and…

The effects of cumulative practice on mathematics problem solving.

PubMed

Mayfield, Kristin H; Chase, Philip N

2002-01-01

This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving.

The effects of cumulative practice on mathematics problem solving.

PubMed Central

Mayfield, Kristin H; Chase, Philip N

2002-01-01

This study compared three different methods of teaching five basic algebra rules to college students. All methods used the same procedures to teach the rules and included four 50-question review sessions interspersed among the training of the individual rules. The differences among methods involved the kinds of practice provided during the four review sessions. Participants who received cumulative practice answered 50 questions covering a mix of the rules learned prior to each review session. Participants who received a simple review answered 50 questions on one previously trained rule. Participants who received extra practice answered 50 extra questions on the rule they had just learned. Tests administered after each review included new questions for applying each rule (application items) and problems that required novel combinations of the rules (problem-solving items). On the final test, the cumulative group outscored the other groups on application and problem-solving items. In addition, the cumulative group solved the problem-solving items significantly faster than the other groups. These results suggest that cumulative practice of component skills is an effective method of training problem solving. PMID:12102132

Teaching organization theory for healthcare management: three applied learning methods.

PubMed

Olden, Peter C

2006-01-01

Organization theory (OT) provides a way of seeing, describing, analyzing, understanding, and improving organizations based on patterns of organizational design and behavior (Daft 2004). It gives managers models, principles, and methods with which to diagnose and fix organization structure, design, and process problems. Health care organizations (HCOs) face serious problems such as fatal medical errors, harmful treatment delays, misuse of scarce nurses, costly inefficiency, and service failures. Some of health care managers' most critical work involves designing and structuring their organizations so their missions, visions, and goals can be achieved-and in some cases so their organizations can survive. Thus, it is imperative that graduate healthcare management programs develop effective approaches for teaching OT to students who will manage HCOs. Guided by principles of education, three applied teaching/learning activities/assignments were created to teach OT in a graduate healthcare management program. These educationalmethods develop students' competency with OT applied to HCOs. The teaching techniques in this article may be useful to faculty teaching graduate courses in organization theory and related subjects such as leadership, quality, and operation management.

The Effect of Using Arabic Language for Teaching English as a Foreign Language at Elementary Stage Schools in Jordan

ERIC Educational Resources Information Center

Dmour, Ahmad

2015-01-01

This paper aims at investigating the effect of using Arabic language for teaching English as a Foreign Language in a Jordanian context at elementary school stages in Al-Karak Directorate of Education. English language teachers usually intend to focus on using English in their classes, but they come across a big problem which is the lack of…

The effectiveness of student team-achievement division (STAD) for teaching high school chemistry in the United Arab Emirates

NASA Astrophysics Data System (ADS)

Balfakih, Nagib M. A.

2003-05-01

Education in the United Arab Emirates (UAE) faces major problems which may hinder its future development. These include low achievement in science and a negative attitude toward science subjects, which have resulted in a high number of student dropouts from the science track in high school. It is believed among UAE educators that the main reason is the way science that has been taught in its schools. A solution to this problem depends on finding effective teaching methods, which maintain student achievement, improve students' attitude and provide opportunities to develop essential scientific skills. The effectiveness of Student Team-Achievement Division (STAD) for teaching science to high school classes in the UAE was investigated. The sample was selected randomly. A representative group of UAE high school students was chosen from the northern province, which includes urban areas, and from the eastern province, which includes rural areas. The study involved sixteen tenth grade classes. During the second semester of the academic year 1998/1999, three units in the chemistry curriculum were covered. This study was designed to investigate the effectiveness of STAD in teaching high school chemistry in the UAE and to find out which groups, gender, area, and ability benefitted most.

Using Coaching to Improve the Teaching of Problem Solving to Year 8 Students in Mathematics

ERIC Educational Resources Information Center

Kargas, Christine Anestis; Stephens, Max

2014-01-01

This study investigated how to improve the teaching of problem solving in a large Melbourne secondary school. Coaching was used to support and equip five teachers, some with limited experiences in teaching problem solving, with knowledge and strategies to build up students' problem solving and reasoning skills. The results showed increased…

Magic Finger Teaching Method in Learning Multiplication Facts among Deaf Students

ERIC Educational Resources Information Center

Thai, Liong; Yasin, Mohd. Hanafi Mohd

2016-01-01

Deaf students face problems in mastering multiplication facts. This study aims to identify the effectiveness of Magic Finger Teaching Method (MFTM) and students' perception towards MFTM. The research employs a quasi experimental with non-equivalent pre-test and post-test control group design. Pre-test, post-test and questionnaires were used. As…

Santa Fe School Precision Teaching Program, Evaluation Report 1974-75.

ERIC Educational Resources Information Center

Spencer, Mary L.; Henderson, Joan C.

The Santa Fe Precision Teaching for Effective Learning, (PTEL) an ESEA Title III program, was selected as a remedial instructional approach to the performance and motivational problems of Santa Fe students. It proposed the following six major program objectives: (1) planning and implementation of start-up activities; (2) staff training in the…

Creative Construction of Mathematics and Science Concepts in Early Childhood.

ERIC Educational Resources Information Center

Gallenstein, Nancy L.

Noting that effective teaching models that emphasize critical thinking in mathematics and science are used less often in early childhood classrooms than in those for older students, this book provides early childhood educators with an explanation of teaching models that promote 3- to 8-year-olds critical thinking, problem solving, decision making,…

Testing a Model of Special Educators' Intent to Stay in Teaching.

ERIC Educational Resources Information Center

Cross, Lawrence H.; Billingsley, Bonnie S.

1994-01-01

This study used path analysis to examine the effects of work-related factors--including principal support, stress, role problems, job satisfaction, and commitment--on 542 Virginia special educators' expressions of intent to stay in teaching. The study concluded that these work-related variables should be included in strategies for retaining…

DESIGNS FOR TEAM TEACHING IN ENGLISH.

ERIC Educational Resources Information Center

ELKINS, WILLIAM R.; STEVENS, MARTIN

A TEAM-TEACHING EXPERIMENT IN HIGH SCHOOL ENGLISH AND OBSERVATIONS IN THE PROBLEMS ENCOUNTERED BY PLANNERS WERE PRESENTED. ALSO PROMOTION OF MORE EFFECTIVE ABILITY GROUPING AND THE IMPROVEMENT AND ECONOMIZING OF INSTRUCTION WERE EXPLORED. THE CLASSES IN THE STUDY WERE A JUNIOR AND A SENIOR ENGLISH CLASS. EACH HAD 80 STUDENTS, AND EACH WAS COMPOSED…

Effects of Teaching Strategies on Student Motivation to Learn in High School Mathematics Classes

ERIC Educational Resources Information Center

Toles, Ann

2010-01-01

To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants…

The Evolution of Computer Based Learning Software Design: Computer Assisted Teaching Unit Experience.

ERIC Educational Resources Information Center

Blandford, A. E.; Smith, P. R.

1986-01-01

Describes the style of design of computer simulations developed by Computer Assisted Teaching Unit at Queen Mary College with reference to user interface, input and initialization, input data vetting, effective display screen use, graphical results presentation, and need for hard copy. Procedures and problems relating to academic involvement are…

Training the Speaking Voice through Singing.

ERIC Educational Resources Information Center

Sipley, Kenneth L.

Speech teachers and singing teachers have much in common. Both attempt in their teaching to develop the most powerful and effective instrument possible while trying to avoid vocal problems. Both have studied the physiology of the vocal mechanism to assist them in their teaching. Both are concerned with the expressive qualities of the voice as well…

An Investigation into Pre-Service Special Education Teachers' Mathematical Skills, Self-Efficacy, and Teaching Methodology

ERIC Educational Resources Information Center

Hinton, Vanessa; Flores, Margaret; Burton, Megan; Curtis, Rebecca

2015-01-01

The purpose of this mixed method study was to investigate future special education teachers' preparation for effectively teaching mathematics. During the last semester of their program, pre-service special education teachers completed elementary level mathematics computation and problem solving assessments, a mathematics efficacy beliefs survey,…

On the Effects, Problems, and Countermeasures of Undergraduate Teaching Evaluation in Higher Education

ERIC Educational Resources Information Center

Xianjun, Liu; Yang, Yu; Junchao, Zhang; Shuguang, Wei; Ling, Ding

2016-01-01

The Undergraduate Teaching Evaluation of General Institutions of Higher Education from 2003 to 2008 was the largest-scale evaluation in Chinese higher education history. It exerted a tremendous influence as a key exploration of quality assurance with Chinese characteristics. Based on existing research, this study combines quantitative and…

Using the Film "The Hours" to Teach Diagnosis

ERIC Educational Resources Information Center

Pearson, Quinn M.

2006-01-01

The popular film "The Hours" (S. Rudin, R. Fox, & S. Daldry, 2002), which portrays several characters struggling with mood disorders and other mental health problems, is discussed as an effective tool for teaching diagnosis. The author discusses the movie and characters, the methods used to incorporate the film into instruction, and students'…

Robotic Teaching Assistance for the "Tower of Hanoi" Problem

ERIC Educational Resources Information Center

Thien, Nguyen Duc; Terracina, Annalisa; Iocchi, Luca; Mecella, Massimo

2016-01-01

In this work the authors investigate the effectiveness of robotics in education. Rather than creating excitement for children when playing with robots in games, they are examining the overall learning environment where a robot acts as a teaching assistant. They designed a suitable lesson plan when groups of teenagers participate in activities…

Pen Pals without Borders: A Cultural Exchange of Teaching and Learning

ERIC Educational Resources Information Center

McMillon, Gwendolyn Michele Thompson

2009-01-01

When teachers and students are from different cultures, dissonance can occur in classrooms, which can be debilitating for effective literacy teaching and learning. Researchers have conducted studies in urban schools for many years, but the problem of cultural dissonance continues to plague many classrooms. It is imperative that teacher education…

Let's Turn Things on Their Head--Teaching Counterintuitive Science

ERIC Educational Resources Information Center

Kumar, David

2017-01-01

Teaching science through counterintuitive events is an effective way of engaging students in exploring science; such events motivate and involve students in solving problems with a high degree of creativity and critical thinking. This can push students into a seeking explanation mode, setting the stage for discovery. In this article, the author…

What Good Teachers Do to Promote Effective Student Learning in a Problem-Based Learning Environment

ERIC Educational Resources Information Center

Goh, Karen

2014-01-01

This qualitative study examines the attributes of effective teachers in a problem-based learning (PBL) classroom, specifically in a polytechnic context in Singapore. The educational beliefs, approaches and strategies of a group of PBL facilitators who have received teaching awards are examined to understand how critical thinking, collaborative and…

Effects of Singapore's Model Method on Elementary Student Problem Solving Performance: Single Subject Research

ERIC Educational Resources Information Center

Mahoney, Kevin

2012-01-01

This research investigation examined the effects of Singapore's Model Method, also known as "model drawing" or "bar modeling" on the word problem-solving performance of American third and fourth grade students. Employing a single-case design, a researcher-designed teaching intervention was delivered to a child in third…

Solving Drug-Related Problems in the Professional Experience Program.

ERIC Educational Resources Information Center

Kane, Michael P.; And Others

1993-01-01

A study investigated the effectiveness of using the Pharmacist's Work-up of Drug Therapy (PWDT) in teaching 91 pharmacy students in a clinical clerkship program to identify and solve drug-related problems. Because the instructional technique was recently implemented, the study looked at effects of 3 different quantities of training (0, 1, and 3…

Prevention of Problem Behavior by Teaching Functional Communication and Self-Control Skills to Preschoolers

ERIC Educational Resources Information Center

Luczynski, Kevin C.; Hanley, Gregory P.

2013-01-01

We evaluated the effects of the preschool life skills program (PLS; Hanley, Heal, Tiger, & Ingvarsson, 2007) on the acquisition and maintenance of functional communication and self-control skills, as well as its effect on problem behavior, of small groups of preschoolers at risk for school failure. Six children were taught to request teacher…

The Effects of Problem-Based Learning (PBL) on the Academic Achievement of Students Studying "Electrochemistry"

ERIC Educational Resources Information Center

Günter, Tugçe; Alpat, Sibel Kilinç

2017-01-01

This study investigates the effects of problem-based learning (PBL) on students' academic achievements in studying "Electrochemistry" within a course on Analytical Chemistry. The research was of a pretest-posttest control group quasi-experimental design and it was conducted with second year students in the Chemistry Teaching Program at…

Facilitating Problem Solving in High School Chemistry.

ERIC Educational Resources Information Center

Gabel, Dorothy L.; Sherwood, Robert D.

1983-01-01

Investigated superiority of instructional strategies (factor-label method, proportionality, use of analogies, use of diagrams) in teaching problem-solving related to mole concept, gas laws, stoichiometry, and molarity. Also investigated effectiveness of strategies for students (N=609) with different verbal-visual preferences, proportional…

When the Answer Is the Question

ERIC Educational Resources Information Center

Battreal, Vanessa M.; Brewster, Vanessa; Dixon, Juli K.

2016-01-01

After teaching the concept of division with remainders for many years, Vanessa Battreal, Vanessa Brewster, and Juli Dixon noticed that interpreting remainders in contextualized problems is particularly challenging for elementary school students. To effectively interpret remainders, students must attend to problem context and consider carefully…

Improving Teaching Quality and Problem Solving Ability through Contextual Teaching and Learning in Differential Equations: A Lesson Study Approach

ERIC Educational Resources Information Center

Khotimah, Rita Pramujiyanti; Masduki

2016-01-01

Differential equations is a branch of mathematics which is closely related to mathematical modeling that arises in real-world problems. Problem solving ability is an essential component to solve contextual problem of differential equations properly. The purposes of this study are to describe contextual teaching and learning (CTL) model in…

Teaching Problem Solving; the Effect of Algorithmic and Heuristic Problem Solving Training in Relation to Task Complexity and Relevant Aptitudes.

ERIC Educational Resources Information Center

de Leeuw, L.

Sixty-four fifth and sixth-grade pupils were taught number series extrapolation by either an algorithm, fully prescribed problem-solving method or a heuristic, less prescribed method. The trained problems were within categories of two degrees of complexity. There were 16 subjects in each cell of the 2 by 2 design used. Aptitude Treatment…

An Exploratory Study Contrasting High- and Low-Achieving Students' Percent Word Problem Solving

ERIC Educational Resources Information Center

Jitendra, Asha K.; Star, Jon R.

2012-01-01

This study evaluated whether schema-based instruction (SBI), a promising method for teaching students to represent and solve mathematical word problems, impacted the learning of percent word problems. Of particular interest was the extent that SBI improved high- and low-achieving students' learning and to a lesser degree on the indirect effect of…

Functioning and Participation Problems of Students with ASD in Higher Education: Which Reasonable Accommodations Are Effective?

ERIC Educational Resources Information Center

Jansen, Dorien; Petry, Katja; Ceulemans, Eva; Noens, Ilse; Baeyens, Dieter

2017-01-01

Students with autism spectrum disorder (ASD) experience various functioning and participation problems in higher education, which may cause difficulties such as drop out or low grade point averages. However, it remains unclear how often and during which teaching and evaluation methods the functioning and participation problems occur and which…

Developing Pre-Service Teachers Understanding of Fractions through Problem Posing

ERIC Educational Resources Information Center

Toluk-Ucar, Zulbiye

2009-01-01

This study investigated the effect of problem posing on the pre-service primary teachers' understanding of fraction concepts enrolled in two different versions of a methods course at a university in Turkey. In the experimental version, problem posing was used as a teaching strategy. At the beginning of the study, the pre-service teachers'…

Comparison of Standardized Test Scores from Traditional Classrooms and Those Using Problem-Based Learning

ERIC Educational Resources Information Center

Needham, Martha Elaine

2010-01-01

This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6th grade students using a mixed-method, quasi-experimental and qualitative design. The research shows that problem-based learning is as effective as traditional teaching methods on standardized tests. The…

The Effect of Problem-Based Learning in Nursing Education: A Meta-Analysis

ERIC Educational Resources Information Center

Shin, In-Soo; Kim, Jung-Hee

2013-01-01

Problem-based learning (PBL) has been identified as an approach that improves the training of nurses by teaching them how to apply theory to clinical practice and by developing their problem-solving skills, which could be used to overcome environmental constraints within clinical practice. A consensus is emerging that there is a need for…

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

ERIC Educational Resources Information Center

Westbrook, Amy F.

2011-01-01

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

Schema-Based Instruction with Concrete and Virtual Manipulatives to Teach Problem Solving to Students with Autism

ERIC Educational Resources Information Center

Root, Jenny R.; Browder, Diane M.; Saunders, Alicia F.; Lo, Ya-yu

2017-01-01

The current study evaluated the effects of modified schema-based instruction on the mathematical word problem solving skills of three elementary students with autism spectrum disorders and moderate intellectual disability. Participants learned to solve compare problem type with themes that related to their interests and daily experiences. In…

Do Cases Teach Themselves? A Comparison of Case Library Prompts in Supporting Problem-Solving during Argumentation

ERIC Educational Resources Information Center

Tawfik, Andrew A.

2017-01-01

Theorists have argued instructional strategies that emphasize ill-structured problem solving are an effective means to support higher order learning skills such as argumentation. However, argumentation is often difficult because novices lack the expertise or experience needed to solve contextualized problems. One way to supplement this lack of…

Puzzling Science: Using the Rubik's Cube to Teach Problem Solving

ERIC Educational Resources Information Center

Rohrig, Brian

2010-01-01

A major goal of education is to help learners store information in long-term memory and use that information on later occasions to effectively solve problems (Vockell 2010). Therefore, this author began to use the Rubik's cube to help students learn to problem solve. There is something special about this colorful three-dimensional puzzle that…

Model Drawing Strategy for Fraction Word Problem Solving of Fourth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Sharp, Emily; Shih Dennis, Minyi

2017-01-01

This study used a multiple probe across participants design to examine the effects of a model drawing strategy (MDS) intervention package on fraction comparing and ordering word problem-solving performance of three Grade 4 students. MDS is a form of cognitive strategy instruction for teaching word problem solving that includes explicit instruction…

Investigation of the Effect of Assignment Projects on Mathematical Activity of Graduating Junior High School Students.

ERIC Educational Resources Information Center

Zehavi, Nurit

This study explored student mathematical activity in open problem-solving situations, derived from the work of Polya on problem solving and Skemp on intelligent learning and teaching. Assignment projects with problems for ninth-grade students were developed, whether they elicit the desired cognitive and cogno-affective goals was investigated, and…

Improving Teacher Quality and Effectiveness. Issues for the '80s. Planning Grant for the Development of an Institutional Grant Proposal to Establish an NIE Research and Development Center for Teacher Quality and Effectiveness.

ERIC Educational Resources Information Center

Hawley, Willis D.; And Others

This paper presents an overview of several of the problems and conditions of the teaching profession and discusses different issues related to the development and implementation of policies, programs, and practices designed to address them. The opening section examines the conditions of teaching--employment opportunities, teacher evaluation,…

Workplace Learning: A Concept in Off-Campus Teaching.

ERIC Educational Resources Information Center

Rose, Emma; McKee, Willie; Temple, Bryan K.; Harrison, David K.; Kirkwood, D.

2001-01-01

Discusses types of university-provided workplace learning; identifies problems posed by employee turnover and lack of equipment. Suggests that the problem of too few students to have a cost-effective program can be solved by clustering program offerings for small businesses. (Contains 25 references.) (SK)

Fostering Perseverance

ERIC Educational Resources Information Center

Lewis, Jennifer M.; Özgün-Koca, S. Asli

2016-01-01

Sustaining engagement with a mathematics task is not a novel suggestion for effective mathematics teaching. "Principles and Standards for School Mathematics" (2000) specified that "students need to know that a challenging problem will take some time and that perseverance is an important aspect of the problem-solving process and of…

Classroom Literacy Assessment. Making Sense of What Students Know and Do. Solving Problems in the Teaching of Literacy Series

ERIC Educational Resources Information Center

Paratore, Jeanne R. Ed.; McCormack, Rachel L. Ed.; Block, Cathy, Collins Ed.

2007-01-01

Showcasing assessment practices that can help teachers plan effective instruction, this book addresses the real-world complexities of teaching literacy in grades K-8. Leading contributors present trustworthy approaches that examine learning processes as well as learning products, that yield information on how the learning environment can be…

Using Interdisciplinary Integration in Teaching English of Oil and Gas Students in Russia

ERIC Educational Resources Information Center

Ibatova, Aygul Z.; Ilin, Aleksandr G.; Ippolitova, Natalia V.; Stavruk, Marina A.; Ivanova, Natalia L.

2016-01-01

The article discusses the problem of foreign language training of students of oil and gas faculty with the use of interdisciplinary integration as an effective teaching method. A brief review of the application of this method in the foreign language classes with students at the Federal State Institution of Higher Education of Tyumen Industrial…

An Annotated Bibliography of Current Literature Dealing with the Effective Teaching of Computer Programming in High Schools.

ERIC Educational Resources Information Center

Taylor, Karen A.

This review of the literature and annotated bibliography summarizes the available research relating to teaching programming to high school students. It is noted that, while the process of programming a computer could be broken down into five steps--problem definition, algorithm design, code writing, debugging, and documentation--current research…

A School-Wide Attack on Reading Problems

ERIC Educational Resources Information Center

Shuman, R. Baird

2006-01-01

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

Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities

ERIC Educational Resources Information Center

Starling, A. Leyf Peirce; Lo, Ya-Yu; Rivera, Christopher J.

2015-01-01

This study evaluated the differential effects of three different science teaching methods, namely engineering teaching kit (ETK), explicit instruction (EI), and a combination of the two methods (ETK+EI), in two sixth-grade science classrooms. Twelve students with learning disabilities (LD) and/or attention deficit hyperactivity disorder (ADHD)…

A Module-Based Environmental Science Course for Teaching Ecology to Non-Majors

ERIC Educational Resources Information Center

Smith, Geoffrey R.

2010-01-01

Using module-based courses has been suggested to improve undergraduate science courses. A course based around a series of modules focused on major environmental issues might be an effective way to teach non-science majors about ecology and ecology's role in helping to solve environmental problems. I have used such a module-based environmental…

Effectiveness of Just in Time Teaching on Student Achievement in an Introductory Thermodynamics Course

ERIC Educational Resources Information Center

Liberatore, Matthew W.; Morrish, Rachel M.; Vestal, Charles R.

2017-01-01

The utility of Just-In-Time-Teaching (JITT) is compared across course topics and groups of students not receiving JITT exercises in class. JITT feedback incorporated various active learning exercises based on students' performance on online homework problems from Sapling Learning. With over 200 students in two sections participating in the…

Approaching Parental Guilt, Shame, and Blame in a Helping Relationship: Multiple Methods for Teaching and Learning

ERIC Educational Resources Information Center

Bentley, Kia J.; Cohen-Filipic, Katherine; Cummings, Cory R.

2016-01-01

Social workers often feel ill-prepared to effectively engage parents in conversations about guilt, shame, and blame related to their children's mental health or substance use challenges. To address that problem, we suggest that specific content should be integrated into social work courses to teach students how to acknowledge and sensitively…

The Effect of Team-Based Learning on Conventional Pathology Education to Improve Students' Mastery of Pathology

ERIC Educational Resources Information Center

Du, Bin; Yang, Xuesong

2017-01-01

In recent decades, traditional pathology education methodologies have been noticeably affected by new teaching approaches, including problem-based learning (PBL) and team-based learning (TBL). However, lack of outcome-based studies has hindered the extensive application of the TBL approach in the teaching of pathology in Chinese medical schools.…

The Application of Theoretical Factors in Teaching Problem-Solving by Programed Instruction. 1970.

ERIC Educational Resources Information Center

Seidel, Robert J.; Hunter, Harold G.

1970-01-01

Research was undertaken to establish guidelines for applying programed instruction to training courses in which rules and principles must be learned. The research vehicle was a portion of a course using automated instruction to teach computer programing. The effects of various factors on helping the students remember and apply the instruction were…

Student peer reviewers' views on teaching innovations and imaginative learning.

PubMed

Chan, Zenobia C Y

2016-04-01

Various teaching innovations have been proven effective in promoting students' critical thinking, creativity, problem solving and active learning. However, little attention has been paid to the possibility of including students as peer reviewers to evaluate these innovations in light of imaginative learning. This study explored the perspective of senior students who played the role of the student peer reviewer on three teaching innovations, namely writing poetry, composing songs and creating role-plays in problem-based learning (PBL), specifically in relation to imaginative learning. A focus group interview. Ten senior nursing students who had experienced the conventional PBL approach but not the mentioned teaching innovations were invited to participate in reviewing a video recording of a PBL class using the above teaching innovations with a total of 18 junior year students. Five themes were identified using content analysis: (i) motivation to learn, (ii) increased empathy, (iii) information retention, (iv) development of critical thinking and creativity, and (v) drawbacks of teaching innovations. It is suggested that student peer reviewers should be considered, as they can bring an outsider-learner's views on understanding the impacts of teaching innovations on imaginative learning. A call should be made to invite student peer reviewers on teaching and learning approaches, and more effort should be devoted to promoting an understanding of how imaginative learning can be achieved via teaching innovations. Copyright © 2016 Elsevier Ltd. All rights reserved.

Effects of Problem-Solving Method on Secondary School Students' Achievement and Retention in Social Studies, in Ekiti State, Nigeria

ERIC Educational Resources Information Center

Abdu-Raheem, B. O.

2012-01-01

This study investigated the effects of problem-solving method of teaching on secondary school students' achievement and retention in Social Studies. The study adopted the quasi-experimental, pre-test, post-test, control group design. The sample for the study consisted of 240 Junior Secondary School Class II students randomly selected from six…

PBL: An Evaluation of the Effectiveness of Authentic Problem-Based Learning (aPBL)

ERIC Educational Resources Information Center

Woods, Donald R.

2012-01-01

Many different versions of Problem-based Learning (PBL) are used today. To be consistent in evaluating the effectiveness of PBL, the focus in this paper is on what Howard Barrows called authentic PBL (aPBL). In aPBL students are empowered with the learning process; key distinguishing features are that the students teach each other the new…

Why and How We Made a Problem Oriented AV Teaching Unit for Chemistry Students.

ERIC Educational Resources Information Center

Mulder, T. H. M.; Verdonk, A. H.

1984-01-01

Describes an audiovisual teaching unit on the chemical laboratory technique of recrystallization which was developed along problem-solving lines and based on observation of student laboratory behavior. Discussion includes usual procedures for developing such units, how this unit solves problems typically associated with teaching, and its general…

A Pilot Evaluation of a Tutorial to Teach Clients and Clinicians About Gambling Game Design.

PubMed

Turner, Nigel E; Robinson, Janine; Harrigan, Kevin; Ferentzy, Peter; Jindani, Farah

2018-01-01

This paper describes the pilot evaluation of an Internet-based intervention, designed to teach counselors and problem gamblers about how electronic gambling machines (EGMs) work. This study evaluated the tutorial using assessment tools, such as rating scales and test of knowledge about EGMs and random chance. The study results are based on a number of samples, including problem gambling counselors ( n  = 25) and problem gamblers ( n  = 26). The interactive tutorial was positively rated by both clients and counselors. In addition, we found a significant improvement in scores on a content test about EGM games for both clients and counselors. An analysis of the specific items suggests that the effects of the tutorial were mainly on those items that were most directly related to the content of the tutorial and did not always generalize to other items. This tutorial is available for use with clients and for education counselors. The data also suggest that the tutorial is equally effective in group settings and in individual settings. These results are promising and illustrate that the tool can be used to teach counselors and clients about game design. Furthermore, research is needed to evaluate its impact on gambling behavior.

Teaching and Learning. A Problem-Solving Focus.

ERIC Educational Resources Information Center

Curcio, Frances R., Ed.

This book is dedicated to George Polya, who focused on problem solving as the means for teaching and learning mathematics. The first chapter is a reprint of his article "On Learning, Teaching, and Learning Teaching." Then, G. L. Alexanderson paints a portrait of "George Polya, Teacher," including some anecdotes that exemplify…

Creating an Interactive and Responsive Teaching Environment to Inspire Learning

ERIC Educational Resources Information Center

Paladino, Angelina

2008-01-01

Teaching students to understand, disable, and solve problems is one of the largest challenges educators face in undergraduate marketing education. My teaching philosophy is centered on the creation of an interactive learning environment. This encompasses problem-based teaching and collaborative learning to foster discussions between students and…

Nursing students' perspectives on clinical instructors' effective teaching strategies: A descriptive study.

PubMed

Valiee, Sina; Moridi, Glorokh; Khaledi, Shahnaz; Garibi, Fardin

2016-01-01

An important factor contributing to the quality of clinical education is instructors' teaching performance. The aim of this study was to identify clinical instructors' most effective teaching strategies from nursing and midwifery students' perspectives. This was a descriptive cross-sectional study. All third- and fourth-year bachelor's nursing and midwifery students studying at the Nursing and Midwifery Faculty of Kurdistan University of Medical Sciences were recruited to the study by using the census method. The study instrument consisted of a demographic questionnaire and the self-report 30-item Clinical Instructors' Effective Teaching Strategies Inventory. The SPSS v.16.0 was used for data analysis. The most effective teaching strategies of clinical instructors from nursing and midwifery students' perspectives were respectively 'treating students, clients, and colleagues with respect' and 'being eager for guiding students and manage their problems'. Clinical instructors need to be eager for education and also be able to establish effective communication with students. Empowering clinical instructors in specialized and technical aspects of clinical education seems necessary. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching Integer Operations Using Ring Theory

ERIC Educational Resources Information Center

Hirsch, Jenna

2012-01-01

A facility with signed numbers forms the basis for effective problem solving throughout developmental mathematics. Most developmental mathematics textbooks explain signed number operations using absolute value, a method that involves considering the problem in several cases (same sign, opposite sign), and in the case of subtraction, rewriting the…

Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

ERIC Educational Resources Information Center

Bushman, Bryan B.; Peacock, Gretchen Gimpel

2010-01-01

Problem-solving skills training (PSST) has been proposed as a potentially effective addition to behavioral parent training (PT). However, it is not clear whether PSST specifically increases the benefits provided by PT. In this study, PT + PSST was compared to PT + nondirective therapy in a sample of 26 families. All parents received PT. Following…

Reform of experimental teaching based on quality cultivation

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures

PubMed Central

2013-01-01

Background The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students’ and teachers’ perception to POPS. Methods 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Results Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. Conclusions While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers. PMID:23356717

A trial of patient-oriented problem-solving system for immunology teaching in China: a comparison with dialectic lectures.

PubMed

Zhang, Zhiren; Liu, Wei; Han, Junfeng; Guo, Sheng; Wu, Yuzhang

2013-01-28

The most common teaching method used in China is lecturing, but recently, efforts have been widely undertaken to promote the transition from teacher-centered to student-centered education. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that permits students to work in small groups to solve clinical problems, promotes self-learning, encourages clinical reasoning and develops long-lasting memory. To our best knowledge, however, POPS has never been applied in teaching immunology in China. The aim of this study was to develop POPS in teaching immunology and assess students' and teachers' perception to POPS. 321 second-year medical students were divided into two groups: I and II. Group I, comprising 110 students, was taught by POPS, and 16 immunology teachers witnessed the whole teaching process. Group II including the remaining 211 students was taught through traditional lectures. The results of the pre- and post-test of both groups were compared. Group I students and teachers then completed a self-structured feedback questionnaire for analysis before a discussion meeting attended only by the teachers was held. Significant improvement in the mean difference between the pre- and post-test scores of those in Groups I and II was seen, demonstrating the effectiveness of POPS teaching. Most students responded that POPS facilitates self-learning, helps them to understand topics and creates interest, and 88.12% of students favored POPS over simple lectures. Moreover, while they responded that POPS facilitated student learning better than lectures, teachers pointed out that limited teaching resources would make it difficult for wide POPS application in China. While POPS can break up the monotony of dialectic lectures and serve as a better teaching method, it may not be feasible for the current educational environment in China. The main reason for this is the relative shortage of teaching resources such as space, library facilities and well-trained teachers.

The Effect of Conjoint Behavioral Consultation Program Related Teaching on Problem Behavior and Communication/Social Skills with a Blind and Autistic Child

ERIC Educational Resources Information Center

Kahveci, Gül; Ataman, Aysegül

2017-01-01

Individuals with disabilities display problem behaviors frequently. This case study presents an analysis of the extent to which one student's pattern of multiple problem behaviors and the potential efficacy of Conjoint Behavioral Consultation (CBC) as a model for linking families, schools, and special education settings to address educational…

Addressing Economic Development Goals through Innovative Teaching of University Statistics: A Case Study of Statistical Modelling in Nigeria

ERIC Educational Resources Information Center

Ezepue, Patrick Oseloka; Ojo, Adegbola

2012-01-01

A challenging problem in some developing countries such as Nigeria is inadequate training of students in effective problem solving using the core concepts of their disciplines. Related to this is a disconnection between their learning and socio-economic development agenda of a country. These problems are more vivid in statistical education which…

A RE-DEFINITION OF EDUCATIONAL PROBLEMS OCCASIONED BY DESEGREGATION AND TITLE IV OF THE CIVIL RIGHTS ACT OF 1964.

ERIC Educational Resources Information Center

BLAKE, ELIAS, JR.

THIS PAPER REVIEWS SOME OF THE PROBLEMS IN IMPLEMENTING TITLE IV OF THE CIVIL RIGHTS ACT OF 1964. THERE WAS CONFUSION ABOUT THE INTENT OF THE DIRECTIVES FOR INSTITUTES TO IMPROVE THE ABILITY OF SCHOOL PERSONNEL "TO DEAL EFFECTIVELY WITH SPECIAL EDUCATIONAL PROBLEMS" STEMMING FROM DESEGREGATION. THE TRAINING INSTITUTES ON TEACHING THE…

The implementation of multiple intelligences based teaching model to improve mathematical problem solving ability for student of junior high school

NASA Astrophysics Data System (ADS)

Fasni, Nurli; Fatimah, Siti; Yulanda, Syerli

2017-05-01

This research aims to achieve some purposes such as: to know whether mathematical problem solving ability of students who have learned mathematics using Multiple Intelligences based teaching model is higher than the student who have learned mathematics using cooperative learning; to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using Multiple Intelligences based teaching model., to know the improvement of the mathematical problem solving ability of the student who have learned mathematics using cooperative learning; to know the attitude of the students to Multiple Intelligences based teaching model. The method employed here is quasi-experiment which is controlled by pre-test and post-test. The population of this research is all of VII grade in SMP Negeri 14 Bandung even-term 2013/2014, later on two classes of it were taken for the samples of this research. A class was taught using Multiple Intelligences based teaching model and the other one was taught using cooperative learning. The data of this research were gotten from the test in mathematical problem solving, scale questionnaire of the student attitudes, and observation. The results show the mathematical problem solving of the students who have learned mathematics using Multiple Intelligences based teaching model learning is higher than the student who have learned mathematics using cooperative learning, the mathematical problem solving ability of the student who have learned mathematics using cooperative learning and Multiple Intelligences based teaching model are in intermediate level, and the students showed the positive attitude in learning mathematics using Multiple Intelligences based teaching model. As for the recommendation for next author, Multiple Intelligences based teaching model can be tested on other subject and other ability.

Promoting Students' Problem Solving Skills and Knowledge of STEM Concepts in a Data-Rich Learning Environment: Using Online Data as a Tool for Teaching about Renewable Energy Technologies

NASA Astrophysics Data System (ADS)

Thurmond, Brandi

This study sought to compare a data-rich learning (DRL) environment that utilized online data as a tool for teaching about renewable energy technologies (RET) to a lecture-based learning environment to determine the impact of the learning environment on students' knowledge of Science, Technology, Engineering, and Math (STEM) concepts related to renewable energy technologies and students' problem solving skills. Two purposefully selected Advanced Placement (AP) Environmental Science teachers were included in the study. Each teacher taught one class about RET in a lecture-based environment (control) and another class in a DRL environment (treatment), for a total of four classes of students (n=128). This study utilized a quasi-experimental, pretest/posttest, control-group design. The initial hypothesis that the treatment group would have a significant gain in knowledge of STEM concepts related to RET and be better able to solve problems when compared to the control group was not supported by the data. Although students in the DRL environment had a significant gain in knowledge after instruction, posttest score comparisons of the control and treatment groups revealed no significant differences between the groups. Further, no significant differences were noted in students' problem solving abilities as measured by scores on a problem-based activity and self-reported abilities on a reflective questionnaire. This suggests that the DRL environment is at least as effective as the lecture-based learning environment in teaching AP Environmental Science students about RET and fostering the development of problem solving skills. As this was a small scale study, further research is needed to provide information about effectiveness of DRL environments in promoting students' knowledge of STEM concepts and problem-solving skills.

Role of multiple representations in physics problem solving

NASA Astrophysics Data System (ADS)

Maries, Alexandru

This thesis explores the role of multiple representations in introductory physics students' problem solving performance through several investigations. Representations can help students focus on the conceptual aspects of physics and play a major role in effective problem solving. Diagrammatic representations can play a particularly important role in the initial stages of conceptual analysis and planning of the problem solution. Findings suggest that students who draw productive diagrams are more successful problem solvers even if their approach is primarily mathematical. Furthermore, students provided with a diagram of the physical situation presented in a problem sometimes exhibited deteriorated performance. Think-aloud interviews suggest that this deteriorated performance is in part due to reduced conceptual planning time which caused students to jump to the implementation stage without fully understanding the problem and planning problem solution. Another study investigated two interventions aimed at improving introductory students' representational consistency between mathematical and graphical representations and revealed that excessive scaffolding can have a detrimental effect. The detrimental effect was partly due to increased cognitive load brought on by the additional steps and instructions. Moreover, students who exhibited representational consistency also showed improved problem solving performance. The final investigation is centered on a problem solving task designed to provide information about the pedagogical content knowledge (PCK) of graduate student teaching assistants (TAs). In particular, the TAs identified what they considered to be the most common difficulties of introductory physics students related to graphical representations of kinematics concepts as they occur in the Test of Understanding Graphs in Kinematics (TUG-K). As an extension, the Force Concept Inventory (FCI) was also used to assess this aspect of PCK related to knowledge of student difficulties of both physics instructors and TAs. We find that teaching an independent course and recent teaching experience do not correlate with improved PCK. In addition, the performance of American TAs, Chinese TAs and other foreign TAs in identifying common student difficulties both in the context of the TUG-K and in the context of the FCI is similar. Moreover, there were many common difficulties of introductory physics students that were not identified by many instructors and TAs.

Turning Teaching Upside Down

ERIC Educational Resources Information Center

Seeley, Cathy L.

2017-01-01

The traditional method of teaching math--showing students how to do a procedure, then assigning problems that require them to use that exact procedure--leads to adults who don't know how to approach problems that don't look like those in their math book. Seeley describes an alternative teaching method (upside-down teaching) in which teachers give…

Teaching Problem-Solving and Creativity in College Courses. AAHE-ERIC/Higher Education Research Currents.

ERIC Educational Resources Information Center

Whitman, Neal

Courses designed to teach problem-solving and creativity, which are relatively new additions to college curricula, are discussed, along with their intellectual foundations and research on these two processes. The teaching of these processes involves the following course goals: teaching a specific subject, generally useful skills, and professional…

A Tentative Study on the Task-Based Teaching of Writing to English Majors in Chinese Settings

ERIC Educational Resources Information Center

Zhaochun, Sun

2015-01-01

Under task-based learning (TBL) framework, language learners engage in purposeful, problem-oriented, and outcome-driven tasks that are comparable to traditional teaching methods which focus only on the correctness of grammar. In this study, the author employs Jane Willis' TBL framework and examines its effects on the improvement of EFL learners'…

The Status of the Career Teacher: Its Effect upon the Teacher Dropout Problem.

ERIC Educational Resources Information Center

Bush, Robert N.

As the education of pupils may be better in a school staffed with permanent career teachers rather than with itinerant teachers, every attempt should be made to increase the status of teaching and consequently the likelihood of attracting and retaining better teachers. Several steps could be taken to raise teaching to the level of other…

Techniques To Enhance Instructors' Teaching Effectiveness with Chemistry Students Who Are Blind or Visually Impaired

NASA Astrophysics Data System (ADS)

Supalo, Cary

2005-10-01

This paper describes techniques developed as solutions to problems encountered while teaching blind or visually impaired students in chemistry courses at high school and postsecondary levels. Establishing and maintaining a sound student instructor relationship is critical to the success and implementation of a plan of action for blind or visually impaired students enrolled in chemistry courses.

The Influence of the Teaching and Learning Environment on the Development of Generic Capabilities Needed for a Knowledge-Based Society

ERIC Educational Resources Information Center

Kember, David; Leung, Doris Y. P.

2005-01-01

The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving,…

Skinning the Pythagorean Cat: A Study of Strategy Preferences of Secondary Math Teachers

ERIC Educational Resources Information Center

Maxcy, Clara A.

2012-01-01

A series of observations in math classrooms revealed a pervasive problem of "re-teaching". It matters little the subject; before the teacher can begin teaching new material, basic skills often have to be re-taught before the lesson can move forward. Perhaps some methods are more effective than others in the classroom. Consequently, this study…

Teaching Money Computation Skills to High School Students with Mild Intellectual Disabilities via the TouchMath[C] Program: A Multi-Sensory Approach

ERIC Educational Resources Information Center

Waters, Hugh E.; Boon, Richard T.

2011-01-01

This study investigated the effects of the TouchMath[C] program (Bullock, Pierce,&McClellan, 1989) to teach students with mild intellectual disabilities to subtract 3-digit money computational problems with regrouping. Three students with mild intellectual disabilities in high school received instruction in a special education mathematics…

Group Counseling: Techniques for Teaching Social Skills to Students with Special Needs

ERIC Educational Resources Information Center

Stephens, Derk; Jain, Sachin; Kim, Kioh

2010-01-01

This paper examines literature that supports the use of group counseling techniques in the school setting to teach social skills to children and adolescents with special needs. From the review of this literature it was found that group counseling is a very effective way of addressing a variety of social skills problems that can be displayed by…

Effects of Teachers' Epistemological, Health View and Pedagogical Beliefs on the Didactic Strategy to Teach Adolescent Reproductive Health: A Cameroonian Perspective

ERIC Educational Resources Information Center

Nchia, Lawrence Ntam; Joseph, Tamesse L.; Fonkeng, George Epah; Ngeh, George Nditafon

2017-01-01

Despite the recommended didactic strategy to teach Adolescent Reproductive Health in Cameroon using Competency Based Approach with entry through problem situations, a lot of resistance is till observed within biology teachers in this multicultural and linguistic country. This cross sectional study uses Structural Equation Modelling (SEM)…

A Course on Serious Game Design and Development Using an Online Problem-Based Learning Approach

ERIC Educational Resources Information Center

Kapralos, Bill; Fisher, Stephanie; Clarkson, Jessica; van Oostveen, Roland

2015-01-01

Purpose: The purpose of this paper is to describe a novel undergraduate course on serious game design and development that integrates both game and instructional design, thus providing an effective approach to teaching serious game design and development. Very little effort has been dedicated to the teaching of proper serious game design and…

When a Problem Is More than a Teacher's Question

ERIC Educational Resources Information Center

Olson, Jo Clay; Knott, Libby

2013-01-01

Not only are the problems teachers pose throughout their teaching of great importance but also the ways in which they use those problems make this a critical component of teaching. A problem-posing episode includes the problem setup, the statement of the problem, and the follow-up questions. Analysis of problem-posing episodes of precalculus…

Addressing Cultural Diversity: Effects of a Problem-Based Intercultural Learning Unit

ERIC Educational Resources Information Center

Busse, Vera; Krause, Ulrike-Marie

2015-01-01

This article explores to what extent a problem-based learning unit in combination with cooperative learning and affectively oriented teaching methods facilitates intercultural learning. As part of the study, students reflected on critical incidents, which display misunderstandings or conflicts that arise as a result of cultural differences. In…

Effective Teaching of Economics: A Constrained Optimization Problem?

ERIC Educational Resources Information Center

Hultberg, Patrik T.; Calonge, David Santandreu

2017-01-01

One of the fundamental tenets of economics is that decisions are often the result of optimization problems subject to resource constraints. Consumers optimize utility, subject to constraints imposed by prices and income. As economics faculty, instructors attempt to maximize student learning while being constrained by their own and students'…

Prizes in Cereal Boxes: An Application of Probability.

ERIC Educational Resources Information Center

Litwiller, Bonnie H.; Duncan, David R.

1992-01-01

Presents four cases of real-world probabilistic situations to promote more effective teaching of probability. Calculates the probability of obtaining six of six different prizes successively in six, seven, eight, and nine boxes of cereal, generalizes the problem to n boxes of cereal, and offers suggestions to extend the problem. (MDH)

Scaffolding the Science: Problem Based Strategies for Teaching Interdisciplinary Undergraduate Research Methods

ERIC Educational Resources Information Center

Keebaugh, Alaine; Darrow, Lyndsey; Tan, David; Jamerson, Heather

2009-01-01

Previous research has highlighted the effectiveness of Problem-Based Learning (PBL) in multiple disciplinary settings, including medicine, teacher education, business, allied health, and the social sciences. Yet interdisciplinary educators have very little information about how to implement PBL in classrooms where multiple disciplines are…

Teaching Personal Finance Mathematical Problem Solving to Individuals with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Root, Jenny; Saunders, Alicia; Spooner, Fred; Brosh, Chelsi

2017-01-01

The ability to solve mathematical problems related to purchasing and personal finance is important in promoting skill generalization and increasing independence for individuals with moderate intellectual disabilities (IDs). Using a multiple probe across participant design, this study investigated the effects of modified schema-based instruction…

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.

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.

Interactive instruction in otolaryngology resident education.

PubMed

Schweinfurth, John M

2007-12-01

Today's academic faculty was typically trained under an education system based entirely on didactic lectures. However, if the aim is to teach thinking or change attitudes beyond the simple transmission of factual knowledge, then lectures alone, without active involvement of the students, are not the most effective method of teaching. If the goals of teaching are to arouse and keep students' interest, give facts and details, to make students think critically about the subject, and to prepare for independent studies by demonstration of problem solving and professional reasoning, then only two of these purposes are suited to didactic lectures. The problem then is how to organize lecture material so that individual student's learning needs are better addressed. The education literature suggests that instruction include a variety of activities designed to stimulate individual thought. These activities include small group discussion, working problems during lecture time, questions included in the lecture, and quizzes at the end of lecture, among others. The current study was undertaken to examine the feasibility of using these types of interactive learning techniques in an otolaryngology residency program. Possibilities considered in the current study include standard interactive lecturing, facilitated discussion, brainstorming, small group activities, problem solving, competitive large group exercises, and the use of illustrative cliff hanger and incident cases. The feasibility of these methodologies being effectively incorporated into a residency curriculum is discussed.

Some strategies to improve performance in school chemistry, based on two cognitive factors

NASA Astrophysics Data System (ADS)

Danili, Eleni; Reid, Norman

2004-02-01

The background to this study are the difficulties facing the majority of Greek pupils in understanding chemistry concepts and, therefore, performing well in the National Examinations. The aim was to explore the problems and to suggest ways in which the situation might be improved. Working with 105 Greek pupils aged 15 to 16, the first stage of the enquiry confirmed that both working memory space and extent of field dependency were two psychological factors affecting performance. This is at least part of the nature of the problem. In the second stage, an attempt was made to explore how the problems might be reduced. New teaching materials were constructed to minimize any limitations to learning caused by working memory space and problems associated with being field dependent. The use of the new materials was compared to the normal teaching process working with 210 Greek pupils aged 15 to16. It was found that there was a significant difference in the average improvement of the experimental group and the control group, in favour of the experimental group. This result was independent of the effect of the teacher, and of the interaction of teaching method and teacher. It is suggested that approaches to learning must take into account cognitive factors in the learners in the context of information processing understandings of learning. If this is done, learning is much more effective.

Using the Same Problem with Different Techniques in Programming Assignments: An Empirical Study of Its Effectiveness

ERIC Educational Resources Information Center

Newby, Michael; Nguyen, ThuyUyen H.

2010-01-01

This paper examines the effectiveness of a technique that first appeared as a Teaching Tip in the Journal of Information Systems Education. In this approach the same problem is used in every programming assignment within a course, but the students are required to use different programming techniques. This approach was used in an intermediate C++…

Comparing Psychodynamic Teaching, Supervision, and Psychotherapy Over Videoconferencing Technology with Chinese Students.

PubMed

Gordon, Robert M; Wang, Xiubing; Tune, Jane

2015-12-01

How do experts compare teaching, supervision, and treatment from a psychodynamic perceptive over the Internet with in-person work? Our methodology was based on the expert opinions of 176 teachers, supervisors, and therapists in the China American Psychoanalytic Alliance (CAPA) who use videoconferencing (VCON) with Chinese students. The results from our online survey indicate: (1), The longer teachers teach, the more effective they rate teaching over VCON; (2), Teaching, supervision, and treatment were all rated in the range of "slightly less effective" than in-person, with supervision rated significantly more effective than teaching and treatment over VCON; (3), When doing psychodynamic treatment over VCON the issues of symptom reduction, exploring mental life, working on transference, relational problems, resistance, privacy issues, countertransference, are all equally rated in the range of "slightly less effective" than in-person treatment; (4), The highest significantly rated indications for treatment over VCON are: "To offer high quality treatment to underserved or remote patients" and "When patient is house-bound or travel would be impractical"; and (5), The highest significantly rated contraindication for treatment over VCON is: "Patient needs close observation due to crisis or decompensation." Overall, this survey suggests that VCON teaching, supervision, and treatment from a psychodynamic perceptive is a worthwhile option when considering its unique contribution to extending services where needed.

Curriculum renewal in child psychiatry.

PubMed

Hanson, M; Tiberius, R; Charach, A; Ulzen, T; Sackin, D; Jain, U; Reiter, S; Shomair, G

1999-11-01

To ensure uniform design and evaluation of a clerkship curriculum for child and adolescent psychiatry teaching common disorders and problems in an efficient manner across 5 teaching sites and to include structures for continuous improvement. The curriculum committee selected for course inclusion disorders and problems of child psychiatry that were commonly encountered by primary care physicians. Instruction methods that encouraged active student learning were selected. Course coordination across sites was encouraged by several methods: involving faculty, adopting a centralized examination format, and aligning teaching methods with examination format. Quantitative and qualitative methods were used to measure students' perceptions of the course's value. These evaluative results were reviewed, and course modifications were implemented and reevaluated. The average adjusted student return rate for course evaluation questionnaires for the 3-year study period was 63%. Clerks' ratings of course learning value demonstrated that the course improved significantly and continually across all sites, according to a Scheffé post-hoc analysis. Analysis of student statements from focus-group transcripts contributed to course modifications, such as the Brief Focused Interview (BFI). Our curriculum in child psychiatry, which focused on common problems and used active learning methods, was viewed as a valuable learning experience by clinical clerks. Curriculum coordination across multiple teaching sites was accomplished by including faculty in the process and by using specific teaching and examination strategies. Structures for continuous course improvement were effective.

"Students Get Bogged Down": How Religious Israeli Elementary Teachers View Problems and Solutions in Bible Teaching

ERIC Educational Resources Information Center

Walfish, Ruth A.; Brody, David L.

2018-01-01

Bible teachers in contemporary society confront serious problems related to the nature of the biblical text and the socio-cultural context of their teaching. This study, based on semi-structured interviews, examines the problems that five expert religious Israeli elementary school teachers encounter in their teaching and the solutions they employ.…

Teaching High School Students with Learning Disabilities to Use Model Drawing Strategy to Solve Fraction and Percentage Word Problems

ERIC Educational Resources Information Center

Dennis, Minyi Shih; Knight, Jacqueline; Jerman, Olga

2016-01-01

This article describes how to teach fraction and percentage word problems using a model-drawing strategy. This cognitive strategy places emphasis on explicitly teaching students how to draw a schematic diagram to represent the qualitative relations described in the problem, and how to formulate the solution based on the schematic diagram. The…

Teaching and Evaluating Using "Open-Ended Problems" in Classroom.

ERIC Educational Resources Information Center

Nohda, Nobuhiko

1995-01-01

Discusses advantages and considerations in using open-ended problems in mathematics teaching and evaluation. Describes results of using open-ended problems in a sixth-grade class in Japan. (Author/MKR)

Learning problem-solving skills in a distance education physics course

NASA Astrophysics Data System (ADS)

Rampho, G. J.; Ramorola, M. Z.

2017-10-01

In this paper we present the results of a study on the effectiveness of combinations of delivery modes of distance education in learning problem-solving skills in a distance education introductory physics course. A problem-solving instruction with the explicit teaching of a problem-solving strategy and worked-out examples were implemented in the course. The study used the ex post facto research design with stratified sampling to investigate the effect of the learning of a problem-solving strategy on the problem-solving performance. The number of problems attempted and the mean frequency of using a strategy in solving problems in the three course presentation modes were compared. The finding of the study indicated that combining the different course presentation modes had no statistically significant effect in the learning of problem-solving skills in the distance education course.

The Ethics of Setting Course Expectations to Manipulate Student Evaluations of Teaching Effectiveness in Higher Education: An Examination of the Ethical Dilemmas Created by the Use of SETEs and a Proposal for Further Study and Analysis

ERIC Educational Resources Information Center

Neal, Catherine S.; Elliott, Teressa

2009-01-01

Because student evaluations of teaching effectiveness (SETEs) are an important and widely used tool used in the evaluation and reward systems for faculty members in higher education, a discussion and analysis of the ethical problems that may arise as a result of the conflict created by expectations of performance is provided. This discussion…

The Analysis and Discussion in the Effective Application of the Dispatcher Training Based on Case Teaching Method with the Cause from the Action of the Gap Protection of Main Transformer

NASA Astrophysics Data System (ADS)

Yuanyuan, Xu; Zhengmao, Zhang; Xiang, Fang; Yuanshuai, Xu; Xinxin, Song

2018-03-01

The combination of theory and practice is a difficult problem on dispatcher training. Through a typical example of case, this paper provides an effective case teaching method for dispatcher training, and combines the theoretical discussion of the rule of experience with cases and achieves vividness. It helps students to understand and catch the key points of the theory, and improve their practical skills.

Classroom Discussion and Individual Problem-Solving in the Teaching of History: Do Different Instructional Approaches Affect Interest in Different Ways?

ERIC Educational Resources Information Center

Del Favero, Laura; Boscolo, Pietro; Vidotto, Giulio; Vicentini, Marco

2007-01-01

In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions--the first based on problem-solving through discussion, the second on individual problem-solving--on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of…

Student Teaching: Problems and Promising Practices.

ERIC Educational Resources Information Center

Griffin, Gary A., Ed.; Edwards, Sara, Ed.

The working conference "Student Teaching: Problems and Promising Practices" brought together experts representing three different role orientations: cooperating teachers, school system representatives, and teacher educators. Under discussion was the student teaching process and the nature of research that might contribute to its better…

Novel Problem Solving - The NASA Solution Mechanism Guide

NASA Technical Reports Server (NTRS)

Keeton, Kathryn E.; Richard, Elizabeth E.; Davis, Jeffrey R.

2014-01-01

Over the past five years, the Human Health and Performance (HH&P) Directorate at the NASA Johnson Space Center (JSC) has conducted a number of pilot and ongoing projects in collaboration and open innovation. These projects involved the use of novel open innovation competitions that sought solutions from "the crowd", non-traditional problem solvers. The projects expanded to include virtual collaboration centers such as the NASA Human Health and Performance Center (NHHPC) and more recently a collaborative research project between NASA and the National Science Foundation (NSF). These novel problem-solving tools produced effective results and the HH&P wanted to capture the knowledge from these new tools, to teach the results to the directorate, and to implement new project management tools and coursework. The need to capture and teach the results of these novel problem solving tools, the HH&P decided to create a web-based tool to capture best practices and case studies, to teach novice users how to use new problem solving tools and to change project management training/. This web-based tool was developed with a small, multi-disciplinary group and named the Solution Mechanism Guide (SMG). An alpha version was developed that was tested against several sessions of user groups to get feedback on the SMG and determine a future course for development. The feedback was very positive and the HH&P decided to move to the beta-phase of development. To develop the web-based tool, the HH&P utilized the NASA Tournament Lab (NTL) to develop the software with TopCoder under an existing contract. In this way, the HH&P is using one new tool (the NTL and TopCoder) to develop the next generation tool, the SMG. The beta-phase of the SMG is planed for release in the spring of 2014 and results of the beta-phase testing will be available for the IAC meeting in September. The SMG is intended to disrupt the way problem solvers and project managers approach problem solving and to increase the use of novel and more cost and time effective problem solving tools such as open innovation, collaborative research, and virtual collaborative project centers. The HH&P envisions changing project management coursework by including the SMG in the teaching of project management problem solving tools.

Preparing College Students to Teach an Environmental Problem Solving Curriculum to Middle School Students

NASA Astrophysics Data System (ADS)

Powers, S. E.

2001-12-01

An NSF-funded project-based program was implemented by Clarkson University in 2000 to increase the interest and knowledge of middle school students in science, math and technology through the solution of an environmental problem that is relevant to their local school community. Clarkson students developed curricula for 7th and 8th grade science and technology classes and then worked with the middle school students throughout the year to reduce to transform solid waste into healthy soil for plant growth. The solution to this problem provided a vehicle to teach fundamental science and math content as well as the process of doing science and solving problems. Placing college science and engineering students in the classroom proved to be a great mechanism for engaging students in science topics and providing mentoring experiences that differ greatly from those that a practicing professional can provide. It is clear, however, that the students must be well prepared for this experience to maximize the benefits of university - school district partnership programs. The objective of this presentation will be to describe the training program that has been developed to prepare Clarkson students to work effectively in middle school classrooms. The Clarkson students are trained for their classroom experiences during the summer before they enter the classroom. They receive three credits for the training, curriculum development, and teaching efforts. It is expected that the students have the necessary background in science and technology to teach themselves the content and environmental relevance of the problem they will be teaching. Lectures and workshops focus on how to transform this knowledge into a project-based curriculum that meets the needs of the teachers, while also exciting the students. Lecture/workshops include: team work; components of an effective class and teacher; project planning and management; problem solving process; inquiry based learning, deductive/inductive learning; creating unit/lesson plan; defining learning objectives; incorporating mentoring into program; NYS standards and science exam; and, assessment techniques. Journals are used to encourage the fellows to reflect on their learning and own educational experiences. An evaluation of the program by both Clarkson students and their partner teachers indicated that this training was appropriate for the students to enter the classroom as professional scientists and engineers. Their classroom interaction skills improved throughout the year.

Prevalence of common canine digestive problems compared with other health problems in teaching veterinary hospital, Faculty of Veterinary Medicine, Cairo University, Egypt.

PubMed

Rakha, Gamal M H; Abdl-Haleem, Mounir M; Farghali, Haithem A M; Abdel-Saeed, Hitham

2015-03-01

The present study was conducted to ascertain the prevalence of common digestive problems compared to other health problems among dogs that were admitted to the teaching veterinary hospital, faculty of veterinary medicine, Cairo University, Egypt during 1 year period from January to December 2013. Also, study the effect of age, sex, breeds, and season on the distribution of digestive problems in dogs. A total of 3864 dogs included 1488 apparently healthy (included 816 males and 672 females) and 2376 diseased dogs (included 1542 males and 834 females) were registered for age, sex, breed, and the main complaint from their owners. A complete history and detailed clinical examination of each case were applied to the aids of radiographic, ultrasonographic, and endoscopic examination tools. Fecal examination was applied for each admitted case. Rapid tests for parvovirus and canine distemper virus detection were also performed. A five digestive problems were commonly recorded including vomiting, diarrhea, concurrent vomiting with diarrhea, anorexia, and constipation with a prevalence (%) of 13.6, 19.1, 10.1, 13.1, and 0.5 respectively while that of dermatological, respiratory, urinary, neurological, cardiovascular, auditory, and ocular problems was 27.9, 10.5, 3.3, 0.84, 0.4, 0.25, and 0.17 (%) respectively. This prevalence was obtained on the basis of the diseased cases. Age and breed had a significant effect on the distribution of digestive problems in dogs (p<0.001). Gender had an effect on the distribution of digestive problems with significant (p≤0.01) while season had a non-significant effect (p>0.05) on the distribution of such problems. Digestive problems were the highest recorded problems among dogs, and this was the first records for such problems among dogs in Egypt. Age, gender, and breeds had a significant effect on the distribution of the digestive problems in dogs while season had a non-significant effect on the distribution of such problems. The present data enable veterinarians in Egypt to ascertain their needs for diagnostic tools and medication that must be present at any pet clinic.

Performance and Perception in the Flipped Learning Model: An Initial Approach to Evaluate the Effectiveness of a New Teaching Methodology in a General Science Classroom

ERIC Educational Resources Information Center

González-Gómez, David; Jeong, Jin Su; Airado Rodríguez, Diego; Cañada-Cañada, Florentina

2016-01-01

"Flipped classroom" teaching methodology is a type of blended learning in which the traditional class setting is inverted. Lecture is shifted outside of class, while the classroom time is employed to solve problems or doing practical works through the discussion/peer collaboration of students and instructors. This relatively new…

The North East Regional Conference on Quality Educational Standards in Teaching. Summary Findings (Albany, March 7-8, 1969). QuEST Report Series, #1.

ERIC Educational Resources Information Center

American Federation of Teachers, Washington, DC.

This booklet reports a workshop conference sponsored by the American Federation of Teachers (AFT) Council for Quality Educational Standards in Teaching (QuEST) to involve delegates from locals in clarifying and solving professional problems. Summary of the workshop on "The Diffuclut Child" includes description of the effects of disruptive children…

Context Related Curriculum Planning for Science Teaching: A Proposal To Teach Science around the Ozone Problem.

ERIC Educational Resources Information Center

Rioseco, Marilu

This paper reports on the dilution effect of the ozone layer which jeopardizes a section of land in Chile from 53 degrees South latitude to 33 degrees South and the necessity of preparing the population for the possible ecological consequences of an increase in ultraviolet radiation. Scientists in Chile assume part of this task by studying the…

Cowboys Count, Monkeys Measure, and Princesses Problem Solve: Building Early Math Skills through Storybooks

ERIC Educational Resources Information Center

Wilburne, Jane M.; Keat, Jane B.; Napoli, Mary P.

2011-01-01

Nervous about teaching math to young children? Too pressed for time to teach all of the math concepts children need to know? Now there's a practical, stress-free guide to one of the most effective ways to enhance children's mathematical thinking in pre-K-Grade 3--by weaving math concepts into storytime. Ready for any educator to pick up and start…

Two Conferences on Chinese Linguistics. 1966: Computers and Chinese Linguistic Research; 1967: Problems of Content and Form in the Teaching of Chinese.

ERIC Educational Resources Information Center

Mote, F.W., Ed.

The two Chinese Linguistics Conferences held at Princeton in October 1966 and 1967 treated respectively (1) the relevance and specific application of computer methods to the problems of Chinese Linguistics and (2) a series of interrelated problems in teaching Chinese--dictionaries, courses in classical Chinese, and methods of teaching and…

A teaching bank of audiovisual materials for family practice.

PubMed

Geyman, J P; Brown, T C

1975-10-01

Although increasing emphasis has been placed in recent years on the production and use of audiovisual materials in medical education, little work has yet been done on the identification and application of these materials in family practice teaching programs. This paper describes the content, uses, limitations, and initial experience of a Teaching Bank developed to support family practice teaching in varied settings. Video cassette and tape-slide units are most useful; audio cassettes alone are less likely to be selected. The evaluation of content, quality, and effectiveness of audiovisual media poses a particular problem. Although audiovisual materials can enhance learning based on different individual learning needs and styles, they cannot stand alone and usually must be supplemented by other teaching methods.

The advantages of problem-based curricula.

PubMed Central

Dolmans, D.; Schmidt, H.

1996-01-01

Problem-based curricula provide a learning environment in which competence is fostered not primarily by teaching to impart knowledge, but through encouraging an inquisitive style of learning. Preliminary discussion in small groups, contextual learning, integration of knowledge and an emphasis on patient problems, have several cognitive effects on student learning. These effects are increased retention of knowledge, enhancement of integration of basic science concepts into clinical problems, the development of self-directed learning skills, and the enhancement of students' intrinsic interest in the subject matter. In this paper a number of studies will be reviewed that provide empirical evidence for these premises. PMID:8949589

A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

ERIC Educational Resources Information Center

Doo, Min Young

2006-01-01

One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The…

Efficacy of an Online Resource for Teaching Interpersonal Problem Solving Skills to Women Graduate Students in Engineering

ERIC Educational Resources Information Center

Bekki, Jennifer M.; Bernstein, Bianca; Fabert, Natalie; Gildar, Natalie; Way, Amy

2014-01-01

Interpersonal problem solving skills allow engineers to prevent interpersonal difficulties more effectively and to manage conflict, both of which are critical to successful participation on teams. This research provides evidence that the "Career"WISE online learning environment can improve those skills among women in engineering graduate…

Problem-Based Learning for Production and Operations Management

ERIC Educational Resources Information Center

Kanet, John J.; Barut, Mehmet

2003-01-01

In this paper, we describe our application of "problem-based learning" in the teaching of production/operations management. We describe a study of the effectiveness of this approach and present the results and analysis of this study. We provide a collection of our experiences in using this method and conclude with some general…

Improving Problem-Based Learning in Creative Communities through Effective Group Evaluation

ERIC Educational Resources Information Center

West, Richard E.; Williams, Greg; Williams, David

2013-01-01

In this case study, we researched one cohort from the Center for Animation, a higher education teaching environment that has successfully fostered group creativity and learning outcomes through problem-based learning. Through live and videotaped observations of the interactions of this community over 18 months, in addition to focused interviews…

Diagramming Word Problems: A Strategic Approach for Instruction

ERIC Educational Resources Information Center

van Garderen, Delinda; Scheuermann, Amy M.

2015-01-01

While often recommended as a strategy to use in order to solve word problems, drawing a diagram is a complex process that requires a good depth of understanding. Many middle school students with learning disabilities (LD) often struggle to use diagrams in an effective and efficient manner. This article presents information for teaching middle…

A collection of problems for physics teaching

NASA Astrophysics Data System (ADS)

Gröber, S.; Jodl, H.-J.

2010-07-01

Problems are an important instrument for teachers to mediate physics content and for learners to adopt this content. This collection of problems is not only suited to traditional teaching and learning in lectures or student labs, but also to all kinds of new ways of teaching and learning, such as self-study, long-distance teaching, project-oriented learning and the use of remote labs/web experiments. We focus on Rutherford's scattering experiment, electron diffraction, Millikan's experiment and the use of pendulums to measure the dependence of gravitational acceleration on latitude. The collection contains about 50 problems with 160 subtasks and solutions, altogether 100 pages. Structure, content, range and the added value of the problems are described. The whole collection can be downloaded for free from http://rcl.physik.uni-kl.de.

Computer Programming: A Medium for Teaching Problem Solving.

ERIC Educational Resources Information Center

Casey, Patrick J.

1997-01-01

Argues that including computer programming in the curriculum as a medium for instruction is a feasible alternative for teaching problem solving. Discusses the nature of problem solving; the problem-solving elements of discovery, motivation, practical learning situations and flexibility which are inherent in programming; capabilities of computer…

Peer coaching: the next step in staff development.

PubMed

Waddell, Donna L; Dunn, Nancy

2005-01-01

A common problem in continuing nursing education and staff development is the transfer of learning to clinical practice. Peer coaching offers a solution to this problem. Initiated by educators, peer coaching has been researched in educational settings and found to be effective in facilitating the transfer of newly acquired knowledge and skill into classroom teaching strategies. This article describes the background, components, process, characteristics, and benefits of peer coaching. A specific example of using peer coaching to teach clinical breast examination skills is used to illustrate the application of peer coaching to the staff development of healthcare professionals. Peer coaching is the next step in nursing staff development.

Evaluation of a class wide teaching program for developing preschool life skills.

PubMed

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed.

Evaluation of a Classwide Teaching Program for Developing Preschool Life Skills

PubMed Central

Hanley, Gregory P; Heal, Nicole A; Tiger, Jeffrey H; Ingvarsson, Einar T

2007-01-01

Recently, nonmaternal center-based child care has been linked to problem behavior in young children (National Institute of Child Health and Human Development, 2003). In response, a comprehensive program to promote prosocial skills was evaluated in a classroom of 16 children between the ages of 3 and 5 years. Classroom observations were conducted during evocative situations to determine the likelihood of problem behavior (noncompliance, vocal or motor disruptions, aggression) and preschool life skills. A classwide teaching program was then implemented in a staggered manner across instruction following, functional communication, delay tolerance, and friendship skills. These four categories of preschool life skills, which included two to four related skills, were selected for classwide teaching because they were either identified by educators as important for early school success, have often been taught following functional assessments of more severe problem behavior, or both. Skills were taught on a classwide basis during typically scheduled activities (circle, free play, transitions, meals) via instructions, modeling, role play, and feedback. A multiple probe design showed that the program resulted in an 74% reduction in problem behavior and a more than four-fold increase in preschool life skills. Similar beneficial effects of the program were evident in questionnaire data gathered prior to and at the close of the evaluation. Finally, the teachers who implemented the program reported overall high levels of satisfaction with the classwide teaching program, the target skills, and the results. Implications for the design of early childhood experiences for preempting the development of serious problem behavior are discussed. PMID:17624068

EFFECTIVENESS OF PROBLEM BASED LEARNING AS A STRATEGY TO FOSTER PROBLEM SOLVING AND CRITICAL REASONING SKILLS AMONG MEDICAL STUDENTS.

PubMed

Asad, Munazza; Iqbal, Khadija; Sabir, Mohammad

2015-01-01

Problem based learning (PBL) is an instructional approach that utilizes problems or cases as a context for students to acquire problem solving skills. It promotes communication skills, active learning, and critical thinking skills. It encourages peer teaching and active participation in a group. It was a cross-sectional study conducted at Al Nafees Medical College, Isra University, Islamabad, in one month duration. This study was conducted on 193 students of both 1st and 2nd year MBBS. Each PBL consists of three sessions, spaced by 2-3 days. In the first session students were provided a PBL case developed by both basic and clinical science faculty. In Session 2 (group discussion), they share, integrate their knowledge with the group and Wrap up (third session), was concluded at the end. A questionnaire based survey was conducted to find out overall effectiveness of PBL sessions. Teaching through PBLs greatly improved the problem solving and critical reasoning skills with 60% students of first year and 71% of 2nd year agreeing that the acquisition of knowledge and its application in solving multiple choice questions (MCQs) was greatly improved by these sessions. They observed that their self-directed learning, intrinsic motivation and skills to relate basic concepts with clinical reasoning which involves higher order thinking have greatly enhanced. Students found PBLs as an effective strategy to promote teamwork and critical thinking skills. PBL is an effective method to improve critical thinking and problem solving skills among medical students.

Enabling university teaching for Canadian academics with multiple sclerosis through problem-focused coping.

PubMed

Crooks, Valorie A; Stone, Sharon Dale; Owen, Michelle

2011-02-01

Research shows that sustained employment contributes to a higher quality of life for those with multiple sclerosis (MS). Occupational therapists can work to create therapeutic interventions that assist people with MS with maintaining employment. To detail the problem-focused coping strategies that academics with MS employ to enable them to teach in universities. Semi-structured interviews were conducted with 45 Canadian academics with MS. Thematic analysis was used to generate findings. While there is flexibility in research and service work tasks, teaching tasks are the most seemingly inflexible. This necessitated the development of problem-focused coping strategies to enable teaching. Three categories of strategies were employed: (1) organizational; (2) before/after teaching; and (3) during teaching. This brief report is intended to serve as a resource for occupational therapists and others wanting to gain a better understanding of the types of therapeutic interventions useful to those teaching in universities.

An advanced teaching scheme for integrating problem-based learning in control education

NASA Astrophysics Data System (ADS)

Juuso, Esko K.

2018-03-01

Engineering education needs to provide both theoretical knowledge and problem-solving skills. Many topics can be presented in lectures and computer exercises are good tools in teaching the skills. Learning by doing is combined with lectures to provide additional material and perspectives. The teaching scheme includes lectures, computer exercises, case studies, seminars and reports organized as a problem-based learning process. In the gradually refining learning material, each teaching method has its own role. The scheme, which has been used in teaching two 4th year courses, is beneficial for overall learning progress, especially in bilingual courses. The students become familiar with new perspectives and are ready to use the course material in application projects.

Is linking research, teaching and practice in communication in health care the way forward?

PubMed

van Weel-Baumgarten, Evelyn

2016-09-01

This paper is based on the keynote lecture given at the ICCH conference in New Orleans in October 2015. With as background the observation that even though research and teaching of communication have been receiving attention for some time now, patients still encounter many problems when they visit clinicians because of health problems, it subsequently touches upon research on integration of communication with correct medical content, person centered communication and the role of placebo on outcomes. For teaching it emphasizes methods working best to teach clinical communication skills and lead to behavior changes in professionals: experiential teaching methods but taking care of a balance with cognitive methods. It then discusses the challenge of transfer to clinical practice and what is needed to overcome these challenges: learning from reflecting on undesired outcomes in clinical practice, feedback from clinicians who are open to communication and support learners with effective feedback in that specific context. It adds suggestions about where linking more between research, teaching and clinical practice could help moving communication in health care forward and builds the case for involving policymakers and members of hospital boards to help manage the necessary climate change in clinical settings. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Rethinking the lecture: the application of problem based learning methods to atypical contexts.

PubMed

Rogal, Sonya M M; Snider, Paul D

2008-05-01

Problem based learning is a teaching and learning strategy that uses a problematic stimulus as a means of motivating and directing students to develop and acquire knowledge. Problem based learning is a strategy that is typically used with small groups attending a series of sessions. This article describes the principles of problem based learning and its application in atypical contexts; large groups attending discrete, stand-alone sessions. The principles of problem based learning are based on Socratic teaching, constructivism and group facilitation. To demonstrate the application of problem based learning in an atypical setting, this article focuses on the graduate nurse intake from a teaching hospital. The groups are relatively large and meet for single day sessions. The modified applications of problem based learning to meet the needs of atypical groups are described. This article contains a step by step guide of constructing a problem based learning package for large, single session groups. Nurse educators facing similar groups will find they can modify problem based learning to suit their teaching context.

Teaching Lean Manufacturing with Simulations and Games: A Survey and Future Directions

ERIC Educational Resources Information Center

Badurdeen, Fazleena; Marksberry, Philip; Hall, Arlie; Gregory, Bob

2010-01-01

Problem-based learning focuses on small groups using authentic problems as a means to help participants obtain knowledge and problem-solving skills. This approach makes problem-based learning ideal for teaching lean manufacturing, which is driven by a culture of problem solving that values learning as one key output of manufacturing production.…

The Effects of Partner-Check Self-Recording of On-Task Behavior on Academic Productivity in Children with Behavior Problems

ERIC Educational Resources Information Center

Ohakamnu, George N.

2010-01-01

Due to an increase in behavior problems among school children, especially at-risk children who have problems staying on-task, there is a need for a teaching strategy that will enable children to be focused and on task in the classroom. This quantitative study investigated whether partner-check self-recording of on-task behavior will increase the…

The Effects of Problem Solving Applications on the Development of Science Process Skills, Logical Thinking Skills and Perception on Problem Solving Ability in the Science Laboratory

ERIC Educational Resources Information Center

Seyhan, Hatice Güngör

2015-01-01

This study was conducted with 98 prospective science teachers, who were composed of 50 prospective teachers that had participated in problem-solving applications and 48 prospective teachers who were taught within a more researcher-oriented teaching method in science laboratories. The first aim of this study was to determine the levels of…

Teaching children with autism to explain how: A case for problem solving?

PubMed

Frampton, Sarah E; Alice Shillingsburg, M

2018-04-01

Few studies have applied Skinner's (1953) conceptualization of problem solving to teach socially significant behaviors to individuals with developmental disabilities. The current study used a multiple probe design across behavior (sets) to evaluate the effects of problem-solving strategy training (PSST) on the target behavior of explaining how to complete familiar activities. During baseline, none of the three participants with autism spectrum disorder (ASD) could respond to the problems presented to them (i.e., explain how to do the activities). Tact training of the actions in each activity alone was ineffective; however, all participants demonstrated independent explaining-how following PSST. Further, following PSST with Set 1, tact training alone was sufficient for at least one scenario in sets 2 and 3 for all 3 participants. Results have implications for generative responding for individuals with ASD and further the discussion regarding the role of problem solving in complex verbal behavior. © 2018 Society for the Experimental Analysis of Behavior.

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

NASA Astrophysics Data System (ADS)

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

2018-05-01

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

The Technology of Teaching Young Handicapped Children.

ERIC Educational Resources Information Center

Bijou, Sidney W.

To fabricate a technology for teaching young school children with serious behavior problems, classroom materials, curriculum format, and teaching procedures were developed, and problems that evolve from the technology investigated. Two classrooms were architecturally designed to provide the basic needs of a special classroom and to facilitate…

Making the Most of Five Minutes: The Clinical Teaching Moment.

PubMed

Smith, Jo R; Lane, India F

2015-01-01

Clinical educators face the challenge of simultaneously caring for patients and teaching learners, often with an unpredictable caseload and learners of varied abilities. They also often have little control over the organization of their time. Effective clinical teaching must encourage student participation, problem solving, integration of basic and clinical knowledge, and deliberate practice. Close supervision and timely feedback are also essential. Just as one develops an effective lecture through training and practice, clinical teaching effectiveness may also be improved by using specific skills to teach in small increments. The purpose of this paper is to identify potential teachable moments and to describe efficient instructional methods to use in the clinical setting under time constraints. These techniques include asking better questions, performing focused observations, thinking aloud, and modeling reflection. Different frameworks for teaching encounters during case presentations can be selected according to learner ability and available time. These methods include modeling and deconstructing the concrete experience; guiding the thinking and reflecting process; and providing the setting and opportunity for active practice. Use of these educational strategies encourages the learner to acquire knowledge, clinical reasoning, and technical skills, and also values, attitudes, and professional judgment.

Building Interactivity in Higher Education to Support Student Engagement in Spatial Problem Solving and Programming

NASA Astrophysics Data System (ADS)

Gulland, E.-K.; Veenendaal, B.; Schut, A. G. T.

2012-07-01

Problem-solving knowledge and skills are an important attribute of spatial sciences graduates. The challenge of higher education is to build a teaching and learning environment that enables students to acquire these skills in relevant and authentic applications. This study investigates the effectiveness of traditional face-to-face teaching and online learning technologies in supporting the student learning of problem-solving and computer programming skills, techniques and solutions. The student cohort considered for this study involves students in the surveying as well as geographic information science (GISc) disciplines. Also, students studying across a range of learning modes including on-campus, distance and blended, are considered in this study. Student feedback and past studies reveal a lack of student interest and engagement in problem solving and computer programming. Many students do not see such skills as directly relevant and applicable to their perceptions of what future spatial careers hold. A range of teaching and learning methods for both face-to-face teaching and distance learning were introduced to address some of the perceived weaknesses of the learning environment. These included initiating greater student interaction in lectures, modifying assessments to provide greater feedback and student accountability, and the provision of more interactive and engaging online learning resources. The paper presents and evaluates the teaching methods used to support the student learning environment. Responses of students in relation to their learning experiences were collected via two anonymous, online surveys and these results were analysed with respect to student pass and retention rates. The study found a clear distinction between expectations and engagement of surveying students in comparison to GISc students. A further outcome revealed that students who were already engaged in their learning benefited the most from the interactive learning resources and opportunities provided.

Multiple intelligences and alternative teaching strategies: The effects on student academic achievement, conceptual understanding, and attitude

NASA Astrophysics Data System (ADS)

Baragona, Michelle

The purpose of this study was to investigate the interactions between multiple intelligence strengths and alternative teaching methods on student academic achievement, conceptual understanding and attitudes. The design was a quasi-experimental study, in which students enrolled in Principles of Anatomy and Physiology, a developmental biology course, received lecture only, problem-based learning with lecture, or peer teaching with lecture. These students completed the Multiple Intelligence Inventory to determine their intelligence strengths, the Students' Motivation Toward Science Learning questionnaire to determine student attitudes towards learning in science, multiple choice tests to determine academic achievement, and open-ended questions to determine conceptual understanding. Effects of intelligence types and teaching methods on academic achievement and conceptual understanding were determined statistically by repeated measures ANOVAs. No significance occurred in academic achievement scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in logical-mathematical, interpersonal, kinesthetic, and intrapersonal intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by problem-based learning (PBL) as compared to peer teaching (PT). No significance occurred in conceptual understanding scores due to lab group or due to teaching method used; however, significant interactions between group and teaching method did occur in students with strengths in musical, kinesthetic, intrapersonal, and spatial intelligences. Post-hoc analysis using Tukey HSD tests revealed students with strengths in logical-mathematical intelligence and enrolled in Group Three scored significantly higher when taught by lecture as compared to PBL. Students with strengths in intrapersonal intelligence and enrolled in Group One scored significantly lower when taught by lecture as compared to PBL. Results of a repeated measures ANOVA for student attitudes showed significant increases in positive student attitudes toward science learning for all three types of teaching method between pretest and posttest; but there were no significant differences in posttest attitude scores by type of teaching method.

Teaching Bioinformatics in Concert

PubMed Central

Goodman, Anya L.; Dekhtyar, Alex

2014-01-01

Can biology students without programming skills solve problems that require computational solutions? They can if they learn to cooperate effectively with computer science students. The goal of the in-concert teaching approach is to introduce biology students to computational thinking by engaging them in collaborative projects structured around the software development process. Our approach emphasizes development of interdisciplinary communication and collaboration skills for both life science and computer science students. PMID:25411792

A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings.

PubMed

Baghcheghi, Nayereh; Koohestani, Hamid Reza; Rezaei, Koresh

2011-11-01

The purpose of this study was to compare the effect of traditional learning and cooperative learning methods on nursing students' communication skill with patients. This was an experimental study in which 34 nursing students in their 2nd semester of program participated. They were divided randomly into two groups, a control group who were taught their medical/surgical nursing course by traditional learning method and an experimental group, who were taught the same material using cooperative learning method. Before and after the teaching intervention, the students' communication skills with patients at clinical settings were examined. The results showed that no significant difference between the two groups in students' communication skills scores before the teaching intervention, but did show a significant difference between the two groups in the interaction skills and problem follow up sub-scales scores after the teaching intervention. This study provides evidence that cooperative learning is an effective method for improving and increasing communication skills of nursing students especially in interactive skills and follow up the problems sub-scale, thereby it is recommended to increase nursing students' participation in arguments by applying active teaching methods which can provide the opportunity for increased communication skills. Copyright © 2011 Elsevier Ltd. All rights reserved.

The comparison of the effect of Transactional Model-based Teaching and Ordinary Education Curriculum- based Teaching programs on stress management among teachers.

PubMed

Mazloomy Mahmoodabad, Seyed Saeed; Mohammadi, Maryam; Zadeh, Davood Shojaei; Barkhordari, Abolfazl; Hosaini, Fatemeh; Kaveh, Mohammad Hossain; Malehi, Amal Saki; Rahiminegad, Mohammadkazem

2014-04-09

Regarding the effect of teachers' stress on teaching and learning processes, the researchers decided to provide a stress management program based on Transactional Model to solve this teachers' problems. Thus, this study is going to investigate the effect of Transactional Model- based Teaching and the Ordinary Education Curriculum- based Teaching programs on Yazd teachers. The study was a semi- experimental one. The sample population (200 people) was selected using categorized method. The data were collected via PSS Questionnaire and a questionnaire which its validity and reliability had been proved. Eight teaching sessions were hold for 60-90 min. Evaluation was performed in three steps. The data were described and analyzed using SPSS software version 15. Value of P<0.05 was considered as significant. The participants were 200 people of Yazd teachers of primary schools. Mean age of group 1 and 2 was 42.05±5.69 and 41.25±5.89 respectively. Independent T- Test indicated a significant mean score (p=0.000) due to perceived stress of interference groups in post interference step and follow-up one respectively. Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.

An exploration for research-oriented teaching model in biology teaching.

PubMed

Xing, Wanjin; Mo, Morigen; Su, Huimin

2014-07-01

Training innovative talents, as one of the major aims for Chinese universities, needs to reform the traditional teaching methods. The research-oriented teaching method has been introduced and its connotation and significance for Chinese university teaching have been discussed for years. However, few practical teaching methods for routine class teaching were proposed. In this paper, a comprehensive and concrete research-oriented teaching model with contents of reference value and evaluation method for class teaching was proposed based on the current teacher-guiding teaching model in China. We proposed that the research-oriented teaching model should include at least seven aspects on: (1) telling the scientific history for the skills to find out scientific questions; (2) replaying the experiments for the skills to solve scientific problems; (3) analyzing experimental data for learning how to draw a conclusion; (4) designing virtual experiments for learning how to construct a proposal; (5) teaching the lesson as the detectives solve the crime for learning the logic in scientific exploration; (6) guiding students how to read and consult the relative references; (7) teaching students differently according to their aptitude and learning ability. In addition, we also discussed how to evaluate the effects of the research-oriented teaching model in examination.

A Guide for the Improvement of Typewriting Instruction.

ERIC Educational Resources Information Center

Liles, Parker; Liles, Zenobia T.

This program guide was prepared by two business education leaders for use in teaching typewriting on the secondary level. In addition to offering suggestions on teaching techniques and methods, this 4-semester outline presents the major organizational problems facing the typewriting teacher. Specific problems given attention include teaching the…

Improving the Skills of Health Professionals in Engaging Patients in Diabetes-Related Problem Solving.

ERIC Educational Resources Information Center

King, Elaine Boswell; Schlundt, David G.; Pichert, James W.; Kinzer, Charles K.; Backer, Barbara A.

2002-01-01

Nurses, dietitians, physicians, and a pharmacist (n=33) attended a patient teaching and problem-solving course emphasizing assessment, brainstorming, collaboration, and direct instruction skills. Analysis of videotaped patient teaching exercises revealed significant improvement in all four skills. Length of teaching sessions remained the same.…

You Are Thinking of Teaching? Opportunities, Problems, Realities.

ERIC Educational Resources Information Center

Sarason, Seymour B.

The essay presented in this book is aimed at those individuals contemplating a career in education. The volume examines the opportunities, problems, and realities of the teaching profession to guide prospective teachers through the career decision-making process. It advises those who are thinking of teaching to ask questions, ponder their…

Problems in Choosing Tools and Methods for Teaching Programming

ERIC Educational Resources Information Center

Vitkute-Adžgauskiene, Davia; Vidžiunas, Antanas

2012-01-01

The paper analyses the problems in selecting and integrating tools for delivering basic programming knowledge at the university level. Discussion and analysis of teaching the programming disciplines, the main principles of study programme design, requirements for teaching tools, methods and corresponding languages is presented, based on literature…

Evaluation of Undergraduate Teaching at Institutions of Higher Education in China: Problems and Reform

ERIC Educational Resources Information Center

Yukun, Chen

2009-01-01

This paper reviews the achievements of the first cycle of undergraduate teaching evaluation at institutions of higher education in China. Existing problems are identified, and suggestions are made for corresponding reforms for improving the standard and quality of China's undergraduate teaching evaluation.

A Problem Solving Model for Use in Science Student Teacher Supervision.

ERIC Educational Resources Information Center

Cavallo, Ann M. L.; Tice, Craig J.

1993-01-01

Describes and suggests the use of a problem-solving model that improves communication between student teachers and supervisors through the student teaching practicum. The aim of the model is to promote experimentation with various teaching techniques and to stimulate thinking among student teachers about their teaching experiences. (PR)

Provocative Opinion: Fads in Science Teaching

ERIC Educational Resources Information Center

Parry, R. W.

1975-01-01

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

Teachers' Perceptions of Difficulties in Teaching Ethics in Residencies.

ERIC Educational Resources Information Center

Strong, Carson; And Others

1992-01-01

Analysis of responses of 63 medical faculty involved in formal ethics teaching programs for medical residents indicated such perceived problems as time constraints resulting from residents' heavy schedules; attitudes of residents; logistical problems; time demands on faculty; lack of reinforcement for teaching ethics; and deficiencies in faculty…

Examining Mathematics Classroom Interactions: Elevating Student Roles in Teaching and Learning

ERIC Educational Resources Information Center

Kent, Laura

2017-01-01

This article introduces a model entitled, "Responsive Teaching through Problem Posing" or RTPP, that addresses a type of reform oriented mathematics teaching based on posing relevant problems, positioning students as experts of mathematics, and facilitating discourse. RTPP incorporates decades of research on students' thinking in…

Editors' overview perspectives on teaching social responsibility to students in science and engineering.

PubMed

Zandvoort, Henk; Børsen, Tom; Deneke, Michael; Bird, Stephanie J

2013-12-01

Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole.

Alternate methods of teaching psychopharmacology.

PubMed

Zisook, Sidney; Benjamin, Sheldon; Balon, Richard; Glick, Ira; Louie, Alan; Moutier, Christine; Moyer, Trenton; Santos, Cynthia; Servis, Mark

2005-01-01

This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology. Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty. Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.

Pentagram of Habits: Considering Science Teachers' Conceptions of "Habits of Mind" Associated with Critical Thinking in Several of Iran's Special Gifted Schools

ERIC Educational Resources Information Center

Ghahremani, Mehdi; Karami, Sareh; Balcaen, Philip

2017-01-01

In the last two decades, one can see the widespread acceptance of the importance of teaching critical thinking (CT) as a 21st-century competency for all students from primary to graduate school. Lack of effective instructional strategies cause problems in developing effective CT curriculum. This research study aimed at the exploring the problem of…

Investigating Pre-Service Chemistry Teachers' Problem Solving Strategies: Towards Developing a Framework in Teaching Stoichiometry

ERIC Educational Resources Information Center

Espinosa, Allen A.; Nueva España, Rebecca C.; Marasigan, Arlyne C.

2016-01-01

The present study investigated pre-service chemistry teachers' problem solving strategies and alternative conceptions in solving stoichiometric problems and later on formulate a teaching framework based from the result of the study. The pre-service chemistry teachers were given four stoichiometric problems with increasing complexity and they need…

Teaching Global Issues Through Mathematics. Development Education Paper No. 20.

ERIC Educational Resources Information Center

Schwartz, Richard H.

The document shows how teachers can use mathematics problems to teach fourth, fifth, and sixth grade students about critical global issues. The problems are arranged according to development topics. For each problem, the solution, reference source, and mathematical skills to be strengthened are given; global issues related to each problem are also…

Clinical Problem Analysis (CPA): A Systematic Approach To Teaching Complex Medical Problem Solving.

ERIC Educational Resources Information Center

Custers, Eugene J. F. M.; Robbe, Peter F. De Vries; Stuyt, Paul M. J.

2000-01-01

Discusses clinical problem analysis (CPA) in medical education, an approach to solving complex clinical problems. Outlines the five step CPA model and examines the value of CPA's content-independent (methodical) approach. Argues that teaching students to use CPA will enable them to avoid common diagnostic reasoning errors and pitfalls. Compares…

Problem-Based Teacher-Mentor Education: Fostering Literacy Acquisition in Multicultural Classrooms

ERIC Educational Resources Information Center

Hartman, Pamela; Renguette, Corinne; Seig, Mary Theresa

2018-01-01

We designed a professional development (PD) teacher-mentor program that used problem-based learning (PBL) to accomplish two goals. First, teachers explored how PBL could be used effectively in their classrooms to change the way they think about teaching to include literacy development in content areas. Second, PBL was the basis for PD training to…

Changing Teacher Morale: An Experiment in Feedback of Identified Problems of Teachers and Principals. Final Report.

ERIC Educational Resources Information Center

Bentley, Ralph R.; Rempel, Averno M.

This 2-year study attempted to determine whether feedback to teachers and principals about problems and tensions existing in their schools can be effective in changing morale for (1) teachers generally, (2) vocational teachers, (3) and nonvocational teachers. Relationships between teacher morale and such factors as age, sex, teaching experience,…

Teaching Students with Behavioral Disorders to Use a Negotiation Procedure: Impact on Classroom Behavior and Conflict Resolution Strategy

ERIC Educational Resources Information Center

Bullock, Cathy

2012-01-01

The impact of the instruction of a six-step problem solving negotiation procedure on the conflict resolution strategies and classroom behavior of six elementary students with challenging behaviors was examined. Moderately positive effects were found for the following negotiation strategies used by students: independent problem solving, problem…

A Problem-Solving Intervention Using iPads to Improve Transition-Related Task Performance of Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Zeleke, Waganesh A.

2016-01-01

In this study, the effectiveness of teaching problem-solving to improve transition-related task performance of three students with autism spectrum disorder (ASD) was examined using a multiple probe across students design. Target behaviors included various transition-related tasks individualized for each student based on their individual…

Teaching Water: Connecting across Disciplines and into Daily Life to Address Complex Societal Issues

ERIC Educational Resources Information Center

Eisen, Arri; Hall, Anne; Lee, Tong Soon; Zupko, Jack

2009-01-01

A central problem in higher education is how to best develop in students interdisciplinary thinking and application skills necessary to work and engage effectively in the twenty-first century. Traditional university structures make addressing this problem especially challenging. Using as a model courses with diverse perspectives on water taught by…

The Effect of Cognitive- and Metacognitive-Based Instruction on Problem Solving by Elementary Students with Mathematical Learning Difficulties

ERIC Educational Resources Information Center

Grizzle-Martin, Tamieka

2014-01-01

Children who struggle in mathematics may also lack cognitive awareness in mathematical problem solving. The cognitively-driven program IMPROVE, a multidimensional method for teaching mathematics, has been shown to be helpful for students with mathematical learning difficulties (MLD). Guided by cognitive theory, the purpose of this…

Exploring the Effectiveness of Different Approaches to Teaching Finite Mathematics

ERIC Educational Resources Information Center

Smeal, Mary; Walker, Sandra; Carter, Jamye; Simmons-Johnson, Carolyn; Balam, Esenc

2013-01-01

Traditionally, mathematics has been taught using a very direct approach which the teacher explains the procedure to solve a problem and the students use pencil and paper to solve the problem. However, a variety of alternative approaches to mathematics have surfaced from a number of different directions. The purpose of this study was to examine the…

Problems and Procedures in Planning a Situation Based Video Test on Teaching.

ERIC Educational Resources Information Center

Masonis, Edward J.

This paper briefly outlines some problems one must solve when developing a video-based test to evaluate what a teacher knows about learning and instruction. Consideration is given to the effect the use of videotapes of actual classroom behavior have on test planning. Two methods of incorporating such situational material into the test…

Elementary Science and Technology Teachers' Views on Problems Encountered in the Instructional Process

ERIC Educational Resources Information Center

Gecer, Aynur; Ozel, Ruhan

2012-01-01

This research aims to explore the problems that teacher have experienced their opinion towards effectives and and functionality of teaching-learning process of Primary Science and Technology curriculum started to be implemented in 2004-2005 academic year in Turkey. The qualitative research design is used in this study. Research data are collected…

A Problem Posing-Based Practicing Strategy for Facilitating Students' Computer Programming Skills in the Team-Based Learning Mode

ERIC Educational Resources Information Center

Wang, Xiao-Ming; Hwang, Gwo-Jen

2017-01-01

Computer programming is a subject that requires problem-solving strategies and involves a great number of programming logic activities which pose challenges for learners. Therefore, providing learning support and guidance is important. Collaborative learning is widely believed to be an effective teaching approach; it can enhance learners' social…

Using a Modified Pyramidal Training Model to Teach Special Education Teachers to Conduct Trial-Based Functional Analyses

ERIC Educational Resources Information Center

Kunnavatana, S. Shanun; Bloom, Sarah E.; Samaha, Andrew L.; Lignugaris/Kraft, Benjamin; Dayton, Elizabeth; Harris, Shannon K.

2013-01-01

Functional behavioral assessments are commonly used in school settings to assess and develop interventions for problem behavior. The trial-based functional analysis is an approach that teachers can use in their classrooms to identify the function of problem behavior. The current study evaluates the effectiveness of a modified pyramidal training…

The effectiveness of problem-based learning on teaching the first law of thermodynamics

NASA Astrophysics Data System (ADS)

Tatar, Erdal; Oktay, Münir

2011-11-01

Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers' understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest-posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students' learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities.

Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles

NASA Astrophysics Data System (ADS)

Höttecke, Dietmar; Silva, Cibelle Celestino

2011-03-01

Teaching and learning with history and philosophy of science (HPS) has been, and continues to be, supported by science educators. While science education standards documents in many countries also stress the importance of teaching and learning with HPS, the approach still suffers from ineffective implementation in school science teaching. In order to better understand this problem, an analysis of the obstacles of implementing HPS into classrooms was undertaken. The obstacles taken into account were structured in four groups: 1. culture of teaching physics, 2. teachers' skills, epistemological and didactical attitudes and beliefs, 3. institutional framework of science teaching, and 4. textbooks as fundamental didactical support. Implications for more effective implementation of HPS are presented, taking the social nature of educational systems into account.

Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis

PubMed Central

Wang, Jianmiao; Xu, Yongjian; Liu, Xiansheng; Xiong, Weining; Xie, Jungang; Zhao, Jianping

2016-01-01

Problem-based learning (PBL) has been extensively applied as an experimental educational method in Chinese medical schools over the past decade. A meta-analysis was performed to assess the effectiveness of PBL on students’ learning outcomes in physical diagnostics education. Related databases were searched for eligible studies evaluating the effects of PBL compared to traditional teaching on students’ knowledge and/or skill scores of physical diagnostics. Standardized mean difference (SMD) with 95% confidence interval (CI) was estimated. Thirteen studies with a total of 2086 medical students were included in this meta-analysis. All of these studies provided usable data on knowledge scores, and the pooled analysis showed a significant difference in favor of PBL compared to the traditional teaching (SMD = 0.76, 95%CI = 0.33–1.19). Ten studies provided usable data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 1.46, 95%CI = 0.89–2.02). Statistically similar results were obtained in the sensitivity analysis, and there was no significant evidence of publication bias. These results suggested that PBL in physical diagnostics education in China appeared to be more effective than traditional teaching method in improving knowledge and skills. PMID:27808158

Assessing the effectiveness of problem-based learning in physical diagnostics education in China: a meta-analysis.

PubMed

Wang, Jianmiao; Xu, Yongjian; Liu, Xiansheng; Xiong, Weining; Xie, Jungang; Zhao, Jianping

2016-11-03

Problem-based learning (PBL) has been extensively applied as an experimental educational method in Chinese medical schools over the past decade. A meta-analysis was performed to assess the effectiveness of PBL on students' learning outcomes in physical diagnostics education. Related databases were searched for eligible studies evaluating the effects of PBL compared to traditional teaching on students' knowledge and/or skill scores of physical diagnostics. Standardized mean difference (SMD) with 95% confidence interval (CI) was estimated. Thirteen studies with a total of 2086 medical students were included in this meta-analysis. All of these studies provided usable data on knowledge scores, and the pooled analysis showed a significant difference in favor of PBL compared to the traditional teaching (SMD = 0.76, 95%CI = 0.33-1.19). Ten studies provided usable data on skill scores, and a significant difference in favor of PBL was also observed (SMD = 1.46, 95%CI = 0.89-2.02). Statistically similar results were obtained in the sensitivity analysis, and there was no significant evidence of publication bias. These results suggested that PBL in physical diagnostics education in China appeared to be more effective than traditional teaching method in improving knowledge and skills.

Research on Illustrations in Text: Issues and Perspectives.

ERIC Educational Resources Information Center

Duchastel, Philippe C.

1980-01-01

Explores the problems of research on the effects of illustrations in text and other teaching materials. Several research frameworks are described, and a functional approach is suggested as a method of improvement. (BK)

Exploration on teaching reform of theory curriculum for engineering specialties

NASA Astrophysics Data System (ADS)

Zhang, Yan; Shen, Wei-min; Shen, Chang-yu; Li, Chen-xia; Jing, Xu-feng; Lou, Jun; Shi, Yan; Jin, Shang-zhong

2017-08-01

The orientation of talents cultivation for local colleges is to train engineering application-oriented talents, so the exploration and practice on teaching reform of theory curriculum was carried out. We restructured the knowledge units basing on numerical solution problems, and chose the software to build algorithm models for improving the analytical and designed ability. Relying on micro video lessons platform, the teacher-student interaction was expanded from class to outside. Also, we programmed new experimental homework, which was suited for process evaluation. The new teaching mode has achieved good effect, and the students' application ability was significantly improved.

Effective Thinking Outdoors.

ERIC Educational Resources Information Center

Hyde, Rod

1997-01-01

Effective Thinking Outdoors (ETO) is an organization that teaches thinking skills and strategies via significant outdoor experiences. Identifies the three elements of thinking as creativity, play, and persistence; presents a graphic depiction of the problem-solving process and aims; and describes an ETO exercise, determining old routes of travel…

A Brief Comparison of the Current Approaches in Teaching Pronunciation

ERIC Educational Resources Information Center

Aydin, Selami; Akyüz, Serhat

2017-01-01

Though pronunciation has an important place in English as a foreign language (EFL) teaching and learning, it is evident that EFL teachers experience some problems in pronunciation classes. Thus, this study aims to review some studies on teaching pronunciation to present essential information and solutions to the problems encountered in…

Electronic Portfolios in Tenure and Promotion Decisions: Making a Virtual Case.

ERIC Educational Resources Information Center

Blair, Kristine

A current problem at many American universities is that tenure and promotion procedures continue to privilege print-based evidence of teaching and research productivity, or do not acknowledge the impact of technology on teaching, scholarship, and service. Despite these problems, this paper makes the case for electronic teaching portfolios as…

Teaching to Teach (with) Game Design: Game Design and Learning Workshops for Preservice Teachers

ERIC Educational Resources Information Center

Akcaoglu, Mete; Kale, Ugur

2016-01-01

Engagement in game design tasks can help preservice teachers develop pedagogical and technical skills for teaching and promoting critical thinking and problem-solving skills. Through the design process, preservice teachers not only exercise critical-thinking and problem-solving skills, but also learn about an instructional method to support their…

Problems in Teaching the Topic of Redox Reactions: Actions and Conceptions of Chemistry Teachers.

ERIC Educational Resources Information Center

De Jong, Onno; And Others

1995-01-01

Presents a case study of problems that can occur when teaching the topic of redox reactions to grade-11 students. Concludes that the teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Discusses implications for improvement of current chemistry classroom practice and content-related teacher…

Concept Learning versus Problem Solving: Is There a Difference?

ERIC Educational Resources Information Center

Nurrenbern, Susan C.; Pickering, Miles

1987-01-01

Reports on a study into the relationship between a student's ability to solve problems in chemistry and his/her understanding of molecular concepts. Argues that teaching students to solve problems about chemistry is not equivalent to teaching about the nature of matter. (TW)

Learning outcomes of "The Oncology Patient" study among nursing students: A comparison of teaching strategies.

PubMed

Roca, Judith; Reguant, Mercedes; Canet, Olga

2016-11-01

Teaching strategies are essential in order to facilitate meaningful learning and the development of high-level thinking skills in students. To compare three teaching methodologies (problem-based learning, case-based teaching and traditional methods) in terms of the learning outcomes achieved by nursing students. This quasi-experimental research was carried out in the Nursing Degree programme in a group of 74 students who explored the subject of The Oncology Patient through the aforementioned strategies. A performance test was applied based on Bloom's Revised Taxonomy. A significant correlation was found between the intragroup theoretical and theoretical-practical dimensions. Likewise, intergroup differences were related to each teaching methodology. Hence, significant differences were estimated between the traditional methodology (x-=9.13), case-based teaching (x-=12.96) and problem-based learning (x-=14.84). Problem-based learning was shown to be the most successful learning method, followed by case-based teaching and the traditional methodology. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Internet: Problem Solving Friend or Foe?

ERIC Educational Resources Information Center

Wanko, Jeffrey J.

2007-01-01

Teaching problem solving to today's students requires teachers to be aware of the ways their students may use the internet as both a resource and as a tool for solving problems. In this article, I describe some of my own experiences in teaching problem solving to preservice teachers and how the existence of the internet has affected the ways in…

Using Video Prompting to Teach Mathematical Problem Solving of Real-World Video-Simulation Problems

ERIC Educational Resources Information Center

Saunders, Alicia F.; Spooner, Fred; Ley Davis, Luann

2018-01-01

Mathematical problem solving is necessary in many facets of everyday life, yet little research exists on how to teach students with more severe disabilities higher order mathematics like problem solving. Using a multiple probe across participants design, three middle school students with moderate intellectual disability (ID) were taught to solve…

Linear and Quadratic Change: A Problem from Japan

ERIC Educational Resources Information Center

Peterson, Blake E.

2006-01-01

In the fall of 2003, the author conducted research on the student teaching process in Japan. The basis for most of the lessons observed was rich mathematics problems. Upon returning to the US, the author used one such problem while teaching an algebra 2 class. This article introduces that problem, which gives rise to both linear and quadratic…

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.

Syllabus Outline on Child Care for Day Care Teachers at Family Life Teacher Training Centre in Somalia. African Studies in Curriculum Development and Evaluation No. 103.

ERIC Educational Resources Information Center

Ahmed, Mumina M.

Five day care centers in Mogadiscio, the capital city of Somalia, were studied to (1) identify problems encountered in teaching a course in child care; (2) observe teaching methods and assess their effectiveness; (3) ascertain reasons for the lack of preservice training for day care teachers; and (4) develop a new syllabus for a course in child…

Synergism in education: An innovative approach to practice teaching supervision

NASA Astrophysics Data System (ADS)

Mereni, Joseph Ibewuike

1985-12-01

The problem of effective teacher education is central to the pressing needs of Nigerian education at all levels. Scholars have identified many of them, including the general problems relating to the supervision, guidance, and evaluation of student-practice teaching. The purpose of this essay is briefly to describe an innovative approach undertaken by the Imo State School Board (Nigeria), in collaboration with the Ministry of Education, to resolve some of the problems identified. The underlying assumption is that the student teachers' internship is best conducted with closer collaboration, supervision, and guidance of the teachers. The study employed a theoretical framework synergism in education which integrated earlier studies by both American and Nigerian scholars. The concept of synergism has been defined as the combined healthy action of all `elements' of a system. Application of the theory showed how the State Ministry of Education, the State School Board, the Teacher Training Colleges and the Nigeria Union of Teachers of Imo State collectively resolved in 1980 the problems of inadequate supervisory personnel, high cost of student-teaching internship, and poor student assessment and evaluation. With the synergetic supervisory process, the functions of planning, changing, and decision-making about instructional improvement are shared, with a certain degree of power equalization, among the student teachers, supervisors, co-operating teachers, and the school executives.

Cause-effect analysis: improvement of a first year engineering students' calculus teaching model

NASA Astrophysics Data System (ADS)

van der Hoff, Quay; Harding, Ansie

2017-01-01

This study focuses on the mathematics department at a South African university and in particular on teaching of calculus to first year engineering students. The paper reports on a cause-effect analysis, often used for business improvement. The cause-effect analysis indicates that there are many factors that impact on secondary school teaching of mathematics, factors that the tertiary sector has no control over. The analysis also indicates the undesirable issues that are at the root of impeding success in the calculus module. Most important is that students are not encouraged to become independent thinkers from an early age. This triggers problems in follow-up courses where students are expected to have learned to deal with the work load and understanding of certain concepts. A new model was designed to lessen the impact of these undesirable issues.

Learner-centered teaching in the college science classroom: a practical guide for teaching assistants, instructors, and professors

NASA Astrophysics Data System (ADS)

Dominguez, Margaret Z.; Vorndran, Shelby

2014-09-01

The Office of Instruction and Assessment at the University of Arizona currently offers a Certificate in College Teaching Program. The objective of this program is to develop the competencies necessary to teach effectively in higher education today, with an emphasis on learner-centered teaching. This type of teaching methodology has repeatedly shown to have superior effects compared to traditional teacher-centered approaches. The success of this approach has been proven in both short term and long term teaching scenarios. Students must actively participate in class, which allows for the development of depth of understanding, acquisition of critical thinking, and problem-solving skills. As optical science graduate students completing the teaching program certificate, we taught a recitation class for OPTI 370: Photonics and Lasers for two consecutive years. The recitation was an optional 1-hour long session to supplement the course lectures. This recitation received positive feedback and learner-centered teaching was shown to be a successful method for engaging students in science, specifically in optical sciences following an inquiry driven format. This paper is intended as a guide for interactive, multifaceted teaching, due to the fact that there are a variety of learning styles found in every classroom. The techniques outlined can be implemented in many formats: a full course, recitation session, office hours and tutoring. This guide is practical and includes only the most effective and efficient strategies learned while also addressing the challenges faced, such as formulating engaging questions, using wait time and encouraging shy students.

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

NASA Astrophysics Data System (ADS)

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

2017-08-01

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

SOME CURRENT PROBLEMS IN SECOND-LANGUAGE TEACHING.

ERIC Educational Resources Information Center

WARDHAUGH, RONALD

ALTHOUGH THE LINGUISTS, PSYCHOLOGISTS, AND TEACHERS WHO HAVE STRESSED THE HABITUAL ASPECTS OF LANGUAGE HAVE MADE MANY USEFUL CONTRIBUTIONS TO LINGUISTIC RESEARCH AND LANGUAGE TEACHING, THERE STILL REMAIN SOME BASIC PROBLEMS. WITH THE PSYCHOLOGIST, PEDAGOGUE, SOCIOLOGIST, AND ANTHROPOLOGIST, THE LINGUIST MUST ATTACK THE GROUP OF PROBLEMS ASSOCIATED…

The problems inherent in teaching technical writing and report writing to native Americans

NASA Technical Reports Server (NTRS)

Zukowski/faust, J.

1981-01-01

Teaching technical writing to Native Americans contending with a second language and culture is addressed. Learning difficulties arising from differences between native and acquired language and cultural systems are examined. Compartmentalized teaching, which presents the ideals of technical writing in minimal units, and skills development are considered. Rhetorical problems treated include logic of arrangement, selection of support and scope of detail, and time and space. Specific problems selected include the concept of promptness, the contextualization of purpose, interpersonal relationships, wordiness, mixture of registers, and the problem of abstracting. Four inductive procedures for students having writing and perception problems are included. Four sample exercises and a bibliography of 13 references are also included.

Electric Shock and the Human Body.

ERIC Educational Resources Information Center

Brown, Colin

1986-01-01

Discusses electricity's documented effects on the human body, including both the dangers to human health and the medical application of electrical stimulation to heart problems. Discusses the teaching of such physics topics to potential medical students. (TW)

The Effect of Temperature on the Enzyme-Catalyzed Reaction: Insights from Thermodynamics

ERIC Educational Resources Information Center

Aledo, Juan Carlos; Jimenez-Riveres, Susana; Tena, Manuel

2010-01-01

When teaching the effect of temperature on biochemical reactions, the problem is usually oversimplified by confining the thermal effect to the catalytic constant, which is identified with the rate constant of the elementary limiting step. Therefore, only positive values for activation energies and values greater than 1 for temperature coefficients…

An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

ERIC Educational Resources Information Center

Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

2014-01-01

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

The Effects of Teaching Programming via Scratch on Problem Solving Skills: A Discussion from Learners' Perspective

ERIC Educational Resources Information Center

Kalelioglu, Filiz; Gülbahar, Yasemin

2014-01-01

Computer programming is perceived as an important competence for the development of problem solving skills in addition to logical reasoning. Hence, its integration throughout all educational levels, as well as the early ages, is considered valuable and research studies are carried out to explore the phenomenon in more detail. In light of these…

Problem-Based Learning: Case Studies, Experience and Practice. Case Studies of Teaching in Higher Education.

ERIC Educational Resources Information Center

Schwartz, Peter, Ed.; Mennin, Stewart, Ed.; Webb, Graham, Ed.

The case studies in this book consider many of the most important issues perceived and experienced by people who are using or developing problem-based learning (PBL). The book focuses on politics, administration, resources, the roles of teachers, and the effects of PBL on students. The chapters are: (1) "Come and See the Real Thing" (David…

Controversial Issues and the Teaching of A-Level Biology: Possibilities and Problems.

ERIC Educational Resources Information Center

Van Rooy, Wilhelmina

This thesis focuses on the espoused beliefs, values, and attitudes of experienced A-Level Biology teachers in relation to the teaching of controversial biological issues. Of major interest is the thinking behind what the teachers in this study regard as the possibilities and problems for the teaching of controversial issues given the teaching…

What We Know (and What We Don't Know) about Training of Cognitive Strategies for Technical Problem Solving.

ERIC Educational Resources Information Center

Foshay, Wellesley R.

The topic of teaching troubleshooting is examined as an example of the teaching of cognitive strategies for technical problem solving. The traditional behavioral approach to teaching troubleshooting has essentially been algorithmic. Recent cognitive research suggests an approach founded first on task analysis and characterized by: (1) analysis of…

Learning by Preparing to Teach: Fostering Self-Regulatory Processes and Achievement during Complex Mathematics Problem Solving

ERIC Educational Resources Information Center

Muis, Krista R.; Psaradellis, Cynthia; Chevrier, Marianne; Di Leo, Ivana; Lajoie, Susanne P.

2016-01-01

We developed an intervention based on the learning by teaching paradigm to foster self-regulatory processes and better learning outcomes during complex mathematics problem solving in a technology-rich learning environment. Seventy-eight elementary students were randomly assigned to 1 of 2 conditions: learning by preparing to teach, or learning for…

Classroom-tested Recommendations for Teaching Problem Solving within a Traditional College Course: Genetics.

ERIC Educational Resources Information Center

Smith, Mike U.

Both teachers and students alike acknowledge that genetics and genetics problem-solving are extremely difficult to learn and to teach. Therefore, a number of recommendations for teaching college genetics are offered. Although few of these ideas have as yet been tested in controlled experiments, they are supported by research and experience and may…

The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students

ERIC Educational Resources Information Center

Jordan, Katy; Howe, Christine

2018-01-01

Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge…

On Teaching Problem Solving in School Mathematics

ERIC Educational Resources Information Center

Pehkonen, Erkki; Näveri, Liisa; Laine, Anu

2013-01-01

The article begins with a brief overview of the situation throughout the world regarding problem solving. The activities of the ProMath group are then described, as the purpose of this international research group is to improve mathematics teaching in school. One mathematics teaching method that seems to be functioning in school is the use of open…

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures.

PubMed

Singh, Arjun

2011-01-01

We use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching-learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students' preference for POPS over didactic lectures. One hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis. The mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures. It is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL.

Teaching Creative Problem Solving Methods to Undergraduate Economics and Business Students

ERIC Educational Resources Information Center

Cancer, Vesna

2014-01-01

This paper seeks to explore the need for and possibility of teaching current and potential problem solvers--undergraduate students in the economic and business field to define problems, to generate and choose creative and useful ideas and to verify them. It aims to select an array of quick and easy-to-use creative problem solving (CPS) techniques.…

Problem Solving in Technology Education: A Taoist Perspective.

ERIC Educational Resources Information Center

Flowers, Jim

1998-01-01

Offers a new approach to teaching problem solving in technology education that encourages students to apply problem-solving skills to improving the human condition. Suggests that technology teachers incorporate elements of a Taoist approach in teaching by viewing technology as a tool with a goal of living a harmonious life. (JOW)

Understanding the Problems of Learning Mathematics.

ERIC Educational Resources Information Center

Semilla-Dube, Lilia

1983-01-01

A model is being developed to categorize problems in teaching and learning mathematics. Categories include problems due to language difficulties, lack of prerequisite knowledge, and those related to the affective domain. This paper calls on individuals to share teaching and learning episodes; those submitted will then be compiled and categorized.…

Teaching Reductive Thinking

ERIC Educational Resources Information Center

Armoni, Michal; Gal-Ezer, Judith

2005-01-01

When dealing with a complex problem, solving it by reduction to simpler problems, or problems for which the solution is already known, is a common method in mathematics and other scientific disciplines, as in computer science and, specifically, in the field of computability. However, when teaching computational models (as part of computability)…

Developing Legal Problem-Solving Skills.

ERIC Educational Resources Information Center

Nathanson, Stephen

1994-01-01

A law professor explains how he came to view legal problem solving as the driving concept in law school curriculum design and draws on personal experience and a survey of students concerning teaching methods in a commercial law course. He outlines six curriculum design principles for teaching legal problem solving. (MSE)

Teaching Evidence-based Medicine Using Literature for Problem Solving.

ERIC Educational Resources Information Center

Mottonen, Merja; Tapanainen, Paivi; Nuutinen, Matti; Rantala, Heikki; Vainionpaa, Leena; Uhari, Matti

2001-01-01

Evidence-based medicine--the process of using research findings systematically as the basis for clinical decisions--can be taught using problem-solving teaching methods. Evaluates whether it was possible to motivate students to use the original literature by giving them selected patient problems to solve. (Author/ASK)

Effectiveness of teaching evidence-based medicine to undergraduate medical students: a BEME systematic review.

PubMed

Ahmadi, Seyed-Foad; Baradaran, Hamid R; Ahmadi, Emad

2015-01-01

Despite the widespread teaching of evidence-based medicine (EBM) to medical students, the relevant literature has not been synthesized appropriately as to its value and effectiveness. To systematically review the literature regarding the impact of teaching EBM to medical students on their EBM knowledge, attitudes, skills and behaviors. MEDLINE, SCOPUS, Web of science, ERIC, CINAHL and Current Controlled Trials up to May 2011 were searched; backward and forward reference checking of included and relevant studies was also carried out. Two investigators independently extracted data and assessed the quality of the studies. 10,111 potential studies were initially found, of which 27 were included in the review. Six studies examined the effect of clinically integrated methods, of which five had a low quality and the other one used no validated assessment tool. Twelve studies evaluated the effects of seminars, workshops and short courses, of which 11 had a low quality and the other one lacked a validated assessment tool. Six studies examined e-learning, of which five having a high or acceptable quality reported e-learning to be as effective as traditional teaching in improving knowledge, attitudes and skills. One robust study found problem-based learning less effective compared to usual teaching. Two studies with high or moderate quality linked multicomponent interventions to improved knowledge and attitudes. No included study assessed the long-term effects of the teaching of EBM. Our findings indicated that some EBM teaching strategies have the potential to improve knowledge, attitudes and skills in undergraduate medical students, but the evidenced base does not demonstrate superiority of one method. There is no evidence demonstrating transfer to clinical practice.

Strategic Accountability Is Key to Making PLCs Effective

ERIC Educational Resources Information Center

Easton, Lois Brown

2017-01-01

Professional Learning Communities (PLCs) are often criticized for failing to focus on real problems of teaching and learning and for failing to deliver improvement. That is where accountability comes into play. Strategic accountability distinguishes PLCs that are effective from those that are not. Everyone knows what accountability is, but the…

Behavioral kernels and brief interventions: teaching parents effective behavior management strategies.

PubMed

Shapiro, Cheri J

2013-01-01

Reducing the high prevalence of emotional and behavioral problems among youth requires that parents be given access to high-quality, effective parenting supports and interventions. Recently developed brief parenting interventions can be delivered without stigma in primary health care and other settings by a range of professionals.

Worked Examples in Teaching Queries for Searching Academic Databases

ERIC Educational Resources Information Center

Kickham-Samy, Mary

2013-01-01

The worked-example effect, an application of cognitive load theory, is a well-supported method of instruction for well-structured problems (Chandler and Sweller, 1991; Cooper and Sweller, 1987; Sweller and Cooper, 1985; Tuovinen & Sweller, 1999; Ward and Sweller, 1990). One limitation is expertise-reversal effect, where advanced students…

The Effectiveness of Teaching Science with Pictorial Analogies.

ERIC Educational Resources Information Center

Lin, Huann-shyang; And Others

1996-01-01

This study uses a conceptual problem-solving test to investigate the effect of a series of pictorial analogies on the concepts of density, pressure, and atmospheric pressure in Year Eight classrooms. Findings indicate that students taught with the pictorial analogies scored significantly higher than their counterparts. Low achievers were the most…

Analysis of the Problems in Language Teachers' Action Research

ERIC Educational Resources Information Center

Han, Ligang

2017-01-01

In-service language teachers' professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers' professional development. This article reports a case study of in-service English…

The Teaching of Global Environmental Problems According to the Constructivist Approach: As a Focal Point of the Problem and the Availability of Concept Cartoons

ERIC Educational Resources Information Center

Oluk, Sami; Ozalp, Isilay

2007-01-01

In this study, with selecting the focusing point of the problem as the availability of cartoons, the teaching of global environmental problems according to the constructivist theory is investigated on the 7th graders in rural areas. This study is restricted with the global warming (G), ozone depletion (O) and the acid rain (A) problems. In the…

Effectiveness of problem-based learning in Chinese pharmacy education: a meta-analysis.

PubMed

Zhou, Jiyin; Zhou, Shiwen; Huang, Chunji; Xu, Rufu; Zhang, Zuo; Zeng, Shengya; Qian, Guisheng

2016-01-19

This review provides a critical overview of problem-based learning (PBL) practices in Chinese pharmacy education. PBL has yet to be widely applied in pharmaceutical education in China. The results of those studies that have been conducted are published in Chinese and thus may not be easily accessible to international researchers. Therefore, this meta-analysis was carried out to review the effectiveness of PBL. Databases were searched for studies in accordance with the inclusion criteria. Two reviewers independently performed the study identification and data extraction. A meta-analysis was conducted using Revman 5.3 software. Sixteen randomized controlled trials were included. The meta-analysis revealed that PBL had a positive association with higher theoretical scores (SMD = 1.17, 95% CI [0.77, 11.57], P < 0.00001). The questionnaire results show that PBL methods are superior to conventional teaching methods in improving students' learning interest, independent analysis skills, scope of knowledge, self-study, team spirit, and oral expression. This meta-analysis indicates that PBL pedagogy is superior to traditional lecture-based teaching in Chinese pharmacy education. PBL methods could be an optional, supplementary method of pharmaceutical teaching in China. However, Chinese pharmacy colleges and universities should revise PBL curricula according to their own needs, which would maximize the effectiveness of PBL.

Is physics worth teaching?

NASA Astrophysics Data System (ADS)

Machold, Dolf K.

1992-09-01

The paper points out that many students and adults are accustomed to solving problems in physics on the basis of everyday concepts; believing that these concepts are very successful, those students are not interested in concepts offered by science teaching. Furthermore, the teaching physics in terms of mathematical descriptions of problems is too early — students don't see the original problem, so they are not interested in solutions. One way to avoid these difficulties is M. Wagenschein's proposal of the ‘Exemplary-genetic Method’. This method and its principles are presented and illustrated with examples taken from history. On the basis of this method educational and pedagogical functions of teaching physics are developed. P.S.: Martin Wagenschein (1896 1989), Professor of physics education at the University of Tübingen, was concerned with finding new methods for successfully teaching science.

Effects of additional team-based learning on students' clinical reasoning skills: a pilot study.

PubMed

Jost, Meike; Brüstle, Peter; Giesler, Marianne; Rijntjes, Michel; Brich, Jochen

2017-07-14

In the field of Neurology good clinical reasoning skills are essential for successful diagnosing and treatment. Team-based learning (TBL), an active learning and small group instructional strategy, is a promising method for fostering these skills. The aim of this pilot study was to examine the effects of a supplementary TBL-class on students' clinical decision-making skills. Fourth- and fifth-year medical students participated in this pilot study (static-group comparison design). The non-treatment group (n = 15) did not receive any additional training beyond regular teaching in the neurology course. The treatment group (n = 11) took part in a supplementary TBL-class optimized for teaching clinical reasoning in addition to the regular teaching in the neurology course. Clinical decision making skills were assessed using a key-feature problem examination. Factual and conceptual knowledge was assessed by a multiple-choice question examination. The TBL-group performed significantly better than the non-TBL-group (p = 0.026) in the key-feature problem examination. No significant differences between the results of the multiple-choice question examination of both groups were found. In this pilot study participants of a supplementary TBL-class significantly improved clinical decision-making skills, indicating that TBL may be an appropriate method for teaching clinical decision making in neurology. Further research is needed for replication in larger groups and other clinical fields.

Collaborative problem solving with a total quality model.

PubMed

Volden, C M; Monnig, R

1993-01-01

A collaborative problem-solving system committed to the interests of those involved complies with the teachings of the total quality management movement in health care. Deming espoused that any quality system must become an integral part of routine activities. A process that is used consistently in dealing with problems, issues, or conflicts provides a mechanism for accomplishing total quality improvement. The collaborative problem-solving process described here results in quality decision-making. This model incorporates Ishikawa's cause-and-effect (fishbone) diagram, Moore's key causes of conflict, and the steps of the University of North Dakota Conflict Resolution Center's collaborative problem solving model.

ESP Teaching at the Institutions of Higher Education in Modern Russia: Problems and Perspectives

ERIC Educational Resources Information Center

Prudnikova, Nadezhda

2013-01-01

The author analyses ESP teaching at the institutions of higher education in modern Russia, explains the main problems and suggests the ways of their solving, details the quality control system of the students' progress improvement, presents the complex approach to interactive ESP teaching and views it as an integral part of up-to-date…

Teaching Mathematical Problem-Solving with the Brain in Mind: How Can Opening a Closed Problem Help?

ERIC Educational Resources Information Center

Ambrus, András

2014-01-01

In the international literature, increasing numbers of articles and books are published about teaching and learning, with the brain in mind. For a long time, I have been sceptical about this question. However, seeing many unresolved issues in the teaching and learning of mathematics, I slowly started to study the relevant literature and have…

The Sexual Assault Teach In Program: Building Constructive Campus-Wide Discussions to Inspire Change

ERIC Educational Resources Information Center

Katz, Jennifer; DuBois, Melinda

2013-01-01

To begin to address the problem of campus sexual assault, we conducted a Teach In, an educational forum used to explore complex social problems. All students, faculty, and staff at our small liberal arts college were invited to participate. This paper summarizes our Teach In program, goals, and methods. By engaging in constructive, informed…

Communication Students' Skills as a Tool of Development Creativity and Motivation in Geometry

ERIC Educational Resources Information Center

Smieskova, Edita

2017-01-01

Often solved problems are problems of students' motivation in the process of teaching and learning. Some authors see the solution in creation a more space to students' creativity in teaching and learning. It is the aim of modern pedagogic and humanistic education, too. The submitted study aims to present possibility of how to teach geometric…

Effect of case-based learning on the development of graduate nurses' problem-solving ability.

PubMed

Yoo, Moon-Sook; Park, Jin-Hee

2014-01-01

Case-based learning (CBL) is a teaching strategy which promotes clinical problem-solving ability. This research was performed to investigate the effects of CBL on problem-solving ability of graduate nurses. This research was a quasi-experimental design using pre-test, intervention, and post-test with a non-synchronized, non-equivalent control group. The study population was composed of 190 new graduate nurses from university hospital A in Korea. Results of the research indicate that there was a statistically significant difference in objective problem-solving ability scores of CBL group demonstrating higher scores. Subjective problem-solving ability was also significantly higher in CBL group than in the lecture-based group. These results may suggest that CBL is a beneficial and effective instructional method of training graduate nurses to improve their clinical problem-solving ability. Copyright © 2013 Elsevier Ltd. All rights reserved.

Physics Teaching in a Rural School.

ERIC Educational Resources Information Center

Wilhite, Lora

1979-01-01

The author describes, in a highly personal manner, physics teaching in a rural school. Topics detailed include: program descriptions, teaching methods, textbook selection and adoption procedures, teaching load, and the problems associated with teaching in a school district with limited funds. (BT)

Theme: Focus on Student Teaching.

ERIC Educational Resources Information Center

Agricultural Education Magazine, 1997

1997-01-01

Includes "Student Teaching" (Whittington); "Decision to Become an Agriculture Teacher" (Cherrie); "Residential Student Teaching Experience in Environmental Education" (Bires, Naugle); "Now that I Am Older and Wiser" (Perey, Elliot, Foster); "Student Teaching" (Connors, Mundt); "Positive Experiences and Problems Encountered during Student Teaching"…

Design and integration of a problem-based biofabrication course into an undergraduate biomedical engineering curriculum.

PubMed

Raman, Ritu; Mitchell, Marlon; Perez-Pinera, Pablo; Bashir, Rashid; DeStefano, Lizanne

2016-01-01

The rapidly evolving discipline of biological and biomedical engineering requires adaptive instructional approaches that teach students to target and solve multi-pronged and ill-structured problems at the cutting edge of scientific research. Here we present a modular approach to designing a lab-based course in the emerging field of biofabrication and biological design, leading to a final capstone design project that requires students to formulate and test a hypothesis using the scientific method. Students were assessed on a range of metrics designed to evaluate the format of the course, the efficacy of the format for teaching new topics and concepts, and the depth of the contribution this course made to students training for biological engineering careers. The evaluation showed that the problem-based format of the course was well suited to teaching students how to use the scientific method to investigate and uncover the fundamental biological design rules that govern the field of biofabrication. We show that this approach is an efficient and effective method of translating emergent scientific principles from the lab bench to the classroom and training the next generation of biological and biomedical engineers for careers as researchers and industry practicians.

Problem Solving Software: What Does It Teach?

ERIC Educational Resources Information Center

Duffield, Judith A.

The purpose of this study was to examine the potential of computer-assisted instruction (CAI) for teaching problem solving skills. It was conducted in three phases. During the first phase, two pieces of problem solving software, "The King's Rule" and "Safari Search," were identified and analyzed. During the second phase, two groups of six…

Use of a Computer Language in Teaching Dynamic Programming. Final Report.

ERIC Educational Resources Information Center

Trimble, C. J.; And Others

Most optimization problems of any degree of complexity must be solved using a computer. In the teaching of dynamic programing courses, it is often desirable to use a computer in problem solution. The solution process involves conceptual formulation and computational Solution. Generalized computer codes for dynamic programing problem solution…

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…

The Impact of Problem Posing on Elementary Teachers' Beliefs about Mathematics and Mathematics Teaching

ERIC Educational Resources Information Center

Barlow, Angela T.; Cates, Janie M.

2006-01-01

This study investigated the impact of incorporating problem posing in elementary classrooms on the beliefs held by elementary teachers about mathematics and mathematics teaching. Teachers participated in a year-long staff development project aimed at facilitating the incorporation of problem posing into their classrooms. Beliefs were examined via…

Learning through Real-World Problem Solving: The Power of Integrative Teaching.

ERIC Educational Resources Information Center

Nagel, Nancy G.

This book is based on the idea that curriculum development projects focused on integrated or interdisciplinary teaching within the context of real-world problem solving creates dynamics and meaningful learning experiences for students. The real-world, problem-solving units presented in this book were created by four intern teachers, their mentor…

Case Studies on the Symbolism of Difference-Finding Problems in First Grade.

ERIC Educational Resources Information Center

Hasegawa, Junichi

2002-01-01

Discusses a class on subtraction or difference-finding, problems such as "There are eight white flowers and five red flowers, how many more white flowers are there than red flowers?" used in the teaching of Japanese first grade children. Describes three instances of introductory teaching of "difference-finding" problems in the…

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…

New Problems and Solutions in Basic University Teaching

ERIC Educational Resources Information Center

Olesen, Mogens Noergaard

2008-01-01

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

Comparing Faculty and Student Perspectives of Graduate Teaching Assistants' Teaching

ERIC Educational Resources Information Center

Rodriques, Romola A. Bernard; Bond-Robinson, Janet

2006-01-01

Teaching involves strategic interactions and problem solving based on understanding of the situation, the discipline, and the population of students that one is teaching. The feedback from undergraduate students (UGs) and from faculty and other instructors coaching graduate teaching assistants (GTAs) in teaching provides outside perspectives, and…

If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators.

PubMed

Hudson, P; Glomb, N

1997-01-01

Being able to collaborate effectively is important for teachers who work together to serve students with learning disabilities in general education classrooms. Effective collaboration requires that teachers have knowledge and skills in how to effectively communicate and share their technical expertise for the purpose of solving classroom problems and providing continuity across instructional settings. Although both special education and general education preparation programs provide preservice teachers with the technical expertise for their respective areas of certification, few programs provide both special education and general education majors with instruction in interpersonal communication skills and collaboration strategies. The purpose of this article is to suggest guidelines and strategies to help teacher preparation programs move toward collaboration instruction for all educators. Suggestions for what to teach and how to teach it are offered, as well as an overview of factors that influence the implementation of collaboration instruction for all educators.

Effects of color in the learning of science

NASA Astrophysics Data System (ADS)

Sánchez Juárez, A.; Granda, César W.; Castillo, D.; Jaramillo, Johanna E.; Melgar, Guissella K.

2017-09-01

The teaching of science is a global problem, general studies have been carried out which take into account the effects of color in the educational environment and have had revealing results, however a study has not been made to measure the effects of color in the learning of the sciences, in this specific case of Physics and mathematics. A study of the effects of color on science teaching was conducted, controlling color of various materials such as slides used in class, markers on blackboard, pens, paper sheets, laboratory materials and teacher's clothing color. In this paper we present results of student academic performance, opinion about the subject, development of logical abilities and a comparison with the teaching of science in a free way, that is to say, without control of color. There is also a study of color effects in science education distinguishing between genders and finally comparing the general results in the educational field with those obtained in this work.

The Effects of Incorporating Web-assisted Learning with Team Teaching in Seventh-grade Science Classes

NASA Astrophysics Data System (ADS)

Jang, Syh-Jong

2006-05-01

Due to the implementation of a 9-year integrated curriculum scheme in Taiwan, research on team teaching and web-based technology appears to be urgent. The purpose of this study was incorporated web-assisted learning with team teaching in seventh-grade science classes. The specific research question concerned student performance and attitudes about the teaching method. Two certified science teachers and four classes of the seventh graders participated in this study. It used a mixed methods design, incorporating both quantitative and qualitative techniques. The main data included students’ scores, questionnaires, teachers’ self-reflections, and the researcher’s interviews with teachers. The results showed that the average final examination scores of students experiencing the experimental teaching method were higher than that of those receiving traditional teaching. The two teaching methods showed significant difference in respect of students’ achievement. The research had limitations because of students’ abilities of data collection, computer use, and discussion, but more than one-half of the students preferred the experimental method to traditional teaching. However, team teachers would encounter the problems of technology ability, time constraints, and entrance examination pressure.

The Effect of Data-Based Translation Program Used in Foreign Language Education on the Correct Use of Language

ERIC Educational Resources Information Center

Darancik, Yasemin

2016-01-01

It has been observed that data-based translation programs are often used both in and outside the class unconsciously and thus there occurs many problems in foreign language learning and teaching. To draw attention to this problem, with this study, whether the program has satisfactory results or not has been revealed by making translations from…

The Effects of Two Strategic and Meta-Cognitive Questioning Approaches on Children's Explanatory Behaviour, Problem-Solving, and Learning during Cooperative, Inquiry-Based Science

ERIC Educational Resources Information Center

Gillies, Robyn M.; Nichols, Kim; Burgh, Gilbert; Haynes, Michele

2012-01-01

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were…

The Effect of Problem Posing Oriented Analyses-II Course on the Attitudes toward Mathematics and Mathematics Self-Efficacy of Elementary Prospective Mathematics Teachers

ERIC Educational Resources Information Center

Akay, Hayri; Boz, Nihat

2010-01-01

Research on mathematics teaching and learning has recently focused on affective variables, which were found to play an essential role that influences behaviour and learning. Despite its importance, problem posing has not yet received the attention it warrants from the mathematics education community. Perceived self-efficacy beliefs have been found…

Undergraduate medical student's perceptions on traditional and problem based curricula: pilot study.

PubMed

Meo, Sultan Ayoub

2014-07-01

To evaluate and compare students' perceptions about teaching and learning, knowledge and skills, outcomes of course materials and their satisfaction in traditional Lecture Based learning versus Problem-Based Learning curricula in two different medical schools. The comparative cross-sectional questionnaire-based study was conducted in the Department of Physiology, College of Medicine, King Saud University, Riyadh, Saudi Arabia, from July 2009 to January 2011. Two different undergraduate medical schools were selected; one followed the traditional curriculum, while the other followed the problem-based learning curriculum. Two equal groups of first year medical students were selected. They were taught in respiratory physiology and lung function lab according to their curriculum for a period of two weeks. At the completion of the study period, a five-point Likert scale was used to assess students' perceptions on satisfaction, academic environment, teaching and learning, knowledge and skills and outcomes of course materials about effectiveness of problem-based learning compared to traditional methods. SPSS 19 was used for statistical analysis. Students used to problem-based learning curriculum obtained marginally higher scores in their perceptions (24.10 +/- 3.63) compared to ones following the traditional curriculum (22.67 +/- 3.74). However, the difference in perceptions did not achieve a level of statistical significance. Students following problem-based learning curriculum have more positive perceptions on teaching and learning, knowledge and skills, outcomes of their course materials and satisfaction compared to the students belonging to the traditional style of medical school. However, the difference between the two groups was not statistically significant.

Clinical informatics in undergraduate teaching of health informatics.

PubMed

Pantazi, Stefan V; Pantazi, Felicia; Daly, Karen

2011-01-01

We are reporting on a recent experience with Health Informatics (HI) teaching at undergraduate degree level to an audience of HI and Pharmacy students. The important insight is that effective teaching of clinical informatics must involve highly interactive, applied components in addition to the traditional theoretical material. This is in agreement with general literature underlining the importance of simulations and role playing in teaching and is well supported by our student evaluation results. However, the viability and sustainability of such approaches to teaching hinges on significant course preparation efforts. These efforts consist of time-consuming investigations of informatics technologies, applications and systems followed by the implementation of workable solutions to a wide range of technical problems. In effect, this approach to course development is an involved process that relies on a special form of applied research whose technical complexity could explain the dearth of published reports on similar approaches in HI education. Despite its difficulties, we argue that this approach can be used to set a baseline for clinical informatics training at undergraduate level and that its implications for HI education in Canada are of importance.

Speaker's comfort in teaching environments: voice problems in Swedish teaching staff.

PubMed

Åhlander, Viveka Lyberg; Rydell, Roland; Löfqvist, Anders

2011-07-01

The primary objective of this study was to examine how a group of Swedish teachers rate aspects of their working environment that can be presumed to have an impact on vocal behavior and voice problems. The secondary objective was to explore the prevalence of voice problems in Swedish teachers. Questionnaires were distributed to the teachers of 23 randomized schools. Teaching staff at all levels were included, except preschool teachers and teachers at specialized, vocational high schools. The response rate was 73%. The results showed that 13% of the whole group reported voice problems occurring sometimes, often, or always. The teachers reporting voice problems were compared with those without problems. There were significant differences among the groups for several items. The teachers with voice problems rated items on room acoustics and work environment as more noticeable. This group also reported voice symptoms, such as hoarseness, throat clearing, and voice change, to a significantly higher degree, even though teachers in both groups reported some voice symptoms. Absence from work because of voice problems was also significantly more common in the group with voice problems--35% versus 9% in the group without problems. We may conclude that teachers suffering from voice problems react stronger to loading factors in the teaching environment, report more frequent symptoms of voice discomfort, and are more often absent from work because of voice problems than their voice-healthy colleagues. Copyright © 2011 The Voice Foundation. Published by Mosby, Inc. All rights reserved.

Behavior Self-Control and the Contract Problem.

ERIC Educational Resources Information Center

Worthington, Everett L.

1979-01-01

Describes study to determine the success of university students' behavioral self-control projects. Results indicate that the teaching of self-control principles is easily integrated into personal adjustment classes and can have lasting effects on students' coping skills. (KC)

Behavioral intervention for problem behavior in children with fragile X syndrome.

PubMed

Moskowitz, Lauren J; Carr, Edward G; Durand, V Mark

2011-11-01

Parents and professionals typically report problem behavior as a significant concern for children with fragile X syndrome. In the present study, the authors explored whether behaviorally based interventions would result in a reduction in problem behavior and an improvement in quality of life for 3 children with fragile X syndrome and their families. A multiple baseline design was used to demonstrate intervention effects for specific high-priority contexts (i.e., bedtime, running errands, and toileting). A multicomponent intervention plan was developed to teach the parents and child to effectively cope with the particular context. After intervention, there were substantial improvements in problem behavior and family quality of life within the given contexts. Results of this study demonstrated the effectiveness of behavioral intervention for children with fragile X syndrome.

Simulation teaching method in Engineering Optics

NASA Astrophysics Data System (ADS)

Lu, Qieni; Wang, Yi; Li, Hongbin

2017-08-01

We here introduce a pedagogical method of theoretical simulation as one major means of the teaching process of "Engineering Optics" in course quality improvement action plan (Qc) in our school. Students, in groups of three to five, complete simulations of interference, diffraction, electromagnetism and polarization of light; each student is evaluated and scored in light of his performance in the interviews between the teacher and the student, and each student can opt to be interviewed many times until he is satisfied with his score and learning. After three years of Qc practice, the remarkable teaching and learning effect is obatined. Such theoretical simulation experiment is a very valuable teaching method worthwhile for physical optics which is highly theoretical and abstruse. This teaching methodology works well in training students as to how to ask questions and how to solve problems, which can also stimulate their interest in research learning and their initiative to develop their self-confidence and sense of innovation.

Research on teaching methods.

PubMed

Oermann, M H

1990-01-01

Research on teaching methods in nursing education was categorized into studies on media, CAI, and other nontraditional instructional strategies. While the research differed, some generalizations may be made from the findings. Multimedia, whether it is used for individual or group instruction, is at least as effective as traditional instruction (lecture and lecture-discussion) in promoting cognitive learning, retention of knowledge, and performance. Further study is needed to identify variables that may influence learning and retention. While learner attitudes toward mediated instruction tended to be positive, investigators failed to control for the effect of novelty. Control over intervening variables was lacking in the majority of studies as well. Research indicated that CAI is as effective as other teaching methods in terms of knowledge gain and retention. Attitudes toward CAI tended to be favorable, with similar problems in measurement as those evidenced in studies of media. Chang (1986) also recommends that future research examine the impact of computer-video interactive instruction on students, faculty, and settings. Research is needed on experimental teaching methods, strategies for teaching problem solving and clinical judgment, and ways of improving the traditional lecture and discussion. Limited research in these areas makes generalizations impossible. There is a particular need for research on how to teach students the diagnostic reasoning process and encourage critical thinking, both in terms of appropriate teaching methods and the way in which those strategies should be used. It is interesting that few researchers studied lecture and lecture-discussion except as comparable teaching methods for research on other strategies. Additional research questions may be generated on lecture and discussion in relation to promoting concept learning, an understanding of nursing and other theories, transfer of knowledge, and development of cognitive skills. Few studies attempted to identify variables that may influence learning, particularly characteristics of the learner. Only six investigators addressed learning styles and their interactions with the teaching method and outcomes (Gillies, 1984; Goldsmith, 1984; Kirchhoff & Holzemer, 1979; Kissinger & Munjas, 1981; Norris, 1986; Stein et al., 1972). Research in the future needs to focus on the relationship of different learner characteristics, attributes of the teaching method, and learning outcomes. In addition, initial learning, retention, transfer to practice, and instructional time should be studied. Characteristics of the teacher and setting and relationship to the methodologies used and outcomes of instruction need investigation. Research should attempt to identify optimal conditions for learning and ways in which methods should be used for particular students, subject matter, and points in the nursing curriculum...

The effect of problem solving and decision making skills on tendency to depression and anxiety in patients with type 2 diabetes.

PubMed

Abazarian, Elaheh; Baboli, M Teimourzadeh; Abazarian, Elham; Ghashghaei, F Esteki

2015-01-01

Diabetes is the most prevalent disease that has involved 177 million people all over the world and, due to this, these patients suffer from depression and anxiety and they should use special methods for controlling the same. The aim of this research is the study of the effect of problem solving and decision making skill on the rate of the tendency to depression and anxiety. This research is a quasi-experimental (case-control) study. Statistically, the population of the present study was all diabetic patients of Qaemshahr who were controlled by physicians in 2011-2012. Thirty files were selected randomly from them and divided into two 15 patients' groups (control and subject group) randomly. The measurement tools were Back depression inventory (21 items) and Zank anxiety questionnaire that were distributed among two groups. Then, the subject group participated in eight sessions of teaching problem solving and decision making courses separately, and the second group (control group) did not receive any instruction. Finally, both groups had passed post-test and the data obtained from the questionnaires were studied by variance analysis statistical methods. The results showed that teaching problem solving and decision making skills was very effective in reducing diabetic patients' depression and anxiety and resulted in reducing their depression and anxiety.

The effect of problem solving and decision making skills on tendency to depression and anxiety in patients with type 2 diabetes

PubMed Central

Abazarian, Elaheh; Baboli, M Teimourzadeh; Abazarian, Elham; Ghashghaei, F Esteki

2015-01-01

Background: Diabetes is the most prevalent disease that has involved 177 million people all over the world and, due to this, these patients suffer from depression and anxiety and they should use special methods for controlling the same. The aim of this research is the study of the effect of problem solving and decision making skill on the rate of the tendency to depression and anxiety. Materials and Methods: This research is a quasi-experimental (case-control) study. Statistically, the population of the present study was all diabetic patients of Qaemshahr who were controlled by physicians in 2011-2012. Thirty files were selected randomly from them and divided into two 15 patients’ groups (control and subject group) randomly. The measurement tools were Back depression inventory (21 items) and Zank anxiety questionnaire that were distributed among two groups. Then, the subject group participated in eight sessions of teaching problem solving and decision making courses separately, and the second group (control group) did not receive any instruction. Results: Finally, both groups had passed post-test and the data obtained from the questionnaires were studied by variance analysis statistical methods. Conclusion: The results showed that teaching problem solving and decision making skills was very effective in reducing diabetic patients’ depression and anxiety and resulted in reducing their depression and anxiety. PMID:26261814

A Study on the Application of Creative Problem Solving Teaching to Statistics Teaching

ERIC Educational Resources Information Center

Hu, Ridong; Xiaohui, Su; Shieh, Chich-Jen

2017-01-01

Everyone would encounter the life issue of solving complicated problems generated by economic behaviors among all activities for making a living. Various life problems encountered therefore could be generalized by economic statistics. In other words, a lot of important events in daily life are related to economic statistics. For this reason,…

Design and Application of Interactive Simulations in Problem-Solving in University-Level Physics Education

ERIC Educational Resources Information Center

Ceberio, Mikel; Almudí, José Manuel; Franco, Ángel

2016-01-01

In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching-learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving…

A Critical Approach to School Mathematical Knowledge: The Case of "Realistic" Problems in Greek Primary School Textbooks for Seven-Year-Old Pupils

ERIC Educational Resources Information Center

Zacharos, Konstantinos; Koustourakis, Gerassimos

2011-01-01

The reference contexts that accompany the "realistic" problems chosen for teaching mathematical concepts in the first school grades play a major educational role. However, choosing "realistic" problems in teaching is a complex process that must take into account various pedagogical, sociological and psychological parameters.…

Recognizing and Managing Complexity: Teaching Advanced Programming Concepts and Techniques Using the Zebra Puzzle

ERIC Educational Resources Information Center

Crabtree, John; Zhang, Xihui

2015-01-01

Teaching advanced programming can be a challenge, especially when the students are pursuing different majors with diverse analytical and problem-solving capabilities. The purpose of this paper is to explore the efficacy of using a particular problem as a vehicle for imparting a broad set of programming concepts and problem-solving techniques. We…

Survey of Mathematics Teachers' Static and Transformational Performance and Perspectives for Teaching Similarity

ERIC Educational Resources Information Center

Cunningham, Robert F.; Rappa, Anthony

2016-01-01

Surveys were used to examine mathematics teachers (15) on their ability to solve similarity problems and on their likely implementation of lesson objectives for teaching similarity. All correctly solved a similarity problem requiring a traditional static perspective, but 7 out of 15 failed to correctly solve a problem that required a more…

Teaching for Connection: Critical Thinking Skills, Problem Solving, and Academic and Occupational Competencies. Lesson Plans.

ERIC Educational Resources Information Center

Hedges, Lowell E.

This document contains 48 sample lesson plans that practicing teachers of vocational and academic education have developed to train vocational students to think critically and to solve problems. Discussed in the introduction are the following topics: critical thinking, problem solving, and decision making as the building blocks of teaching;…

Testing the effectiveness of problem-based learning with learning-disabled students in biology

NASA Astrophysics Data System (ADS)

Guerrera, Claudia Patrizia

The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.

Accountancy, teaching methods, sex, and American College Test scores.

PubMed

Heritage, J; Harper, B S; Harper, J P

1990-10-01

This study examines the significance of sex, methodology, academic preparation, and age as related to development of judgmental and problem-solving skills. Sex, American College Test (ACT) Mathematics scores, Composite ACT scores, grades in course work, grade point average (GPA), and age were used in studying the effects of teaching method on 96 students' ability to analyze data in financial statements. Results reflect positively on accounting students compared to the general college population and the women students in particular.

Teaching problem solving using non-routine tasks

NASA Astrophysics Data System (ADS)

Chong, Maureen Siew Fang; Shahrill, Masitah; Putri, Ratu Ilma Indra; Zulkardi

2018-04-01

Non-routine problems are related to real-life context and require some realistic considerations and real-world knowledge in order to resolve them. This study examines several activity tasks incorporated with non-routine problems through the use of an emerging mathematics framework, at two junior colleges in Brunei Darussalam. The three sampled teachers in this study assisted in selecting the topics and the lesson plan designs. They also recommended the development of the four activity tasks: incorporating the use of technology; simulation of a reality television show; designing real-life sized car park spaces for the school; and a classroom activity to design a real-life sized dustpan. Data collected from all four of the activity tasks were analyzed based on the students' group work. The findings revealed that the most effective activity task in teaching problem solving was to design a real-life sized car park. This was because the use of real data gave students the opportunity to explore, gather information and give or receive feedback on the effect of their reasons and proposed solutions. The second most effective activity task was incorporating the use of technology as it enhanced the students' understanding of the concepts learnt in the classroom. This was followed by the classroom activity that used real data as it allowed students to work and assess the results mathematically. The simulation of a television show was found to be the least effective since it was viewed as not sufficiently challenging to the students.

The Effect of Web-Based Collaborative Learning Methods to the Accounting Courses in Technical Education

ERIC Educational Resources Information Center

Cheng, K. W. Kevin

2009-01-01

This study mainly explored the effect of applying web-based collaborative learning instruction to the accounting curriculum on student's problem-solving attitudes in Technical Education. The research findings and proposed suggestions would serve as a reference for the development of accounting-related curricula and teaching strategies. To achieve…

The Effect of Interactive Computerized Simulation on Approach to Learning in Undergraduate Nursing Students

ERIC Educational Resources Information Center

Mitchell, Claudia

2010-01-01

Competency standards require baccalaureate nursing graduates to demonstrate knowledge, understanding, and the ability to solve complex problems. In an effort to achieve these program outcomes, educators seek empirical evidence related to the learning process and the effect of innovative teaching strategies, such as simulation, on the learner.…

Effectiveness of eLearning in Statistics: Pictures and Stories

ERIC Educational Resources Information Center

Blackburn, Greg

2015-01-01

The study investigates (1) the effectiveness of using eLearning-embedded stories and pictures in order to improve learning outcomes for students and (2) how universities can adopt innovative approaches to the creation of Problem-Based Learning (PBL) resources and embed them in educational technology for teaching domain-specific content, such as…

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.

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

A problem-solving approach to effective insulin injection for patients at either end of the body mass index.

PubMed

Juip, Micki; Fitzner, Karen

2012-06-01

People with diabetes require skills and knowledge to adhere to medication regimens and self-manage this complex disease. Effective self-management is contingent upon effective problem solving and decision making. Gaps existed regarding useful approaches to problem solving by individuals with very low and very high body mass index (BMI) who self-administer insulin injections. This article addresses those gaps by presenting findings from a patient survey, a symposium on the topic of problem solving, and recent interviews with diabetes educators to facilitate problem-solving approaches for people with diabetes with high and low BMI who inject insulin and/or other medications. In practice, problem solving involves problem identification, definition, and specification; goal and barrier identification are a prelude to generating a set of potential strategies for problem resolution and applying these strategies to implement a solution. Teaching techniques, such as site rotation and ensuring that people with diabetes use the appropriate equipment, increase confidence with medication adherence. Medication taking is more effective when people with diabetes are equipped with the knowledge, skills, and problem-solving behaviors to effectively self-manage their injections.

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

Physics Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Describes computer measurement of capacitor charge decay, change of fringe width with color, computer simulation of color mixing, Doppler effect/carrier waves, gravitational waves, microwave apparatus, computer simulation of Brownian motion, search coils and problems with the teaching of the relationships of velocity, frequency, and wavelength in…

Communication training: Skills and beyond.

PubMed

Deveugele, Myriam

2015-10-01

As communication is a central part of every interpersonal meeting within healthcare and research reveals several benefits of effective communication, we need to teach students and practitioners how to communicate with patients and with colleagues. This paper reflects on what and how to teach. In the previous century two major changes occurred: clinical relationship between doctor and patient became important and patients became partners in care. Clinicians experienced that outcome and especially compliance was influenced by the relational aspect and in particular by the communicative skills of the physician. This paper reflects on teaching and defines problems. It gives some implications for the future. Although communication skills training is reinforced in most curricula all over the word, huge implementation problems arise; most of the time a coherent framework is lacking, training is limited in time, not integrated in the curriculum and scarcely contextualized, often no formal training nor teaching strategies are defined. Moreover evidence on communication skills training is scarce or contradictory. Knowing when, what, how can be seen as an essential part of skills training. But students need to be taught to reflect on every behavior during every medical consultation. Three major implications can be helpful to overcome the problems in communication training. First research and education on healthcare issues need to go hand in hand. Second, students as well as healthcare professionals need a toolkit of basic skills to give them the opportunity not only to tackle basic and serious problems, but to incorporate these skills and to be able to use them in a personal and creative way. Third, personal reflection on own communicative actions and dealing with interdisciplinary topics is a core business of medical communication and training. Copyright © 2015 Elsevier Ireland Ltd. All rights reserved.

Teaching Ethics.

ERIC Educational Resources Information Center

Shellogg, Kathy M.; And Others

1988-01-01

Student activities professionals have a role in teaching ethics on campuses. Teaching ethics is defined as "the process of teaching ethical decision making." Karen Strohm Kitchener's "Model of Ethical Decision Making" provides a framework to be used when looking at an ethical problem. (MLW)

The effectiveness of a simulated scenario to teach nursing students how to perform a bed bath: A randomized clinical trial.

PubMed

Miranda, Renata Pinto Ribeiro; de Cássia Lopes Chaves, Érika; Silva Lima, Rogério; Braga, Cristiane Giffoni; Simões, Ivandira Anselmo Ribeiro; Fava, Silvana Maria Coelho Leite; Iunes, Denise Hollanda

2017-10-01

Simulation allows students to develop several skills during a bed bath that are difficult to teach only in traditional classroom lectures, such as problem-solving, student interactions with the simulator (patient), reasoning in clinical evaluations, evaluation of responses to interventions, teamwork, communication, security and privacy. This study aimed to evaluate the effectiveness of a simulated bed bath scenario on improving cognitive knowledge, practical performance and satisfaction among nursing students. Randomized controlled clinical trial. Nursing students that were in the fifth period from two educational institutions in Brazil. Nursing students (n=58). The data were collected using the assessments of cognitive knowledge, practical performance and satisfaction were made through a written test about bed baths, an Objective Structured Clinical Examination (OSCE) and a satisfaction questionnaire. We identified that the acquisition and assimilation of cognitive knowledge was significantly higher in the simulation group (p=0.001). The performance was similar in both groups regardless of the teaching strategy (p=0.435). At follow-up, the simulation group had significantly more satisfaction with the teaching method than the control group (p=0.007). The teaching strategy based on a simulated scenario of a bed bath proved to be effective for the acquisition of cognitive knowledge regarding bed baths in clinical practice and improved student satisfaction with the teaching process. Copyright © 2017 Elsevier Ltd. All rights reserved.

The Effect of Cognitively Guided Instruction on Primary Students' Math Achievement, Problem-Solving Abilities and Teacher Questioning

ERIC Educational Resources Information Center

Medrano, Juan

2012-01-01

The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree…

Knowledge and Attitudes of Ugandan Preservice Science and Mathematics Teachers toward Global and Ugandan Science--and Technology-Based Problems and/or Threats

ERIC Educational Resources Information Center

Robinson, Michael; Tibanyendera, Basil; Seltzer-Kelly, Debbie

2007-01-01

This article reports the effects of a science, technology, and society (STS) teaching approach on the knowledge and attitudes of preservice science and mathematics teachers in Uganda toward global science and technology-based problems and/or threats. The responses of a baseline or control group (N = 50) and an experimental group (N = 50) to five…

How to Write Geography Teaching Paper

ERIC Educational Resources Information Center

Liu, Hua; Li, Lu

2011-01-01

Geography teaching paper is the paper especially to describe geography teaching reform and research achievement, its main purpose is to find solution to handle questions encountered in teaching through personal teaching practice, constant trying and exploration, and to scientifically summarize the procedure and methods to deal with the problem,…

Teaching or Learning?

ERIC Educational Resources Information Center

Milton, Ohmer

This article, the 6th in a series of AAHE research reports, summarizes research on teaching and learning. Most studies on teaching methods conclude that there are no significant differences between the various teaching methods and student achievement. The problem with these studies is that they have concentrated on teaching and have ignored…

The Research of Effectiveness of Ideological Political and Theories Curriculum Teaching (IPTCT) in China: Development and Problems

ERIC Educational Resources Information Center

Wang, Liangliang; Fan, Mingfang; Zhang, Feng

2016-01-01

Researchers have long been interested in how to improve the effectiveness of IPTCT courses in Chinese educational institutions. This article provides a framework for understanding the research undertaken into the effectiveness of IPTCT in China's higher education system over the past ten years, from 2006 to 2015. It begins with a discussion of the…

The Effects of Teaching the Universality Thesis on Students' Integrative Complexity of Thought

ERIC Educational Resources Information Center

Vartiainen, Tero; Siponen, Mikko; Myyry, Liisa

2011-01-01

The explosion in the use of computers has strengthened the need to address ethical issues in information systems (IS) education, and several frameworks have been expounded. However, little empirical research has been undertaken on their effects. This is a key problem: If IS scholars do not study the effect of information systems on IS students, IS…

European Scientific Notes. Volume 38, Number 2.

DTIC Science & Technology

1984-02-01

Two-Dimensional Systems .................. J.T. Schriempf 80 The conference focused on the quantum Hall effect and the anomalous quantum Hall effect ...Study of the Effects of tional methods occur when the aim of Teaching Algorithmic and Heuristic instruction is to develop problem-solv- Solution Methods...Sharp and Dohme already has are therefore generally unsuitable as a fairly effective vaccine prepared from vaccines. The approach used by the the

Effects of An Integrated Format for Reading Instruction on the Comprehension and Word-Recognition Performance of Fourth- and Fifth-Grade Students Who Exhibit Severe Reading Problems.

ERIC Educational Resources Information Center

Parmer, Lavada Jacumin; Thames, Dana G.; Kazelskis, Richard

A study examined the effectiveness of an integrated language arts instructional format for teaching reading compared with the effectiveness of the typical traditional reading program. The study investigated the effectiveness of approaches that are representative of both viewpoints of the reading process (i.e., word recognition and the construction…

Teaching the Pressure-Flow Hypothesis of Phloem Transport in a Problem-Solving Session

ERIC Educational Resources Information Center

Clifford, Paul

2004-01-01

Problem solving is an ideal learning strategy, especially for topics that are perceived as difficult to teach. As an example, a format is described for a problem-solving session designed to help students understand the pressure-flow hypothesis of phloem transport in plants. Five key facts and their discussion can lead to the conclusion that a…

The New Sourcebook for Teaching Reasoning and Problem Solving in Elementary School. A Longwood Professional Book.

ERIC Educational Resources Information Center

Krulik, Stephen; Rudnick, Jesse A.

Many teachers and administrators have recognized that problem solving and reasoning represent two of the primary goals in the education of children. In order for teachers to achieve these goals, they must have appropriate materials available to them. This book includes materials to help teach and assess problem solving and reasoning. The first six…

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…

Improving Teaching and Learning in Higher Education. International Conference (West Berlin, Germany, September 28 - October 10, 1981).

ERIC Educational Resources Information Center

Berendt, Brigitte

A report of a 1981 conference on improving teaching and learning in higher education sponsored by the German Foundation for International Development is presented. Topics include the following: problems of higher education specific to Africa and the Federal Republic of Germany, common problems, approaches to dealing with problems, units for higher…

Beyond Logic and Argument Analysis: Critical Thinking, Everyday Problems and Democratic Deliberation in Cambridge International Examinations' Thinking Skills Curriculum

ERIC Educational Resources Information Center

Lim, Leonel

2011-01-01

It is widely held that, by teaching individuals how to reason through and analyse everyday problems, the teaching of critical thinking develops the deliberative capacities essential to the healthy functioning of democracy. Implicit in this view is the assumption that a certain commensurability exists between the problems presented in such…

Debunking Common Sense and the Taken for Granted: A Pedagogical Strategy for Teaching Social Problems

ERIC Educational Resources Information Center

LeMoyne, Terri; Davis, Jean Marie

2011-01-01

In this article, the authors argue that one approach to teaching Introduction to Social Problems is to structure the course content around taken-for-granted beliefs that many students have about the social world. In doing so, the authors discuss the social construction of social problems, how sociology differs from common sense, and the importance…

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.

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.

Computer Applications in Teaching and Learning.

ERIC Educational Resources Information Center

Halley, Fred S.; And Others

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

[Improving the teaching quality by multiple tools and technology in oral histopathology experimental course].

PubMed

Tian, Zhen; Wang, Li-Zhen; Hu, Yu-Hua; Zhang, Chun-Ye; Li, Jiang

2017-04-01

Oral histopathology is a course which needs to be combined with theory and practice closely. Experimental course plays an important role in teaching oral histopathology. Here, we aim to explore a series of effective measures to improve the teaching quality of experimental course and tried to train observation, thinking, analysis and problem solving skills of dental students. We re-edited and updated the experimental textbook "guidelines of experimental course of oral histopathology", and published the reference book for experimental course--"color pocket atlas of oral histopathology: experiment and diadactic teaching". The number of clinicopathological cases for presentation and class discussion was increased, and high-quality teaching slides were added and replaced the poor-quality or worn out slides. We established a variety of teaching methods based on the internet, which provided an environment of self-directed learning for dental students. Instead of simple slice-reading examination, a new evaluation system based on computer was established. The questionnaire survey showed that the students spoke positively on the teaching reform for experimental course. They thought that the reform played a significant role in enriching the teaching content, motivating learning interest and promoting self-study. Compared with traditional examination, computer-based examination showed a great advantage on mastering professional knowledge systematically and comprehensively. The measures adopted in our teaching reform not only effectively improve the teaching quality of experimental course of oral histopathology, but also help the students to have a clear, logical thinking when facing complicated diseases and have the ability to apply theoretical knowledge into clinical practice.

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

PubMed

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

2015-02-01

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

Teaching renewable energy using online PBL in investigating its effect on behaviour towards energy conservation among Malaysian students: ANOVA repeated measures approach

NASA Astrophysics Data System (ADS)

Nordin, Norfarah; Samsudin, Mohd Ali; Hadi Harun, Abdul

2017-01-01

This research aimed to investigate whether online problem based learning (PBL) approach to teach renewable energy topic improves students’ behaviour towards energy conservation. A renewable energy online problem based learning (REePBaL) instruction package was developed based on the theory of constructivism and adaptation of the online learning model. This study employed a single group quasi-experimental design to ascertain the changed in students’ behaviour towards energy conservation after underwent the intervention. The study involved 48 secondary school students in a Malaysian public school. ANOVA Repeated Measure technique was employed in order to compare scores of students’ behaviour towards energy conservation before and after the intervention. Based on the finding, students’ behaviour towards energy conservation improved after the intervention.

An ecological approach to learning with technology: responding to tensions within the "wow-effect" phenomenon in teaching practices

NASA Astrophysics Data System (ADS)

Herro, Danielle

2016-12-01

This review explores Anne Kamstrupp's "The Wow-effect in Science Teacher Education" by examining her theorized "wow-effect" as a teaching enactment that may serve to engage students, but often fails to provide deep understanding of science content. My response extends her perspective of socio-materiality as means to understand the "wow-effect" by suggesting social constructivism provides a more accurate lens to disentangle the phenomenon. I react to her position that tension fields within the phenomenon include the relationship between new and old technologies, boredom and engagement, and active and sedentary learning. In this conversation, I point to a new way of conceptualizing using digital media in the classroom as ecology of learning that may serve to decrease problems associated with the "wow-effect".

Disseminating an Effective Educational Technology.

ERIC Educational Resources Information Center

Axelrod, Saul

1992-01-01

Reasons for the failure to adopt behavior-analytic teaching strategies include the perception that behavior analysis is coercive and controlling, difficulties in implementation, university factors, and marketing problems. The goal of dissemination of these strategies could be met through creating motivational conditions and devising marketing…

Student performance and their perception of a patient-oriented problem-solving approach with audiovisual aids in teaching pathology: a comparison with traditional lectures

PubMed Central

Singh, Arjun

2011-01-01

Purpose We use different methods to train our undergraduates. The patient-oriented problem-solving (POPS) system is an innovative teaching–learning method that imparts knowledge, enhances intrinsic motivation, promotes self learning, encourages clinical reasoning, and develops long-lasting memory. The aim of this study was to develop POPS in teaching pathology, assess its effectiveness, and assess students’ preference for POPS over didactic lectures. Method One hundred fifty second-year MBBS students were divided into two groups: A and B. Group A was taught by POPS while group B was taught by traditional lectures. Pre- and posttest numerical scores of both groups were evaluated and compared. Students then completed a self-structured feedback questionnaire for analysis. Results The mean (SD) difference in pre- and post-test scores of groups A and B was 15.98 (3.18) and 7.79 (2.52), respectively. The significance of the difference between scores of group A and group B teaching methods was 16.62 (P < 0.0001), as determined by the z-test. Improvement in post-test performance of group A was significantly greater than of group B, demonstrating the effectiveness of POPS. Students responded that POPS facilitates self-learning, helps in understanding topics, creates interest, and is a scientific approach to teaching. Feedback response on POPS was strong in 57.52% of students, moderate in 35.67%, and negative in only 6.81%, showing that 93.19% students favored POPS over simple lectures. Conclusion It is not feasible to enforce the PBL method of teaching throughout the entire curriculum; However, POPS can be incorporated along with audiovisual aids to break the monotony of dialectic lectures and as alternative to PBL. PMID:23745071

Helping Graduate Teaching Assistants Lead Discussions with Undergraduate Students: A Few Simple Teaching Strategies

ERIC Educational Resources Information Center

Jensen, Murray; Farrand, Kirsten; Redman, Leanne; Varcoe, Tamara; Coleman, Leana

2005-01-01

Graduate Teaching Assistants (GTAs) are frequently asked to lead discussion groups. These groups generally take the form of tutorials, review sessions, or problem-based learning classes. In their preparation, what to teach is often emphasized over how to teach. The primary intent of this article is to provide a few simple teaching strategies for…

Teaching for Engagement: Part 2: Technology in the Service of Active Learning

ERIC Educational Resources Information Center

Hunter, William J.

2015-01-01

In the first piece in this series ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning"), William Hunter sought to make the case that a wide range of teaching methods (e.g., case-based teaching, problem-based learning, anchored instruction) that share an intellectual grounding in…

Gender and Gender Role Differences in Student-Teachers' Commitment to Teaching

ERIC Educational Resources Information Center

Moses, Ikupa; Admiraal, Wilfried F.; Berry, Amanda K.

2016-01-01

Low commitment to teaching amongst teachers is a problem facing the teaching profession in many countries. Gender might be an important factor in explaining what kinds of prospective teachers are attracted to teaching. This empirical study examined the relationship between student-teachers' gender, gender roles and commitment to teaching within…

Context Orientated Teaching in Praxis

ERIC Educational Resources Information Center

Nikos, Klaoudatos; Stavros, Papastavridis

2004-01-01

In this paper, we describe the skeleton of two teaching units, based on a Model for teaching mathematics, Context Orientated Teaching (COT). The first teaching unit concerns the proof of a mathematical proposition, while the second one concerns the solution of an open problem. Both are taught in the 10th grade, under the specific conditions of the…

Students' and Physicians' Evaluations of Gynecologic Teaching Associate Program.

ERIC Educational Resources Information Center

Plauche, Warren C.; Baugniet-Nebrija, Wendy

1985-01-01

Gynecologic teaching associates taught third-year medical students to perform physical examination of the female pelvis and breasts. Evaluations by the students of this teaching method and assessment by the teaching associates of student problems were obtained from questionnaires. (Author/MLW)

[Current teaching, learning and examination methods in medical education and potential applications in rehabilitative issues].

PubMed

Schwarzkopf, S R; Morfeld, M; Gülich, M; Lay, W; Horn, K; Mau, W

2007-04-01

With introduction of the new Federal Medical Licensing Regulations (Approbationsordnung) in Germany, integrated teaching in "Rehabilitation, Physical Medicine, Naturopathic Treatment" (Querschnittsbereich Q12) has become obligatory for the first time. Furthermore, the new Regulations require the medical faculties in Germany to realize an innovative didactic orientation in teaching. This paper provides an overview of recent applications of teaching techniques and examination methods in medical education with special consideration of the new integrated course Q12 and further teaching methods related to rehabilitative issues. Problem-oriented learning (POL), problem-based learning (PBL), bedside teaching, eLearning, and the examination methods Objective Structured Clinical Examination (OSCE) and Triple Jump are in the focus. This overview is intended as the basis for subsequent publications of the Commission for Undergraduate and Postgraduate Training of the German Society of Rehabilitation Science (DGRW), which will present examples of innovative teaching material.

Teacher students' dilemmas when teaching science through inquiry

NASA Astrophysics Data System (ADS)

Krämer, Philipp; Nessler, Stefan H.; Schlüter, Kirsten

2015-09-01

Background: Inquiry-based science education (IBSE) is suitable to teach scientific contents as well as to foster scientific skills. Similar conclusions are drawn by studies with respect to scientific literacy, motivational aspects, vocabulary knowledge, conceptual understandings, critical thinking, and attitudes toward science. Nevertheless, IBSE is rarely adopted in schools. Often barriers for teachers account for this lack, with the result that even good teachers struggle to teach science as inquiry. More importantly, studies indicate that several barriers and constraints could be ascribed to problems teacher students have at the university stage. Purpose: The purpose of this explorative investigation is to examine the problems teacher students have when teaching science through inquiry. In order to draw a holistic picture of these problems, we identified problems from three different points of view leading to the research question: What problems regarding IBSE do teacher students have from an objective, a subjective, and a self-reflective perspective? Design & method: Using video analysis and observation tools as well as qualitative content analysis and open questionnaires we identified problems from each perspective. Results: The objectively stated problems comprise the lack of essential features of IBSE especially concerning 'Supporting pupils' own investigations' and 'Guiding analysis and conclusions.' The subjectively perceived problems comprise concerns about 'Teachers' abilities' and 'Pupils' abilities,' 'Differentiated instruction' and institutional frame 'Conditions' while the self-reflectively noticed problems mainly comprise concerns about 'Allowing inquiry,' 'Instructional Aspects,' and 'Pupils' behavior.' Conclusions: Each of the three different perspectives provides plenty of problems, partially overlapping, partially complementing one another, and partially revealing completely new problems. Consequently, teacher educators have to consider these three perspectives.

Problems of the Child's Mental Development.

ERIC Educational Resources Information Center

Davydov, V. V.

1988-01-01

Chapter two from V. V. Davydov's "Problems of Developmental Teaching" (1986) is excerpted. Analyzes Piagetian theory, finding it neglects the influence of teaching and child rearing on mental development. Builds from Lev S. Vygotsky's theories to delineate stages in personality and mental development during childhood. (CH)

Invention in Argument.

ERIC Educational Resources Information Center

Fahnestock, Jeanne; Secor, Marie

A genre approach to teaching the argumentative essay in composition classes has been developed. The need for this approach emanated from problems associated with the other methods of teaching persuasive discourse, such as the logical/analytic, content/problem solving, and rhetorical/generative approaches. The genre approach depends on the…

Teaching Teachers Teaching.

ERIC Educational Resources Information Center

Wees, W. R.

This monograph, designed to stimulate national discussion, pictures "teacher education as it is" by indicating problems as deans and heads of departments see them, and by reporting innovative practices by which various universities are attempting to resolve some problems. The main sources of this information were university calendars,…

Teach Me How to Talk

ERIC Educational Resources Information Center

Goorix, Katrien; D'Oosterlinck, Franky; Spriet, Eline; Freado, Mark; Broekaert, Eric

2012-01-01

Preschool children and toddlers often display emotional and behavioral problems. Without early intervention, these difficulties can lead to serious problems in later years. This research from Belgium explores how Life Space Crisis Intervention and Developmental Therapy-Developmental Teaching can inform work with these young children. (Contains 2…

An Expert System Shell to Teach Problem Solving.

ERIC Educational Resources Information Center

Lippert, Renate C.

1988-01-01

Discusses the use of expert systems to teach problem-solving skills to students from grade 6 to college level. The role of computer technology in the future of education is considered, and the construction of knowledge bases is described, including an example for physics. (LRW)

A survey of staff attitudes to increasing medical undergraduate education in a district general hospital.

PubMed

Macdonald, John

2005-07-01

Medical student numbers in Britain are increasing rapidly, beyond the capacity of most teaching hospitals, with more clinical teaching taking place in district general hospitals (DGHs). Surveys show that students value the intensive clinical teaching, smaller student numbers and perceived greater friendliness in DGHs. This paper explores DGH staff attitudes to teaching--their level of initial enthusiasm, their attitudes to current teaching, its effect on the hospital and to the sustainability of DGH undergraduate teaching--as both student numbers and service workloads continue to rise. Semi-structured interviews with 6 key informants were used to generate themes for a 19-question pre-piloted anonymous postal questionnaire sent to all 68 staff involved in undergraduate medical teaching in Northampton General Hospital. The total response included 85% of consultants. Responses in the 3 staff groups were similar. Most respondents felt enthusiastic at the prospect of medical students, although they realised that this would be intellectually challenging and increase time pressures. These predictions were largely fulfilled. Respondents felt that in comparison to teaching hospitals the DGH teaching was more clinically based and consultant-led, with more approachable staff. Currently 41 respondents (82%) felt that they had inadequate teaching time. A majority felt that the arrival of students had improved patient care and that their department had benefited. Thirty-seven responders (74%) felt that the planned doubling of student numbers would impose an unsustainable departmental load, and would compromise teaching quality. The change felt most necessary to support additional teaching was increased clinical medical staff. Better co-ordination between the DGH and the medical school was also felt necessary. The most popular choice for the distribution of extra teaching finance was to the teacher's directorate, i.e. speciality [33 (66%)]. Forty-four (86%) felt that increased student numbers would have a significant impact on the character of the hospital. The 108 free-text comments (2.1 per respondent) centred on hospital character and the benefits of students. This study shows a considerable initial enthusiasm for teaching in DGH staff, which is persisting despite increasing student numbers. However, the current teaching load is seen to be substantial. Teaching more students is likely to produce major problems, based on lack of teaching time and increasingly heavy service commitments rather than lack of patients. This is likely to be a widespread problem for DGHs. Failure to ensure adequate teaching staff and facilities as well as co-ordination could threaten the sustainability of this potentially valuable teaching initiative.

STEM education and Fermi problems

NASA Astrophysics Data System (ADS)

Holubova, Renata

2017-01-01

One of the research areas of Physics education is the study of the educational process. Investigations in this area are aimed for example on the teaching and learning process and its results. The conception of STEM education (Science, Technology, Engineering, and Mathematics) is discussed - it is one possible approach to the preparation of the curriculum and the focus on the educational process at basic and secondary schools. At schools in the Czech Republic STEM is much more realized by the application of interdisciplinary relations between subjects Physics-Nature-Technique. In both conceptions the aim is to support pupils' creativity, critical thinking, cross-curricular links. In this context the possibility of using Fermi problems in teaching Physics was discussed (as an interdisciplinary and constructivist activity). The aim of our research was the analysis of Fermi problems solving strategies, the ability of pupils to solve Fermi problems. The outcome of our analysis was to find out methods and teaching strategies which are important to use in teaching - how to solve qualitative and interdisciplinary tasks in physics. In this paper the theoretical basis of STEM education and Fermi problems will be presented. The outcome of our findings based on the research activities will be discussed so as our experiences from 10 years of Fermi problems competition that takes place at the Science Faculty, Palacky University in Olomouc. Changes in competencies of solving tasks by our students (from the point of view in terms of modern, activating teaching methods recommended by theory of Physics education and other science subjects) will be identified.

Hacia Una Pedagogia de Solucion de Problemas en La Educacion Ambiental. Serie Educacion Ambiental 15 (Pedagogy of Solutions and Problems in Environmental Education. Environmental Education Series 15.

ERIC Educational Resources Information Center

United Nations Educational, Scientific, and Cultural Organization, Santiago (Chile). Regional Office for Education in Latin America and the Caribbean.

This document discusses the teaching of problem solving in environmental education. From an interdisciplinary viewpoint, this study describes some strategies for teaching that can favor the practice of educational activities oriented toward solving the concrete problems of the surrounding environment. The volume is divided into seven chapters. The…

Review of teaching methods and critical thinking skills.

PubMed

Kowalczyk, Nina

2011-01-01

Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

In Defense of Educators: The Problem of Idea Quality, Not "Teacher Quality"

ERIC Educational Resources Information Center

Hirsch, E. D., Jr.

2017-01-01

People who emphasize teaching quality and the central importance of teachers are right to do so. Where some go wrong is in thinking that teacher quality is an innate characteristic. The effectiveness of a teacher is not some inherent competence, as the phrase "teacher quality" suggests. Teacher effectiveness is contextual. Why has the…