Affective Objectives in Community College Science.

ERIC Educational Resources Information Center

Ediger, Marlow

Science teachers need to stress several kinds of objectives in teaching and learning. One kind, cognitive, receives major emphasis by teachers. In addition to vital facts and concepts, pupils should also acquire major generalizations. And, in addition to facts, concepts, and generalizations, pupils also need to be able to think critically.…

Teaching Innovations in Marketing: A Brand-Based Student-Led Inquiry of Marketing Concepts and Practices

ERIC Educational Resources Information Center

Hostetter, Leonard R., Jr.

2017-01-01

This teaching innovation is a brand-based student-led inquiry of marketing concepts and practices for an introductory marketing course. During the first week of class, teams of students (or individual students) each select a brand of interest to research and analyze throughout the course. The objective is for students to understand the practical…

A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11-14

ERIC Educational Resources Information Center

Papadouris, Nicos; Constantinou, Constantinos P.

2011-01-01

Learning about energy is recognized as an important objective of science teaching starting from the elementary school. This creates the need for teaching simplifications that compromise the abstract nature of this concept with students' need for a satisfactory qualitative definition. Conventional teaching approaches have failed to respond to this…

Debate: A Neglected Teaching Tool

ERIC Educational Resources Information Center

Jackson, Michael

1973-01-01

The classroom teacher, regardless of the teaching area, can utilize debate as a device to help the student achieve objectives such as critical thinking, problem solving, the enhancing of self-concept and the art of communicating. (Author/CB)

Teaching Evolution in the Galápagos

ERIC Educational Resources Information Center

Bruce, Katherine E.; Horan, Jennifer E.; Kelley, Patricia H.; Galizio, Mark

2009-01-01

Experiential learning can be an effective way to teach many concepts, and evolution is no exception. We describe the pedagogical techniques, class structure and learning objectives, travel logistics, and impact of three undergraduate honors-level experiential learning seminars that combined teaching topics related to evolution with a field trip to…

Economic Education in the Elementary Schools, Level 3.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Div. of Instructional Planning and Support.

This pamphlet is the fourth grade component of a series of elementary level economics and consumer education teaching resources. It contains objectives and key concepts for economic education which have been identified by the Florida State Department of Education. The first part of the document lists these objectives and concepts, as well as…

Exploring Korean young children's ideas about living things

NASA Astrophysics Data System (ADS)

Kwon, Young Re

This qualitative study explored concepts of living things that five- and six-year-old Korean children held prior to formal instructional interventions and how their concepts were changed and developed over one semester in a kindergarten classroom. Six focal children in a class of 30 were interviewed in two phases and their hands-on classroom activities and teacher-children interactions were observed. The teacher's journal was also used to gather data. As the study was conducted, a number of alternative concepts related to the children's perceptions of living things were identified and described. The researcher interviewed the children to determine their initial ideas, using an informal interview guide; they responded whether certain objects were living or not, and how they told if the particular objects were living or not. The classroom activities were also observed in large/small groups and individually. An assisting observer viewed the classroom activities and simultaneously recorded science-related teacher-children interactions and the children's hands-on activities. Later the researcher made a transcription of the observer's notes. The data were also collected from the teacher's journal, in which she recorded everyday classroom activities and reflected on teaching and learning. Finally, after 8 weeks of the 16-week instructional intervention, the researcher interviewed the children, using a formal interview guide, as to how their concepts of living things had changed and developed. The researcher interviewed the children as to whether particular objects were plants or animals, neither or both, and the criteria they used to decide. The study showed that the kindergarten children had solid and unique ideas based on their everyday experience with living and non-living things prior to the formal instructional inventions. In the classroom activities, the children showed that they rejected or changed several of their own concepts of living things. The instructional interventions facilitated the children in developing scientific ideas about certain living things. Several of the children's ideas and concepts changed and corresponded to scientific viewpoints. However, others maintained their existing ideas, which were not scientifically based. The study revealed the complexity of teaching kindergarten children a scientific understanding of living things and that teaching the interconnectedness among objects was essential to elaborate concepts. The results of the research suggested improvements for the conceptual change teaching methodology used in the classroom. The study provided insight into the effects of teacher-children interactions and teaching interventions. The study also indicated that the interview and observation research methodology used in this study was a useful vehicle to explore the children's initial ideas and conceptual development in teaching and learning science. The findings of the study suggest that teacher education for teachers of young children should include a complex of instructions because teaching and learning concepts of living things and other related science concepts are complex processes.

3D Visualization in Elementary Education Astronomy: Teaching Urban Second Graders about the Sun, Earth, and Moon

NASA Astrophysics Data System (ADS)

Isik-Ercan, Zeynep; Kim, Beomjin; Nowak, Jeffrey

This research-in-progress hypothesizes that urban second graders can have an early understanding about the shape of Sun, Moon, and Earth, how day and night happens, and how Moon appears to change its shape by using three dimensional stereoscopic vision. The 3D stereoscopic vision system might be an effective way to teach subjects like astronomy that explains relationships among objects in space. Currently, Indiana state standards for science teaching do not suggest the teaching of these astronomical concepts explicitly before fourth grade. Yet, we expect our findings to indicate that students can learn these concepts earlier in their educational lives with the implementation of such technologies. We also project that these technologies could revolutionize when these concepts could be taught to children and expand the ways we think about children's cognitive capacities in understanding scientific concepts.

Using Concept Mapping to Improve Poor Readers' Understanding of Expository Text

ERIC Educational Resources Information Center

Morfidi, Eleni; Mikropoulos, Anastasios; Rogdaki, Aspasia

2018-01-01

The present study examined whether the use of concept mapping is more effective in teaching expository material in comparison to a traditional, lecture only, approach. Its objective was threefold. First, to determine if multimedia concept mapping produces differential learning outcomes compared to digital text-based concept mapping. Secondly, to…

Representing the Quantum Object through Fiction in Teaching: The Ontological Contribution of Gamow's Narrative as Part of an Introduction to Quantum Physics

ERIC Educational Resources Information Center

Héraud, Jean-Loup; Lautesse, Philippe; Ferlin, Fabrice; Chabot, Hugues

2017-01-01

Our work extends a previous study of epistemological presuppositions in teaching quantum physics in upper scientific secondary school in France. Here, the problematic reference of quantum theory's concepts is treated at the ontological level (the counterintuitive nature of quantum objects). We consider the approach of using narratives describing…

The Four Keys to Teaching Golf in Elementary School

ERIC Educational Resources Information Center

Vasil, Jay

2006-01-01

Golf is a lifetime sport that can have a positive influence on children in many ways. Golf provides physical educators a means of teaching character education, etiquette, and interdisciplinary concepts such as math, in addition to physical education objectives such as motor skills, coordination, and flexibility. When teaching golf in schools,…

Metaphysics and medical education: taking holism seriously.

PubMed

Wilson, Bruce

2013-06-01

Medical education is now suffused with concepts that have their source outside the traditional scientific and medical disciplines: concepts such as holism, connectedness and reflective practice. Teaching of these, and other problematic concepts such as medical uncertainty and error, has been defined more by the challenge they pose to the standard model rather than being informed by a strong positive understanding. This challenge typically involves a critical engagement with the idea of objectivity, which is rarely acknowledged as an inherently metaphysical critique. Consequently, these ideas prove to be difficult to teach well. I suggest that the lack of an integrating, positive narrative is the reason for teaching difficulty, and propose that what is needed is an explicit commitment to teach the metaphysics of medicine, with the concept of holism being the fulcrum on which the remaining concepts turn. An acknowledged metaphysical narrative will encompass the scientific realism that medical students typically bring to their tertiary education, and at the same time enable a bigger picture to be drawn that puts the newer and more problematic concepts into context. © 2013 John Wiley & Sons Ltd.

Teaching Object Permanence: An Action Research Study

ERIC Educational Resources Information Center

Bruce, Susan M.; Vargas, Claudia

2013-01-01

"Object permanence," also known as "object concept" in the field of visual impairment, is one of the most important early developmental milestones. The achievement of object permanence is associated with the onset of representational thought and language. Object permanence is important to orientation, including the recognition of landmarks.…

Faculty Development for Small-Group-Teaching with Simulated Patients (SP) - Design and Evaluation of a Competency-based Workshop.

PubMed

Hölzer, Henrike; Freytag, Julia; Sonntag, Ulrike

2017-01-01

Objective: The introduction of innovative teaching formats and methods in medical education requires a specific didactic training for teachers to use complicated formats effectively. This paper describes preliminary considerations, design, implementation and evaluation of a skills-based workshop (7,5 hours long) for teaching with simulated patients. The aim is to describe the essential components for a lasting effect of the workshop so that the concept can be adapted to other contexts. Method: We present the theoretical framework, the objectives, the didactic methodology and the implementation of the workshop. The evaluation of the workshop was carried out using questionnaires. First the participants (teachers of the faculty of medicine, clinical and science subjects) were asked to estimate how well they felt prepared for small group teaching immediately after workshop. Later, after some teaching experience of their own, they gave feedback again as a part of the general evaluation of the semester. Results: In the course of three years 27 trainings were conducted and evaluated with a total of 275 participants. In the context of semester evaluation 452 questionnaires were evaluated on the quality of training. Conclusion: The evaluation shows that participants appreciate the concept of the workshop and also feel sufficiently well prepared. As a limitation it must be said that this is so far only the lecturers' self-assessment. Nevertheless, it can be stated that even a one-day workshop with a stringent teaching concept shows long term results regarding innovative teaching methods.

Utilizing BlueJ to Teach Polymorphism in an Advanced Object-Oriented Programming Course

ERIC Educational Resources Information Center

Alkazemi, Basem Y.; Grami, Grami M.

2012-01-01

Teaching Polymorphism can be best implemented by using a combination of bottom-up and top-down approaches. However, from our observation and students' self-reporting, the former seems to be the predominant in the Saudi context. We try to investigate whether applying a more balanced approach in teaching the comprehensive concept of Polymorphism…

Teaching the Crisis Management/Communication Course.

ERIC Educational Resources Information Center

Coombs, W. Timothy

2001-01-01

Argues that a course or unit in crisis management/communication is an excellent way of teaching public relations theory, management concepts, information management, problem solving, and communication management. Identifies course objectives, discusses main topics and student evaluation, and concludes with advice and a list of readings. (SR)

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

NASA Astrophysics Data System (ADS)

Agrest, Mikhail

2001-11-01

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

The core learning objectives education model: an approach to the teaching of core concepts in the clinical clerkship.

PubMed

Rapp, David E; Lyon, Mark B; Orvieto, Marcelo A; Zagaja, Gregory P

2005-10-01

The classical approach to the undergraduate medical clerkship has several limitations, including variability of clinical exposure and method of examination. As a result, the clerkship experience does not ensure exposure to and reinforcement of the fundamental concepts of a given specialty. This article reviews the classic approach to clerkship education within the undergraduate medical education. Specific attention is placed on clinical exposure and clerkship examination. We describe the introduction of the Core Learning Objective (CLO) educational model at the University of Chicago Section of Urology. This model is designed to provide an efficient exposure to and evaluation of core clerkship learning objectives. The CLO model has been successfully initiated, focusing on both technical and clinical skill sets. The proposed model has been introduced with positive initial results and should allow for an efficient approach to the teaching and evaluation of core objectives in clerkship education.

Only an Expensive Horoscope.

ERIC Educational Resources Information Center

Berg, Craig A.; Clough, Michael

1991-01-01

Madeline Hunter's statements and teaching examples lead to a conception of teaching best described as a teacher-centered, funnel model. The Hunter lesson design may be useful to science teachers for some instructional objectives, but it cannot be expected to improve the state of science education. Includes five references. (MLH)

Wrap-Attack Pack: Product Packaging Exercise

ERIC Educational Resources Information Center

Lee, Seung Hwan; Hoffman, K. Douglas

2016-01-01

Although many marketing courses discuss traditional concepts pertaining to product strategy, concepts specifically relating to packaging are often glossed over. This exercise, "Wrap-Attack Pack," teaches students about the utilitarian and hedonic design elements of packaging. More specifically, the primary objective is to creatively…

Changing to Concept-Based Curricula: The Process for Nurse Educators

PubMed Central

Baron, Kristy A.

2017-01-01

Background: The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. Objective: The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. Methods: The sample included eight educators from two institutions in one Western state using a grounded theory design. Results: The themes that emerged from participants’ experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Conclusion: Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching. PMID:29399236

Historical Objections against the Number Line

ERIC Educational Resources Information Center

Heeffer, Albrecht

2011-01-01

Historical studies on the development of mathematical concepts will help mathematics teachers to relate their students' difficulties in understanding to conceptual problems in the history of mathematics. We argue that one popular tool for teaching about numbers, the number line, may not be fit for early teaching of operations involving negative…

Teaching Rural Sociology to Students with Non-Rural Backgrounds.

ERIC Educational Resources Information Center

Spaulding, Irving A.

A course designed to teach rural sociology to urban and suburban university students is described in this paper. Introductory material sets forth the objectives and the conceptual approach of the course, which systematically examines social changes associated with food and fiber production throughout the world. Five concepts--group, imperative…

Evidence-Based Medicine in the Education of Psychiatrists

ERIC Educational Resources Information Center

Srihari, Vinod

2008-01-01

Objective: Evidence-based medicine has an important place in the teaching and practice of psychiatry. Attempts to teach evidence-based medicine skills can be weakened by conceptual confusions feeding a false polarization between traditional clinical skills and evidence-based medicine. Methods: The author develops a broader conception of clinical…

Designing Epistemologically Correct Science Narratives

ERIC Educational Resources Information Center

Sachin, Datt; Poovaiah, Ravi

2012-01-01

In recent years use of narratives for teaching science at secondary school level has gained impetus. This paper deals with the problem of designing narratives for teaching scientific concept. The central issue of the problem of designing narratives for carrying scientific information is that science belongs to the domain of objective observation…

Teaching About India. A Guide for Ninth Grade Social Studies.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Secondary Curriculum Development.

The teaching and resource guide on India for ninth grade students is intended to supplement and enrich "Social Studies 9: Asian and African Culture." It is designed as a flexible set of suggestions for incorporating concepts, understandings, objectives, strategies, and available materials. Emphasis is upon inductive methods which…

The Chemistry Teaching Program for Developing the Senior High School Students' Entrepreneurial Attitudes

ERIC Educational Resources Information Center

Susianna, Nancy

2011-01-01

The objectives of this research were to identify the characteristics and effectiveness of chemistry teaching programs that increase students' entrepreneurial attitudes, chemistry concepts understanding and creativity. The research design application refers to the R & D (Research and Development) Design. Seventy-three senior high school students…

Aerospace Concepts at the Elementary Level

ERIC Educational Resources Information Center

Journal of Aerospace Education, 1975

1975-01-01

Presents materials compiled to assist the elementary teacher in preparing teaching units in aerospace education. Suggests specific and general objectives and lists important concepts and questions pertaining to areas such as: history of flight, weather and flying, airplanes, jets, rockets, space travel, and the solar system. (MLH)

Science: Curriculum Guide for Teaching Gifted Children Science in Grades One Through Three: A Sample Ecology Unit.

ERIC Educational Resources Information Center

California State Dept. of Education, Sacramento. Office of Curriculum Services.

The natural science curriculum guide for gifted primary students includes a sample teaching-learning plan for an ecology unit and eight sample lesson plans. Chapter One provides an overview of the unit, a review of behavioral objectives, and a list of concepts and generalizations. The second chapter cites a teaching-learning plan dealing with such…

Strategies for teaching object-oriented concepts with Java

NASA Astrophysics Data System (ADS)

Sicilia, Miguel-Ángel

2006-03-01

A considerable amount of experiences in teaching object-oriented concepts using the Java language have been reported to date, some of which describe language pitfalls and concrete learning difficulties. In this paper, a number of additional issues that have been experienced as difficult for students to master, along with approaches intended to overcome them, are addressed. Concretely, practical issues regarding associations, interfaces, genericity and exceptions are described. These issues suggest that more emphasis is required on presenting Java programs as derivations of conceptual models, in order to guarantee that a thorough design of the object structure actually precedes implementation issues. In addition, common student misunderstandings about the uses of interfaces and exceptions point to the necessity of introducing both specific design philosophies and also a clear distinction between design-for-reuse and more specific implementation issues.

[Skills lab from the surgical point of view. Experiences from the Magdeburg Medical School--The University of Magdeburg].

PubMed

Reschke, K; Werwick, K; Mersson, L; Clasen, K; Urbach, D; Haß, H J; Meyer, F

2013-10-01

For the acquisition of practical skills, the separate learning atmosphere of a skills lab(oratory) is very suitable. Numerous educational objectives of surgical teaching can be pursued using phantoms, manikins or mutual training among students prior to real practical use during clinical traineeships or internships. This article provides a compact, systematic overview of the skills lab concept, based on published aspects in selected and relatively recent topic-related references from PubMed® including our own approaches, as well as comments and experiences with regard to its further development. In particular, the Magdeburg concept to use the local skills lab MAMBA for surgical teaching within the practical training is demonstrated, which has developed step by step from a basically pure bedside teaching and which includes student tutors in practical teaching in surgery. By founding the Magdeburg educational and training center options for a practical education, in particular, in surgery were created. The great majority of students accepted the conceptual idea and it has so far been well received. As a first step several well selected topics of practical training during human medical studies were increasingly taught by students who received a didactic course of instruction which also included aspects of the educational objectives. For the future tutorials led by students are planned going beyond the teaching contents of the practical courses and can, thus, lead to a networking with educational objectives of other disciplines. There are not only curricular but also facultative courses in MAMBA which have been steadily optimized since the beginning. This Magdeburg's concept is planned to be further developed for which there is enough room for development with regard to organizational aspects (personnel and room).

Teaching the Fun of Science.

ERIC Educational Resources Information Center

VanCleave, Janice

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

Elements of Infoschemata and Cognitive-Beliefs of Historians and History/Social Studies Educators as Reflected in the Goals, Objectives, and Aims They Posit for "History" and the "Study of History" on the Pre-College Level.

ERIC Educational Resources Information Center

Chilcoat, George W.; Ligon, Jerry

Covering teaching, learning activities on the pre-college level, this document reviews more than 200 published articles, chapters, and monographs to examine ideas held by those who teach history. Descriptive statements representing goals, objectives, and rationales relative to history were constructed for the purpose of examining these concepts.…

Developing Health Literacy Knowledge and Skills Through Case-Based Learning

PubMed Central

Lopez, Tina

2014-01-01

Objective. To evaluate the efficacy of case-based learning to teach pharmacy students health literacy concepts and skills in managing patients with limited health literacy. Design. A health literacy patient case was developed and incorporated into a case-based learning laboratory. The case involved a patient with limited health literacy and required students to evaluate and formulate a care plan. Assessment. A comparison of pretest and posttest scores demonstrated that students gained health literacy knowledge and skills through completion of the patient case. Students believed that the case-based exercise was successful in meeting specific learning objectives for the course. Conclusions. Addition of a case-based learning was effective in teaching pharmacy students health literacy concepts and skills. PMID:24558285

Integrating Virtual Worlds with Tangible User Interfaces for Teaching Mathematics: A Pilot Study.

PubMed

Guerrero, Graciela; Ayala, Andrés; Mateu, Juan; Casades, Laura; Alamán, Xavier

2016-10-25

This article presents a pilot study of the use of two new tangible interfaces and virtual worlds for teaching geometry in a secondary school. The first tangible device allows the user to control a virtual object in six degrees of freedom. The second tangible device is used to modify virtual objects, changing attributes such as position, size, rotation and color. A pilot study on using these devices was carried out at the "Florida Secundaria" high school. A virtual world was built where students used the tangible interfaces to manipulate geometrical figures in order to learn different geometrical concepts. The pilot experiment results suggest that the use of tangible interfaces and virtual worlds allowed a more meaningful learning (concepts learnt were more durable).

A way forward for teaching and learning of Physiology: Students’ perception of the effectiveness of teaching methodologies

PubMed Central

Rehan, Rabiya; Ahmed, Khalid; Khan, Hira; Rehman, Rehana

2016-01-01

Objective: To compare the perception of medical students on the usefulness of the interactive lectures, case-based lectures, and structured interactive sessions (SIS) in teaching and learning of Physiology. Methods: A cross-sectional study was carried out from January to December 2012 at Bahria University Medical & Dental College, Karachi, which had qualitative and quantitative aspects, assessed by self- reported questionnaire and focused group discussion (FGD). The questionnaire was distributed to 100 medical students after completion of first year of teaching of MBBS Physiology. The data was analyzed using SPSS version 15. Differences were considered significant at p-values <0.05 after application of Friedman test. Responses of FGD were analyzed. Results: All the teaching methodologies helped in understanding of precise learning objectives. The comprehension of structure and functions with understanding of difficult concepts was made best possible by SIS (p=0.04, p<0.01). SIS enabled adult learning, self-directed learning, peer learning and critical reasoning more than the other teaching strategies (p< 0.01). Conclusion: SIS involved students who used reasoning skills and power of discussion in a group to comprehend difficult concepts for better understanding of Physiology as compared to interactive and case-based lectures. PMID:28083047

Transforming a Traditional Hands-On Activity into an Enquiry Activity to Foster More In-Depth Understanding of the Concept of Density

ERIC Educational Resources Information Center

Lee, Yeung Chung; Kwok, Ping Wai

2010-01-01

Traditional methods used to teach the concept of density that employ solid objects of different masses and volumes can be supplemented by enquiry activities in which students vary the mass-to-volume ratio of the same object to test ideas about density and flotation. A simple substance, Blu-Tack, is an ideal material to use in this case. The…

New Challenges in the Teaching of Mathematics.

ERIC Educational Resources Information Center

Bourguignon, Jean Pierre

The manifold but discrete presence of mathematics in many objects or services imposes new constraints to the teaching of mathematics. If citizens need to be comfortable in various situations with a variety of mathematical tools, the learning of mathematics requires that one starts with simple concepts. This paper proposes some solutions to solve…

Using Movies to Teach Family Systems Concepts.

ERIC Educational Resources Information Center

Hudock, Anthony M., Jr.; Warden, Sherry A. Gallagher

2001-01-01

This article reflects a review of research relevant to family systems training and the use of films in the teaching of family systems theory. Advantages and disadvantages of using movies in an introductory-level graduate family therapy course are discussed. An outline of family therapy training objectives, as well as examples of a movie-based…

Tobacco Education Curriculum: Kindergarten. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the kindergarten level is part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades K-3, and a resource materials list. The basic instructional concepts…

A World History Sub-Unit: Teaching about Turkey.

ERIC Educational Resources Information Center

Lynn, Karen

This document is a sub-unit teaching plan for world history teachers who want to use multicultural concepts in the world history curriculum. The objective explored includes a student response to the Turkish question of "Who are we"? Teacher preparation involves defining social and cultural roots and outlining periods of Turkish history.…

[Case-based interactive PACS learning: introduction of a new concept for radiological education of students].

PubMed

Scherer, A; Kröpil, P; Heusch, P; Buchbender, C; Sewerin, P; Blondin, D; Lanzman, R S; Miese, F; Ostendorf, B; Bölke, E; Mödder, U; Antoch, G

2011-11-01

Medical curricula are currently being reformed in order to establish superordinated learning objectives, including, e.g., diagnostic, therapeutic and preventive competences. This requires a shifting from traditional teaching methods towards interactive and case-based teaching concepts. Conceptions, initial experiences and student evaluations of a novel radiological course Co-operative Learning In Clinical Radiology (CLICR) are presented in this article. A novel radiological teaching course (CLICR course), which combines different innovative teaching elements, was established and integrated into the medical curriculum. Radiological case vignettes were created for three clinical teaching modules. By using a PC with PACS (Picture Archiving and Communication System) access, web-based databases and the CASUS platform, a problem-oriented, case-based and independent way of learning was supported as an adjunct to the well established radiological courses and lectures. Student evaluations of the novel CLICR course and the radiological block course were compared. Student evaluations of the novel CLICR course were significantly better compared to the conventional radiological block course. Of the participating students 52% gave the highest rating for the novel CLICR course concerning the endpoint overall satisfaction as compared to 3% of students for the conventional block course. The innovative interactive concept of the course and the opportunity to use a web-based database were favorably accepted by the students. Of the students 95% rated the novel course concept as a substantial gain for the medical curriculum and 95% also commented that interactive working with the PACS and a web-based database (82%) promoted learning and understanding. Interactive, case-based teaching concepts such as the presented CLICR course are considered by both students and teachers as useful extensions to the radiological course program. These concepts fit well into competence-oriented curricula.

Centripetal Acceleration: Often Forgotten or Misinterpreted

ERIC Educational Resources Information Center

Singh, Chandralekha

2009-01-01

Acceleration is a fundamental concept in physics which is taught in mechanics at all levels. Here, we discuss some challenges in teaching this concept effectively when the path along which the object is moving has a curvature and centripetal acceleration is present. We discuss examples illustrating that both physics teachers and students have…

A Teaching Model for Biotechnology and Genomics Education.

ERIC Educational Resources Information Center

Kirkpatrick, Gretchen; Orvis, Kathryn; Pittendrigh, Barry

2002-01-01

Presents the Genomic Analogy Model for Educators (GAME) strategy for making concepts in genomics easily understandable for both students and the general population by using familiar objects and concepts associated with daily life. Uses web-based tutorials accompanied by laboratory exercises that are intended to be used by students studying…

General Electronics Technician: Basic Electronics.

ERIC Educational Resources Information Center

Hilley, Robert

These instructional materials include a teacher's guide designed to assist instructors in organizing and presenting an introductory course in general electronics and a student guide. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching those objectives, and…

Tobacco Education Curriculum: Grade 3. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the third-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades K-3, and a resource materials list. The basic instructional concepts…

Tobacco Education Curriculum: Grade 1. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the first-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades K-3, and a resource materials list. The basic instructional concepts…

Tobacco Education Curriculum: Grade 6. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the sixth-grade level is a part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades 4-6, and a resource materials list. The basic instructional concepts…

Tobacco Education Curriculum: Grade 4. Health Education: Substance Abuse Prevention.

ERIC Educational Resources Information Center

Mitchell, Christine K.; And Others

This teaching guide for a tobacco education curriculum at the fourth grade level is part of a coordinated K-12 educational support program for reducing smoking. It includes a tobacco curriculum matrix for grades K-12, sample teaching methods, concepts and objectives for grades 4-6, and a resource materials list. The basic instructional concepts…

Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments

ERIC Educational Resources Information Center

Schultz, Leah

2011-01-01

This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this…

Exploring Technology Education: Exploring Communication Technology.

ERIC Educational Resources Information Center

Joerschke, John D.

These instructional materials include a teacher's guide designed to assist instructors in organizing and presenting a unit of study on communication technology and a student guide. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching those objectives, and then…

Exploring Technology Education: Introduction to Technology Education.

ERIC Educational Resources Information Center

Joerschke, John D.

These instructional materials include a teacher's guide designed to assist instructors in organizing and presenting an introductory course in technology education and a student guide. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching those objectives, and…

Exploring Technology Education: Exploring Manufacturing Technology.

ERIC Educational Resources Information Center

Joerschke, John D.

These instructional materials include a teacher's guide designed to assist instructors in organizing and presenting a unit of study on manufacturing technology and a student guide. The materials are based on the curriculum-alignment concept of first stating the objectives, developing instructional strategies for teaching those objectives, and then…

High School Forum

ERIC Educational Resources Information Center

Herron, J. Dudley, Ed.

1975-01-01

Describes methods for teaching the mole concept, including analogous calculations involving household objects, and the use of a cardboard wheel showing the interrelationships between moles, molecular weight, and the gaseous molar volume. (MLH)

Integrating Virtual Worlds with Tangible User Interfaces for Teaching Mathematics: A Pilot Study

PubMed Central

Guerrero, Graciela; Ayala, Andrés; Mateu, Juan; Casades, Laura; Alamán, Xavier

2016-01-01

This article presents a pilot study of the use of two new tangible interfaces and virtual worlds for teaching geometry in a secondary school. The first tangible device allows the user to control a virtual object in six degrees of freedom. The second tangible device is used to modify virtual objects, changing attributes such as position, size, rotation and color. A pilot study on using these devices was carried out at the “Florida Secundaria” high school. A virtual world was built where students used the tangible interfaces to manipulate geometrical figures in order to learn different geometrical concepts. The pilot experiment results suggest that the use of tangible interfaces and virtual worlds allowed a more meaningful learning (concepts learnt were more durable). PMID:27792132

[(Inter)national and regional health goals in academic social-medical education conception for teaching medical students at the Eberhard Karls University Tuebingen].

PubMed

Simoes, E; Hildenbrand, S; Rieger, M A

2012-07-01

Social medicine deals with the specific interactions between medicine and society within a constantly changing social environment. The Institute of Occupational and Social Medicine, University Hospital Tuebingen, focuses on this relationship within the academic teaching of the Medical Faculty. Many of the issues thus directly affect the national health objectives and especially the health targets of the state of Baden-Württemberg, summarised in the Health Strategy Baden-Wuerttemberg. In addition to the recommendations of the German Society for Social Medicine and Prevention (DGSMP) for the social medicine curriculum and the specific definition of the content by the Tuebingen medical faculty, national and regional health-care goals are also taken into account in the teaching conception. Classes are increasingly offered as training courses in small groups (seminars, group work with practical training), instead of classic lectures. These teaching methods allow the students to take part more actively in social medicine issues and to think and act within a comprehensive understanding of health management based on societal goals and the needs of a good health system. The concept is supported by the curriculum design element "log-book skills" of the Medical Faculty of Tuebingen. Feedback elements for teachers and students shape the further development of the concept. In dealing with real system data, practical experience on site and case vignettes, the students experience the links between societal influences, political objectives and medical action as well as the importance of accessibility of medical services for equity in health chances. The fact that advice and expertise play a crucial role in accessibility is a component to which too little attention is paid and calls for emphasis in the teaching concept. This teaching approach will deepen the understanding of the influence of psychosocial context factors and the conditions of the structural framework on the medical outcome. Furthermore there is a need for providing knowledge and special skills, which enable medical doctors to guide their patients optimally within the healthcare system and to make their contribution to a good system. Georg Thieme Verlag KG Stuttgart · New York.

Environmental literacy framework with a focus on climate change (ELF): a framework and resources for teaching climate change

NASA Astrophysics Data System (ADS)

Huffman, L. T.; Blythe, D.; Dahlman, L. E.; Fischbein, S.; Johnson, K.; Kontar, Y.; Rack, F. R.; Kulhanek, D. K.; Pennycook, J.; Reed, J.; Youngman, B.; Reeves, M.; Thomas, R.

2010-12-01

The challenges of communicating climate change science to non-technical audiences present a daunting task, but one that is recognized in the science community as urgent and essential. ANDRILL's (ANtarctic geological DRILLing) international network of scientists, engineers, technicians and educators work together to convey a deeper understanding of current geoscience research as well as the process of science to non-technical audiences. One roadblock for educators who recognize the need to teach climate change has been the lack of a comprehensive, integrated set of resources and activities that are related to the National Science Education Standards. Pieces of the climate change puzzle can be found in the excellent work of the groups of science and education professionals who wrote the Essential Principles of Ocean Sciences, Climate Literacy: The Essential Principles of Climate Science, Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science, and Essential Principals and Fundamental Concepts for Atmospheric Science Literacy, but teachers have precious little time to search out the climate change goals and objectives in those frameworks and then find the resources to teach them. Through NOAA funding, ANDRILL has created a new framework, The Environmental Literacy Framework with a Focus on Climate Change (ELF), drawing on the works of the aforementioned groups, and promoting an Earth Systems approach to teaching climate change through five units: Atmosphere, Biosphere, Geosphere, Hydrosphere/Cryosphere, and Energy as the driver of interactions within and between the “spheres.” Each key concept in the framework has a hands-on, inquiry activity and matching NOAA resources for teaching the objectives. In its present form, we present a ‘road map’ for teaching climate change and a set of resources intended to continue to evolve over time.

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

ERIC Educational Resources Information Center

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

2016-01-01

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

Conception of Teaching Higher Order Thinking: Perspectives of Chinese Teachers in Hong Kong

ERIC Educational Resources Information Center

Yeung, Sze-yin Shirley

2015-01-01

Enhancing the higher order thinking (HOT) ability of students is a worldwide educational goal. This has also become a significant objective in the curriculum reforms in Hong Kong, which aims at better preparation of students to meet the challenges of the new era. Cultural aspects are often regarded as salient in determining approaches to teaching.…

The Role of New Technologies in Competence Teaching in Higher Education: The Case of Accounting

ERIC Educational Resources Information Center

Del Mar Marin Sanchez, Ma; Ronco, Alicia Mateos

2010-01-01

The Spanish educational system will require certain changes in order to achieve the Bologna objectives for the European Higher Education Area, including a more professional profile, with new activities and roles for both students and teachers, who must assume new skills that will affect concepts and attitudes related to the teaching and learning…

Teaching about the Holocaust and Genocide: Introduction. The Human Rights Series, Volume I.

ERIC Educational Resources Information Center

Adams, Clayton; And Others

Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the first of two volumes serves as an introduction to the concept of human rights. Divided into a rationale and two units, each unit includes a statement of purpose, a list of objectives, and a group of learning activities…

Master Curriculum Guide in Economics for the Nation's Schools. Part II, Strategies for Teaching Economics: Basic Business and Consumer Education (Secondary).

ERIC Educational Resources Information Center

Niss, James F.; And Others

Part of the Master Curriculum Guide Project, the document presents strategies for teaching economic concepts as related to basic business and consumer education in secondary schools. The objective is to provide detailed classroom lessons illustrating ways economic ideas can be taught at differing levels of difficulty. The 18 lessons are…

A Low-Cost Teaching Model of Inguinal Canal: A Useful Method to Teach Surgical Concepts in Hernia Repair

ERIC Educational Resources Information Center

Ansaloni, Luca; Catena, Fausto; Coccolini, Frederico; Ceresoli, Marco; Pinna, Antonio Daniele

2014-01-01

Objectives: Inguinal canal anatomy and hernia repair is difficult for medical students and surgical residents to comprehend. Methods: Using low-cost material, a 3-dimensional inexpensive model of the inguinal canal was created to allow students to learn anatomical details and landmarks and to perform their own simulated hernia repair. In order to…

Exploring Chemistry Teacher Candidates' Profile Characteristics, Teaching Attitudes and Beliefs, and Chemistry Conceptions

ERIC Educational Resources Information Center

Kahveci, Ajda

2009-01-01

The curricula of teacher education need periodic revisions to respond to the evolution of educational objectives. Teachers' beliefs, as well as their characteristics, teaching attitudes and competency in their subject matter play a decisive role in the success of any reform. In this study, a cross-sectional survey was conducted across years 1-5 of…

Using Digital Technology to See Angles from Different Angles. Part 2: Openings and Turns

ERIC Educational Resources Information Center

Host, Erin; Baynham, Emily; McMaster, Heather

2015-01-01

Ever wondered how to use technology to teach angles? This article follows on from an earlier article published last year, providing a range of ideas for integrating technology and concrete materials with the teaching of angle concepts. The authors also provide a comprehensive list of free online games and learning objects that can be used to teach…

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

ERIC Educational Resources Information Center

Grafton, Anthony K.

2011-01-01

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

Design of Tasks for Online Assessment That Supports Understanding of Students' Conceptions

ERIC Educational Resources Information Center

Yerushalmy, Michal; Nagari-Haddif, Galit; Olsher, Shai

2017-01-01

In the present study, we ask whether and how online assessment can inform teaching about students' understanding of advanced concepts. Our main goal is to illustrate how we study design of tasks that support reliable online formative assessment by automatically analyzing the objects and relations that characterize the students' submissions. We aim…

D-Man: Teacher's Guide [and] D-Man Deaf Super-Hero Fights for Good Nutrition!

ERIC Educational Resources Information Center

Miller, Nancy Q.; And Others

The comic book featuring a deaf super-hero and the accompanying teacher guide are designed to teach junior high school students about nutrition. Section 1 of the teacher's guide outlines student activities which are grouped according to nutritional concepts. Objectives, subject areas, and resources are identified. Seven nutritional concepts,…

More Theoretical Odds and Practical Ends

ERIC Educational Resources Information Center

Siddons, J. C.

1975-01-01

Illustrates how various common objects can be used in the classroom to demonstrate physical science concepts. Describes the use of toys, ice cubes, light bulbs, meter sticks, and wine bottles as teaching aids. (MLH)

Nature of science in instruction materials of science through the model of educational reconstruction

NASA Astrophysics Data System (ADS)

Azizah, Nur; Mudzakir, Ahmad

2016-02-01

The study was carried out to reconstruct the science teaching materials charged view of the nature of science (VNOS). This reconstruction process using the Model of Educational Reconstruction (MER), which is the framework for research and development of science education as well as a guide for planning the teaching of science in the schools is limited in two stages, namely: content structure analysis, and empirical studies of learners. The purpose of this study is to obtain a pre-conception of learners and prospective scientists to the topic of the nature of the material and utilization. The method used to descriptive with the instruments is guidelines for interviews for 15 students of class VIII, text analysis sheet, sheet analysis of the concept, and the validation sheet indicators and learning objectives NOS charged on cognitive and affective aspects. The results obtained in the form of pre-conceptions of learners who demonstrate almost 100% of students know the types of materials and some of its nature, the results of the scientist's perspective on the topic of the nature of the material and its use, as well as the results of the validation indicators and learning objectives charged NOS and competencies PISA 2015 cognitive and affective aspects with CVI value of 0.99 and 1.0 after being validated by five experts. This suggests that the indicators and the resulting learning objectives feasible and can proceed to the reconstruction of teaching materials on the topic of material properties and utilization.

Object Lessons: Teaching Math through the Visual Arts, K-5

ERIC Educational Resources Information Center

Holtzman, Caren; Susholtz, Lynn

2011-01-01

When Caren Holtzman and Lynn Susholtz look around a classroom, they see "a veritable goldmine of mathematical investigations" involving number, measurement, size, shape, symmetry, ratio, and proportion. They also think of the ways great artists have employed these concepts in their depictions of objects and space--for example, Picasso's use of…

An Achievement Degree Analysis Approach to Identifying Learning Problems in Object-Oriented Programming

ERIC Educational Resources Information Center

Allinjawi, Arwa A.; Al-Nuaim, Hana A.; Krause, Paul

2014-01-01

Students often face difficulties while learning object-oriented programming (OOP) concepts. Many papers have presented various assessment methods for diagnosing learning problems to improve the teaching of programming in computer science (CS) higher education. The research presented in this article illustrates that although max-min composition is…

Setting Learning Objectives in Translation at the Department of Foreign Language Teaching through the Concept of Competence

ERIC Educational Resources Information Center

Eser, Oktay

2014-01-01

At the department of foreign language teaching, a variety of courses are offered in order for students to acquire translation competence. The courses are often carried out by translating a text from one language into the other. Learning by experience is an effective approach. However, it is inevitable that there are some aspects that we need to…

Games That Teach. Classroom Activities on Individual and Community Disaster Preparedness for Elementary and Secondary Schools.

ERIC Educational Resources Information Center

Office of Civil Defense (DOD), Washington, DC.

Thirty-four classroom games are listed in this self-contained guide for the purpose of teaching civil defense concepts and protective content as an integral part of the K-12 social studies curriculum. Objectives of the games in this book are: to develop an awareness of civil defense; to learn vocabulary used in civil defense functions; and, to…

Improving teaching on the basis of student evaluation: integrative teaching consultation.

PubMed

Wibbecke, Gerald; Kahmann, Janine; Pignotti, Tanja; Altenberger, Leander; Kadmon, Martina

2015-01-01

Due to the development of medical education in the past decade the role of teachers has changed and requires higher didactic competence. Student evaluation of teaching alone does not lead to considerable improvement of teaching quality. We present the concept of "Integrative Teaching Consultation", which comprises both the teacher's reflection and own objectives to improve their teaching as well as data from students ratings. Teachers in collaboration with a teaching consultant reflect on their teaching ability and set themselves improvement goals. Then the consultant himself observes a teaching session and subsequently analyses the respective student evaluation in order to give meaningful feedback to the teacher. The combination of student feedback with professional consultation elements can initiate and maintain improvements in teaching. Teaching consultation complements existing faculty development programs and increases the benefit of student evaluations.

How Things Work: Teaching Physics in the Context of Everyday Objects

NASA Astrophysics Data System (ADS)

Bloomfield, Louis

2015-03-01

How Things Work is an unconventional introduction to physics, a course that starts with whole objects and looks inside them to see what makes them work. Effectively ``case-study physics,'' it is designed primarily for non-science students who are unsure of the role of physics in the world and are looking for relevance in their studies. How Things Work is essentially the generalization of context-based introductory courses (Physics of the Human Body, Physics of the Automobile, and Physics of Music) and demonstrates that when physics is taught in the context of ordinary objects, these students are enthusiastic about it, look forward to classes, ask insightful questions, experiment on their own, and find themselves explaining to friends and family how things in their world work. In this talk, I will discuss the concept and structure of a How Things Work course and look briefly at how to teach its objects and assess what students learn from it. Although this course focuses on concepts rather than on calculations, it is rich in physics and requires that students think hard about the world around them. It also teaches problem solving and logical thinking skills, and demands that students face their misconceptions and failures of intuition. Lastly, it is actually quantitative in many respects, though its results are usually more words than numbers: your weight, the battery's voltage, or the acceleration due to gravity.

Changing Pre-School Children's Conceptions of the Day/Night Cycle.

ERIC Educational Resources Information Center

Valanides, N.; Gritsi, F.; Kampeza, M.; Ravanis, K.

2000-01-01

Examined the impact of a teaching intervention on preschoolers' concepts of the day/night cycle. Found that most children readily accepted that the sun and earth are separate spherical objects, but fewer attributed the day/night cycle to rotation of the earth on its axis. Most were puzzled by simultaneous movements of the earth around the sun and…

It's a Wonderful Life: Using Public Domain Cinema Clips To Teach Affective Objectives and Illustrate Real-World Algebra Applications.

ERIC Educational Resources Information Center

Palmer, Loretta

A basic algebra unit was developed at Utah Valley State College to emphasize applications of mathematical concepts in the work world, using video and computer-generated graphics to integrate textual material. The course was implemented in three introductory algebra sections involving 80 students and taught algebraic concepts using such areas as…

Analyse d'un programme d'electromecanique en ses concepts et principes physiques: Methode et application

NASA Astrophysics Data System (ADS)

Gagnon, Richard; Besançon, Jacques; Jean, Pascale

1989-09-01

In many Western countries there is growing interest in the usefulness of scientific knowledge in vocational and technical training. Moreover, there is an increasing tendency in these countries to formulate objectives within teaching programmes, in order to come closer to the real tasks of the world of work. To determine what knowledge is required, a general method of analysing objective-based vocational training programmes was developed. This allows the identification of the minimum scientific and mathematical concepts and principles which are necessary to reach the learning objectives, and the establishment of their relative significance and the requisite level of detail. It has been used to determine the essential physical concepts of the industrial mechanics section (625 hours) of a programme on the electromechanics of automated systems. The results reveal the existence of 41 concepts needed for a total of 2,452.5 hours. A limited group of these is of particular importance.

Bridging the Cognitive-Affective Gaps: Teaching Chemistry while Advancing Affective Objectives. The Singapore Curricular Experience

ERIC Educational Resources Information Center

Tan, Kok Siang; Goh, Ngoh Khang; Chia, Lian Sai

2006-01-01

Chemistry teachers face constraints when trying to integrate cognitive and affective objectives, and hence thoughtful lesson planning is required to achieve the goal. Chemistry teachers can educate students to be knowledgeable about chemical concepts, processes and the benefits of responsible practice by the chemical industry, while being aware,…

La terminologie, outil et/ou objet pedagogique (Terminology, Instructional Tool and/or Object).

ERIC Educational Resources Information Center

Van Deth, Jean-Pierre

1990-01-01

It is proposed that while interest has focused on specialized professional vocabulary as an object of language instruction, the same vocabulary can be viewed as a tool for teaching. The exchange of concepts and terminology between student and teacher improves student understanding of the language and the problems of translation. (MSE)

A Conceptual Framework for Error Remediation with Multiple External Representations Applied to Learning Objects

ERIC Educational Resources Information Center

Leite, Maici Duarte; Marczal, Diego; Pimentel, Andrey Ricardo; Direne, Alexandre Ibrahim

2014-01-01

This paper presents the application of some concepts of Intelligent Tutoring Systems (ITS) to elaborate a conceptual framework that uses the remediation of errors with Multiple External Representations (MERs) in Learning Objects (LO). To this is demonstrated a development of LO for teaching the Pythagorean Theorem through this framework. This…

Using Object-Based Activities and an Online Inquiry Platform to Support Learners' Engagement with Their Heritage Language and Culture

ERIC Educational Resources Information Center

Charitonos, Koula; Charalampidi, Marina; Scanlon, Eileen

2016-01-01

Heritage language education is distinct from the field of second language acquisition due to having the concept of identity always at its core (Leeman, Rabin, & Roman-Mendoza, 2012). This paper draws on this concept and presents an action research study focusing on the teaching and learning of Greek as a heritage language in the context of…

A Report of the Nuclear Engineering Division Sessions at the 1971 ASEE Annual Conference

ERIC Educational Resources Information Center

Eckley, Wayne; Nelson, George W.

1972-01-01

Summarizes the discussions at the conference under the topics, Objective Criteria for the Future" and Teaching Concepts Basic to Nuclear Engineering." Includes comments from personnel representing universities, industries, and government laboratories. (TS)

Improving the Understanding of Schistosomiasis among Adolescents in Endemic Areas in Brazil: a Comparison of Educational Methods

PubMed Central

Gazzinelli, Maria Flávia; Lobato, Lucas; Andrade, Gisele; Matoso, Leonardo Ferreira; Diemert, David J.; Gazzinelli, Andréa

2016-01-01

Objective To evaluate the effectiveness of two teaching strategies, both guided by the concept of dialogicity, on adolescents’ knowledge about schistosomiasis and adherence to diagnostic fecal testing. Methods Two teaching strategies related to schistosomiasis were developed, an educational video and group conversation, which were tested in two groups of students aged 10–15 years old. Before and after the intervention, a questionnaire was applied to assess participants' knowledge about schistosomiasis and, after the intervention, two fecal samples were requested from each participant. Comparisons were performed by paired t- and McNemar tests. Results Both strategies resulted in statistically significant improvements in knowledge between the pre- and post-tests. Students who watched the video had a higher return rate of fecal samples and percentage of correct questionnaire answers, mainly on questions about schistosomiasis infection. Conclusion teaching strategies based on dialogue favored the construction of concepts about schistosomiasis that can influence the adoption of positives attitudes related to health. Practical Implications Using teaching strategies based on the concept of dialogicity can favor the increase of knowledge of school age children about schistosomiasis and can influence behavioral change related to health. PMID:27180618

Future Engineering Professors' Conceptions of Learning and Teaching Engineering

ERIC Educational Resources Information Center

Torres Ayala, Ana T.

2012-01-01

Conceptions of learning and teaching shape teaching practices and are, therefore, important to understanding how engineering professors learn to teach. There is abundant research about professors' conceptions of teaching; however, research on the conceptions of teaching of doctoral students, the future professors, is scarce. Furthermore,…

Concept Teaching in Instrumental Music Education: A Literature Review

ERIC Educational Resources Information Center

Tan, Leonard

2017-01-01

This article is a review of research literature on the teaching of concepts in instrumental music education. It is organized in four parts (a) the value of concept teaching in large instrumental ensembles, (b) time spent teaching concepts during rehearsals, (c) approaches to concept teaching, and (d) implications for music education. Research has…

Aviation in Social Studies

ERIC Educational Resources Information Center

Journal of Aerospace Education, 1974

1974-01-01

Describes an interdisciplinary unit approach for teaching social science concepts using aviation as a vehicle to create interest and provide a meaningful context for grades K through 8. The general objectives and understandings for each grade level are described and some sample activities listed. (BR)

Interdisciplinary Teaching in a Water Educational Training Science Program: Its Impact on Science Concept Knowledge, Writing Performance, and Interest in Science and Writing of Elementary Students.

ERIC Educational Resources Information Center

Moore-Hart, Margaret A.; Liggit, Peggy; Daisey, Peggy

This paper presents a study investigating the effects of the Water Education Training (WET) program on students' performance in science. The WET Program is an after school program using an interdisciplinary approach which has three main objectives: improving science concept knowledge, writing performance, and attitudes toward science and writing.…

Critical Zone Science as a Multidisciplinary Framework for Teaching Earth Science and Sustainability

NASA Astrophysics Data System (ADS)

Wymore, A.; White, T. S.; Dere, A. L. D.; Hoffman, A.; Washburne, J. C.; Conklin, M. H.

2016-12-01

The Earth's Critical Zone (CZ) is the terrestrial portion of the continents ranging from the top of the vegetative canopy down through soil and bedrock to the lowest extent of freely circulating groundwater. The primary objective of CZ science is to characterize and understand how the reciprocal interactions among rock, soil, water, air and terrestrial organisms influence the Earth as a habitable environment. Thus it is a highly multidisciplinary science that incorporates the biological, hydrological, geological and atmospheric sciences and provides a holistic approach to teaching Earth system science. Here we share highlights from a full-semester university curriculum that introduces upper-division Environmental Science, Geology, Hydrology and Earth Science students to CZ science. We emphasize how a CZ framework is appropriate to teach concepts across the scientific disciplines, concepts of sustainability, and how CZ science serves as a useful approach to solving humanities' grand challenges.

Development of an Electrochemistry Teaching Sequence using a Phenomenographic Approach

NASA Astrophysics Data System (ADS)

Rodriguez-Velazquez, Sorangel

Electrochemistry is the area of chemistry that studies electron transfer reactions across an interface. Chemistry education researchers have acknowledged that difficulties in electrochemistry instruction arise due to the level of abstraction of the topic, lack of adequate explanations and representations found in textbooks, and a quantitative emphasis in the application of concepts. Studies have identified conceptions (also referred to as misconceptions, alternative conceptions, etc.) about the electrochemical process that transcends academic and preparation levels (e.g., students and instructors) as well as cultural and educational settings. Furthermore, conceptual understanding of the electrochemical process requires comprehension of concepts usually studied in physics such as electric current, resistance and potential and often neglected in introductory chemistry courses. The lack of understanding of physical concepts leads to students. conceptions with regards to the relation between the concepts of redox reactions and electric circuits. The need for instructional materials to promote conceptual understanding of the electrochemical process motivated the development of the electrochemistry teaching sequence presented in this dissertation. Teaching sequences are educational tools that aim to bridge the gap between student conceptions and the scientific acceptable conceptions that instructors expect students to learn. This teaching sequence explicitly addresses known conceptions in electrochemistry and departs from traditional instruction in electrochemistry to reinforce students. previous knowledge in thermodynamics providing the foundation for the explicit relation of redox reactions and electric circuits during electrochemistry instruction. The scientific foundations of the electrochemical process are explained based on the Gibbs free energy (G) involved rather than on the standard redox potential values (E° ox/red) of redox half-reactions. Representations of the core concepts from discipline-specific models and theories serve as visual tools to describe reversible redox half-reactions at equilibrium, predict the spontaneity of the electrochemical process and explain interfacial equilibrium between redox species and electrodes in solution. The integration of physics concepts into electrochemistry instruction facilitated describing the interactions between the chemical system (e.g., redox species) and the external circuit (e.g., voltmeter). The "Two worlds" theoretical framework was chosen to anchor a robust educational design where the world of objects and events is deliberately connected to the world of theories and models. The core concepts in Marcus theory and density of states (DOS) provided the scientific foundations to connect both worlds. The design of this teaching sequence involved three phases; the selection of the content to be taught, the determination of a coherent and explicit connection among concepts and the development of educational activities to engage students in the learning process. The reduction-oxidation and electrochemistry chapters of three of the most popular general chemistry textbooks were revised in order to identify potential gaps during instruction, taking into consideration learning and teaching difficulties. The electrochemistry curriculum was decomposed into manageable sections contained in modules. Thirteen modules were developed and each module addresses specific conceptions with regard to terminology, redox reactions in electrochemical cells, and the function of the external circuit in electrochemical process. The electrochemistry teaching sequence was evaluated using a phenomenographic approach. This approach allows describing the qualitative variation in instructors' consciousness about the teaching of electrochemistry. A phenomenographic analysis revealed that the most relevant aspect of variation came from instructors' expertise. Participant A expertise (electrochemist) promoted in-depth discussions of fundamental theories and models that explain the electrochemical process while participant B expertise (general chemistry instruction) emphasized a coherent and explicit presentation of such theories and models to students. Other categories of variation were identified as: recognizing students' conceptions, the use of teaching resources and instructors' expectations for the teaching sequence. For example, while Participant B depended heavily on representations and explanations found in textbooks, participant A recognized misleading representations and oversimplified statements in general chemistry textbooks. Participant A was also more inclined to question the significance of some conceptions such as the correlation between the use of the term circuit and students' conceptions related to the movement of electrons in solution in an electrochemical cell. The electrochemistry teaching sequence in this dissertation fulfils each of the instructors' expectations with regards to the content that incorporated discipline-specific theories and models, explicit connections and flow among concepts, and addressing students' conceptions via the educational activities developed.

Economic Education Experiences of Enterprising Teachers. Volume 21. A Report Developed by the Joint Council on Economic Education from the 1982-83 Entries in the International Paper Company Foundation Awards Program for the Teaching of Economics.

ERIC Educational Resources Information Center

Nappi, Andrew T., Ed.; Suglia, Anthony F., Ed.

Designed for use in grades K-12, award winning teacher-developed projects and courses in economics are described. Descriptions indicate grade level, project background, time allotment, objectives, activities, and evaluation. Arranged into 5 chapters, chapter 1 suggests ways to teach economic concepts to grades K-3. Projects include a lesson on…

Introductory geology for elementary education majors utilizing a constructivist approach

USGS Publications Warehouse

Brown, L.M.; Kelso, P.R.; Rexroad, C.B.

2001-01-01

"Field Excursions in Earth Science" is designed as a non-prerequisite field-based course for elementary education majors. Classic Canadian Shield and Michigan Basin outcrops and Quaternary features are used to teach those Earth science objectives considered most important for K-8 teachers by the Michigan State Board of Education and by others. We integrated these objectives into five conceptual pathways rather than presenting them as discrete pieces of information. A variety of teaching techniques based on constructivist educational theory are employed, so that pre-service teachers experience active-learning strategies in the context of how science is practiced. Our learning strategies address the cognitive and affective domains and utilize personal experiences in conjunction with pre- and post-experience organizers to allow students to develop individual meanings. We place emphasis on observations and concepts and we encourage students to explain their understanding of concepts verbally and in a variety of written formats. Activities address spatial concepts and map reading; mineral, rock, and fossil identification; formation of rocks; surficial processes and landform development; structural deformation and plate tectonics; and environmental issues. Students keep field notes and have daily projects. They address the pedagogical structure of the course in a daily diary.

Teaching Cellular Automation Concepts through Interdisciplinary Collaborative Learning.

ERIC Educational Resources Information Center

Biernacki, Joseph J.; Ayers, Jerry B.

2000-01-01

Reports on the experiences of 12 students--three senior undergraduates majoring in chemical engineering, five master-level, and four doctoral students--in a course titled "Interdisciplinary Studies in Multi-Scale Simulation of Concrete Materials". Course objectives focused on incorporating team-oriented interdisciplinary experiences into the…

TRAHC Folklife Study Guides.

ERIC Educational Resources Information Center

Texarkana Regional Arts and Humanities Council, Inc., TX.

Each of the seven study guides combined in this packet provides a lesson that includes a reading or descriptive narrative of the topic, along with teaching objectives, questions to consider, and suggested classroom activities. Topics covered are: (1) "Introduction to the Concept of Folklife"; (2) "Southern Gospel Music and…

Conception et evaluation d'une intervention didactique a propos des phases de la lune dans un planetarium numerique

NASA Astrophysics Data System (ADS)

Chastenay, Pierre

Since the Quebec Education Program came into effect in 2001, Quebec classrooms have again been teaching astronomy. Unfortunately, schools are ill-equipped to teach complex astronomical concepts, most of which occur outside school hours and over long periods of time. Furthermore, many astronomical phenomena involve celestial objects travelling through three-dimensional space, which we cannot access from our geocentric point of view. The lunar phases, a concept prescribed in secondary cycle one, fall into that category. Fortunately, schools can count on support from the planetarium, a science museum dedicated to presenting ultra-realistic simulations of astronomical phenomena in fast time and at any hour of the day. But what type of planetarium will support schools? Recently, planetariums also underwent their own revolution: they switched from analogue to digital, replacing geocentric opto-mechanical projectors with video projectors that offer the possibility of travelling virtually through a completely immersive simulation of the three-dimensional Universe. Although research into planetarium education has focused little on this new paradigm, certain of its conclusions, based on the study of analogue planetariums, can help us develop a rewarding teaching intervention in these new digital simulators. But other sources of inspiration will be cited, primarily the teaching of science, which views learning no longer as the transfer of knowledge, but rather as the construction of knowledge by the learners themselves, with and against their initial conceptions. The conception and use of constructivist learning environments, of which the digital planetarium is a fine example, and the use of simulations in astronomy will complete our theoretical framework and lead to the conception of a teaching intervention focusing on the lunar phases in a digital planetarium and targeting students aged 12 to 14. This teaching intervention was initially tested as part of development research (didactic engineering) aimed at improving it, both theoretically and practically, through multiple iterations in its "natural" environment, in this case an inflatable digital planetarium six metres in diameter. We are presenting the results of our first iteration, completed with help from six children aged 12 to 14 (four boys and two girls) whose conceptions about the lunar phases were noted before, during and after the intervention through group interviews, questionnaires, group exercises and recordings of the interventions throughout the activity. The evaluation was essentially qualitative, based on the traces obtained throughout the session, in particular within the planetarium itself. This material was then analyzed to validate the theoretical concepts that led to the conception of the teaching intervention and also to reveal possible ways to improve the intervention. We noted that the intervention indeed changed most participants' conceptions about the lunar phases, but also identified ways to boost its effectiveness in the future.

Quantum computer games: Schrödinger cat and hounds

NASA Astrophysics Data System (ADS)

Gordon, Michal; Gordon, Goren

2012-05-01

The quantum computer game 'Schrödinger cat and hounds' is the quantum extension of the well-known classical game fox and hounds. Its main objective is to teach the unique concepts of quantum mechanics in a fun way. 'Schrödinger cat and hounds' demonstrates the effects of superposition, destructive and constructive interference, measurements and entanglement. More advanced concepts, like particle-wave duality and decoherence, can also be taught using the game as a model. The game that has an optimal solution in the classical version, can have many different solutions and a new balance of powers in the quantum world. Game-aided lectures were given to high-school students which showed that it is a valid and entertaining teaching platform.

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†

PubMed Central

Bonney, Kevin M.

2015-01-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses. PMID:25949753

Case study teaching method improves student performance and perceptions of learning gains.

PubMed

Bonney, Kevin M

2015-05-01

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

Anthropomorphic Robot Hand And Teaching Glove

NASA Technical Reports Server (NTRS)

Engler, Charles D., Jr.

1991-01-01

Robotic forearm-and-hand assembly manipulates objects by performing wrist and hand motions with nearly human grasping ability and dexterity. Imitates hand motions of human operator who controls robot in real time by programming via exoskeletal "teaching glove". Telemanipulator systems based on this robotic-hand concept useful where humanlike dexterity required. Underwater, high-radiation, vacuum, hot, cold, toxic, or inhospitable environments potential application sites. Particularly suited to assisting astronauts on space station in safely executing unexpected tasks requiring greater dexterity than standard gripper.

Project Physics Teacher Guide 1, Concepts of Motion.

ERIC Educational Resources Information Center

Harvard Univ., Cambridge, MA. Harvard Project Physics.

Teaching procedures of Project Physics Unit 1 are presented in this manual to help teachers make effective use of learning materials. Curriculum objectives are discussed in connection with instructional materials, suggested year time schedules, multi-media schedules, schedule blocks, resource charts, and experiment summaries. Brief analyses are…

Understanding Rigid Geometric Transformations: Jeff's Learning Path for Translation

ERIC Educational Resources Information Center

Yanik, Huseyin Bahadir; Flores, Alfinio

2009-01-01

This article describes the development of knowledge and understanding of translations of Jeff, a prospective elementary teacher, during a teaching experiment that also included other rigid transformations. His initial conceptions of translations and other rigid transformations were characterized as undefined motions of a single object. He…

You and Me and Human Sexuality. Teacher's Manual.

ERIC Educational Resources Information Center

Young, Emily Morrill

This teacher's manual is designed for teaching deaf adolescents about human sexuality. Each chapter is organized into topic objectives, large group content presentation strategies, small group activities, materials, and resources. Topics include: (1) relationships; (2) adolescent growth and development; (3) female and male anatomy; (4) conception,…

Navigation - Project CAPE Teaching Module.

ERIC Educational Resources Information Center

Caldwell, Nadine; May, Charlaron

Ten lessons are included in this interdisciplinary unit on navigation, designed to supplement fifth and sixth grade social studies and science curricula. Each lesson includes: (1) lesson concepts; (2) competency goals; (3) objectives; (4) materials; (5) list of key vocabulary words; (6) background information; (7) teacher preparation; (8) list of…

A Wireless Communications Systems Laboratory Course

ERIC Educational Resources Information Center

Guzelgoz, Sabih; Arslan, Huseyin

2010-01-01

A novel wireless communications systems laboratory course is introduced. The course teaches students how to design, test, and simulate wireless systems using modern instrumentation and computer-aided design (CAD) software. One of the objectives of the course is to help students understand the theoretical concepts behind wireless communication…

Critical Criminology in the Classroom.

ERIC Educational Resources Information Center

Kramer, Ronald C.

The major objective of the labeling perspective and conflict/power approaches to teaching college level criminology is to increase student understanding of crime as a sociological phenomenon. The labeling perspective maintains that the way in which criminology concepts are defined influences the kinds of questions and issues which are focused…

Basic steps in establishing effective small group teaching sessions in medical schools.

PubMed

Meo, Sultan Ayoub

2013-07-01

Small-group teaching and learning has achieved an admirable position in medical education and has become more popular as a means of encouraging the students in their studies and enhance the process of deep learning. The main characteristics of small group teaching are active involvement of the learners in entire learning cycle and well defined task orientation with achievable specific aims and objectives in a given time period. The essential components in the development of an ideal small group teaching and learning sessions are preliminary considerations at departmental and institutional level including educational strategies, group composition, physical environment, existing resources, diagnosis of the needs, formulation of the objectives and suitable teaching outline. Small group teaching increases the student interest, teamwork ability, retention of knowledge and skills, enhance transfer of concepts to innovative issues, and improve the self-directed learning. It develops self-motivation, investigating the issues, allows the student to test their thinking and higher-order activities. It also facilitates an adult style of learning, acceptance of personal responsibility for own progress. Moreover, it enhances student-faculty and peer-peer interaction, improves communication skills and provides opportunity to share the responsibility and clarify the points of bafflement.

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

PubMed

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

2018-02-01

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

Suggestions for Curriculum Development on Conflict; Part A, K-3 [And] Part B, 4-6. Global Perspectives: A Humanistic Influence on the Curriculum. Number Two in a Series of K-12 Guides.

ERIC Educational Resources Information Center

King, David C.

Ideas are outlined for teaching about the universal concept of conflict in grades kindergarten through six. This guide has been prepared to help elementary teachers incorporate concept learning about conflict into any social studies/social science class, no matter what texts or programs are being followed. Major objectives are to help students…

Self Concept and Nigerian Teacher-Trainees' Attitude Toward Teaching.

ERIC Educational Resources Information Center

Awanbor, David

1996-01-01

Surveys of Nigerian teacher trainees examined self-concept and attitudes toward teaching. Results established a significant relationship between self-concept and attitudes toward teaching. Most respondents scored high on the self-concept scale but did not show a positive attitude toward teaching due to poor financial benefits and low professional…

Identifying Opportunities for Vertical Integration of Biochemistry and Clinical Medicine.

PubMed

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

1998-01-01

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

Particularity, Presence, Art Teaching, and Learning

ERIC Educational Resources Information Center

Kellman, Julia

2007-01-01

This manuscript explores the interplay of the concepts of "thisness" and singularity with art making. It explores the particularity of the individual--person, object, animal, plant, place, event; the clarity and joyousness of "thisness" or specificity; the exquisite presence of now; and the relationship of these qualities to contemplation and art…

Health Occupations. Instructional System Development Model for Vermont Area Vocational Centers.

ERIC Educational Resources Information Center

The curriculum guide presents a suggested outline for teaching health occupations in secondary schools in Vermont. It consists of a student/teacher curriculum outline for each of the 20 units. It includes a concept statement, the behavioral objective, suggested learning activities, suggested teacher resource needs, and suggested evaluation…

Diesel Mechanics: Fundamentals.

ERIC Educational Resources Information Center

Foutes, William; And Others

This publication is the first in a series of three texts for a diesel mechanics curriculum. Its purpose is to teach the basic concepts related to employment in a diesel trade. Six sections contain 29 units. Each instructional unit includes some or all of these basic components: unit and specific (performance) objectives, suggested activities for…

Earth Science, Grade 8. Part 2. Curriculum Bulletin Number 81CBM63.

ERIC Educational Resources Information Center

Stafford, Alva R.

This curriculum guide is designed for use with the Charles E. Merrill textbook "Focus on Earth Science" and with the laboratory manual, teaching guide, and student review and reinforcement guide which accompany the textbook. Suggested time allotment, major concepts, instructional objectives, assessment items, available materials (such as…

Social Science Curriculum Guide and Selected Multi-Media, 7-9.

ERIC Educational Resources Information Center

Gaydosh, Ronald; And Others

GRADES OR AGES: Grades 7-9. SUBJECT MATTER: Social science; history. ORGANIZATION AND PHYSICAL APPEARANCE: The extensive introductory material includes rationale, definitions of the social science core disciplines, glossary of terms, guidelines for teaching, behavioral and long-range objectives, guide format, and descriptions of concepts. The…

Economic Education in the Elementary Schools, Level 2.

ERIC Educational Resources Information Center

Dade County Public Schools, Miami, FL. Div. of Instructional Planning and Support.

Part two in a series of elementary level economics and consumer education teaching resources, this guide is designed for use with second and third graders. It identifies objectives for economic and consumer education established by the Florida State Department of Education, defines important related concepts and terms, and lists general…

Earth Science, Grade 8. Part 1. Curriculum Bulletin Number 81CBM58.

ERIC Educational Resources Information Center

Stafford, Alva R.

This curriculum guide is designed for use with the Charles E. Merrill textbook "Focus on Earth Science" and with the laboratory manual, teaching guide, and student review and reinforcement guide which accompany the textbook. Suggested time allotment, major concepts, instructional objectives, assessment items, available materials (such as…

The Stock Market Game, an Educator's Guide. Elementary School Edition [Grades 6-8].

ERIC Educational Resources Information Center

New York City Board of Education, Brooklyn, NY. Div. of Curriculum and Instruction.

Helping students learn about taking responsibility for the planning and shaping of their personal financial futures is this 13-lesson teaching unit's goal. Each lesson includes performance objectives, materials, motivational activities, development, and enrichment activities. Concepts are taught through worksheets, stories, and games. Students are…

Where Can Your Passport Take You? Teaching Citizenship, Mobility, and Identity

ERIC Educational Resources Information Center

Lawless, Brandi; Tejada, Jimena; Tejada, Xantal

2016-01-01

Courses: Intercultural Communication, Culture and Conflict, International Conflict and Alliance Building. Objectives: After completing this single-class activity, students should be able to (1) describe the concepts of identity, citizenship, and mobility; (2) empathize with the everyday struggles of students who hold citizenship outside of their…

Teachable Moments. Issues 1-20.

ERIC Educational Resources Information Center

Drum, Jan; Otero, George

"Teachable Moments" are teaching aids about global perspectives in education. Number 1 explores disparity between what people say and what they think and do. Number 2 requires students to compare objects/concepts to illustrate that some see only differences, others see only similarities, and some see both. Number 3 examines growing…

Linguistic Challenges in Mendelian Genetics: Teachers' Talk in Action

ERIC Educational Resources Information Center

Thörne, Karin; Gericke, Niklas M.; Hagberg, Mariana

2013-01-01

This study investigates Swedish teachers' use of language when teaching Mendelian genetics in compulsory school. The primary objective of the study is to explore how teachers use the related concepts "gene," "allele," and "anlag" (a Swedish variant of the German word "anlage") and how these are related to…

Quantum Computer Games: Quantum Minesweeper

ERIC Educational Resources Information Center

Gordon, Michal; Gordon, Goren

2010-01-01

The computer game of quantum minesweeper is introduced as a quantum extension of the well-known classical minesweeper. Its main objective is to teach the unique concepts of quantum mechanics in a fun way. Quantum minesweeper demonstrates the effects of superposition, entanglement and their non-local characteristics. While in the classical…

Teaching About War, Peace, Conflict and Change.

ERIC Educational Resources Information Center

New York Friends Group, Inc., New York. Center for War/Peace Studies.

This is a description of the objectives, program activities, and policy of an experimental curriculum development project in the war/peace field. Seven major concepts of content are defined: 1) Identity, 2) Obligation, 3) Change, 4) Power, 5) Conflict, 6) Institutions, 7) Interdependence, 8) Values and the Value Process. Rationale is that…

Diesel Mechanics: Fuel Systems.

ERIC Educational Resources Information Center

Foutes, William

This publication is the third in a series of three texts for a diesel mechanics curriculum. Its purpose is to teach the concepts related to fuel injection systems in a diesel trade. The text contains eight units. Each instructional unit includes some or all of these basic components: unit and specific (performance) objectives, suggested activities…

Diesel Mechanics: Electrical Systems.

ERIC Educational Resources Information Center

Foutes, William; And Others

This publication is the second in a series of three texts for a diesel mechanics curriculum. Its purpose is to teach the concepts related to electricity and circuitry in a diesel trade. The text contains nine units. Each instructional unit includes some or all of these basic components: unit and specific (performance) objectives, suggested…

Teaching Psychodynamics to Psychiatric Residents through Psychiatric Outpatient Interviews

ERIC Educational Resources Information Center

Cardoso Zoppe, Eva Helena C.; Schoueri, Patricia; Castro, Monica; Neto, Francisco Lotufo

2009-01-01

Objective: This study evaluates whether a course that was designed for first-year psychiatric residents and that specifically addressed psychodynamic principles fostered residents' progress in knowledge, skills, and attitudes regarding these concepts. Methods: The course was given in the 2005 academic year to all residents (N=18) in their first…

Quantum Computer Games: Schrodinger Cat and Hounds

ERIC Educational Resources Information Center

Gordon, Michal; Gordon, Goren

2012-01-01

The quantum computer game "Schrodinger cat and hounds" is the quantum extension of the well-known classical game fox and hounds. Its main objective is to teach the unique concepts of quantum mechanics in a fun way. "Schrodinger cat and hounds" demonstrates the effects of superposition, destructive and constructive interference, measurements and…

Teaching American Indian History: An Interdisciplinary Approach. (A Curriculum Guide).

ERIC Educational Resources Information Center

Vantine, Larry

Utilizing an interdisciplinary approach, anthropological and historical, this curriculum guide provides activities and instructional objectives which are "value-oriented". Emphasis is on Indian values, their cultural relativity, and their comparison with Euro-American concepts. An inventory of the values held by both groups allows the student to…

Excluding Women from the Educational Realm.

ERIC Educational Resources Information Center

Martin, Jane Roland

1982-01-01

Martin examines the exclusion of women from philosophy of education both as subjects who have written about education and as objects of educational study and thought. She traces this exclusion from a misunderstanding of Plato, Rousseau, and Pestalozzi and builds a critique of the concepts of education, liberal education, and teaching. (Author/SK)

A Sea Creature Treasury. Project CAPE Teaching Module K-2b.

ERIC Educational Resources Information Center

Gray, Carmen P.; Forrest, Diane W.

Fifteen interdisciplinary lessons on marine invertebrates (mollusks, echinoderms, and jellyfish) are provided in this unit designed for students in kindergarten and in grades 1 and 2. Each lesson includes lesson concept, competency goals, objectives, materials needed, background information, teacher preparation, and activities suitable for use in…

Randomizing Roaches: Exploring the "Bugs" of Randomization in Experimental Design

ERIC Educational Resources Information Center

Wagler, Amy; Wagler, Ron

2014-01-01

Understanding the roles of random selection and random assignment in experimental design is a central learning objective in most introductory statistics courses. This article describes an activity, appropriate for a high school or introductory statistics course, designed to teach the concepts, values and pitfalls of random selection and assignment…

Teaching Concepts of Natural Sciences to Foreigners through Content-Based Instruction: The Adjunct Model

ERIC Educational Resources Information Center

Satilmis, Yilmaz; Yakup, Doganay; Selim, Guvercin; Aybarsha, Islam

2015-01-01

This study investigates three models of content-based instruction in teaching concepts and terms of natural sciences in order to increase the efficiency of teaching these kinds of concepts in realization and to prove that the content-based instruction is a teaching strategy that helps students understand concepts of natural sciences. Content-based…

An Experience of Teaching of Astronomy in the 6th Year if Fundamental Education

NASA Astrophysics Data System (ADS)

Pereira, L. F.; Damasceno, L. E. F.; Nero, J. D.; Silva, S. J. S. da; Costa, M. B. C.; Aleixo, V. F. P.; Júnior, C. A. B. da S.

2017-12-01

This paper deals the question of astronomy teaching within the science discipline through: 1- analysis of the "Earth and Universe" axis of the National Curricular Parameters (NCPs); 2- profile of the professional who teaching the discipline; 3- analysis of the history and importance of experimentation for the teaching of Astronomy in Brazil. The main objective is to analyze the conception of students and teachers regarding the application of experimentation in the teaching of Astronomy in a hybrid class of 6º year with 14 students in the period recovery (07/2016) in an municipal public school of São Miguel of Guama-Pa. We highlight the teacher mishaps of the public school system and its difficulty in using teaching methodologies that go beyond the traditional, we emphasize, the problems with the training courses concerning the teaching of Astronomy and highlight the experimentation as tool indispensable in the construction of this teaching and learning process.

Comparing Different Versions of Road to Mental Readiness to Determine Optimal Content: Testing Instruction Type, Homework, and Intelligence Effects at Two Timepoints

DTIC Science & Technology

2014-12-01

R2MR concepts, especially stress management (and Cognitive Restructuring) skills. A secondary objective was to examine the effects of providing...meilleure assimilation et mise en pratique des concepts du cours RVPM, notamment les compétences de gestion du stress (et de restructuration cognitive...and poor mental health), 2) to teach recruits stress management skills they can use to reduce psychological distress and improve performance, and

Improving the Teaching/Learning Process in General Chemistry: Report on the 1997 Stony Brook General Chemistry Teaching Workshop

NASA Astrophysics Data System (ADS)

Hanson, David M.; Wolfskill, Troy

1998-02-01

Motivated by the widespread recognition that traditional teaching methods at postsecondary institutions no longer are meeting students' educational needs, 59 participants came to the first Stony Brook General Chemistry Teaching Workshop, July 20-July 25, 1997, on improving the teaching/learning process in General Chemistry. The instructors from 42 institutions across the country, including community colleges, liberal-arts colleges, and large research universities, had mutual concerns that students are having difficulty understanding and applying concepts, finding relevance, transferring knowledge within and across disciplines, and identifying and developing skills needed for success in college and a career. This situation has come about because challenges posed by students' increasing diversity in academic preparation, cultural background, motivation, and career goals go unmet, with too many courses maintaining the conventional objective of structuring and presenting information.

Construction of a Precursor Model for the Concept of Rolling Friction in the Thought of Preschool Age Children: A Socio-cognitive Teaching Intervention

NASA Astrophysics Data System (ADS)

Ravanis, Konstantinos; Koliopoulos, Dimitris; Boilevin, Jean-Marie

2008-08-01

The aim of this study was to explore the extent to which the characteristics of two teaching interventions can bring about cognitive progress in preschoolers with regard to the factors rolling friction depends on, when it is applied to an object that is freely rolling on a horizontal surface. The study was conducted in three phases: pre-test, teaching intervention, and post-test. Two teaching strategies were compared: one inspired by Piaget’s theory (Piagetian approach) and one inspired by post-Piagetian and Vygotkian assumptions (socio-cognitive approach). A statistically significant difference was found between the pre-test and post-test, providing evidence that the socio-cognitive approach allows for the creation of a more appropriate teaching framework compared to the Piagetian one.

Integrating the epistemic and ontological aspects of content knowledge in science teaching and learning

NASA Astrophysics Data System (ADS)

Papadouris, Nicos; Constantinou, Constantinos P.

2017-04-01

Promoting facility with content knowledge is one of the most important objectives of science teaching. Conventionally, the focus for this objective is placed on the substantive side of content knowledge (e.g. science concepts/laws), whereas its epistemic or ontological aspects (e.g. why do we construct concepts?) rarely receive explicit attention. In this article, we develop a theoretical argument for the value of elevating the attention paid to the epistemic/ontological aspects of content knowledge and integrating them with its substantive side. Our argument is structured in two parts. The first unpacks the epistemic/ontological aspects of content knowledge and their role in science. For this, we focus on two specific aspects (i.e. ontological status and epistemic value of science concepts), which we elaborate in the context of two particular content domains, namely magnetism and energy. The second part of the argument highlights the potential of discourse on epistemic/ontological aspects to facilitate learning in science. We delineate how such discourse could (a) promote coherent conceptual understanding, (b) foster a productive epistemological stance towards science learning, and (c) enhance students' appreciation of ideas associated with the nature of science. The article concludes with a discussion of ensuing implications for science education.

Student's perception about innovative teaching learning practices in Forensic Medicine.

PubMed

Gupta, Sanjay; Parekh, Utsav N; Ganjiwale, Jaishree D

2017-11-01

Since decades, Forensic Medicine is mainly taught by didactic methods but in last couple of years some other teachinglearning and assessment methods are also introduced at some places which also lacks uniformity. Feedback from learners is most fundamental aspect to assess effectiveness of applied methods, but is not implemented in practice at most medical schools in India. Unfortunately, medical students are deprived of this practical empowerment and thus may not be efficient enough to contribute potentially to the justice system during their professional life. In order to improve their efficiency in the field, we introduced few innovative teaching-learning methods and documented their perceptions. This pilot study was carried out with students who had completed their second professional year (5th semester) of medical curriculum. Students were exposed to few innovative teaching-learning and assessment approaches in addition to conventional methods during their Forensic Medicine term. These approaches were interactivity in large group lecturing, small group activities, student led objective tutorial, court visit in real scenario, practical records book, surprise tests, structured theory question papers, model answers, objective structured practical examinations and structured oral viva. Their perceptions were documented later through structured questionnaire. Students reported all methods as 'interesting' except 'surprise tests'. Court visits were rated highest for generating interest (98%). Clarity of concept was experienced through all methods (range of 71-95%). Interactive large group lectures reported highest (by 95%students) for clarifying concepts, although this is not a typical characteristic of large group teaching. Enhanced learning experience was reported in 75-92.5% for different methods. Student Led Objective Tutorials seemed to facilitate enhance learning most (92.5%). Innovations in teaching-learning are need of hour especially in subject like Forensic Medicine which has direct implications to add into administration of justice in the court of law. This pilot study has given us ideas for making teaching-learning and assessment more student centric considering emerging societal needs. Copyright © 2017 Elsevier Ltd and Faculty of Forensic and Legal Medicine. All rights reserved.

The Relationship between Conceptions of Teaching and Approaches to Teaching

ERIC Educational Resources Information Center

Lam, Bick-Har; Kember, David

2006-01-01

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

A daylong clinical laboratory: from gaming to high-fidelity simulators.

PubMed

Bantz, Diana; Dancer, Michelle Mattice; Hodson-Carlton, Kay; Van Hove, Sharon

2007-01-01

Meeting required objectives in the clinical setting can be difficult because of low exposure to critical events. This has been further compounded by an increase in the number of enrolling students without a reciprocal rise in the number of field-related clinical sites. As simulation gains popularity in nursing, exploration of its use and benefits to teach nursing-related concepts is desirable. The authors discuss a variety of teaching strategies ranging from the use of games to high-fidelity simulators that have been incorporated into an all-day clinical simulation campus laboratory.

Teaching One Thing at a Time or Several Things Together?--Teachers Changing Their Way of Handling the Object of Learning by Being Engaged in a Theory-Based Professional Learning Community in Mathematics and Science

ERIC Educational Resources Information Center

Kullberg, Angelika; Runesson, Ulla; Marton, Ference; Vikström, Anna; Nilsson, Pernilla; Mårtensson, Pernilla; Häggström, Johan

2016-01-01

Twelve lower secondary schoolteachers in mathematics and science were asked to teach a topic of their choice during a lesson that was video-recorded. We were able to analyse 10 of the cases and we found that all of them were similar in one respect: concepts and principles were introduced one at a time, each one followed by examples of the concept…

Analyse von Unterrichtsmaterialien der Menschenrechtsbildung

NASA Astrophysics Data System (ADS)

Lenhart, Volker

2002-07-01

This article surveys five manuals on human rights education, examining and comparing them according to a set of basic categories such as the educational level of the target audience, the learning objectives and the educational content. This approach is used to establish the overall curricular orientation of the manuals. In addition, one teaching unit from each manual is selected for special analysis. Based on the results of this survey, the author argues that the tradition of moral education elaborated by Lawrence Kohlberg should be integrated into our concept of human rights teaching and learning.

Social Studies: A Primary Activities Handbook/A Language Arts Approach.

ERIC Educational Resources Information Center

Pennsylvania State Dept. of Education, Harrisburg.

Learning activities and teaching methods based on the social science disciplines and language arts skills are presented to aid classroom teachers in grades one through three as they develop and implement social studies education programs. Major objectives of the handbook are to identify social studies concepts which are within the realm of…

C-Span in the American Government Classroom.

ERIC Educational Resources Information Center

National Cable Satellite Corp., Washington, DC.

Encouraging educators' use of live and unedited television coverage of the functions of government, this publication contains seven lessons for the high school social studies curriculum. The C-Span has no time or space constraints and broadcasts all events in their entirety; unedited lessons teach concepts and objectives and the emphasis is on the…

Analysis of the Misconceptions of 7th Grade Students on Polygons and Specific Quadrilaterals

ERIC Educational Resources Information Center

Ozkan, Mustafa; Bal, Ayten Pinar

2017-01-01

Purpose: This study will find out student misconceptions about geometrical figures, particularly polygons and quadrilaterals. Thus, it will offer insights into teaching these concepts. The objective of this study, the question of "What are the misconceptions of seventh grade students on polygons and quadrilaterals?" constitutes the…

Student Misconceptions about Plant Transport--A Sri Lankan Example

ERIC Educational Resources Information Center

Vitharana, P. R. K. A.

2015-01-01

Students bring with them their own misconceptions to the science classes and it becomes a barrier in developing new concepts. Therefore, identifying misconceptions is an essential component in teaching science. The objective of this study was to identify 10th grade students' misconceptions on plant transport with the use of two-tier diagnostic…

Applied Fluid Mechanics. Lecture Notes.

ERIC Educational Resources Information Center

Gregg, Newton D.

This set of lecture notes is used as a supplemental text for the teaching of fluid dynamics, as one component of a thermodynamics course for engineering technologists. The major text for the course covered basic fluids concepts such as pressure, mass flow, and specific weight. The objective of this document was to present additional fluids…

Science: Standard Course of Study and Grade Level Competencies, K-12. [Revision].

ERIC Educational Resources Information Center

North Carolina State Dept. of Public Instruction, Raleigh.

This document was created to establish competency goals and objectives for teaching and learning science in North Carolina for grades K-12. It contains the concepts and theories, strands, skills, and processes upon which all science instruction should be based. In addition, the curriculum defines and illustrates the connections between the…

Critical Thinking Handbook: High School. A Guide for Redesigning Instruction.

ERIC Educational Resources Information Center

Paul, Richard; And Others

This handbook, designed to help high school teachers remodel their lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook discusses the concept of critical thinking and the principles that underlie it and shows how…

Performance of Mentally Retarded Children on a Hierarchically Sequenced Introductory Mathematics Curriculum.

ERIC Educational Resources Information Center

Singh, Nirbhay N.; Ahrens, Michael G.

1979-01-01

Results at the end of one year showed that the experimental group mastered an average of 32 objectives while the control group averaged 15.5, suggesting that hierarchically sequenced mathematics curricula may provide an effective approach to the teaching of number concepts to the severely and moderately retarded. (Author/DLS)

The Problem Method in Teaching Philosophy: A Praxiologic Educology

ERIC Educational Resources Information Center

Morkuniene, Jurate

2005-01-01

This is an attempt to clarify principally some fundamental ideas clustered around the concept of the formal conditions which would constitute a fruitful studying of philosophy. First, an ideal study situation would require the student to participate in the object-subject dialogue; philosophical studies are an active dialogue between the text and…

Oklahoma Curriculum Guide for Teaching Driver Education to the Handicapped.

ERIC Educational Resources Information Center

1973

This booklet is intended to aid driver education instructors and supervisors to develop a program of driver education for physically or mentally handicapped persons. The guide is organized in five sections. The first section introduces the concept of driver education for the handicapped, and relates its history, philosophy, objectives for a…

Developing Computer Programming Concepts and Skills via Technology-Enriched Language-Art Projects: A Case Study

ERIC Educational Resources Information Center

Lee, Young-Jin

2010-01-01

Teaching computer programming to young children has been considered difficult because of its abstract and complex nature. The objectives of this study are (1) to investigate whether an innovative educational technology tool called Scratch could enable young children to learn abstract knowledge of computer programming while creating multimedia…

The Teaching of Informatics for Business Students

ERIC Educational Resources Information Center

Sora, Sebastian A.

2008-01-01

Informatics is a branch of computer science that concerns itself, in actuality, with the use of information systems. The objective of this paper is to focus on the business curriculum for graduate students and their gaining proficiency in informatics so that they can understand the concept of information, the access of information, the use of…

The Impact of Different Teaching Approaches and Languages on Student Learning of Introductory Programming Concepts

ERIC Educational Resources Information Center

Kunkle, Wanda M.

2010-01-01

Many students experience difficulties learning to program. They find learning to program in the object-oriented paradigm particularly challenging. As a result, computing educators have tried a variety of instructional methods to assist beginning programmers. These include developing approaches geared specifically toward novices and experimenting…

Transformations in the Visual Representation of a Figural Pattern

ERIC Educational Resources Information Center

Montenegro, Paula; Costa, Cecília; Lopes, Bernardino

2018-01-01

Multiple representations of a given mathematical object/concept are one of the biggest difficulties encountered by students. The aim of this study is to investigate the impact of the use of visual representations in teaching and learning algebra. In this paper, we analyze the transformations from and to visual representations that were performed…

Threshold Concepts as Focal Points for Supporting Student Learning

ERIC Educational Resources Information Center

Jordan, Katy; Tracy, Frances; Johnstone, Keith

2011-01-01

The Plant Sciences Pedagogy Project conducted research into undergraduate teaching and learning in the Department of Plant Sciences at the University of Cambridge and has translated the research findings into interventions to improve support for student learning. A key research objective for the project was to investigate how teachers within the…

Visiting An "Egg Factory" on the Farm: A Resource Unit.

ERIC Educational Resources Information Center

Ediger, Marlow

The resource unit indicates how elementary school teachers can use contemporary poultry farming to teach the concepts of change and specialization in American society and to show the effects of automation of American farms. The unit lists general objectives for students: to develop an understanding of farm specialization, especially in egg…

[Physical Education in the Out of Doors].

ERIC Educational Resources Information Center

Barnard, Peter; And Others

Designed for instruction of emotionally handicapped children and youth, these two articles deal with concepts and activities of physical and health education with an outdoor emphasis. Objectives cited in the first article are teaching young people to: enjoy the out-of-doors; cooperate with others and share in common goals; develop skills for…

Syllabus for Use in Russian Literature.

ERIC Educational Resources Information Center

Cernonok, Jevgenij

This syllabus outlines a two semester course to accompany the basic textbook: THE EPIC OF RUSSIAN LITERATURE by Marc Slonim. An introduction to the guide gives a brief summary of the history of Russian literature and objectives of the course are stated, defining concepts and understandings to be developed. In addition, teaching techniques are…

[Economics] Introductory Lesson (Begin Day One). Lesson Plan.

ERIC Educational Resources Information Center

Lewin, Roland

This introductory lesson on teaching economics concepts contains sections on the following: purpose; objectives; time; materials needed; and step-by-step classroom procedures. The focus is on the economic problem of scarcity and opportunity costs. Attached is an original skit, "There's no such thing as a free lunch," and a chart that…

Social Impact "Buycotts": A Tool for Innovation, Impact, and Engagement to Teach Integrated Marketing Communications

ERIC Educational Resources Information Center

Holland, Jonna

2016-01-01

A novel concept for an integrated marketing communications (IMC) semester project succeeded in meeting or exceeding course learning objectives while increasing social impact and community engagement. Partnering with a selected business and a synergistic community cause, student teams developed and implemented an IMC plan to motivate consumers to…

Improving Marketing Students' Writing Skills Using a One-Page Paper

ERIC Educational Resources Information Center

Wright, Newell D.; Larsen, Val

2016-01-01

Employers of marketing graduates view good writing as a core marketing skill, but many marketing students are weak writers. The improvement of student writing should therefore be an important objective in a well-designed marketing curriculum. One-page papers combine the effective teaching of marketing concepts with writing instruction while…

The Role of Guidance in Computer-Based Problem Solving for the Development of Concepts of Logic.

ERIC Educational Resources Information Center

Eysink, Tessa H. S.; Dijkstra, Sanne; Kuper, Jan

2002-01-01

Describes a study at the University of Twente (Netherlands) that investigated the effect of two instructional variables, manipulation of objects and guidance, in learning to use the logical connective, conditional with a computer-based learning environment, Tarski's World, designed to teach first-order logic. Discusses results of…

Does It Sink or Float?

ERIC Educational Resources Information Center

McDonald, Judith Richards

2012-01-01

This activity is designed to teach prekindergarten to second grade students about the concept of sink or float through an inquiry activity. Students will use familiar objects to predict and test the properties of sink and float. Background information is offered to teachers to assist them with this activity. This lesson begins with an engaging…

A Practical Guide to Teaching Preschool Spanish.

ERIC Educational Resources Information Center

Newton, Dianne Lynne

A curriculum for preschool Spanish instruction, consisting of a list of objectives, a pupil evaluation system, and 26 lesson plans, is presented. The curriculum is designed as an enrichment component for the preschool classroom and is best suited for four-year-old children who have already mastered the same concepts in English. The lessons utilize…

Determining the Cognitive Structures of Geography Teacher Candidates on "Earthquake"

ERIC Educational Resources Information Center

Kaya, Bastürk; Aladag, Caner

2017-01-01

The objective of this study is to determine the cognitive structures of the students of geography teaching department by identifying their conceptual frameworks about the concept of earthquake. A case study design from qualitative research approaches was used in this research. Sample group of the study constitutes 155 students from the Department…

[Educational objectives in the new interdisciplinary subject "Rehabilitation, Physical Medicine, Naturopathic Techniques" under the 9th Revision of the Licensing Regulations for Doctors--consensus recommendations of the German Society for Rehabilitative Sciences and the German Society for Physical Medicine and Rehabilitation].

PubMed

Mau, W; Gülich, M; Gutenbrunner, C; Lampe, B; Morfeld, M; Schwarzkopf, S R; Smolenski, U C

2004-12-01

In October 2003 the 9 (th) revision of the Federal Medical Training Regulations (Approbationsordnung) came into effect. The new compulsory interdisciplinary subject "Rehabilitation, Physical Medicine, Naturopathic Treatment" offers the opportunity to teach all students in comprehensive concepts of Rehabilitation such as the International Classification of Functioning, Disability and Health (ICF) of the WHO and the new book 9 of the German Social Code (SGB 9), as well as Physical Medicine and Naturopathic Treatment. Since the content of this new subject has not been defined up to date a joint task force of the German Society of Rehabilitation Science and the German Society of Physical Medicine and Rehabilitation was founded in order to recommend teaching standards. As part of these teaching standards educational objectives are introduced in this article. They should guide the persons in charge of teaching the subject in the medical faculties. In some areas the students should acquire profound abilities and skills in addition to knowledge. The medical faculties may focus on different educational targets according to their individual teaching profile.

Health Policy in Physician Assistant Education: Teaching Considerations and a Model Curriculum.

PubMed

Kidd, Vasco Deon; Cawley, James F; Kayingo, Gerald

2016-03-01

Recognition is growing within the medical academic community that future clinicians will need the tools to understand and influence health policy decisions. With the passage of the Patient Protection and Affordable Care Act of 2010, future clinicians will need not only clinical competence for successful practice but also an understanding of how health systems function. Although the fourth edition of the Accreditation Standards for Physician Assistant Education contains provisions and stipulations for the teaching of health topics in general and health policy specifically, physician assistant (PA) educators retain little consensus regarding either learning objectives or specific rubrics for teaching these important concepts. In this article, we discuss approaches for teaching health policy, delineate useful educational resources for PA faculty, and propose a model curriculum.

Conceptions of Effective Teaching and Perceived Use of Computer Technologies in Active Learning Classrooms

ERIC Educational Resources Information Center

Gebre, Engida; Saroyan, Alenoush; Aulls, Mark W.

2015-01-01

This paper examined professors' conceptions of effective teaching in the context of a course they were teaching in active learning classrooms and how the conceptions related to the perceived role and use of computers in their teaching. We interviewed 13 professors who were teaching in active learning classrooms in winter 2011 in a large research…

Teachers' Conceptions of Excellent Teaching and Its Relationships to Self-Reported Teaching Practices

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.; Hattie, John A. C.; Millward, Pam

2012-01-01

This study surveyed Chinese middle school (n = 951) teachers' conceptions of excellent teaching and examined the relationship of those conceptions to their self-reported teaching practices. Responses were analyzed using confirmatory factor analysis and structural equation modeling. These teachers identified one examination-oriented dimension and…

Development of Teaching Material Oxidation-Reduction Reactions through Four Steps Teaching Material Development (4S TMD)

NASA Astrophysics Data System (ADS)

Syamsuri, B. S.; Anwar, S.; Sumarna, O.

2017-09-01

This research aims to develop oxidation-reduction reactions (redox) teaching material used the Four Steps Teaching Material Development (4S TMD) method consists of four steps: selection, structuring, characterization and didactical reduction. This paper is the first part of the development of teaching material that includes selection and structuring steps. At the selection step, the development of teaching material begins with the development concept of redox based on curriculum demands, then the development of fundamental concepts sourced from the international textbook, and last is the development of values or skills can be integrated with redox concepts. The results of this selection step are the subject matter of the redox concept and values can be integrated with it. In the structuring step was developed concept map that provide on the relationship between redox concepts; Macro structure that guide systematic on the writing of teaching material; And multiple representations which are the development of teaching material that connection between macroscopic, submicroscopic, and symbolic level representations. The result of the two steps in this first part of the study produced a draft of teaching material. Evaluation of the draft of teaching material is done by an expert lecturer in the field of chemical education to assess the feasibility of teaching material.

Technology in the teaching of neuroscience: enhanced student learning.

PubMed

Griffin, John D

2003-12-01

The primary motivation for integrating any form of education technology into a particular course or curriculum should always be to enhance student learning. However, it can be difficult to determine which technologies will be the most appropriate and effective teaching tools. Through the alignment of technology-enhanced learning experiences with a clear set of learning objectives, teaching becomes more efficient and effective and learning is truly enhanced. In this article, I describe how I have made extensive use of technology in two neuroscience courses that differ in structure and content. Course websites function as resource centers and provide a forum for student interaction. PowerPoint presentations enhance formal lectures and provide an organized outline of presented material. Some lectures are also supplemented with interactive CD-ROMs, used in the presentation of difficult physiological concepts. In addition, a computer-based physiological recording system is used in laboratory sessions, improving the hands-on experience of group learning while reinforcing the concepts of the research method. Although technology can provide powerful teaching tools, the enhancement of the learning environment is still dependent on the instructor. It is the skill and enthusiasm of the instructor that determines whether technology will be used effectively.

Sighting Horizons of Teaching in Higher Education

ERIC Educational Resources Information Center

Barnett, Ronald; Guzmán-Valenzuela, Carolina

2017-01-01

This conceptual paper tackles the matter of teaching in higher education and proposes a concept of "horizons of teaching." It firstly offers an overview of the considerable empirical literature around teaching--especially conceptions of teaching, approaches to teaching and teaching practices--and goes on to pose some philosophical and…

Effective approach to spectroscopy and spectral analysis techniques using Matlab

NASA Astrophysics Data System (ADS)

Li, Xiang; Lv, Yong

2017-08-01

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

The Complexity of Teaching Density in Middle School

ERIC Educational Resources Information Center

Hashweh, Maher Z.

2016-01-01

Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual…

Minority Preservice Teachers' Conceptions of Teaching Science: Sources of Science Teaching Strategies

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2013-01-01

This study explores five minority preservice teachers' conceptions of teaching science and identifies the sources of their strategies for helping students learn science. Perspectives from the literature on conceptions of teaching science and on the role constructs used to describe and distinguish minority preservice teachers from their mainstream…

Conceptions of Teaching Science Held by Novice Teachers in an Alternative Certification Program

ERIC Educational Resources Information Center

Koballa, Thomas R.; Glynn, Shawn M.; Upson, Leslie

2005-01-01

Case studies to investigate the conceptions of teaching science held by three novice teachers participating in an alternative secondary science teacher certification program were conducted, along with the relationships between their conceptions of science teaching and their science teaching practice. Data used to build the cases included the…

A Study of the Development of the Concept of Mechanical Stability in Preschool Children

NASA Astrophysics Data System (ADS)

Hadzigeorgiou, Yannis

2002-06-01

The purpose of this study was to investigate whether preschool children (aged 4.5-6 years) can construct the concept of mechanical stability through structured hands-on activities involving the building of a tower on an inclined plane and through the use of cans of various sizes and weights. The data derived mainly from direct observation and the visual component of video tape recordings of thirty-seven children. These children formed three treatment groups which participated in structured-guided, structured-unguided and unstructured-unguided activities respectively. There is strong evidence that appropriately structured activities involving children's action on objects and the objects immediate reaction, as well as children's opportunity to vary this action, complemented with a scaffolding strategy can help children construct the concept of mechanical stability and apply it in other similar contexts. The paper also presents a theoretical framework for the teaching and learning of physics in the early years.

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

NASA Astrophysics Data System (ADS)

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

2018-02-01

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

Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

ERIC Educational Resources Information Center

Hatisaru, Vesife; Erbas, Ayhan Kursat

2017-01-01

The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers…

The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching

ERIC Educational Resources Information Center

Rivero, Ana; Azcarate, Pilar; Porlan, Rafael; del Pozo, Rosa Martin; Harres, Joao

2011-01-01

This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher…

Tablets and Applications to Tell Mathematics' History in High School

ERIC Educational Resources Information Center

Dias, Eduardo Jesus; Araujo, Carlos Fernando, Jr.; Ota, Marcos Andrei

2017-01-01

In this article, we suggest that the history in Mathematics Education combined with mobile technology, can provide analysis of concepts, theories and significant logical structures in the process of teaching and learning of Mathematics, as the main objective of this study is to analyze the students' motivation and learning using tablets in the…

Goal Setting as Motivational Tool in Student's Self-Regulated Learning

ERIC Educational Resources Information Center

Cheung, Eleanor

2004-01-01

The concept of management by objectives has long been used in business in enhancing good staff performance. There has been growing interest among teaching researchers in exploring the influence of goals within the academic field. Much of the early work in this area of motivational research has been done with children, rather than with college…

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

ERIC Educational Resources Information Center

Vita, Aida Carvalho; Kataoka, Verônica Yumi

2014-01-01

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

Curso: Procesamiento de Informacion. Prontuario. Revisado (Information Processing Course Handbook. Revised).

ERIC Educational Resources Information Center

Puerto Rico State Dept. of Education, Hato Rey. Area for Vocational and Technical Education.

This handbook is intended for use in teaching the concepts and applications of information processing to secondary and technical institute students preparing to be secretaries, typists, and office clerks. The guide begins with a list of the competencies to be developed, followed by lists of the terminal and enabling objectives for the two phases…

Hopping into Economics: First Graders Learn about Economics through an Easter Theme.

ERIC Educational Resources Information Center

Davis, Gaylene

A 3-month study unit introducing first grade students to economics through an Easter theme is outlined in five sections. Sections 1 and 2 describe rationale, goals, and learning objectives. Section 3 provides learning activities. A wide range of instructional strategies is used to teach the basic economic concepts of want, need, scarcity,…

On the Power of Fine Arts Pictorial Imagery in Science Education

ERIC Educational Resources Information Center

Galili, Igal

2013-01-01

The paper describes and illustrates the potential of using pictorial artistic images in supporting teaching scientific concepts and the nature of science. In the first part, the case of Giotto's fresco of stigmatization of St. Francis is described within the interpretation of relationship between the figures as between an object and its…

The Quest for Authenticity: A Study of an Online Discussion Forum and the Needs of Adult Learners

ERIC Educational Resources Information Center

McDougall, Jenny

2015-01-01

The objective of achieving a sense of "authenticity" in an educational context is one that might have immediate appeal, though how this is defined, let alone achieved, remains contested. The concept of "authentic discussion" has traditionally been used in the context of classroom English teaching in schools, but this paper…

Fractangi: A Tangible Learning Environment for Learning about Fractions with an Interactive Number Line

ERIC Educational Resources Information Center

Mpiladeri, Magda; Palaigeorgiou, George; Lemonidis, Charalampos

2016-01-01

Tangible user interfaces (TUIs) are frequently used to teach children abstract concepts, in science and mathematics. TUIs offer a natural and immediate form of interaction that promotes active and hands-on engagement and allows for exploration and reflection. Tangible objects are representational artifacts in their essence, and they increase the…

Algorithm Animations for Teaching and Learning the Main Ideas of Basic Sortings

ERIC Educational Resources Information Center

Végh, Ladislav; Stoffová, Veronika

2017-01-01

Algorithms are hard to understand for novice computer science students because they dynamically modify values of elements of abstract data structures. Animations can help to understand algorithms, since they connect abstract concepts to real life objects and situations. In the past 30-35 years, there have been conducted many experiments in the…

Using Motion Pictures to Teach Management: Refocusing the Camera Lens through the Infusion Approach to Diversity

ERIC Educational Resources Information Center

Bumpus, Minnette A.

2005-01-01

Motion pictures and television shows can provide mediums to facilitate the learning of management and organizational behavior theories and concepts. Although the motion pictures and television shows cited in the literature cover a broad range of cinematic categories, racial inclusion is limited. The objectives of this article are to document the…

The Topological Panorama Camera: A New Tool for Teaching Concepts Related to Space and Time.

ERIC Educational Resources Information Center

Gelphman, Janet L.; And Others

1992-01-01

Included are the description, operating characteristics, uses, and future plans for the Topological Panorama Camera, which is an experimental, robotic photographic device capable of producing visual renderings of the mathematical characteristics of an equation in terms of position changes of an object or in terms of the shape of the space…

Suggestions for Teaching Mathematics Using Laboratory Approaches. 6. Probability. Experimental Edition.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Bureau of Elementary Curriculum Development.

This guide is the sixth in a series of publications to assist teachers in using a laboratory approach to mathematics. Twenty activities on probability and statistics for the elementary grades are described in terms of purpose, materials needed, and procedures to be used. Objectives of these activities include basic probability concepts; gathering,…

Awareness Knowledge Attitude Skills of Telemedicine among Health Professional Faculty Working in Teaching Hospitals

ERIC Educational Resources Information Center

Zayapragassarazan, Zayabalaradjane; Kumar, Santosh

2016-01-01

Introduction: Telemedicine is an emerging technology in health sector in India. The success of any new technology depends on many factors including the knowledge and understanding of the concept, skills acquired, attitude towards technology and working environment by the concerned professionals. Aim: The main objective of this study was to assess…

Knowing and Teaching Kinaesthetic Experience in Skateboarding: An Example of Sensory Emplacement

ERIC Educational Resources Information Center

Bäckström, Åsa

2014-01-01

The body has become a vital research object in several disciplines in recent years. Indeed, in the social sciences and humanities, a corporeal turn in which embodiment has become a key concept related to learning and socialisation is discussed. This cross-disciplinary paper addresses the epistemological question of how we know what we know and…

A Multidisciplinary Industrial Robot Approach for Teaching Mechatronics-Related Courses

ERIC Educational Resources Information Center

Garduño-Aparicio, Mariano; Rodríguez-Reséndiz, Juvenal; Macias-Bobadilla, Gonzalo; Thenozhi, Suresh

2018-01-01

This paper presents a robot prototype for an undergraduate laboratory program designed to fulfill the criteria laid out by ABET. The main objective of the program is for students to learn some basic concepts of embedded systems and robotics, and apply them in practice. For that purpose, various practical laboratory exercises were prepared to teach…

Sketching up the Digital Duck

ERIC Educational Resources Information Center

Shafer, Kathryn G.; Severt, Gina; Olson, Zachary A.

2011-01-01

The fun thing about teaching measurement topics is allowing students to create three-dimensional objects from cardboard or paper and then to use them to calculate volume and surface area. The project described in this article is one that author Shafer has used for many years at the high school and college levels to reinforce the concepts of volume…

Programming Education with a Blocks-Based Visual Language for Mobile Application Development

ERIC Educational Resources Information Center

Mihci, Can; Ozdener, Nesrin

2014-01-01

The aim of this study is to assess the impact upon academic success of the use of a reference block-based visual programming tool, namely the MIT App Inventor for Android, as an educational instrument for teaching object-oriented GUI-application development (CS2) concepts to students; who have previously completed a fundamental programming course…

Using Story Boxes in Language Learning

ERIC Educational Resources Information Center

Collins, Rita

2009-01-01

Story boxes and story bags are containers for holding realia that are used to enhance reading and provide a variety of activities for encouraging language acquisition and use. Whatever the packaging, these are good ways to develop students' interest in books. Using realia, or real-life objects, to teach a foreign language is not a novel concept.…

Curriculum Development for Professional Leaders in Extension Education.

ERIC Educational Resources Information Center

Findlay, Edward Weldon

The study is based on the premise that if one is able to identify the areas of behavior in which professionals require competence, one can link this behavior to a related structure of concepts which may serve as logical teaching and learning objectives in the development of training programs. A sample of 211 extension agents (in agriculture, home…

A Teaching Sequence for Learning the Concept of Chemical Equilibrium in Secondary School Education

ERIC Educational Resources Information Center

Ghirardi, Marco; Marchetti, Fabio; Pettinari, Claudio; Regis, Alberto; Roletto, Ezio

2014-01-01

A novel didactic sequence is proposed for the teaching of chemical equilibrium. This teaching sequence takes into account the historical and epistemological evolution of the concept, the alternative conceptions and learning difficulties highlighted by teaching science and research in education, and the need to focus on both the students'…

The influence of analogical reasoning instruction on the pedagogical reasoning ability of preservice elementary teachers

NASA Astrophysics Data System (ADS)

James, Mark Charles

Novice teachers with little prior knowledge of science concepts often resort to teaching science as a litany of jargon and definitions. The primary objective of this study was to establish the efficacy of analogy-based pedagogy on influencing the teaching performance of preservice elementary teachers, a group that has been identified for their particular difficulties in teaching science content. While numerous studies have focused on the efficacy of analogy-based instruction on the conceptual knowledge of learners, this was the first study to focus on the influence of analogy-based pedagogy instruction on the teaching performance of novice teachers. The study utilized a treatment/contrast group design where treatment and contrast groups were obtained from intact sections of a university course on methods of teaching science for preservice elementary education students. Preservice teachers in the treatment group were provided instruction in pedagogy that guided them in the generation of analogies to aid in the explanation phase of their learning cycle lessons. The process of generating and evaluating analogies for use in teaching was instrumental in focusing the preservice teachers' lesson planning efforts on critical attributes in target concepts, and away from misplaced concentrations on jargon and definitions. Teaching performance was primarily analyzed using coded indicants of Shulman's (1986) six stages of pedagogical reasoning ability. The primary data source was preservice teachers' work submitted for a major course assignment where the preservice teachers interviewed an elementary school student to gauge prior knowledge of Newtonian force concepts. The culmination of the semester-long assignment was the design of an individualized lesson that was presented by the preservice teachers to individual elementary school students. The results of this study strongly suggest that instruction in methods to include analogy-based pedagogy within a learning cycle lesson format can positively influence the pedagogical reasoning ability of some elementary preservice teachers. The study also provided insights into techniques that can be utilized to introduce analogy-based pedagogy to elementary preservice teachers.

SMIL and SVG in teaching

NASA Astrophysics Data System (ADS)

Eidenberger, Horst

2003-12-01

This paper describes how the web standards Synchronized Multimedia Integration Language (SMIL) and Scalable Vector Graphics (SVG) are used in teaching at the Vienna University of Technology. SMIL and SVG are used in courses on multimedia authoring. Didactically, the goal is to teach students how to use media objects and timing concepts to build interactive media applications. Additionally, SMIL is applied to generate multimedia content from a database using a content management system. The paper gives background information on the SMIL and SVG standards and sketches how teaching multimedia is organized at the Vienna University of Technology. Courses from the summer term 2003 are described and illustrated in two case studies. General design problems of SMIL-based presentations are modelled as patterns. Additionally, suggestions for improvement in the standards are given and shortcomings of existing user agents are summarized. Our conclusion is that SMIL and SVG are very well suited for teaching multimedia. Currently, the main problem is that all existing SMIL players lack some properties desired for teaching applications (stability, correctness, etc.).

Concept Map Structure, Gender and Teaching Methods: An Investigation of Students' Science Learning

ERIC Educational Resources Information Center

Gerstner, Sabine; Bogner, Franz X.

2009-01-01

Background: This study deals with the application of concept mapping to the teaching and learning of a science topic with secondary school students in Germany. Purpose: The main research questions were: (1) Do different teaching approaches affect concept map structure or students' learning success? (2) Is the structure of concept maps influenced…

Applying Organ Clearance Concepts in a Clinical Setting

PubMed Central

2008-01-01

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

An analysis of TA-Student Interaction and the Development of Concepts in 3-d Space Through Language, Objects, and Gesture in a College-level Geoscience Laboratory

NASA Astrophysics Data System (ADS)

King, S. L.

2015-12-01

The purpose of this study is twofold: 1) to describe how a teaching assistant (TA) in an undergraduate geology laboratory employs a multimodal system in order to mediate the students' understanding of scientific knowledge and develop a contextualization of a concept in three-dimensional space and 2) to describe how a linguistic awareness of gestural patterns can be used to inform TA training assessment of students' conceptual understanding in situ. During the study the TA aided students in developing the conceptual understanding and reconstruction of a meteoric impact, which produces shatter cone formations. The concurrent use of speech, gesture, and physical manipulation of objects is employed by the TA in order to aid the conceptual understanding of this particular phenomenon. Using the methods of gestural analysis in works by Goldin-Meadow, 2000 and McNeill, 1992, this study describes the gestures of the TA and the students as well as the purpose and motivation of the meditational strategies employed by TA in order to build the geological concept in the constructed 3-dimensional space. Through a series of increasingly complex gestures, the TA assists the students to construct the forensic concept of the imagined 3-D space, which can then be applied to a larger context. As the TA becomes more familiar with the students' meditational needs, the TA adapts teaching and gestural styles to meet their respective ZPDs (Vygotsky 1978). This study shows that in the laboratory setting language, gesture, and physical manipulation of the experimental object are all integral to the learning and demonstration of scientific concepts. Recognition of the gestural patterns of the students allows the TA the ability to dynamically assess the students understanding of a concept. Using the information from this example of student-TA interaction, a brief short course has been created to assist TAs in recognizing the mediational power as well as the assessment potential of gestural awareness in classroom settings and will be test-run in the fall 2015 semester. This presentation will describe classroom interaction data, the design of the short course, and the implementation/ results of this module.

Extending Research on "Conceptions of Teaching": Commonalities and Differences in Recent Investigations

ERIC Educational Resources Information Center

Gonzalez, Carlos

2011-01-01

There is a significant body of research on conceptions of teaching. However, newer studies have reported facets of teaching which did not emerge in previous research. This has lead to claims that there may be still much to learn about university teachers' conceptions of teaching. In this line, the present study is aimed at exploring, from a…

Evolution of the Students' Conceptual Understanding in the Case of a Teaching Sequence in Mechanics: Concept of Interaction

ERIC Educational Resources Information Center

Küçüközer, Asuman

2006-01-01

This study aims to better understand the construction of the meaning of physics concepts in mechanics during a teaching sequence at the upper secondary school level. In the teaching sessions, students were introduced to the concepts of interaction and force. During this teaching sequence the models called "interactions" and "laws of…

Safe Use of Hydrogen and Hydrogen Systems

NASA Technical Reports Server (NTRS)

Maes, Miguel

2006-01-01

This is a viewgraph presentation that is a course for teaching the safe use of hydrogen. The objectives of the course are 1. To familiarize the student with H2 safety properties 2. To enable the identification, evaluations and addressing of H2 system hazards 3. To teach: a. Safe practices for, b. Design, c. Materials selection, d. H2 system operation, e. Physical principles and empirical observations on which these safe practices are based, f. How to respond to emergency situations involving H2, g How to visualize safety concepts through in-class exercises, h. Identify numerous parameters important to H2 safety.

Current concepts in simulation-based trauma education.

PubMed

Cherry, Robert A; Ali, Jameel

2008-11-01

The use of simulation-based technology in trauma education has focused on providing a safe and effective alternative to the more traditional methods that are used to teach technical skills and critical concepts in trauma resuscitation. Trauma team training using simulation-based technology is also being used to develop skills in leadership, team-information sharing, communication, and decision-making. The integration of simulators into medical student curriculum, residency training, and continuing medical education has been strongly recommended by the American College of Surgeons as an innovative means of enhancing patient safety, reducing medical errors, and performing a systematic evaluation of various competencies. Advanced human patient simulators are increasingly being used in trauma as an evaluation tool to assess clinical performance and to teach and reinforce essential knowledge, skills, and abilities. A number of specialty simulators in trauma and critical care have also been designed to meet these educational objectives. Ongoing educational research is still needed to validate long-term retention of knowledge and skills, provide reliable methods to evaluate teaching effectiveness and performance, and to demonstrate improvement in patient safety and overall quality of care.

Enhancing Conceptual Change in Preschool Children's Representations of Light: A Sociocognitive Approach

NASA Astrophysics Data System (ADS)

Ravanis, Konstantinos; Christidou, Vasilia; Hatzinikita, Vassilia

2013-12-01

The aim of this study is to investigate the effect of a sociocognitive teaching strategy on young children's understanding of light. It explores their understanding of the concept of light as an entity that is transmitted independently of the light source and the final receiver. The study was conducted in three phases: pretest, teaching intervention, and post-tests. The sample consisted of 170 preschool children who were assigned to two groups. The children in the first group participated in activities which adopted a sociocognitive approach. In the context of this approach, a familiar metaphor was introduced in order to facilitate children to construct a "precursor model" about light. The children in the second group participated in activities with the same teaching objectives, but adopting an empiricist perspective. Statistical analysis using the Mann-Whitney U test indicated that the cognitive progress of the sociocognitive group was more significant than the progress of the empiricist group. This provides evidence for the effect of the sociocognitive strategy on enhancing children in constructing a "precursor model" for the concept of light.

Concept Maps as Tools for Teaching.

ERIC Educational Resources Information Center

Moreira, Marco A.

1979-01-01

Discusses how concept maps with two dimensional diagrams which show hierarchical relationships among concepts of a discipline can be used in teaching physics. An example for teaching a course in electromagnetism at the Federal University of Rio Grande do Sul, Brazil is presented. (HM)

CONCEPT LEARNING AND CONCEPT TEACHING.

ERIC Educational Resources Information Center

GLASER, ROBERT

REVIEWED ARE THE PSYCHOLOGICAL STUDIES OF CONCEPT LEARNING AS THEY RELATE TO CONCEPT TEACHING. AN ANALYSIS IS MADE OF THE NATURE OF CONCEPT LEARNING AS IT IS STUDIED IN THE PSYCHOLOGIST'S LABORATORY, INCLUDING THE NATURE OF CONCEPT TASKS AS THEY APPEAR IN SUBJECT MATTER LEARNING. THE PRIMARY KINDS OF CONCEPT LEARNING SITUATIONS, INCLUDING THE…

The Effect of Using a Visual Representation Tool in a Teaching-Learning Sequence for Teaching Newton's Third Law

NASA Astrophysics Data System (ADS)

Savinainen, Antti; Mäkynen, Asko; Nieminen, Pasi; Viiri, Jouni

2017-02-01

This paper presents a research-based teaching-learning sequence (TLS) that focuses on the notion of interaction in teaching Newton's third law (N3 law) which is, as earlier studies have shown, a challenging topic for students to learn. The TLS made systematic use of a visual representation tool—an interaction diagram (ID)—highlighting interactions between objects and addressing the learning demand related to N3 law. This approach had been successful in enhancing students' understanding of N3 law in pilot studies conducted by teacher-researchers. However, it was unclear whether teachers, who have neither been involved with the research nor received intensive tutoring, could replicate the positive results in ordinary school settings. To address this question, we present an empirical study conducted in 10 Finnish upper secondary schools with students ( n = 261, aged 16) taking their mandatory physics course. The study design involved three groups: the heavy ID group (the TLS with seven to eight exercises on IDs), the light ID group (two to three exercises on IDs) and the no ID group (no exercises on IDs). The heavy and light ID groups answered eight ID questions, and all the students answered four questions on N3 law after teaching the force concept. The findings clearly suggest that systematic use of the IDs in teaching the force concept significantly fostered students' understanding of N3 law even with teachers who have no intensive tutoring or research background.

Teachers' conceptions of learning and teaching in student-centred medical curricula: the impact of context and personal characteristics.

PubMed

Jacobs, Johanna C G; van Luijk, Scheltus J; van der Vleuten, Cees P M; Kusurkar, Rashmi A; Croiset, Gerda; Scheele, Fedde

2016-09-21

Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How? Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis. Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'. Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.

Semantic Mistakes and Didactic Difficulties in Teaching the "Amount of Substance" Concept: A Useful Model

ERIC Educational Resources Information Center

Pekdag, Bulent; Azizoglu, Nursen

2013-01-01

Textbooks still have the distinction of being the most dominant teaching tool in science teaching. The manner in which a scientific concept is expressed in a textbook is of importance in the in-depth learning process of that concept. With this in mind, problems with expressing the "amount of substance" concept were reviewed in 15…

Video-assisted feedback in general practice internships using German general practitioner's guidelines

PubMed Central

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

Introduction: The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. Teaching method: First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient – student – consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. Feasibility: The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept. The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence-based guidelines. Conclusion: This teaching method supports quality control and standardizing of learning objectives during the internship in general practice by using general practice guidelines. The use of a checklist enhances this method in general practice. We consider the presented teaching method in the context of the planned modification of the Medical Licenses Act is part of quality control and standardisation of medical teaching during general practice internships. In order to validate these presumptions, further, evaluation of this method concerning the learning objectives using the guidelines of general practice need to be carried out. PMID:23255963

Undergraduate Electronics Projects Based on the Design of an Optical Wireless Audio Transmission System

ERIC Educational Resources Information Center

Oliveira, Luis Bica; Paulino, Nuno; Oliveira, João P.; Santos-Tavares, Rui; Pereira, Nuno; Goes, João

2017-01-01

The two projects presented in this paper can be used either as two separate assignments in two different semesters or as a final assignment for undergraduate students of electrical engineering. They have two main objectives: first, to teach basic electronic circuit design concepts and, second, to motivate the students to learn more about analog…

Effects of the Use of Two Visual Methods in Teaching College Chemistry to Non-Science Majors.

ERIC Educational Resources Information Center

Koechel, Loretta

This was a quantified study on the learning of certain theoretical topics in general chemistry as influenced by two methods of visual technique (single concept films, overhead projections). Four classes of chemistry students (non-science majors) registered in sections on a random basis, participated. Objective, multiple choice tests on each of the…

Guida Didattica per l'Insegnamento della Matematica. Livelli G, H = Mathematics Curriculum Guide for Italian-Speaking Students, Levels G and H. Working Draft.

ERIC Educational Resources Information Center

Chicago Board of Education, IL. Dept. of Curriculum.

The curriculum guide is for levels G and H of the mathematics segment of Chicago's bilingual education program for limited-English-speaking native Italian-speaking students. It includes specific instructional objectives and worksheets for teaching the mathematical concepts of place value, whole numbers, rational numbers, measurement, geometry, and…

Critical Thinking Handbook: K-3rd Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies & Science.

ERIC Educational Resources Information Center

Paul, Richard; And Others

This handbook, designed to help teachers of kindergarten through third grade remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the…

Distribution and Supply Chain Management: Educating the Army Officer

DTIC Science & Technology

2005-05-26

knowledge a logistics officer must have to function effectively in a supply chain and distribution management environment. It analyzes how officers...Educational Objectives. It discusses how the Army/DoD currently teaches supply chain and distribution management concepts in various programs, such as the...its educational curriculum, and that logisticians continue to gain operational experience in distribution management operations. The paper recommends

It's Not All Ancient History Now: Connecting the Past by Weaving a Threaded Historical Concept

ERIC Educational Resources Information Center

Endacott, Jason

2005-01-01

Proving history's relevance to students is a daunting task that social studies educators face everyday as they create lesson plans that they hope will spark their students' interest in learning about the past. Few educators would argue that demonstrating the relevance of the objectives toward which they are teaching is an unnecessary duty. Perhaps…

Application of Theories, Principles and Methods of Adult Learning for Managers to Improve Workplace Reactions to Learning, Knowledge and Performance

ERIC Educational Resources Information Center

Steier, E. Joseph, III

2010-01-01

The objective of this dissertation was to explore the concept that knowledge and application of theories, principles and methods of adult learning to teaching may be a core management competency needed for companies to improve employee reaction to learning, knowledge transfer and behavior as well as engagement, retention and profitability.…

Teaching Practices in ipad-Classrooms: Alignment of Didactical Designs, Mobile Devices and Creativity

ERIC Educational Resources Information Center

Jahnke, Isa

2013-01-01

Creativity is socially constructed and is not an objective fact at all. How do teachers perceive students' creativity and how can they foster students' creative learning? From two case studies, one in higher education and a second on iPad-classrooms in schools, the paper reflects on didactical concepts for creativity using mobile devices.…

The Promise of Andragogy and Experimental Learning to Improve Teaching of Nutrition Concepts to Culinary Arts Students

ERIC Educational Resources Information Center

Abdulsalam, N.; Condrasky, M.; Bridges, W.; Havice, P.

2017-01-01

This randomized controlled trial compared the effectiveness of traditional lecture (C), face-to-face demonstration (DP), on-line lecture capture (OP), and the combination of the last two (OP+DP) to enhance culinary arts students' application skills related to sodium usage in food preparation. Objectives were to compare relative effectiveness of…

Interactive Physics: the role of interactive learning objects in teaching Physics in Engineering

NASA Astrophysics Data System (ADS)

Benito, R. M.; Cámara, M. E.; Arranz, F. J.

2009-04-01

In this work we present the results of a Project in educational innovation entitled "Interactive Physics". We have developed resources for teaching Physics for students of Engineering, with an emphasis in conceptual reinforcement and addressing the shortcomings of students entering the University. The resources developed include hypertext, graphics, equations, quizzes and more elaborated problems that cover the customary syllabus in first-year Physics: kinematics and dynamics, Newton laws, electricity and magnetism, elementary circuits… The role of vector quantities is stressed and we also provide help for the most usual mathematical tools (calculus and trigonometric formulas). The structure and level of detail of the resources are fitted to the conceptual difficulties that most of the students find. Some of the most advanced resources we have developed are interactive simulations. These are real simulations of key physical situations, not only animations. They serve as learning objects, in the well known sense of small reusable digital objects that are self-contained and tagged with metadata. In this sense, we use them to link concepts and content through interaction with active engagement of the student. The development of an interactive simulation involves several steps. First, we identify common pitfalls in the conceptual framework of the students and the points in which they stumble frequently. Then we think of a way to make clear the physical concepts using a simulation. After that, we program the simulation (using Flash or Java) and finally the simulation is tested with the students, and we reelaborate some parts of it in terms of usability. In our communication, we discuss the usefulness of these interactive simulations in teaching Physics for engineers, and their integration in a more comprehensive b-learning system.

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

NASA Astrophysics Data System (ADS)

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

2015-09-01

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

An analysis of the concept of teaching in elementary school science education

NASA Astrophysics Data System (ADS)

Seatter, Carol Eunice Scarff

The problem for this thesis arises directly from several years of observation of science classrooms in British Columbia. The troubling phenomenon seen within numerous classrooms, taught by teachers claiming to be constructivist teachers, involved teachers fostering the idea that children can think about science in terms of their own ideas, that is, that children can think about science in common-sense terms. In the many cases I have observed, teachers justify this practice on the grounds of constructivist theory. However, this kind of "constructivist teaching" does not, in my opinion, lead to scientific reasoning. My argument begins with the premise that the development of scientific reasoning in children is necessary for science education. I will argue that the currently popular "constructivist" movement has significant potential to fail in producing scientific reasoning in children, as did its predecessor, the "discovery learning" movement of the 1960s. The incommensurable differences between scientific and common-sense reasoning are presented and discussed. This thesis examines constructivist theory in terms of its potential to hinder the development of scientific reasoning in children. Two features of the constructivist writings are examined: those which pertain to the nature of science, and those relating to the concept of teaching. A chapter on the logic of scientific inquiry is central to the thesis, as it describes and explains the concepts, forms of explanation and truth criteria unique to the discipline of science. The epistemological foundations of science education are discussed in terms of the realist/instrumentalist debate. The thesis argues in favor of a sophisticated realist view of knowledge, such as those offered by Hacking and Matthews who take into account Hanson's "theory-laden" observation without falling prey to a naive realist view. Reasoning in science is compared with children's common-sense reasoning in an attempt to further understand the phenomenon of children's science. The chapter on teaching discusses intellectual and strategic teaching acts and relates these to Roberts' notion of the "Trialogue" teaching style. Roberts' notion of "Abandonment"---a style of teaching in which the teacher's prerogative to share his or her expertise is omitted---is presented as a way of discussing the potential for abandonment in contemporary science education. The final chapter addresses the question, "What can we do about the potential problem of Abandonment?" Strategies are presented in which students are able to develop scientific understanding with respect to objects and events, while allowing the teacher to implement intellectual teaching acts, necessary for the teaching of scientific concepts.

Relationships between Prospective Elementary Teachers' Classroom Practice and Their Conceptions of Biology and of Teaching Science.

ERIC Educational Resources Information Center

Meyer, Helen; Tabachnick, B. Robert; Hewson, Peter W.; Lemberger, John; Park, Hyun-Ju

1999-01-01

Discusses three prospective elementary teachers' conceptions of teaching science and selected portions of their knowledge base in life science. Explores how these teachers' conceptions, along with their teaching actions, developed during the course of a teacher-education program. Contains 21 references. (Author/WRM)

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

NASA Astrophysics Data System (ADS)

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-02-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the teacher. That students should be able to discover answers themselves through active engagement with new experiences was central to the thinking of eminent educators such as Pestalozzi, Dewey and Montessori. However, even after many years of research and practice, inquiry learning as a referent for teaching still struggles to find expression in the average teachers' pedagogy. This study drew on interview data from 20 elementary teachers. A phenomenographic analysis revealed three conceptions of teaching for inquiry learning in science in the elementary years of schooling: (a) The Experience-centered conception where teachers focused on providing interesting sensory experiences to students; (b) The Problem-centered conception where teachers focused on engaging students with challenging problems; and (c) The Question-centered conception where teachers focused on helping students to ask and answer their own questions. Understanding teachers' conceptions has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

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.

Teaching Writing

ERIC Educational Resources Information Center

Tomas, Z.; Kostka, I.; Mott-Smith, J. A.

2013-01-01

The authors of "Teaching Writing" draw on their years of teaching and their knowledge of theory and research to present major concepts in teaching L2 writing. These concepts encompass how cultural differences affect the writing class, planning instruction, text-based writing, writing strategies, modeling, and responding to student…

Think Scientifically: Science Hidden in a Storybook

NASA Astrophysics Data System (ADS)

Van Norden, W. M.

2012-12-01

The Solar Dynamics Observatory's Think Scientifically (TS) program links literacy and science in the elementary classroom through an engaging storybook format and hands-on, inquiry based activities. TS consists of three illustrated storybooks, each addressing a different solar science concept. Accompanying each book is a hands-on science lesson plan that emphasizes the concepts addressed in the book, as well as math, reading, and language arts activities. Written by teachers, the books are designed to be extremely user-friendly and easy to implement in classroom instruction. The objectives of the program are: (1) to increase time spent on science in elementary school classrooms, (2) to assist educators in implementing hands-on science activities that reinforce concepts from the book, (3) to increase teacher capacity and comfort in teaching solar concepts, (4) to increase student awareness and interest in solar topics, especially students in under-served and under-represented communities. Our program meets these objectives through the National Science Standards-based content delivered in each story, the activities provided in the books, and the accompanying training that teachers are offered through the program.; ;

[Video-based self-control in surgical teaching. A new tool in a new concept].

PubMed

Dahmen, U; Sänger, C; Wurst, C; Arlt, J; Wei, W; Dondorf, F; Richter, B; Settmacher, U; Dirsch, O

2013-10-01

Image and video-based results and process control are essential tools of a new teaching concept for conveying surgical skills. The new teaching concept integrates approved teaching principles and new media. Every performance of exercises is videotaped and the result photographically recorded. The quality of the process and result becomes accessible for an analysis by the teacher and the student/learner. The learner is instructed to perform a criteria-based self-analysis of the video and image material by themselves. The new learning concept has so far been successfully applied in seven rounds within the newly designed modular class "Intensivkurs Chirurgische Techniken" (Intensive training of surgical techniques). Result documentation and analysis via digital picture was completed by almost every student. The quality of the results was high. Interestingly the result quality did not correlate with the time needed for the exercise. The training success had a lasting effect. The new and elaborate concept improves the quality of teaching. In the long run resources for patient care should be saved when training students according to this concept prior to performing tasks in the operating theater. These resources should be allocated for further refining innovative teaching concepts.

Teaching qualitative research as a means of socialization to nursing.

PubMed

Arieli, Daniella; Tamir, Batya; Man, Michal

2015-06-01

The aim of the present article is to present a model for teaching qualitative research as part of nursing education. The uniqueness of the course model is that it seeks to combine two objectives: (1) initial familiarization of the students with the clinical-nursing environment and the role of the nurse; and (2) understanding the qualitative research approach and inculcation of basic qualitative research skills. The article describes how teaching two central genres in qualitative research - ethnographic and narrative research - constitutes a way of teaching the important skills, concepts, and values of the nursing profession. The article presents the model's structure, details its principal stages, and explains the rationale of each stage. It also presents the central findings of an evaluation of the model's implementation in eight groups over a two-year period. In this way the article seeks to contribute to nursing education literature in general, and to those engaged in clinical training and teaching qualitative research in nursing education in particular. Copyright © 2015 Elsevier Ltd. All rights reserved.

A Sample WebQuest Applicable in Teaching Topological Concepts

ERIC Educational Resources Information Center

Yildiz, Sevda Goktepe; Korpeoglu, Seda Goktepe

2016-01-01

In recent years, WebQuests have received a great deal of attention and have been used effectively in teaching-learning process in various courses. In this study, a WebQuest that can be applicable in teaching topological concepts for undergraduate level students was prepared. A number of topological concepts, such as countability, infinity, and…

Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

ERIC Educational Resources Information Center

Taylor, Dale L.; Booth, Shirley

2015-01-01

Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions…

An International Study of Prospective Teachers' Initial Teaching Conceptions and Concerns: The Case of Teaching "Combustion."

ERIC Educational Resources Information Center

De Jong, Onno; Ahtee, Maija; Goodwin, Alan; Hatzinikita, Vassilia; Koulaidis, Vasilis

1999-01-01

Investigated Dutch, Finnish, English, and Greek preservice science teachers' conceptions of and concerns about how to teach the concept of combustion. Participants prepared lessons for junior secondary students, then completed interviews and questionnaires. Results revealed many important and similar characteristics of prospective teachers' views…

Active Ways to Teach Health Concepts in the Elementary Setting

ERIC Educational Resources Information Center

Gregory, Julie

2015-01-01

This article provides three movement-based activities for teaching health concepts to elementary school students. Two activities focus on nutrition concepts and the other focuses on teaching body systems. Diagrams are provided to show the setup of activities, as well as links for accessing materials to help implement the activities.

Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom

ERIC Educational Resources Information Center

Hsu, Hsiao-Ping; Tsai, Bor-Wen; Chen, Che-Ming

2018-01-01

Teaching high-school geomorphological concepts and topographic map reading entails many challenges. This research reports the applicability and effectiveness of Google Earth in teaching topographic map skills and geomorphological concepts, by a single teacher, in a one-computer classroom. Compared to learning via a conventional instructional…

LEARN-TEACH: a pilot to boost Ocean Literacy in High Schools

NASA Astrophysics Data System (ADS)

Grigorov, Ivo; Payne, Diana; Vogt, Bynna; Knappe, Charlotte; Riedel, Werner

2017-04-01

Raising the Ocean Literacy of all levels of society is now a policy priority for the European Commission. The long-term objective is better appreciation of the socio-economic benefits and ecosystem services that the marine environment provides, and encourage better stewardship of the seas. One long-term, and potentially self-sustainable, concept is to put sufficient mutual incentives in place so that researchers, teachers and students in high-schools science and mathematics classes accessorize school curricula with the latest marine research results and knowledge. Summary of preliminary teachers consultations at Copenhagen International School suggest that teachers are prepared and willing to include recent marine research, research data and knowledge in high school science classes and carry over the research data to mathematics/statistics classes and exercises. However the active participation of researchers is sought to provide guidance and translation of latest research findings, and point to real data sources. LEARN-TEACH Pilot`s main objective is to test a long-term scalable and locally applicable solution for engaging young people in marine environment issues and challenges. LEARN-TEACH sustainability of concept relies on mutual training and clear mutual incentives. For the teachers, it allows an opportunity to understand and inject recent research in the school curriculum in order to "increase the level of knowledge among the population of the marine environment". For the researchers, LEARN-TEACH is tailored as a tool for outreach and dissmination, as well as exposing young marine researchers to the challenges of translating and communicating research to non-academic audiences, and potentially an alternative career. The presentation will demonstrate how LEARN-TEACH can be embedded in every research grant in any EU region, and how it can add a competitive edge at research grant proposal evaluation. The content is based on the "Blue Schools" initiative of Horizon 2020 SeaChange Consortium, an EC Ocean Literacy project (www.seachangeproject.eu)

Video-assisted feedback in general practice internships using German general practitioner's guidelines.

PubMed

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient - student - consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The Following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept.The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence-based guidelines. This teaching method supports quality control and standardizing of learning objectives during the internship in general practice by using general practice guidelines. The use of a checklist enhances this method in general practice. We consider the presented teaching method in the context of the planned modification of the Medical Licenses Act is part of quality control and standardisation of medical teaching during general practice internships. In order to validate these presumptions, further, evaluation of this method concerning the learning objectives using the guidelines of general practice need to be carried out.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity.

PubMed

MacDougall, Conan

2017-03-25

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity ("flower diagrams"). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students.

A Lakatosian Conceptual Change Teaching Strategy Based on Student Ability to Build Models with Varying Degrees of Conceptual Understanding of Chemical Equilibrium

NASA Astrophysics Data System (ADS)

Niaz, M.

The main objective of this study is to construct a Lakatosian teaching strategy that can facilitate conceptual change in students'' understanding of chemical equilibrium. The strategy is based on the premise that cognitive conflicts must have been engendered by the students themselves in trying to cope with different problem solving strategies. Results obtained (based on Venezuelan freshman students) show that the performance of the experimental group of students was generally better (especially on the immediate post tests) than that of the control group. It is concluded that a conceptual change teaching strategy must take into consideration the following aspects: a) core beliefs of the students in the topic (cf. ''hard core'', Lakatos 1970); b) exploration of the relationship between core beliefs and student alternative conceptions (misconceptions); c) cognitive complexity of the core belief can be broken down into a series of related and probing questions; d) students resist changes in their core beliefs by postulating ''auxiliary hypotheses'' in order to resolve their contradictions; e) students'' responses based on their alternative conceptions must be considered not as wrong, but rather as models, perhaps in the same sense as used by scientists to break the complexity of a problem; and f) students'' misconceptions be considered as alternative conceptions (theories) that compete with the present scientific theories and at times recapitulate theories scientists held in the past.

A Novel Teaching Tool Combined With Active-Learning to Teach Antimicrobial Spectrum Activity

PubMed Central

2017-01-01

Objective. To design instructional methods that would promote long-term retention of knowledge of antimicrobial pharmacology, particularly the spectrum of activity for antimicrobial agents, in pharmacy students. Design. An active-learning approach was used to teach selected sessions in a required antimicrobial pharmacology course. Students were expected to review key concepts from the course reader prior to the in-class sessions. During class, brief concept reviews were followed by active-learning exercises, including a novel schematic method for learning antimicrobial spectrum of activity (“flower diagrams”). Assessment. At the beginning of the next quarter (approximately 10 weeks after the in-class sessions), 360 students (three yearly cohorts) completed a low-stakes multiple-choice examination on the concepts in antimicrobial spectrum of activity. When data for students was pooled across years, the mean number of correct items was 75.3% for the items that tested content delivered with the active-learning method vs 70.4% for items that tested content delivered via traditional lecture (mean difference 4.9%). Instructor ratings on student evaluations of the active-learning approach were high (mean scores 4.5-4.8 on a 5-point scale) and student comments were positive about the active-learning approach and flower diagrams. Conclusion. An active-learning approach led to modestly higher scores in a test of long-term retention of pharmacology knowledge and was well-received by students. PMID:28381885

Changing concepts of neuroanatomy teaching in medical education.

PubMed

Hazelton, Lara

2011-10-01

Anatomy teaching is often described as foundational in the education of physicians, but in recent years there has been increasing pressure on teachers of neuroanatomy to justify its place in the curriculum. This article examines theoretical assumptions that have traditionally influenced the neuroanatomy curriculum and explains how evolution of thought in the field of medical education has led to a shift in how the pedagogy of neuroanatomy is conceptualized. The widespread adoption of competency-based education, the emphasis on outcome-based objectives, patient- and learner-centered approaches, and a renewed interest in humanistic aspects of medical education have all contributed to a changing educational milieu. These changes have led to a number of curricular innovations. However, questions remain as to what should be taught to medical learners, and how best to teach it.

Investigating Pre-service Science Teachers' Developing Professional Knowledge Through the Lens of Differentiated Instruction

NASA Astrophysics Data System (ADS)

Goodnough, Karen

2010-03-01

In this study, the author implemented a problem-based learning (PBL) experience that allowed students in an advanced science methodology course to explore differentiated instruction. Through working systematically in small, collaborative groups, students explored the nature of differentiated instruction. The objective of the study was to examine pre-service teachers’ developing conceptions of differentiated instruction (DI) as a way to teach for diversity. The author adopted action research as a strategy to explore students’ perceptions of DI in the context of science teaching and learning. Several data collection methods and sources were adopted in the study, including student-generated products, student interviews, classroom observation, and journal writing. Outcomes report on students’ perceptions of both the potential and challenges associated with adopting a DI approach to science teaching and learning.

Secondary Physical Science Teachers' Conceptions of Science Teaching in a Context of Change

NASA Astrophysics Data System (ADS)

Taylor, Dale L.; Booth, Shirley

2015-05-01

Pre-service teachers enter initial teacher education programmes with conceptions of teaching gleaned from their own schooling. These conceptions, which include teachers' beliefs, may be resistant to change, which is a challenge in contexts where teacher educators hope that teachers will teach in ways different from their own schooling. Conceptions of teaching found in different cultural and disciplinary contexts have contextual differences but have resonances with the results of research into teacher beliefs. Our sample of eight South African secondary physical science teachers was schooled in a system which encouraged knowledge transmission, but they were prepared in their initial teacher education for a learner-centred approach. After they had taught for a few years, we explored their conceptions of science teaching, using phenomenographic interviews. Four conceptions emerged inductively from the analysis: transferring science knowledge from mind to mind; transferring problematic science knowledge from mind to mind; creating space for learning science knowledge and creating space for learning problematic science knowledge. Internally these conceptions are constituted by three dimensions of variation: the nature of the science knowledge to be learnt, the role of the students and the role of the teacher. Media and practical work play different roles in the external horizon of these conceptions. These conceptions reflect the disciplinary context as well as the emphases of the sample's initial teacher education programme. This suggests that initial teacher education can significantly shape teachers' conceptions of teaching.

The Progression of Prospective Primary Teachers' Conceptions of the Methodology of Teaching

NASA Astrophysics Data System (ADS)

Rivero, Ana; Azcárate, Pilar; Porlán, Rafael; Martín Del Pozo, Rosa; Harres, Joao

2011-11-01

This article describes the evolution of prospective primary teachers' conceptions of the methodology of teaching. Three categories were analyzed: the concept of activity, the organization of activities, and the concept of teaching resources. The study was conducted with five teams of prospective teachers, who were participating in teacher education courses of a constructivist orientation. The results showed very different itineraries in the processes of change, and the presence of two major obstacles—the belief that teaching is the direct cause of learning, and epistemological absolutism. The study allows us to deduce some implications for initial teacher education.

Teachers' General and Contextualised Research Conceptions

ERIC Educational Resources Information Center

Schouteden, Wendy; Verburgh, An; Elen, Jan

2016-01-01

The integration of research into teaching is a new and important focus in teaching-intensive institutions in higher education. Given the paucity of empirical insight into the research--teaching relationship in teaching-intensive institutions, teachers' research conceptions are studied as a first step in understanding the research--teaching…

A Suggested Project to Develop EFL Teaching in the Egyptian Universities in the Light of Knowledge Economy Investing in ELT Innovation

ERIC Educational Resources Information Center

Ghoneim, Nahed Mohammed Mahmoud; Elghotmy, Heba Elsayed Abdelsalam

2016-01-01

Knowledge Investment is a new and unique concept. Converting the output of scientific research into reality requires a promising start-up. Knowledge economy should be given the priority it deserves and be considered one of the strategic objectives of the development plans in Egypt. With English increasingly being positioned as the pre-eminent…

Learning about Gravity I. Free Fall: A Guide for Teachers and Curriculum Developers

ERIC Educational Resources Information Center

Kavanagh, Claudine; Sneider, Cary

2007-01-01

This article is the first of a two-part review of research on children's and adults understanding of gravity and on how best to teach gravity concepts to students and teachers. This first article concerns free fall--how and why objects fall when they are dropped. The review begins with a brief historical sketch of how these ideas were developed in…

Critical Thinking Handbook: 4th-6th Grades. A Guide for Remodelling Lesson Plans in Language Arts, Social Studies, and Science.

ERIC Educational Resources Information Center

Paul, Richard; And Others

This handbook, designed to help teachers of fourth through sixth grades remodel their own lesson plans, has one basic objective: to demonstrate that it is possible and practical to integrate instruction for critical thinking into the teaching of all subjects. The handbook thoroughly discusses the concept of critical thinking and the principles…

Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. Un manual para maestros de nivel primario.

ERIC Educational Resources Information Center

Chicago Board of Education, IL. Dept. of Curriculum.

A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group.…

Blue Sky Below My Feet. Adventures in Space Technology, Forces, Fibers, Foods. 4-H Leader/Teacher Handbook.

ERIC Educational Resources Information Center

Manholt, Donna; And Others

This teaching guide for 4th through 6th grade classes integrates science, language arts, and math concepts into ready-to-use space and space technology lessons. Significant learning outcomes for this curriculum are linked to Ohio's educational objectives for science in an at-a-glance curriculum matrix. A summary of the significant 4-H life skills…

Curriculum Guide for Italian Language Arts. Literature Levels AB = Guida alla Lettura della Lingua Italiana Letteratura Ciclo A & B. Working Draft.

ERIC Educational Resources Information Center

Chicago Board of Education, IL. Dept. of Curriculum.

A curriculum and teaching guide for introductory literature appreciation in the Chicago public schools is an orientation for the bilingual teacher of Italian students. Concepts such as rhyme and personification are developed for the teacher. For each of the two levels included, the section begins with a list of specific performance objectives,…

Flipping one-shot library instruction: using Canvas and Pecha Kucha for peer teaching*†

PubMed Central

Carroll, Alexander J.; Tchangalova, Nedelina; Harrington, Eileen G.

2016-01-01

Objective This study sought to determine whether a flipped classroom that facilitated peer learning would improve undergraduate health sciences students' abilities to find, evaluate, and use appropriate evidence for research assignments. Methods Students completed online modules in a learning management system, with librarians facilitating subsequent student-directed, in-person sessions. Mixed methods assessment was used to evaluate program outcomes. Results Students learned information literacy concepts but did not consistently apply them in research assignments. Faculty interviews revealed strengthened partnerships between librarians and teaching faculty. Conclusion This pedagogy shows promise for implementing and evaluating a successful flipped information literacy program. PMID:27076799

Using a Three-Dimensional Interactive Model To Teach Environmental Concepts to Visually Impaired Children.

ERIC Educational Resources Information Center

Budd, Julia M.; LaGrow, Steven J.

2000-01-01

A study investigated the efficacy of using the Buddy Road Kit, an interactive, wooden model, to teach environmental concepts to 4 children with visual impairments ages 7 to 11 years old. Results indicate the model was effective in teaching environmental concepts and traffic safety to the children involved. (Contains references.) (CR)

Handaxes, Concepts, and Teaching

ERIC Educational Resources Information Center

Chazan, Michael

2012-01-01

This paper argues that teaching of concepts is deeply rooted in human phylogeny. The basis of this argument is a consideration of the type of knowledge used to make handaxes, a tool that is found in the archaeological record beginning around 1.8 million years ago. A distinction is made between the human capacity for teaching concepts, which has a…

A comparison of VRML and animation of rotation for teaching 3-dimensional crystal lattice structures

NASA Astrophysics Data System (ADS)

Sauls, Barbara Lynn

Chemistry students often have difficulty visualizing abstract concepts of molecules and atoms, which may lead to misconceptions. The three-dimensionality of these structures presents a challenge to educators. Typical methods of teaching include text with two-dimensional graphics and structural models. Improved methods to allow visualization of 3D structures may improve learning of these concepts. This research compared the use of Virtual Reality Modeling Language (VRML) and animation of rotation for teaching three-dimensional structures. VRML allows full control of objects by altering angle, size, rotation, and provides the ability to zoom into and through objects. Animations may only be stopped, restarted and replayed. A web-based lesson teaching basic concepts of crystals, which requires comprehension of their three-dimensional structure was given to 100 freshmen chemistry students. Students were stratified by gender then randomly to one of two lessons, which were identical except for the multimedia method used to show the lattices and unit cells. One method required exploration of the structures using VRML, the other provided animations of the same structures rotating. The students worked through an examination as the lesson progressed. A Welch t' test was used to compare differences between groups. No significant difference in mean achievement was found between the two methods, between genders, or within gender. There was no significant difference in mean total SAT in the animation and VRML group. Total time on task had no significant difference nor did enjoyment of the lesson. Students, however, spent 14% less time maneuvering VRML structures than viewing the animations of rotation. Neither method proved superior for presenting three-dimensional information. The students spent less time maneuvering the VRML structures with no difference in mean score so the use of VRML may be more efficient. The investigator noted some manipulation difficulties using VRML to rotate structures. Some students had difficulty obtaining the correct angle required to properly interpret spatial relationships. This led to frustration and caused some students to quit trying before they could answer questions fully. Even though there were some difficulties, outcomes were not affected. Higher scores, however, may have been achieved had the students been proficient in VRML maneuvering.

Teaching chemistry concepts using differentiated instruction via tiered labs and activity menus

NASA Astrophysics Data System (ADS)

Collins, Betsy C.

Today's high school classrooms are composed of students with different levels of knowing and ways of understanding. Differentiating the type of work that they are asked to do to achieve the same objective is one way to meet each student's special circumstances on a somewhat equal playing field. By doing so, students are being challenged at their level rather than just blindly going through the same motions that they see others around them doing. Offering students choices to better understand a concept places the student in the driver seat of their educational journey. The purpose of this research project was to design and implement choice activities within the chemistry classroom to more appropriately teach and assess chemistry concepts and assess understanding of those concepts. These choice activities included tiered-laboratory investigations and activity menus. This project was implemented over the course of two trimesters in a high school chemistry classroom. Topics covered included calculating and interpreting density and applying significant figures, calculating and interpreting percent composition with the mole concept, and stoichiometry. The effectiveness of the tiered-labs and activity menus were evaluated using pre and post test comparisons, student surveys, and general in-class observations. Gains in conceptual understanding and student motivation were documented. These findings indicated that allowing choice and leveling of skills to achieve the same conceptual understanding promoted student learning and the overall enjoyment and motivation for learning.

Career education attitudes and practices of K-12 science educators

NASA Astrophysics Data System (ADS)

Smith, Walter S.

A random sample of 400 K-12 science educators who were members of the National Science Teachers Association were surveyed regarding their attitude toward and practice of career education in their science teaching. These science teachers rejected a narrowly vocational view, favoring instead a conception of career education which included self-perception, values analysis, and vocational skills objectives. The science educators affirmed the importance of career education for a student's education, asserted career education ought to be taught in their existing science courses, and expressed a willingness to do so. Fewer than one-third of the science teachers, however, reported incorporating career education at least on a weekly basis in their science lessons. The major impediment to including more career education in science teaching was seen to be their lack of knowledge of methods and materials relevant to science career education, rather than objections from students, parents, or administrators; their unwillingness; or their evaluation of career education as unimportant. Thus, in order to improve this aspect of science teaching, science teachers need more concrete information about science career education applications.

A Hypertext Tutor for Teaching Principles and Techniques of GIS.

ERIC Educational Resources Information Center

Keller, C. Peter; And Others

1996-01-01

Outlines the teaching environment that led to the conception of a digital tutor for teaching the concepts and techniques of geographic information systems (GIS). Explains the design and prototyping, introduces the tutor's capabilities, and shares insights gained from using this teaching aid. Includes teachers' and students' responses. (MJP)

Assessment Policy and Practice Effects on New Zealand and Queensland Teachers' Conceptions of Teaching

ERIC Educational Resources Information Center

Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

2009-01-01

Teachers' thinking about four conceptions of teaching (i.e., apprenticeship-developmental, nurturing, social reform, and transmission) were captured using the "Teaching Perspectives Inventory" (TPI). New Zealand and Queensland have very similar teaching-related policies and practices but differences around assessment policies and…

Effectiveness of Using Computer-Assisted Supplementary Instruction for Teaching the Mole Concept

NASA Astrophysics Data System (ADS)

Yalçinalp, Serpil; Geban, Ömer; Özkan, Ilker

This study examined the effect of computer-assisted instruction (CAI), used as a problem-solving supplement to classroom instruction, on students' understanding of chemical formulas and mole concept, their attitudes toward chemistry subjects, and CAI. The objective was to assess the effectiveness of CAI over recitation hours when both teaching methods were used as a supplement to the traditional chemistry instruction. We randomly selected two classes in a secondary school. Each teaching strategy was randomly assigned to one class. The experimental group received supplementary instruction delivered via CAI, while the control group received similar instruction through recitation hours. The data were analyzed using two-way analysis of variance and t-test. It was found that the students who used the CAI accompanied with lectures scored significantly higher than those who attended recitation hours, in terms of school subject achievement in chemistry and attitudes toward chemistry subjects. In addition, there was a significant improvement in the attitudes of students in the experimental group toward the use of computers in a chemistry course. There was no significant difference between the performances of females versus males in each treatment group.Received: 26 April 1994; Revised: 6 April 1995;

Enrichment of the educational environment with information and communication technologies: state of art at the Faculty of Pharmacy of Kaunas University of Medicine.

PubMed

Butrimiene, Edita; Stankeviciene, Nida

2008-01-01

Both traditional and new educational environments, the latter enriched with information and communication technologies, coexist in today's university. The goal of this article is to present the concept of educational environment enriched with information and communication technologies, to reveal the main features of such environment, and to present the results of certain investigation on the application of information technologies in teaching/learning processes at the Faculty of Pharmacy of Kaunas University of Medicine. The discussion object of this paper is the educational environment enriched with information and communication technologies. In designing the environments of this type, positive aspects of traditional teaching models are being developed by integrating them into the new educational environment. The concept of educational environment enriched with information and communication technologies is reviewed in the first part of this paper. The structure and main features of educational environments enriched with information and communication technologies are highlighted in the second part. The results of the study on the application of information technologies in teaching/learning processes at the Faculty of Pharmacy of Kaunas University of Medicine are presented in the third part.

Representing the Quantum Object Through Fiction in Teaching. The Ontological Contribution of Gamow's Narrative as Part of an Introduction to Quantum Physics

NASA Astrophysics Data System (ADS)

Héraud, Jean-Loup; Lautesse, Philippe; Ferlin, Fabrice; Chabot, Hugues

2017-05-01

Our work extends a previous study of epistemological presuppositions in teaching quantum physics in upper scientific secondary school in France. Here, the problematic reference of quantum theory's concepts is treated at the ontological level (the counterintuitive nature of quantum objects). We consider the approach of using narratives describing possible alternative worlds to address the issue. These possible worlds are based on the counterfactual logic developed in the work of D. Lewis. We will show that the narratives written by G. Gamow describe such possible worlds. Some parts of these narratives are found in textbooks in France. These worlds are governed by laws similar to but importantly different from those in our real world. They allow us to materialize properties inaccessible to everyday experience. In this sense, these fiction stories make ontological propositions concerning the nature and structure of the fundamental elements of our physical universe.

A Teacher's Conception of Definition and Use of Examples When Doing and Teaching Mathematics

ERIC Educational Resources Information Center

Johnson, Heather Lynn; Blume, Glendon W.; Shimizu, Jeanne K.; Graysay, Duane; Konnova, Svetlana

2014-01-01

To contribute to an understanding of the nature of teachers' mathematical knowledge and its role in teaching, the case study reported in this article investigated a teacher's conception of a metamathematical concept, definition, and her use of examples in doing and teaching mathematics. Using an enactivist perspective on mathematical…

Toward using games to teach fundamental computer science concepts

NASA Astrophysics Data System (ADS)

Edgington, Jeffrey Michael

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. We present an investigation where computer games are used to teach two fundamental computer science concepts: boolean expressions and recursion. The games are intended to teach the concepts and not how to implement them in a programming language. For this investigation, two computer games were created. One is designed to teach basic boolean expressions and operators and the other to teach fundamental concepts of recursion. We describe the design and implementation of both games. We evaluate the effectiveness of these games using before and after surveys. The surveys were designed to ascertain basic understanding, attitudes and beliefs regarding the concepts. The boolean game was evaluated with local high school students and students in a college level introductory computer science course. The recursion game was evaluated with students in a college level introductory computer science course. We present the analysis of the collected survey information for both games. This analysis shows a significant positive change in student attitude towards recursion and modest gains in student learning outcomes for both topics.

Education for sustainable development at the university level: Interactions of the need for community, fear of indoctrination, and the demands of work

NASA Astrophysics Data System (ADS)

Qablan, Ahmad

The goal of this study was to describe the factors that influence education for sustainable development (ESD) in American universities. Cultural Historical Activity Theory (CHAT) was employed as the theoretical lens to analyze the activity of ESD (Engestrom & Miettinen 1999). Data were collected by focusing on two university professors through a series of interviews, classroom observations, and artifacts. The findings of the study demonstrated that both professors encountered serious contradictions in their activity of ESD. These contradictions were both contextual and personal in origin and caused the professors to reshape the object of their teaching activity. The contextual contradictions originated from rules of the professors' institution, their inner and outer communities, and the division of labor in their work environment. The thematic analysis of the data revealed that the contextual contradictions included demanding work responsibilities, emphasis on research over teaching, and lack of community to consider teaching in general and specifically for ESD. The personal contradictions arose from the professors' personal philosophies, perspectives, and visions of sustainable development. Again the thematic analysis revealed the personal contradictions arose from the professors' conceptions of teaching and learning, fear of indoctrination, and again lack of community to support the consideration of teaching. Due to these contradictions in their activity systems, both professors narrowed their sustainability objects to address only one side of sustainability paradigm (the science component), changing the outcomes of their teaching activity to that of preparing environmentally informed citizens. While one professor focused on his new object of delivering environmental knowledge, the other professor adopted a mitigation strategy of focusing on the dual object of sustainability and delivering environmental knowledge. The study offers several strategies to resolve the personal and contextual contradictions identified in this study. Specifically addressed are strategies to alleviate their fear of indoctrination and to access surrounding teaching communities. It also offers strategies focusing on contextual contradictions: establishing ESD communities inside the university and changing faculty incentive and reward structures within the university.

Towards Student-Centred Conceptions of Teaching: The Case of Four Ethiopian Universities

ERIC Educational Resources Information Center

Degago, Adinew Tadesse; Kaino, Luckson Muganyizi

2015-01-01

This study explored instructors' conceptions of teaching in view of the existing calls for improving the quality of teaching at higher education in Ethiopia. Twenty university instructors were interviewed using a phenomenographic approach, a popular research procedure to explore variation in the ways instructors experience and understand teaching.…

How Often Do Early Childhood Teachers Teach Science Concepts? Determinants of the Frequency of Science Teaching in Kindergarten

ERIC Educational Resources Information Center

Saçkes, Mesut

2014-01-01

The purpose of the present study was to explore how often teachers of young children teach science concepts in kindergarten and examine the factors that influence the frequency of science teaching in early years. A theoretical model of the determinants of the frequency of science teaching in kindergarten was developed and tested using a…

Detecting changes in student teachers' conceptions of teaching science to adolescent English language learners

NASA Astrophysics Data System (ADS)

Pomeroy, Jonathon Richard

2000-10-01

This research study investigated the changes that occurred in six student teachers' conceptions of teaching science to adolescent English language learners over the duration of their participation in a one-year, graduate level, science teacher education program. Cases were created for each of the student teachers based on their concept maps, writing samples, interviews, lesson plans, informal interviews with cooperating teachers, and observation notes collected on biweekly visitations. The cases were divided into three dyads each consisting of two student teachers with similar preprogram and student teaching experiences. Cross case analysis revealed the existence of seven themes related to teaching science to adolescent English language learners. Further analysis suggested that student teachers that worked with experienced cooperating teachers and who had achieved a sense of autonomy over their student teaching demonstrated broad and sophisticated growth across all seven themes. Student teachers who had not achieved a sense of autonomy, demonstrated growth in two to three themes. Student teachers who demonstrated broad and sophisticated growth were able to clearly articulate their conceptions of teaching science to English language learners where as those who demonstrated limited growth were not. This research establishes the use of concept maps as a tool for detecting changes in student teachers' conceptions of teaching science to adolescent English language learners as well as the sensitivity of concept maps to detect the types of changes historically detected by writing samples and interviews. Recommendations based on the implications from are included.

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

PubMed

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

2015-10-01

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

Can Japanese students embrace learner-centered methods for teaching medical interviewing skills? Focus groups.

PubMed

Saiki, Takuya; Mukohara, Kei; Otani, Takashi; Ban, Nobutaro

2011-01-01

Students' perceptions of learner-centered methods for teaching medical interviewing skills have not been fully explored. To explore Japanese students' perceptions of learner-centered methods for teaching medical interviewing skills such as role play with student-created scenarios, peer-assisted video reviews, and student-led small group debriefing. We conducted three focus groups with a total of 15 students who participated in the learner-centered seminars on medical interviewing skills at the Nagoya University School of Medicine. The transcripts were analyzed by two authors independently. Keywords and concepts were identified and a thematic framework was developed. Overall, students valued the experience of writing their own scenarios for role play, but some questioned their realism. Many students commented that peer-assisted video reviews provided them with more objective perspectives on their performance. However, some students expressed concerns about competitiveness during the video reviews. While students appreciated teachers' minimum involvement in the group debriefing, some criticized that teachers did not explain the objectives of the seminar clearly. Many students had difficulties in exchanging constructive feedback. We were able to gain new insights into positive and negative perceptions of students about learner-centered methods for teaching medical interviewing skills at one medical school in Japan.

A Common Criteria-Based Team Project for High Assurance Secure Systems

DTIC Science & Technology

2005-01-01

experience in the FHM, full system documentation, and plenty of time. The students had little experience and little time. The MINIX operating... MINIX is a very appropriate target for student enhancements. Since the principle objective of Secure Systems is to teach the concepts of...to construct a system when one of the developmental threats is subversion. Because students were studying MINIX in a prerequisite operating systems

[The process of demedicalization of women's health care in nursing education].

PubMed

Vargens, Octávio Muniz da Costa; Progianti, Jane Márcia

2004-03-01

This objective of this study is to present the pedagogic strategies adopted by the Rio de Janeiro State University Nursing School (UERJ--Brazil) for the demedicalization of care in nursing education in women's health. It presents the context of teaching in this area of knowledge. It also presents, from the perspective of concepts by Pierre Bourdieu, three spheres of students' and teachers' performance in this process.

The Use of History and Philosophy of Science as a Core for a Socioconstructivist Teaching Approach of the Concept of Energy in Primary Education

ERIC Educational Resources Information Center

Rizaki, Aikaterini; Kokkotas, Panagiotis

2013-01-01

The present study should be thought as a socioconstructivist teaching approach (a teaching model) for the concept of energy in primary education. It contains important and crucial aspects of the History and Philosophy of Natural Sciences, introduces the concept of energy using the macroscopic framework of thermodynamics, takes into consideration…

Enriching student concept images: Teaching and learning fractions through a multiple-embodiment approach

NASA Astrophysics Data System (ADS)

Zhang, Xiaofen; Clements, M. A. (Ken); Ellerton, Nerida F.

2015-06-01

This study investigated how fifth-grade children's concept images of the unit fractions represented by the symbols , , and changed as a result of their participation in an instructional intervention based on multiple embodiments of fraction concepts. The participants' concept images were examined through pre- and post-teaching written questions and pre- and post-teaching one-to-one verbal interview questions. Results showed that at the pre-teaching stage, the student concept images of unit fractions were very narrow and mainly linked to area models. However, after the instructional intervention, the fifth graders were able to select and apply a variety of models in response to unit fraction tasks, and their concept images of unit fractions were enriched and linked to capacity, perimeter, linear and discrete models, as well as to area models. Their performances on tests had improved, and their conceptual understandings of unit fractions had developed.

Impact of a Pharmacy Education Concentration on Students' Teaching Knowledge and Attitudes

PubMed Central

Santanello, Cathy

2010-01-01

Objective To describe the introduction of an education concentration in a doctor of pharmacy (PharmD) program and to evaluate its impact on students' knowledge and attitudes about teaching. Design A concentration consisting of 3 elective 2-credit didactic courses and an advanced pharmacy practice experience with a teaching focus were developed and implemented into the PharmD curriculum. Assessment An attitudes survey instrument and knowledge test were administered to students enrolled in the education concentration track at baseline and after completing the 3 didactic education courses. Students' attitudes toward using various assessment tools and instructional strategies improved and knowledge about concepts in higher education and interest in pursuing a career in academia increased. Conclusion Pharmacy students completing an education concentration were more likely to consider a career in higher education. PMID:20414436

A Study of Self-Concept and Interest in Teaching of Pre-Service Teachers of Secondary Level

NASA Astrophysics Data System (ADS)

Mishra, Shri Krishna; Yadav, Badri

2012-12-01

The present research paper is devoted to provide a summary of the entire study, which includes a SKITT out line of the major objective. Methodology and procedure followed in different phase of study. This study was undertaken to know the Self-concept and interest in teaching of pre-service teachers of middle level Shri Kanwartara institute for treacherís training Mandleshwar Dist-Khargone (M.P.) efforts was made to find out the difference and relationship between the above two variables.The physical self-image is usually formed first and is related to the student physical appearance, psychological self-image is based on thoughtsfeelings and emotions. They consist of the qualities such as courage, honesty, independence, self-confidence, aspiration and abilities of various kinds.A manís day-to-day life is shaped by his interest and attitudes. His day-to-day relations with other member of the society, his educational and vocational adjustment, his attitudes and values depend upon his interest. There are various objects in this universe. Those which are pleasant and appealing to our instincts and sense become the centre of our Curiosity. interest differs from individual to individual and as such they are quite subjective.

VERT, a virtual clinical environment, enhances understanding of radiation therapy planning concepts.

PubMed

Leong, Aidan; Herst, Patries; Kane, Paul

2018-06-01

The ability to understand treatment plan dosimetry and apply this understanding clinically is fundamental to the role of the radiation therapist. This study evaluates whether or not the Virtual Environment for Radiotherapy Training (VERT) contributes to teaching treatment planning concepts to a cohort of first-year radiation therapy students. We directly compared a custom-developed VERT teaching module with a standard teaching module with respect to the understanding of treatment planning concepts using a cross-over design. Students self-reported their understanding of specific concepts before and after delivery of the VERT and standard teaching modules and evaluated aspects of VERT as a learning experience. In addition, teaching staff participated in a semi-structured interview discussing the modules from an educational perspective. Both the standard teaching module and VERT teaching module enhanced conceptual understanding and level of confidence in the student cohort after both teaching periods. The proportion of students reporting a perceived increase in knowledge/confidence was similar for the VERT teaching module for all but two scenarios. We propose that an integrated approach, providing a strong theoretical conceptual framework, followed by VERT to situate this framework in the (simulated) clinical environment combines the best of both teaching approaches. This study has established for the first time a clear role for a tailored VERT teaching module in teaching RT planning concepts because of its ability to visualise conceptual information within a simulated clinical environment. © 2018 The Authors. Journal of Medical Radiation Sciences published by John Wiley & Sons Australia, Ltd on behalf of Australian Society of Medical Imaging and Radiation Therapy and New Zealand Institute of Medical Radiation Technology.

Teaching Ventilation/Perfusion Relationships in the Lung

ERIC Educational Resources Information Center

Glenny, Robb W.

2008-01-01

This brief review is meant to serve as a refresher for faculty teaching respiratory physiology to medical students. The concepts of ventilation and perfusion matching are some of the most challenging ideas to learn and teach. Some strategies to consider in teaching these concepts are, first, to build from simple to more complex by starting with a…

Pre-Service Music Teachers' Metaphorical Perceptions of the Concept of a Music Teaching Program

ERIC Educational Resources Information Center

Kiliç, Deniz Beste Çevik

2017-01-01

This study was intended to reveal pre-service music teachers' perceptions of the concept of a "music teaching program" with the use of metaphors. Its sample included 130 pre-service music teachers in the Music Teaching Program of Fine Arts Teaching Department in Balikesir University's Education Faculty. The study data were collected by…

Badminton--Teaching Concepts.

ERIC Educational Resources Information Center

Gibbs, Marilyn J.

1988-01-01

Teaching four basic badminton concepts along with the usual basic skill shots allows players to develop game strategy awareness as well as mechanical skills. These four basic concepts are: (1) ready position, (2) flight trajectory, (3) early shuttle contact, and (4) camouflage. (IAH)

Sculplexity: Sculptures of Complexity using 3D printing

NASA Astrophysics Data System (ADS)

Reiss, D. S.; Price, J. J.; Evans, T. S.

2013-11-01

We show how to convert models of complex systems such as 2D cellular automata into a 3D printed object. Our method takes into account the limitations inherent to 3D printing processes and materials. Our approach automates the greater part of this task, bypassing the use of CAD software and the need for manual design. As a proof of concept, a physical object representing a modified forest fire model was successfully printed. Automated conversion methods similar to the ones developed here can be used to create objects for research, for demonstration and teaching, for outreach, or simply for aesthetic pleasure. As our outputs can be touched, they may be particularly useful for those with visual disabilities.

Evaluation of Computer Simulations for Teaching Apparel Merchandising Concepts.

ERIC Educational Resources Information Center

Jolly, Laura D.; Sisler, Grovalynn

1988-01-01

The study developed and evaluated computer simulations for teaching apparel merchandising concepts. Evaluation results indicated that teaching method (computer simulation versus case study) does not significantly affect cognitive learning. Student attitudes varied, however, according to topic (profitable merchandising analysis versus retailing…

Practitioners' Concepts: An Inquiry into the Wisdom of Practice.

ERIC Educational Resources Information Center

Buchmann, Margaret

This paper makes a case for the existence and study of the wisdom of practice by looking at educational practitioners' concepts as its locus and source. (These concepts may also be described as the accumulated "folk wisdom" of the teaching community). These communal concepts, part of an accumulated lore regarding teaching and education…

Teaching Major Economic Concepts in the High School Business Curriculum.

ERIC Educational Resources Information Center

Dawson, George G.

Several important economic concepts appear in the business curriculum designed for secondary schools in New York State. This manual assists the teacher by providing brief and simple definitions of major economic concepts, noting the implications of those concepts for business, and suggesting strategies that can be used to teach the principles and…

Computer-Based Tutoring of Visual Concepts: From Novice to Experts.

ERIC Educational Resources Information Center

Sharples, Mike

1991-01-01

Description of ways in which computers might be used to teach visual concepts discusses hypermedia systems; describes computer-generated tutorials; explains the use of computers to create learning aids such as concept maps, feature spaces, and structural models; and gives examples of visual concept teaching in medical education. (10 references)…

"Structural Transformation" as a Threshold Concept in University Teaching

ERIC Educational Resources Information Center

Kinchin, Ian M.; Miller, Norma L.

2012-01-01

In an attempt to reveal potential threshold concepts in the field of higher education pedagogy, groups of university teachers (in the UK and in Panama) were encouraged to develop personal reflection upon their conceptions of teaching. This was initiated through concept mapping activities. It was hoped that this would help participants to address…

[Psychodrama as a pedagogical teaching strategy about worker's health].

PubMed

Martins, Júlia Trevisan; Opitz, Simone Perufo; Robazzi, Maria Lúcia do Carmo

2004-04-01

This study had the objective to report the experience of using pedagogic psychodrama as a teaching and learning strategy about the worker's health. It was developed with 18 students from the Master Program from the School of Nursing of the University of São Paulo at Ribeirão Preto, during the second semester of 2002. Interactive, dynamic and interpersonal activities, and role playing were initially conducted looking for students and educator's spontaneity. Moreno's psychodramatic theory was the theoretical framework used. Creativity, logical reasoning, involvement with learning, and organization of concepts using their own living experience were observed, contributing to the experience as a whole. Therefore, the experiment was considered successful.

Use of tactile materials for Astronomy teaching for visually- and hearing- impaired public schools in Minas Gerais

NASA Astrophysics Data System (ADS)

Paganotti, A.; Reis, C.; Voelzke, M. R.

2017-12-01

This work deals with the use of tactile materials as a pedagogical tool for the teaching of Astronomy, and this material was used in a didactic activity with 44 students of the public elementary school in Minas Gerais. A visually impaired student and another hearing impaired participated, being these the focus of the research. With the tactile visual material elaborated, the objective was to develop themes such as phases of the Moon, eclipses and Solar System. Two questionnaires were applied and revealed an improvement in the concepts related to Astronomy and in the socialization of disabled students with the group after the didactic activity.

Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge.

PubMed

Wirth, Stefan; William, York-Alexander; Paolini, Marco; Wirth, Kathrin; Maxien, Daniel; Reiser, Maximilian; Fischer, Martin R

2018-02-01

 Based on evaluation and examination results of students, a necessity for improvement of so far purely instructor-based radiological teaching at the local institution was determined. Aim of our study was to use one out of eight seminars to exemplify adaptation of the teaching concept according to learning theory knowledge, to determine the resulting effects and to interpret them.  The institutional review board approved the prospective study of the seminar conversion, which was performed after the end of the winter semester 2015/2016. Didactically, this included a course split into online preparation, attendance phase and online follow-up with integration of interactive scaffolding, practice-oriented clinical teaching according to Stanford, Peyton skills transfer and extensive feedback into the attendance phase. At the beginning and at the end of each course, each student filled in identical, standardized questionnaires (n = 256 before and after conversion) using a 5-point Likert scale (1: very good; to 5: deficient) and additionally answered two randomly chosen written examination questions from a content-adapted questionnaire pool of the last five years. For statistical evaluation, the Mann-Whitney U-Test was used for evaluation data and Fisher's Exact test for exam questions.  Before/after conversion, the subjective total evaluation score of students was 3.22 (mean value) ± 1.51 (standard deviation) / 1.66 ± 0.78 (p < 0.001) and the objective proportion of correctly answered examination questions in the respective cohort at the beginning of the seminar 37.7/53.9 % and at the end of the seminar 55.1/84.6 % (p < 0.001).  The conversion of the test seminar resulted in both a better evaluation of the teaching unit by the students (evaluation) and a considerably higher rate of correctly answered examination questions from past state examinations (learning success). This supports transferring the concept to comparable teaching units.   · Radiological teaching allows integration of current learning theory concepts with reasonable effort.. · In a test seminar this improved the evaluation results of the teaching unit by the students.. · In addition, this also led to a higher rate of correctly answered examination questions from past state examinations.. · This supports further steps towards excellent radiological teaching.. · Wirth S, William Y, Paolini M et al. Improvement of Radiological Teaching - Effects of Focusing of Learning Targets and Increased Consideration of Learning Theory Knowledge. Fortschr Röntgenstr 2018; 190: 161 - 174. © Georg Thieme Verlag KG Stuttgart · New York.

Teaching Abstract Concepts: Keys to the World of Ideas.

ERIC Educational Resources Information Center

Flatley, Joannis K.; Gittinger, Dennis J.

1990-01-01

Specific teaching strategies to help hearing-impaired secondary students comprehend abstract concepts include (1) pinpointing facts and fallacies, (2) organizing information visually, (3) categorizing ideas, and (4) reinforcing new vocabulary and concepts. Figures provide examples of strategy applications. (DB)

Pilot study of quality of care training and knowledge in Sub-Saharan African medical schools

PubMed Central

Abbas, Yasmin; Odunleye, Temitope; Broughton, Edward; Bossert, Thomas

2017-01-01

Objectives To identify the level of knowledge and competencies related to quality of care during medical education in sub-Saharan African medical schools.  Methods A cross-sectional study design was utilized to examine the capacity of medical schools in sub-Saharan African (SSA) countries to teach about the concepts of quality of care and the inclusion of these concepts in their curriculum. A purposeful convenience sampling technique was used to select participants from 25 medical schools in 5 sub-Saharan African countries. Respondents included medical school deans or senior academic personnel.  A survey was developed using the Institute of Medicine’s definition of quality of care as the guiding framework.  Sample means and summary statistics were used to present the results of the survey responses. Results While 45% of the schools surveyed are teaching on at least one of the six domains of the Institute of Medicine’s definition of quality of care, there are some schools who report not teaching about quality at all, or that they “do not know”. Despite these low numbers, when asked about topics related to quality of care, many schools are teaching applied management related topics and almost all schools teach about equity and patient-centered care. Conclusions The results have important impacts both for incorporating quality of care into medical education and for practitioners.  The tool developed for this study can be used in future qualitative and quantitative studies to further understanding of how to improve the teaching and learning about quality of care in medical schools. Keywords: quality of care, medical schools, sub-Saharan Africa, medical errors, healthcare improvement PMID:28753130

Religious teachings and sexuality of women living in Rafsanjan: A qualiattive inquiry

PubMed Central

Ghorashi, Zohreh; Najafi, Mohammad; Merghati Khoei, Effat

2017-01-01

Background: Islamic doctrine and related teachings play a seminal role in constructing the sexual performance of followers, women in particular. Objective: The aim was to explore women’s understandings of Islamic Shiite principles related to their sexuality. Materials and Methods: In a qualitative content analysis approach, four individual interviews and seven focus groups conducted in Rafsanjan, a big city in Kerman province in Iran. Content analysis was used to extract meanings and themes. Results: Three major themes were emerged describing the sexual concepts and religious-related teachings concerning women's sexual understandings and performances: “unconditional sexual submission” (Tamkin), “paradox between virtue and unconditional sexual submission” and “misconceptions”. Conclusion: Religious teachings have a basic and comprehensive role in sexuality construction and sexual health of women. However, occasional inconsistency between beliefs, learning and sexual expectations, practices, and situations would lead to jeopardize the psychological and somatic health of women. Religious-related misconceptions have essential role in creating sexual problems. PMID:29492474

Active learning in the lecture theatre using 3D printed objects.

PubMed

Smith, David P

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme's active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student.

Active learning in the lecture theatre using 3D printed objects

PubMed Central

Smith, David P.

2016-01-01

The ability to conceptualize 3D shapes is central to understanding biological processes. The concept that the structure of a biological molecule leads to function is a core principle of the biochemical field. Visualisation of biological molecules often involves vocal explanations or the use of two dimensional slides and video presentations. A deeper understanding of these molecules can however be obtained by the handling of objects. 3D printed biological molecules can be used as active learning tools to stimulate engagement in large group lectures. These models can be used to build upon initial core knowledge which can be delivered in either a flipped form or a more didactic manner. Within the teaching session the students are able to learn by handling, rotating and viewing the objects to gain an appreciation, for example, of an enzyme’s active site or the difference between the major and minor groove of DNA. Models and other artefacts can be handled in small groups within a lecture theatre and act as a focal point to generate conversation. Through the approach presented here core knowledge is first established and then supplemented with high level problem solving through a "Think-Pair-Share" cooperative learning strategy. The teaching delivery was adjusted based around experiential learning activities by moving the object from mental cognition and into the physical environment. This approach led to students being able to better visualise biological molecules and a positive engagement in the lecture. The use of objects in teaching allows the lecturer to create interactive sessions that both challenge and enable the student. PMID:27366318

Academic Staff Perspectives Towards Adoption of E-learning at Melaka Manipal Medical College: Has E-learning Redefined our Teaching Model?

PubMed

Bhardwaj, A; Nagandla, K; Swe, K Mm; Abas, A Bl

2015-01-01

E-learning is the use of Information and Communication Technology (ICT) to provide online education and learning. E- Learning has now been integrated into the traditional teaching as the concept of 'blended learning' that combines digital learning with the existing traditional teaching methods to address the various challenges in the field of medical education. Structured e-learning activities were started in Melaka Manipal Medical College in 2009 via e-learning platform (MOODLE-Modular Object-Oriented Dynamic Learning Environment). The objective of the present study is to investigate the faculty opinions toward the existing e-learning activities, and to analyse the extent of adopting and integration of e-learning into their traditional teaching methods. A cross sectional study was conducted among faculties of Medicine and Dentistry using pre-tested questionnaires. The data was analyzed by using the statistical package for social science, SPSS, version 16.0. The result of our survey indicates that majority of our faculty (65.4%) held positive opinion towards e-learning. Among the few, who demonstrated reservations, it is attributed to their average level of skills and aptitude in the use of computers that was statistically significant (p<0.05). Our study brings to light the need for formal training as perquisite to support e-learning that enables smooth transition of the faculty from their traditional teaching methods into blended approach. Our results are anticipated to strengthen the existing e-learning activities of our college and other universities and convincingly adopt e-learning as a viable teaching and learning strategy.

Teaching Sustainability Analysis in Electrical Engineering Lab Courses

ERIC Educational Resources Information Center

Braun, D.

2010-01-01

Laboratory courses represent an incompletely tapped opportunity to teach sustainability concepts. This work introduces and evaluates a simple strategy used to teach sustainability concepts in electrical engineering laboratory courses. The technique would readily adapt to other disciplines. The paper presents assessment data and a wiki containing…

Authentic Teaching of Fitness Concepts to Children.

ERIC Educational Resources Information Center

Sander, Allan N.; Ratliffe, Thomas; Kane, Jennifer

This paper stresses the importance of teaching aerobic and muscle fitness concepts as part of a health-related fitness curriculum in physical education, recommending outcomes for teaching aerobic endurance and muscle/strength endurance in kindergarten through sixth grade. It describes important learning aid materials and presents national…

The Influence of Teachers' Conceptions on Their Students' Learning: Children's Understanding of Sheet Music

ERIC Educational Resources Information Center

López-Íñiguez, Guadalupe; Pozo, Juan Ignacio

2014-01-01

Background: Despite increasing interest in teachers' and students' conceptions of learning and teaching, and how they influence their practice, there are few studies testing the influence of teachers' conceptions on their students' learning. Aims: This study tests how teaching conception (TC; with a distinction between…

Physics Teachers' Views on Teaching the Concept of Energy

ERIC Educational Resources Information Center

Bezen, Sevim; Bayrak, Celal; Aykutlu, Isil

2016-01-01

Problem Statement: With the advancement of technology, energy as a concept has become part of the every aspects of life, and it becomes more and more important day by day. Since 2013, the concept of energy has become part of the updated physics education program in Turkey. Teaching the concept of energy is a significant undertaking; most students…

Enriching Student Concept Images: Teaching and Learning Fractions through a Multiple-Embodiment Approach

ERIC Educational Resources Information Center

Zhang, Xiaofen; Clements, M. A.; Ellerton, Nerida F.

2015-01-01

This study investigated how fifth-grade children's concept images of the unit fractions represented by the symbols 1/2, 1/3/ and 1/4 changed as a result of their participation in an instructional intervention based on multiple embodiments of fraction concepts. The participants' concept images were examined through pre- and post-teaching written…

A Philosophically Informed Teaching Proposal on the Topic of Energy for Students Aged 11-14

NASA Astrophysics Data System (ADS)

Papadouris, Nicos; Constantinou, Constantinos P.

2011-10-01

Learning about energy is recognized as an important objective of science teaching starting from the elementary school. This creates the need for teaching simplifications that compromise the abstract nature of this concept with students' need for a satisfactory qualitative definition. Conventional teaching approaches have failed to respond to this need in a productive manner. In an attempt to maintain consistency with how energy is understood in physics, they tend to either provide abstract definitions or bypass the question what is energy?, which is vitally important to students. In this paper, we describe the epistemological barriers that are inherent in conventional attempts to introduce energy as a physical quantity and we suggest that shifting the discussion to a philosophically-oriented context could provide a means to address them in a productive manner. We propose a teaching approach, for students in the age range 11-14, that introduces energy as an entity in a theoretical framework that is invented and gradually elaborated in an attempt to analyze the behavior of diverse physical systems, and especially the various changes they undergo, using a coherent perspective. This theoretical framework provides an epistemologically appropriate context that lends meaning to energy and its various features (i.e. transfer, form conversion, conservation and degradation). We argue that this philosophically informed teaching transformation provides a possible means to overcome the various shortcomings that typically characterize attempts to introduce and elaborate the construct of energy while at the same time it allows integrating, in a meaningful and coherent manner, learning objectives relevant to the understanding of the Nature of Science (NOS), which is recognized as a valuable component of learning in science. In this paper, we outline the rationale underlying this teaching approach and describe a proposed activity sequence that illustrates our proposal.

Metric System Resource Units = Unidades de Trabajo del Sistema Metrico Decimal. K-12. Project C.A.M.B.I.O., Changing Attitudes towards Metrics for Bilingual Instruction & Operations.

ERIC Educational Resources Information Center

Pulido, Josefina; Almendares, Simon

Four resource units are included in this document. For each, general objectives on knowledge and concepts, skills, and attitudes are given; content is outlined; and some suggestions for initiating the unit are listed. The first unit, on measuring length, provides six lesson plans, to teach about the meter, the smaller units of the meter, units…

Student Teachers' Conceptions of Teaching Biology

ERIC Educational Resources Information Center

Subramaniam, Karthigeyan

2014-01-01

The purpose of this qualitative study was to investigate prospective biology teachers' conceptions of teaching biology and identify how these conceptions revealed their strategies for helping their future students' learning of biology. The study utilized drawings, narratives and interviews to investigate the nature of the prospective biology…

Validation and structural analysis of the kinematics concept test

NASA Astrophysics Data System (ADS)

Lichtenberger, A.; Wagner, C.; Hofer, S. I.; Stern, E.; Vaterlaus, A.

2017-06-01

The kinematics concept test (KCT) is a multiple-choice test designed to evaluate students' conceptual understanding of kinematics at the high school level. The test comprises 49 multiple-choice items about velocity and acceleration, which are based on seven kinematic concepts and which make use of three different representations. In the first part of this article we describe the development and the validation process of the KCT. We applied the KCT to 338 Swiss high school students who attended traditional teaching in kinematics. We analyzed the response data to provide the psychometric properties of the test. In the second part we present the results of a structural analysis of the test. An exploratory factor analysis of 664 student answers finally uncovered the seven kinematics concepts as factors. However, the analysis revealed a hierarchical structure of concepts. At the higher level, mathematical concepts group together, and then split up into physics concepts at the lower level. Furthermore, students who seem to understand a concept in one representation have difficulties transferring the concept to similar problems in another representation. Both results have implications for teaching kinematics. First, teaching mathematical concepts beforehand might be beneficial for learning kinematics. Second, instructions have to be designed to teach students the change between different representations.

Ideologies "of" English Language Teaching in Iranian Academic Research: Mainstream, Alternative, and Beyond

ERIC Educational Resources Information Center

Mirhosseini, Seyyed-Abdolhamid; Ghafar Samar, Reza

2015-01-01

Mainstream trends of English language teaching (ELT) are predominantly constructed within the epistemological boundaries shaped by the traditional conceptions of linguistics, learning, and teaching as well as positivist research methodology. What tends to be overshadowed by such conceptions is the underlying foundational belief structure of ELT…

Teachers' Cultural Ideology: Patterns of Curriculum and Teaching Culturally Valued Texts

ERIC Educational Resources Information Center

Shkedi, Asher; Nisan, Mordecai

2006-01-01

This study sought to reveal teachers' personal cultural ideologies as reflected in their conceptions of the curriculum for, and in their actual teaching of, culturally valued texts. The concept "teachers' personal cultural ideologies" refers to their value orientation toward the curricular and teaching contents relating to, in this…

What My Cadaver Dog Taught Me about Teaching and Learning

ERIC Educational Resources Information Center

Mulnix, Amy B.

2016-01-01

Faculty eager to transform their teaching often have a difficult time understanding the learning literature and then integrating it into their teaching, in part because neuroeducation concepts such as constructivism, transfer, misconceptions, and metacognition are not part of their existing knowledge. Examples of these concepts in the literature…

Twelve tips for using applied improvisation in medical education.

PubMed

Hoffmann-Longtin, Krista; Rossing, Jonathan P; Weinstein, Elizabeth

2018-04-01

Future physicians will practice medicine in a more complex environment than ever, where skills of interpersonal communication, collaboration and adaptability to change are critical. Applied improvisation (or AI) is an instructional strategy which adapts the concepts of improvisational theater to teach these types of complex skills in other contexts. Unique to AI is its very active teaching approach, adapting theater games to help learners meet curricular objectives. In medical education, AI is particularly helpful when attempting to build students' comfort with and skills in complex, interpersonal behaviors such as effective listening, person-centeredness, teamwork and communication. This article draws on current evidence and the authors' experiences to present best practices for incorporating AI into teaching medicine. These practical tips help faculty new to AI get started by establishing goals, choosing appropriate games, understanding effective debriefing, considering evaluation strategies and managing resistance within the context of medical education.

Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway

PubMed Central

Galt, Kimberly A.

2008-01-01

Objectives To evaluate an instructional model for teaching clinically relevant medicinal chemistry. Methods An instructional model that uses Bloom's cognitive and Krathwohl's affective taxonomy, published and tested concepts in teaching medicinal chemistry, and active learning strategies, was introduced in the medicinal chemistry courses for second-professional year (P2) doctor of pharmacy (PharmD) students (campus and distance) in the 2005-2006 academic year. Student learning and the overall effectiveness of the instructional model were assessed. Student performance after introducing the instructional model was compared to that in prior years. Results Student performance on course examinations improved compared to previous years. Students expressed overall enthusiasm about the course and better understood the value of medicinal chemistry to clinical practice. Conclusion The explicit integration of the cognitive and affective learning objectives improved student performance, student ability to apply medicinal chemistry to clinical practice, and student attitude towards the discipline. Testing this instructional model provided validation to this theoretical framework. The model is effective for both our campus and distance-students. This instructional model may also have broad-based applications to other science courses. PMID:18483599

Teaching for Conceptual Understanding

ERIC Educational Resources Information Center

Kang, Nam-Hwa; Howren, Carrie

2004-01-01

One of the most difficult jobs of elementary school teachers is teaching science for conceptual understanding. Conceptual understanding requires students to organize facts and ideas into a meaningful concept in science. Facts and concepts form webs that can help students make connections between the concepts of science and their experiences.…

Teaching the Concept of Limit by Using Conceptual Conflict Strategy and Desmos Graphing Calculator

ERIC Educational Resources Information Center

Liang, Senfeng

2016-01-01

Although the mathematics community has long accepted the concept of limit as the foundation of modern Calculus, the concept of limit itself has been marginalized in undergraduate Calculus education. In this paper, I analyze the strategy of conceptual conflict to teach the concept of limit with the aid of an online tool--Desmos graphing calculator.…

Exploring the Relationship between Secondary Science Teachers' Subject Matter Knowledge and Knowledge of Student Conceptions While Teaching Evolution by Natural Selection

ERIC Educational Resources Information Center

Lucero, Margaret M.; Petrosino, Anthony J.; Delgado, Cesar

2017-01-01

The fundamental scientific concept of evolution occurring by natural selection is home to many deeply held alternative conceptions and considered difficult to teach. Science teachers' subject matter knowledge (SMK) and the pedagogical content knowledge (PCK) component of knowledge of students' conceptions (KOSC) can be valuable resources for…

The Effectiveness of Embedded Teaching through the Most-to-Least Prompting Procedure in Concept Teaching to Children with Autism within Orff-Based Music Activities

ERIC Educational Resources Information Center

Eren, Bilgehan; Deniz, Jale; Duzkantar, Ayten

2013-01-01

The purpose of this study was to demonstrate the effectiveness of embedded teaching through the most-to-least prompting procedure in concept teaching to children with autism in Orff-based music activities. In this research, being one of the single subject research designs, multiple probe design was used. The generalization effect of the research…

Actualizing Concepts in Home Management: Proceedings of a National Conference.

ERIC Educational Resources Information Center

American Home Economics Association, Washington, DC.

The booklet prints the following papers delivered at a national conference: Actualizing Concepts in Home Management: Decision Making, Dorothy Z. Price; Innovations in Teaching: Ergonomics, Fern E. Hunt; Relevant Concepts of Home Management: Innovations in Teaching, Kay P. Edwards; Standards in a Managerial Context, Florence S. Walker; Organizing:…

Teaching Method and Effect on Learning Piagetian Concepts

ERIC Educational Resources Information Center

Swiderski, David J.; Amadio, Dean M.

2013-01-01

Instructors of psychology typically use a variety of methods to teach concepts. The present double-blind experiment is intended to determine the effectiveness of popular television clips as exemplars of Piagetian concepts compared to verbal descriptions of the same exemplars among a sample of 86 undergraduate students enrolled in an introductory…

Incorporating Concept Sketching into Teaching Undergraduate Geomorphology

ERIC Educational Resources Information Center

Reusser, Lucas J.; Corbett, Lee B.; Bierman, Paul R.

2012-01-01

Constructing concept sketches (diagrams annotated with short captions in which students demonstrate their understanding of form, process, and interactions) provides a new and different way to teach Earth surface processes and assess the depth of student learning. During a semester-long course in Geomorphology, we used concept sketches as an…

The Influence of Teachers' Conceptions of Teaching and Learning on Their Technology Acceptance

ERIC Educational Resources Information Center

Teo, Timothy; Zhou, Mingming

2017-01-01

Prior research has attempted to incorporate different personal variables within extant theories of technology acceptance models (TAMs). This study further extends TAM by incorporating teachers' conceptions of teaching and learning (CoTL) in two forms: constructivist and traditional conceptions. The moderating effects of teachers' demographic…

How to Teach Procedures, Problem Solving, and Concepts in Microbial Genetics

ERIC Educational Resources Information Center

Bainbridge, Brian W.

1977-01-01

Flow-diagrams, algorithms, decision logic tables, and concept maps are presented in detail as methods for teaching practical procedures, problem solving, and basic concepts in microbial genetics. It is suggested that the flexible use of these methods should lead to an improved understanding of microbial genetics. (Author/MA)

Simultaneous anatomical sketching as learning by doing method of teaching human anatomy

PubMed Central

Noorafshan, Ali; Hoseini, Leila; Amini, Mitra; Dehghani, Mohammad-Reza; Kojuri, Javad; Bazrafkan, Leila

2014-01-01

Objective: Learning by lecture is a passive experience. Many innovative techniques have been presented to stimulate students to assume a more active attitude toward learning. In this study, simultaneous sketch drawing, as an interactive learning technique was applied to teach anatomy to the medical students. Materials and Methods: We reconstructed a fun interactive model of teaching anatomy as simultaneous anatomic sketching. To test the model's instruction effectiveness, we conducted a quasi- experimental study and then the students were asked to write their learning experiences in their portfolio, also their view was evaluated by a questionnaire. Results: The results of portfolio evaluation revealed that students believed that this method leads to deep learning and understanding anatomical subjects better. Evaluation of the students’ views on this teaching approach was showed that, more than 80% of the students were agreed or completely agreed with this statement that leaning anatomy concepts are easier and the class is less boring with this method. More than 60% of the students were agreed or completely agreed to sketch anatomical figures with professor simultaneously. They also found the sketching make anatomy more attractive and it reduced the time for learning anatomy. These number of students were agree or completely agree that the method help them learning anatomical concept in anatomy laboratory. More than 80% of the students found the simultaneous sketching is a good method for learning anatomy overall. Conclusion: Sketch drawing, as an interactive learning technique, is an attractive for students to learn anatomy. PMID:25013843

Teaching with Technology in Higher Education: Understanding Conceptual Change and Development in Practice

ERIC Educational Resources Information Center

Englund, Claire; Olofsson, Anders D.; Price, Linda

2017-01-01

Research indicates that teachers' conceptions of and approaches to teaching with technology are central for the successful imple-mentation of educational technologies in higher education. This study advances this premise. We present a 10-year longitudinal study examining teachers' conceptions of and approaches to teaching and learning with…

Identity Orientations: Definition, Assessment, and Personal Correlates. A Teaching Module.

ERIC Educational Resources Information Center

Carducci, Bernardo J.

Probably no other concept comes closer to encompassing the core of personality psychology than the concept of the self. This teaching activity provides instructors with a self-contained teaching module--including lecture material, an in-class activity, suggestions for in-class discussion, and supporting references--on the topic of identity…

Tensions between Knowledge Transmission and Student-Focused Teaching Approaches to Assessment Purposes: Helping Students Improve through Transmission

ERIC Educational Resources Information Center

Chen, Junjun; Brown, Gavin T. L.

2016-01-01

This study surveyed 1064 Chinese school teachers' approaches to teaching and conceptions of assessment, and examined their inter-relationship using confirmatory factor analysis and structural equation modeling. Three approaches to teaching (i.e. Knowledge Transmission, Student-Focused, and Examination Preparation) and six conceptions of assessment…

Elementary Teacher's Conceptions of Inquiry Teaching: Messages for Teacher Development

ERIC Educational Resources Information Center

Ireland, Joseph E.; Watters, James J.; Brownlee, Jo; Lupton, Mandy

2012-01-01

This study explored practicing elementary school teacher's conceptions of teaching in ways that foster inquiry-based learning in the science curriculum (inquiry teaching). The advocacy for inquiry-based learning in contemporary curricula assumes the principle that students learn in their own way by drawing on direct experience fostered by the…

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

ERIC Educational Resources Information Center

Zahka, William J.

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

Exploring Middle School Students' and Parents' Conceptions of Excellent Teaching

ERIC Educational Resources Information Center

Chen, Junjun

2016-01-01

While there have been many western studies about what excellent teaching means, there are far fewer eastern studies. This study explored how students and parents perceived conceptions of excellent teaching in Chinese middle schools. The 77 students' and 67 parents' responses relating to a personal narrative of a time they had experienced excellent…

Use of the concept mapping in teaching during a medical rotation of interns: an exploratory study.

PubMed

Kwas, Hamida; Ghédira, Habib

2017-12-01

Concept mapping is an excellent learning toolallowing to stimulate active learning.For this reason, the concept mapping is currently used increasingly in the medical and paramedical field. The aim of our study is to determine the contribution of teaching of medical interns by the concept mapping. Fourteen students enrolled at the same time in a medical rotation in Pulmonology were recruited for this exploratory study. Interns are divided into two groups (A and B).Both groups are taught by the clinical case method, illustrated by a concept mapping for group A interns. The evolution of the knowledge accuracy at post-testing has been greater in the group taught by the method of concept mapping: the number of correct responses increased in all participants of group A versus only 4 of group B. All students taught by concept mapping had at the post-test a note higher than or equal to 10/20 versus only three of the group taught by the method without concept map. The average score was 13 (11-15) in group A versus 10.28 (6-14) in group B. We emphasize the use of concept mapping in teaching especially in the faculty of medicine and we encourage clinicians to use this method in teaching interns in the hospital.

Moral Absolutism, Self-Deception, and Moral Self-Concept in Men Who Commit Intimate Partner Violence: A Comparative Study With an Opposite Sample.

PubMed

Vecina, María L; Chacón, F; Pérez-Viejo, J M

2016-01-01

The objective of this study is to show compatible data with the idea that men who commit intimate partner violence are uninhibited about the moral consequences of their behaviors, probably because they feel certainty about the rightness of their moral values and they strongly deceive themselves to maintain a good moral self-concept, and thus a good level of well-being. To do that, we compare their scores with those obtained by an opposite sample regarding the use of violence, made up of professional male psychologists who work in the social field trying to teach others alternative strategies to violence. © The Author(s) 2015.

Adding Another Dimension to Learning: Application of Real World Globes to Undergraduate Geoscience Teaching

NASA Astrophysics Data System (ADS)

McLeod, C. L.; Kugler, A.

2016-12-01

The Geological Globe of the World (www.realworldglobes.com) promotes hands-on, in-class activities and allows students to engage with a physical 3-D model of Earth's characteristic, planet-forming geological features. The effectiveness of this concept in student learning has been demonstrated by two pilot studies presented as posters by Weeraratne et al. (2011) and Stoddard and Rogers (2013) at previous AGU meetings. The impact of the Geological Globe of the World on undergraduate teaching at Miami University, OH during Fall semester 2016 will be presented. It is anticipated that this teaching tool will have the biggest impact on the teaching of our 100-level lab course, GLG 155L, which engages 900 students per academic year. A Learning Assessment based on the learning objectives of GLG 115L has been written in order to demonstrate and evaluate the role of the Geological Globe in student learning. This Learning Assessment will be issued through www.salgsite.org (SALG: Student Assessment of Learning Gains) and will ask students to assess their own knowledge and understanding of key concepts before and after specific lab exercises which implement the globe. From research discussed in Bamford (2013), it has been demonstrated that "students learning with 3D teaching aids had better ordering of concepts and had enhanced skills in describing their learning, including writing more, saying more and being more likely to use models to demonstrate their (own) learning". It is anticipated that through use of the Geological Globe of the World students will be able to interpret Earth's geological features on a 3-D projection including topography, active volcanism, crustal movements and the location of seismic events. The incorporation of the Geological Globe of the World in undergraduate geoscience teaching in GLG 115L, and other departmental courses, aims to encourage students to make observations and collect data in order to interpret and evaluate relevant geological information. Bamford, A., (2013) The 3D in Education, White Paper. Stoddard, P. R and Rogers, D., (2013). Using Dry Erasable Globes in Earth and Space Science Classes. AGU Fall Meeting, #ED53G-0689 Weeraratne, D. S., Rogers, D. B., and Liedtke, J (2011). Teaching Seismic Methods Using Interactive 3-D Earth Globe, AGU Fall Meeting, #ED51B-0751

Virtual Visualisation Laboratory for Science and Mathematics Content (Vlab-SMC) with Special Reference to Teaching and Learning of Chemistry

NASA Astrophysics Data System (ADS)

Badioze Zaman, Halimah; Bakar, Norashiken; Ahmad, Azlina; Sulaiman, Riza; Arshad, Haslina; Mohd. Yatim, Nor Faezah

Research on the teaching of science and mathematics in schools and universities have shown that available teaching models are not effective in instilling the understanding of scientific and mathematics concepts, and the right scientific and mathematics skills required for learners to become good future scientists (mathematicians included). The extensive development of new technologies has a marked influence on education, by facilitating the design of new learning and teaching materials, that can improve the attitude of learners towards Science and Mathematics and the plausibility of advanced interactive, personalised learning process. The usefulness of the computer in Science and Mathematics education; as an interactive communication medium that permits access to all types of information (texts, images, different types of data such as sound, graphics and perhaps haptics like smell and touch); as an instrument for problem solving through simulations of scientific and mathematics phenomenon and experiments; as well as measuring and monitoring scientific laboratory experiments. This paper will highlight on the design and development of the virtual Visualisation Laboratory for Science & Mathematics Content (VLab-SMC) based on the Cognitivist- Constructivist-Contextual development life cycle model as well as the Instructional Design (ID) model, in order to achieve its objectives in teaching and learning. However, this paper with only highlight one of the virtual labs within VLab-SMC that is, the Virtual Lab for teaching Chemistry (VLab- Chem). The development life cycle involves the educational media to be used, measurement of content, and the authoring and programming involved; whilst the ID model involves the application of the cognitivist, constructivist and contextual theories in the modeling of the modules of VLab-SMC generally and Vlab-Chem specifically, using concepts such as 'learning by doing', contextual learning, experimental simulations 3D and real-time animations to create a virtual laboratory based on a real laboratory. Initial preliminary study shows positive indicators of VLab-Chem for the teaching and learning of Chemistry on the topic of 'Salts and Acids'.

Teaching the Mathematics of Radioactive Dating.

ERIC Educational Resources Information Center

Shea, James H.

2001-01-01

Describes a method used to teach the concept of radiometric dating using mathematical equations. Explores the lack of information in textbooks on how to solve radiometric dating problems using mathematical concepts. (SAH)

Burial and resurgence of projective identification in French psychoanalysis.

PubMed

Widlöcher, Daniel

2014-08-01

Curiously enough, the concept of projective identification was ignored, and even rejected in France for at least two decades after the publication of the founding texts of Melanie Klein and Herbert Rosenfeld. This rejection was due to a critique from child psychoanalysts close to Anna Freud and also from the teaching of Lacan: the first took the real mother-child relation extensively into account, while the latter only saw the internal object as a signifier. The fact that during this period the countertransference was a concept reduced to its negative content no doubt explains this deliberate ignorance. With the dissemination of a broader and more positive conception of the countertransference, a renewal of interest could be observed in the 1980s with references to empathic listening and to the effects of thought-induction. Copyright © 2014 Institute of Psychoanalysis.

Pre-Service Physics Teachers' Understanding of the Relational Structure of Physics Concepts: Organising Subject Contents for Purposes of Teaching

ERIC Educational Resources Information Center

Koponen, Ismo; Nousiainen, Maija

2013-01-01

Good conceptual understanding of physics is based on understanding what the key concepts are and how they are related. This kind of understanding is especially important for physics teachers in planning how and in what order to introduce concepts in teaching; connections which tie concepts to each other give direction of progress--there is "flux…

On the Concept of Energy: How Understanding Its History Can Improve Physics Teaching

ERIC Educational Resources Information Center

Coelho, Ricardo Lopes

2009-01-01

Some physicists have pointed out that we do not know what energy is. Many studies have shown that the concept of energy is a problem for teaching. A study of the history of the concept shows that the discoverers of energy did not find anything which is indestructible and transformable but rather that the concept of energy underwent a change of…

Is Answering Questions Teaching?

ERIC Educational Resources Information Center

Ennis, Robert H.

1986-01-01

This article argues that the Macmillan and Garrison concept of teaching called erotetics is not successful because it is not reducible to four recognized types of teaching. These types, which are discussed, include teaching that..., teaching how..., teaching to..., and teaching the.... (MT)

Academic voice: On feminism, presence, and objectivity in writing.

PubMed

Mitchell, Kim M

2017-10-01

Academic voice is an oft-discussed, yet variably defined concept, and confusion exists over its meaning, evaluation, and interpretation. This paper will explore perspectives on academic voice and counterarguments to the positivist origins of objectivity in academic writing. While many epistemological and methodological perspectives exist, the feminist literature on voice is explored here as the contrary position. From the feminist perspective, voice is a socially constructed concept that cannot be separated from the experiences, emotions, and identity of the writer and, thus, constitutes a reflection of an author's way of knowing. A case study of how author presence can enhance meaning in text is included. Subjective experience is imperative to a practice involving human interaction. Nursing practice, our intimate involvement in patient's lives, and the nature of our research are not value free. A view is presented that a visible presence of an author in academic writing is relevant to the nursing discipline. The continued valuing of an objective, colorless academic voice has consequences for student writers and the faculty who teach them. Thus, a strategically used multivoiced writing style is warranted. © 2017 John Wiley & Sons Ltd.

Setting the Stage for Developing Pre-service Teachers' Conceptions of Good Science Teaching: The role of classroom videos

NASA Astrophysics Data System (ADS)

Wong, Siu Ling; Yung, Benny Hin Wai; Cheng, Man Wai; Lam, Kwok Leung; Hodson, Derek

2006-01-01

This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student-teachers enrolled for the 1-year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student-teachers’ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student-teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student-teachers from the role of student to the role of teacher.

Teaching science in museums

NASA Astrophysics Data System (ADS)

Tran, Lynn Uyen

Museums are free-choice, non-threatening, non-evaluative learning and teaching environments. They enable learners to revisit contents, authentic objects, and experiences at their own leisure as they continually build an understanding and appreciation of the concepts. Schools in America have used museums as resources to supplement their curriculum since the 19 th century. Field trip research is predominantly from the teachers' and students' perspectives, and draws attention to the importance for classroom teachers and students to prepare prior to field trips, have tasks, goals, and objectives during their time at the museum, and follow up afterwards. Meanwhile, museum educators' contributions to field trip experiences have been scantily addressed. These educators develop and implement programs intended to help students' explore science concepts and make sense of their experiences, and despite their limited time with students, studies show they can be memorable. First, field trips are a break in the usual routine, and thus have curiosity and attention attracting power. Second, classroom science teaching literature suggests teachers' teaching knowledge and goals can affect their behaviors, and in turn influence student learning. Third, classroom teachers are novices at planning and implementing field trip planners, and museum educators can share this responsibility. But little is reported on how the educators teach, what guides their instruction, how classroom teachers use these lessons, and what is gained from these lessons. This study investigates two of these inquiries. The following research questions guided this investigation. (1) How do educators teaching one-hour, one-time lessons in museums adapt their instruction to the students that they teach? (2) How do time limitations affect instruction? (3) How does perceived variability in entering student knowledge affect instruction? Four educators from two museums took part in this participant observation study to examine one aspect of the teaching culture in museums, that is instruction during one-time science lessons. The researcher remained a passive participant in all 23 lessons observed. Data included observations, interviews, and researcher field notes. An inductive analysis model incorporating constant comparison and domain analysis methods was adopted to analyze the data. Five major findings emerged from this analysis. (1) Repeating lessons develop comfort and insight to compensate one-time nature of lessons. (2) Details within science lessons can vary according to the students. (3) A lifelong learning perspective forms the foundation for educators' choices. (4) Refine teaching to use time efficiently. (5) Educators designate roles to teachers and chaperones to maximize time. These findings had implications for museum educators, classroom teachers, and all those involved in school field trips. Recommendations for action and future research emerging from this study were listed and discussed.

Mixing Languages during Learning? Testing the One Subject-One Language Rule.

PubMed

Antón, Eneko; Thierry, Guillaume; Duñabeitia, Jon Andoni

2015-01-01

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish-adults (Experiment 1) and children (Experiment 2)-learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject-one language rule.

Mixing Languages during Learning? Testing the One Subject—One Language Rule

PubMed Central

2015-01-01

In bilingual communities, mixing languages is avoided in formal schooling: even if two languages are used on a daily basis for teaching, only one language is used to teach each given academic subject. This tenet known as the one subject-one language rule avoids mixing languages in formal schooling because it may hinder learning. The aim of this study was to test the scientific ground of this assumption by investigating the consequences of acquiring new concepts using a method in which two languages are mixed as compared to a purely monolingual method. Native balanced bilingual speakers of Basque and Spanish—adults (Experiment 1) and children (Experiment 2)—learnt new concepts by associating two different features to novel objects. Half of the participants completed the learning process in a multilingual context (one feature was described in Basque and the other one in Spanish); while the other half completed the learning phase in a purely monolingual context (both features were described in Spanish). Different measures of learning were taken, as well as direct and indirect indicators of concept consolidation. We found no evidence in favor of the non-mixing method when comparing the results of two groups in either experiment, and thus failed to give scientific support for the educational premise of the one subject—one language rule. PMID:26107624

The Idea Bank: Teaching Harmonic Concepts at the Elementary Level.

ERIC Educational Resources Information Center

Music Educators Journal, 1979

1979-01-01

Briefly described are ways of teaching the concept of harmony to young children through the use of keyboard instruments, resonator bells, diatonic and chromatic bells, and Orff melody instruments. (KC)

Teaching Time Concepts to Young Children.

ERIC Educational Resources Information Center

Muir, Sharon Pray

1986-01-01

Presents many activity ideas for teaching young children about time using chronological events, clocks, and calendars. Jerome Bruner's enactive-iconic-symbolic sequence of concept development is used as a guide for these learning experiences. (LP)

The Relationship between Academics' Conceptions of Knowledge, Research and Teaching--A Metaphor Study

ERIC Educational Resources Information Center

Visser-Wijnveen, Gerda J.; Van Driel, Jan H.; Van Der Rijst, Roeland M.; Verloop, Nico; Visser, Anthonya

2009-01-01

Universities are supposed to be institutes where research and teaching are closely related. To understand this relationship fully, it is necessary to learn how academics perceive these key components. Different conceptions among academics may stem from varying conceptions of knowledge. Thirty academics were interviewed by means of metaphors about…

Sustainability: Teaching an Interdisciplinary Threshold Concept through Traditional Lecture and Active Learning

ERIC Educational Resources Information Center

Levintova, Ekaterina M.; Mueller, Daniel W.

2015-01-01

One of the difficulties in teaching global sustainability in the introductory political science classes is the different emphases placed on this concept and the absence of the consensus on where the overall balance between environmental protection, economic development, and social justice should reside. Like many fuzzy concepts with which students…

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

ERIC Educational Resources Information Center

Mahlios, Marc C.

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

A Concept Transformation Learning Model for Architectural Design Learning Process

ERIC Educational Resources Information Center

Wu, Yun-Wu; Weng, Kuo-Hua; Young, Li-Ming

2016-01-01

Generally, in the foundation course of architectural design, much emphasis is placed on teaching of the basic design skills without focusing on teaching students to apply the basic design concepts in their architectural designs or promoting students' own creativity. Therefore, this study aims to propose a concept transformation learning model to…

Teaching the Concept of the Sampling Distribution of the Mean

ERIC Educational Resources Information Center

Aguinis, Herman; Branstetter, Steven A.

2007-01-01

The authors use proven cognitive and learning principles and recent developments in the field of educational psychology to teach the concept of the sampling distribution of the mean, which is arguably one of the most central concepts in inferential statistics. The proposed pedagogical approach relies on cognitive load, contiguity, and experiential…

Patterns of thinking about phylogenetic trees: A study of student learning and the potential of tree thinking to improve comprehension of biological concepts

NASA Astrophysics Data System (ADS)

Naegle, Erin

Evolution education is a critical yet challenging component of teaching and learning biology. There is frequently an emphasis on natural selection when teaching about evolution and conducting educational research. A full understanding of evolution, however, integrates evolutionary processes, such as natural selection, with the resulting evolutionary patterns, such as species divergence. Phylogenetic trees are models of evolutionary patterns. The perspective gained from understanding biology through phylogenetic analyses is referred to as tree thinking. Due to the increasing prevalence of tree thinking in biology, understanding how to read phylogenetic trees is an important skill for students to learn. Interpreting graphics is not an intuitive process, as graphical representations are semiotic objects. This is certainly true concerning phylogenetic tree interpretation. Previous research and anecdotal evidence report that students struggle to correctly interpret trees. The objective of this research was to describe and investigate the rationale underpinning the prior knowledge of introductory biology students' tree thinking Understanding prior knowledge is valuable as prior knowledge influences future learning. In Chapter 1, qualitative methods such as semi-structured interviews were used to explore patterns of student rationale in regard to tree thinking. Seven common tree thinking misconceptions are described: (1) Equating the degree of trait similarity with the extent of relatedness, (2) Environmental change is a necessary prerequisite to evolution, (3) Essentialism of species, (4) Evolution is inherently progressive, (5) Evolution is a linear process, (6) Not all species are related, and (7) Trees portray evolution through the hybridization of species. These misconceptions are based in students' incomplete or incorrect understanding of evolution. These misconceptions are often reinforced by the misapplication of cultural conventions to make sense of trees. Chapter 2 explores the construction, validity, and reliability of a tree thinking concept inventory. Concept inventories are research based instruments that diagnose faulty reasoning among students. Such inventories are tools for improving teaching and learning of concepts. Test scores indicate that tree thinking misconceptions are held by novice and intermediate biology students. Finally, Chapter 3 presents a tree thinking rubric. The rubric aids teachers in selecting and improving introductory tree thinking learning exercises that address students' tree thinking misconceptions.

Turkish Preservice Elementary Science Teachers' Conceptions of Learning Science and Science Teaching Efficacy Beliefs: Is There a Relationship?

ERIC Educational Resources Information Center

Bahcivan, Eralp; Kapucu, Serkan

2014-01-01

This study has been conducted to investigate conceptions of learning science (COLS) and personal science teaching efficacy belief (PSTE) of Turkish preservice elementary science teachers (PSTs) and to explore the relationship between these variables. Two instruments COLS questionnaire and PSTE subscale of Science Teaching Efficacy Beliefs…

Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts

ERIC Educational Resources Information Center

Baloyi, Leonah L.; Ojo, Sunday O.; Van Wyk, Etienne A.

2017-01-01

Teaching and learning programming has presented many challenges in institutions of higher learning worldwide. Teaching and learning programming require cognitive reasoning, mainly due to the fundamental reality that the underlying concepts are complex and abstract. As a result, many institutions of higher learning are faced with low success rates…

Teaching the Sociological Imagination: Learning from the Biggest Loser

ERIC Educational Resources Information Center

Plymire, Darcy C.

2012-01-01

The purpose of this article is to show how to use popular culture as a method of teaching scientific concepts. Specifically, the reality-television program The Biggest Loser is used as an example for teaching the concept of the sociological imagination by illustrating the disconnect between personal solutions for weight loss and the demands of…

On Teaching Abstraction in Computer Science to Novices

ERIC Educational Resources Information Center

Armoni, Michal

2013-01-01

Abstraction is a key concept in CS, one of the most fundamental ideas underlying CS and its practice. However, teaching this soft concept to novices is a very difficult task, as discussed by many CSE experts. This paper discusses this issue, and suggests a general framework for teaching abstraction in CS to novices, a framework that would fit into…

Master Curriculum Guide in Economics. A Framework for Teaching the Basic Concepts. Second Edition.

ERIC Educational Resources Information Center

Saunders, Phillip; And Others

Intended for curriculum developers, this revised Framework presents a set of basic concepts for teaching K-12 economics. The revision reflects the change and development which the field of economics has undergone and includes improvements suggested by users of the first edition. The purpose of teaching economics is to impart a general…

Functions and Relations: Some Applications from Database Management for the Teaching of Classroom Mathematics.

ERIC Educational Resources Information Center

Hauge, Sharon K.

While functions and relations are important concepts in the teaching of mathematics, research suggests that many students lack an understanding and appreciation of these concepts. The present paper discusses an approach for teaching functions and relations that draws on the use of illustrations from database management. This approach has the…

The Effects of Utilising the Concept Maps in Teaching History

ERIC Educational Resources Information Center

Nair, Subadrah Madhawa; Narayanasamy, Moganasundari

2017-01-01

Teaching History is a tough and challenging task for teachers because most students consider History as a boring subject. Many studies indicate that students are not interested in learning History. This paper is based on a quasi-experimental study conducted to investigate the effects of utilizing the concept map method in the teaching of History…

Enhancing an Undergraduate Business Statistics Course: Linking Teaching and Learning with Assessment Issues

ERIC Educational Resources Information Center

Fairfield-Sonn, James W.; Kolluri, Bharat; Rogers, Annette; Singamsetti, Rao

2009-01-01

This paper examines several ways in which teaching effectiveness and student learning in an undergraduate Business Statistics course can be enhanced. First, we review some key concepts in Business Statistics that are often challenging to teach and show how using real data sets assist students in developing deeper understanding of the concepts.…

Shifting Social Science Conceptions of Research: The Possibility of the Practical Argument in Teacher Education.

ERIC Educational Resources Information Center

Noel, Jana

New research programs on teaching have examined teacher thinking, reflective teaching, and the possibility of teachers using practical arguments in their teaching. The changes in educational research have their basis in social science conceptions of research, which have shifted through the years. The shift from logical positivism to a more…

Changing to Concept-Based Curricula: The Process for Nurse Educators.

PubMed

Baron, Kristy A

2017-01-01

The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations-requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. The sample included eight educators from two institutions in one Western state using a grounded theory design. The themes that emerged from participants' experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes : preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process. Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.

[Professionalization of surgical education in the daily clinical routine. Training concept of the Surgical Working Group for Teaching of the German Society of Surgery].

PubMed

Adili, F; Kadmon, M; König, S; Walcher, F

2013-10-01

For competency-oriented teaching in surgery a comprehensive medical educational training and professionalization of clinical teachers is essential. The Surgical Working Group for Teaching has therefore set itself the task of developing an appropriate training concept. In the first step the core group took stock of the most relevant educational barriers in the clinical environment. Taking into account these findings a trimodular course was devised that addressed both previous knowledge and different clinical functions of the faculty as well as modern concepts of competency-based academic teaching. The A course is designed for medical teaching of novices with a focus on collation of the medical history, clinical examination and teaching of practical skills. The B course is devised for experienced clinicians and should qualify them for competency-based teaching in complex educational scenarios, such as the operating room or ward rounds, while the C course is directed to a group of persons entrusted with the organization and administration of clinical teaching.

From Common Sense Concepts to Scientifically Conditioned Concepts of Chemical Bonding: An Historical and Textbook Approach Designed to Address Learning and Teaching Issues at the Secondary School Level

ERIC Educational Resources Information Center

Croft, Michael; de Berg, Kevin

2014-01-01

This paper selects six key alternative conceptions identified in the literature on student understandings of chemical bonding and illustrates how a historical analysis and a textbook analysis can inform these conceptions and lead to recommendations for improving the teaching and learning of chemical bonding at the secondary school level. The…

Preservice elementary teachers' alternative conceptions of science and their self-efficacy beliefs about science teaching

NASA Astrophysics Data System (ADS)

Koc, Isil

The present study was conducted to investigate the extent to which preservice elementary teachers held alternative conceptions in fundamental elementary science concepts from earth/space science, life science, and physical science along with their self-efficacy beliefs about science teaching and to determine the relationship between these two issues. Eighty-six preservice elementary education majors enrolled in the four sections of the course titled "07E:162 Methods Elementary School Science" offered in the Science Education Center, College of Education, the University of Iowa during the 2005-2006 academic year participated in this study. Twelve preservice elementary teachers participated in follow-up interviews. Data were collected through the use of Alternative Conceptions in Science Instrument constructed by Schoon and Boone (1998), Science Teaching Efficacy Belief Instrument (STEBI-B) constructed by Enochs and Riggs (1990), a participant information form, and through utilization of interviews. The results from the alternative conception instrument indicated that the majority of preservice elementary teachers held a number of alternative conceptions with most being in the physical sciences followed by earth/space, and then life science. Various sources of alternative conceptions emerged during the interview sessions. Participants mainly cited science teachers, science textbooks, and previous science experiences as sources of their alternative conceptions. On the other hand, the analysis of the self-efficacy instrument and follow-up interviews revealed generally positive self-efficacy beliefs. Findings from the study also confirmed that science courses completed in high school and college do not seem to have influenced participants' number and types of alternative conceptions regarding earth/space science, life science, and physical science and self-efficacy beliefs about science teaching. The results also indicate that participants with the lowest number of alternative conceptions regarding earth/space science, physical science, and life science have a relatively high personal science teaching efficacy. Overall, the results of the study regarding self-efficacy beliefs propose that consideration be given to identification and modification of preservice elementary teachers' science alternative conceptions if they are expected to teach science effectively.

Astronomy: A Self-Teaching Guide, 6th Edition

NASA Astrophysics Data System (ADS)

Moché, Dinah L.

2004-02-01

"A lively, up-to-date account of the basic principles of astronomy and exciting current field of research."-Science Digest For a quarter of a century, Astronomy: A Self-Teaching Guide has been making students and amateur stargazers alike feel at home among the stars. From stars, planets and galaxies, to black holes, the Big Bang and life in space, this title has been making it easy for beginners to quickly grasp the basic concepts of astronomy for over 25 years. Updated with the latest discoveries in astronomy and astrophysics, this newest edition of Dinah Moché's classic guide now includes many Web site addresses for spectacular images and news. And like all previous editions, it is packed with valuable tables, charts, star and moon maps and features simple activities that reinforce readers' grasp of basic concepts at their own pace, as well as objectives, reviews, and self-tests to monitor their progress. Dinah L. Moché, PhD (Rye, NY), is an award-winning author, educator, and lecturer. Her books have sold over nine million copies in seven languages.

Reducing the complexity of the software design process with object-oriented design

NASA Technical Reports Server (NTRS)

Schuler, M. P.

1991-01-01

Designing software is a complex process. How object-oriented design (OOD), coupled with formalized documentation and tailored object diagraming techniques, can reduce the complexity of the software design process is described and illustrated. The described OOD methodology uses a hierarchical decomposition approach in which parent objects are decomposed into layers of lower level child objects. A method of tracking the assignment of requirements to design components is also included. Increases in the reusability, portability, and maintainability of the resulting products are also discussed. This method was built on a combination of existing technology, teaching experience, consulting experience, and feedback from design method users. The discussed concepts are applicable to hierarchal OOD processes in general. Emphasis is placed on improving the design process by documenting the details of the procedures involved and incorporating improvements into those procedures as they are developed.

Signature Pedagogy/Powerful Pedagogy: The Oxford Tutorial System in the Humanities

ERIC Educational Resources Information Center

Horn, Julia

2013-01-01

Lee Shulman's concept of signature pedagogies in the professions has captured the imagination of many researchers and educators. In higher education, the concept has been extended to teaching in particular disciplines, and it is here argued that the concept of signature pedagogy can be usefully extended to an influential teaching system in the…

Consumer Economics (Secondary): Teaching Strategies. Master Curriculum Guide in Economics.

ERIC Educational Resources Information Center

Clow, John E., Ed.

Designed to build up concepts presented in the Master Curriculum Guide volume "A Framework for Teaching the Basic Concepts," this collection of teacher guidelines and classroom lessons focuses on how economic concepts and an economic way of thinking can be incorporated into various units in consumer education courses or in courses at the secondary…

Surfacing the Structures of Patriarchy: Teaching and Learning Threshold Concepts in Women's Studies

ERIC Educational Resources Information Center

Hassel, Holly; Reddinger, Amy; van Slooten, Jessica

2011-01-01

Patriarchy is a threshold concept in women's studies--a significant, defining concept that transforms students' understanding of the discipline. This article reviews our design, implementation, and findings of a lesson study crafted to teach women's studies students the complex idea of patriarchy as a social system. We analyze the lesson using…

The Analysis of Nine Process-Concepts in Elementary Science. Technical Report No. 428.

ERIC Educational Resources Information Center

Klausmeier, Herbert J.; And Others

Theory and research background regarding the teaching of concepts are presented. Procedures are given in detail on how a concept can be analyzed in order to aid in teaching and preparing instructional materials. Nine processes of science drawn from a published elementary science curriculum ("Science: A Process Approach") are treated as concepts…

Effectiveness of Concept Maps in Economics: Evidence from Australia and USA

ERIC Educational Resources Information Center

Marangos, John; Alley, Sean

2007-01-01

This paper evaluates the effectiveness of concept maps as a teaching and learning tool in university level Principles of Microeconomics courses in Australia and USA. Concept mapping was incorporated in the teaching material in both courses at different countries and, at the end of the semester, the students completed a survey regarding the use,…

An Issues- and Concepts-Based Curriculum: Teaching about Climate Change

ERIC Educational Resources Information Center

Ross, Keith

2014-01-01

I argue that students want to see relevance in their studies. The National Curriculum in England is a list of concepts that we wish them to understand. However, the concepts need to be embedded into a meaningful context, such as climate change, which may become the overarching reason for teaching science. In this article I remember fondly…

Pupils' Thinking and Course Requirements in Science Teaching (EKNA). Newsletter School Research.

ERIC Educational Resources Information Center

Andersson, Bjorn; And Others

The ENKA Project is concerned with two major problem areas: the conceptions of physical and chemical phenomena, central to an upper level course, held by compulsory school pupils (grades 7-9) and the implications from descriptions of pupils' conceptions and ways of reasoning for current teaching practice. To determine conceptions held, pupils were…

Space Science Education: An Experimental Study. Report of the Study Commission on Space Science Education.

ERIC Educational Resources Information Center

Vick, Raymond

The implications of space science terminology and concepts for elementary science teaching are explored. Twenty-two concepts were identified which elementary and junior high school teachers were invited to introduce in their teaching. Booklets explaining the concepts were distributed together with report forms for teacher feedback. The numbers of…

Using Metaphors to Know the Conceptions about the Teaching Profession in Initial Teacher Education

ERIC Educational Resources Information Center

Martínez-de-la-Hidalga, Zoe; Villardón-Gallego, Lourdes

2017-01-01

The Conceptions about the teaching profession affect professional performance, and metaphors are a tool to identify them. In this qualitative study metaphors are used to gain insight into conceptions held by pre-service teachers, and their development during Initial Teacher Training in the Bachelor's Degree in Primary Education. A total of 247…

The (Homo)Morphism Concept: Didactic Transposition, Meta-Discourse and Thematisation

ERIC Educational Resources Information Center

Hausberger, Thomas

2017-01-01

This article focuses on the didactic transposition of the homomorphism concept and on the elaboration and evaluation of an activity dedicated to the teaching of this fundamental concept in Abstract Algebra. It does not restrict to Group Theory but on the contrary raises the issue of the teaching and learning of algebraic structuralism, thus…

Feasts of Becoming: Imagining a Literacy Classroom Based on Dialogic Beliefs

ERIC Educational Resources Information Center

Fecho, Bob; Botzakis, Stergios

2007-01-01

Bakhtin's language theories give educators a view into how people develop and communicate with language through dialogue. These conceptions can be applied to teaching in a variety of positive ways. The authors explore how teaching based on Bakhtinian concepts might function in the classroom, paying particular attention to the concepts of dialogue,…

The Role That Web 2.0 Currently Has and Could Have in the Future in Supporting the Teaching of ICT Design for All

NASA Astrophysics Data System (ADS)

Mitrea, Paulina; Mitrea, Delia

The main objective of the article is to highlight the role that Web2.0 currently has and could have in the future in supporting the teaching of ICT Design for All. According to this, first the concepts of Web2.0 and eLearning2.0 are clarified and connected. The new way of thinking about eLearning being inspired by the emergence of Web2.0, the term eLearning2.0 was introduced to identify a new paradigm. So, eLearning 2.0, by contrast to eLearning1.0 is built around collaboration, also eLearning2.0 assumes that knowledge is socially constructed. Related to the role of Web2.0 in supporting the teaching of ICT Design for All, the 4 steps involved by the ICT Design For All Teaching Principles are presented and detailed. Finally, some real world examples are shown, as evidence of how the new methods of communication offered by Web2.0 can be used to support students as they learn about Design for All.

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

ERIC Educational Resources Information Center

Blonder, Ron; Sakhnini, Sohair

2012-01-01

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

Maternal Teaching during Play with Four-Year-Olds: Variation by Ethnicity and Family Resources

ERIC Educational Resources Information Center

Tamis-LeMonda, Catherine S.; Sze, Irene Nga-Lam; Ng, Florrie Fei-Yin; Kahana-Kalman, Ronit; Yoshikawa, Hirokazu

2013-01-01

Mothers' spontaneous teaching of their 4-year-olds was observed during block play in 230 dyads from low-income African American, Mexican, Dominican, and Chinese backgrounds. Blocks contained graphics that could be used to teach concepts in literacy, math, construction, or body/color. Coders noted how often mothers taught each of the concepts,…

A Model for Using a Concept Inventory as a Tool for Students' Assessment and Faculty Professional Development

ERIC Educational Resources Information Center

Marbach-Ad, Gili; McAdams, Katherine C.; Benson, Spencer; Briken, Volker; Cathcart, Laura; Chase, Michael; El-Sayed, Najib M.; Frauwirth, Kenneth; Fredericksen, Brenda; Joseph, Sam W.; Lee, Vincent; McIver, Kevin S.; Mosser, David; Quimby, B. Booth; Shields, Patricia; Song, Wenxia; Stein, Daniel C.; Stewart, Richard; Thompson, Katerina V.; Smith, Ann C.

2010-01-01

This essay describes how the use of a concept inventory has enhanced professional development and curriculum reform efforts of a faculty teaching community. The Host Pathogen Interactions (HPI) teaching team is composed of research and teaching faculty with expertise in HPI who share the goal of improving the learning experience of students in…

The Teaching of Mathematics in Secondary Schools as a Tool for Self-Reliance and Re-Branding Process in Nigeria

ERIC Educational Resources Information Center

Jonah, Tali D.; Caleb, Mbwas .L.; Stephen, Abe A.

2012-01-01

Mathematics teaching is an interaction between the teacher and the learners that leads to acquisition of desirable mathematical knowledge, ideas and skills necessary for applicability in our everyday life. This paper therefore looks at the concept of self-reliance, the concept of mathematics teaching, problems and prospects of mathematics teaching…

The Effects of Explicit Teaching of Strategies, Second-Order Concepts, and Epistemological Underpinnings on Students' Ability to Reason Causally in History

ERIC Educational Resources Information Center

Stoel, Gerhard L.; van Drie, Jannet P.; van Boxtel, Carla A. M.

2017-01-01

This article reports an experimental study on the effects of explicit teaching on 11th grade students' ability to reason causally in history. Underpinned by the model of domain learning, explicit teaching is conceptualized as multidimensional, focusing on strategies and second-order concepts to generate and verbalize causal explanations and…

Normative Values in Teachers' Conceptions of Teaching and Learning in Higher Education: A Belief System Approach

ERIC Educational Resources Information Center

Schwieler, Elias; Ekecrantz, Stefan

2011-01-01

The effects of teachers' normative values and emotive reactions on teaching in higher education have received relatively little research attention. The focus is often on descriptive beliefs such as conceptions of teaching and their inter-relations with practice. In this study, which is illustrated by a heuristic model, a belief system approach is…

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

ERIC Educational Resources Information Center

Bianco, Andrew S.

2014-01-01

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

Reflections on Teaching Periodic Table Concepts: A Case Study of Selected Schools in South Africa

ERIC Educational Resources Information Center

Mokiwa, Hamza Omari

2017-01-01

The Periodic Table of Elements is central to the study of modern Physics and Chemistry. It is however, considered by teachers as difficult to teach. This paper reports on a case study exploring reflections on teaching periodic table concepts in five secondary schools from South Africa. Qualitative methodology of interviews and document analysis…

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

ERIC Educational Resources Information Center

US Environmental Protection Agency, 2007

2007-01-01

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

Too Emotional to Be Capable? The Changing Nature of Emotion Work in Definitions of "Capable Teaching"

ERIC Educational Resources Information Center

Hebson, Gail; Earnshaw, Jill; Marchington, Lorrie

2007-01-01

This article uses the concept of emotional labour to understand some of the changes that are ongoing in the teaching profession. While research has explored the impact of the new performance culture upon teachers' work and identified a marginalisation of the caring and emotional aspects of teaching, the concept of emotional labour allows us to…

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

ERIC Educational Resources Information Center

Sulaeman, Maryam; Marlina, Yuli

2017-01-01

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

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.

A Low Cost Remote Sensing System Using PC and Stereo Equipment

NASA Technical Reports Server (NTRS)

Campbell, Joel F.; Flood, Michael A.; Prasad, Narasimha S.; Hodson, Wade D.

2011-01-01

A system using a personal computer, speaker, and a microphone is used to detect objects, and make crude measurements using a carrier modulated by a pseudorandom noise (PN) code. This system can be constructed using a personal computer and audio equipment commonly found in the laboratory or at home, or more sophisticated equipment that can be purchased at reasonable cost. We demonstrate its value as an instructional tool for teaching concepts of remote sensing and digital signal processing.

Inter-Racial In-Service Program Designed to Increase the Educational Opportunities of the Children in the Richmond Public Schools, July 1, 1965-June 30, 1966; and February 1, 1968-December 31, 1968.

ERIC Educational Resources Information Center

Anderson, Robert T.; Lee, Nathaniel

The objectives of the Institute were to improve the educational programs offered to all children in the Richmond Public Schools, and to assist staff members in broadening their self-concepts in relation to co-workers, various sub-cultures, and the environment in which they teach. Thirty-one different groups were involved during 1965-1966; each had…

Codevelopment of conceptual understanding and critical attitude: toward a systemic analysis of the survival blanket

NASA Astrophysics Data System (ADS)

Viennot, Laurence; Décamp, Nicolas

2016-01-01

One key objective of physics teaching is the promotion of conceptual understanding. Additionally, the critical faculty is universally seen as a central quality to be developed in students. In recent years, however, teaching objectives have placed stronger emphasis on skills than on concepts, and there is a risk that conceptual structuring may be disregarded. The question therefore arises as to whether it is possible for students to develop a critical stance without a conceptual basis, leading in turn to the issue of possible links between the development of conceptual understanding and critical attitude. In an in-depth study to address these questions, the participants were seven prospective physics and chemistry teachers. The methodology included a ‘teaching interview’, designed to observe participants’ responses to limited explanations of a given phenomenon and their ensuing intellectual satisfaction or frustration. The explanatory task related to the physics of how a survival blanket works, requiring a full and appropriate system analysis of the blanket. The analysis identified five recurrent lines of reasoning and linked these to judgments of adequacy of explanation, based on metacognitive/affective (MCA) factors, intellectual (dis)satisfaction and critical stance. Recurrent themes and MCA factors were used to map the intellectual dynamics that emerged during the interview process. Participants’ critical attitude was observed to develop in strong interaction with their comprehension of the topic. The results suggest that most students need to reach a certain level of conceptual mastery before they can begin to question an oversimplified explanation, although one student’s replies show that a different intellectual dynamics is also possible. The paper ends with a discussion of the implications of these findings for future research and for decisions concerning teaching objectives and the design of learning environments.

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

NASA Astrophysics Data System (ADS)

Price, J.

2014-12-01

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

Conceptually driven and visually rich tasks in texts and teaching practice: the case of infinite series

NASA Astrophysics Data System (ADS)

González-Martín, Alejandro S.; Nardi, Elena; Biza, Irene

2011-07-01

The study we report here examines parts of what Chevallard calls the institutional dimension of the students' learning experience of a relatively under-researched, yet crucial, concept in Analysis, the concept of infinite series. In particular, we examine how the concept is introduced to students in texts and in teaching practice. To this purpose, we employ Duval's Theory of Registers of Semiotic Representation towards the analysis of 22 texts used in Canada and UK post-compulsory courses. We also draw on interviews with in-service teachers and university lecturers in order to discuss briefly teaching practice and some of their teaching suggestions. Our analysis of the texts highlights that the presentation of the concept is largely a-historical, with few graphical representations, few opportunities to work across different registers (algebraic, graphical, verbal), few applications or intra-mathematical references to the concept's significance and few conceptually driven tasks that go beyond practising with the application of convergence tests and prepare students for the complex topics in which the concept of series is implicated. Our preliminary analysis of the teacher interviews suggests that pedagogical practice often reflects the tendencies in the texts. Furthermore, the interviews with the university lecturers point at the pedagogical potential of: illustrative examples and evocative visual representations in teaching; and, student engagement with systematic guesswork and writing explanatory accounts of their choices and applications of convergence tests.

Concept mapping learning strategy to enhance students' mathematical connection ability

NASA Astrophysics Data System (ADS)

Hafiz, M.; Kadir, Fatra, Maifalinda

2017-05-01

The concept mapping learning strategy in teaching and learning mathematics has been investigated by numerous researchers. However, there are still less researchers who have scrutinized about the roles of map concept which is connected to the mathematical connection ability. Being well understood on map concept, it may help students to have ability to correlate one concept to other concept in order that the student can solve mathematical problems faced. The objective of this research was to describe the student's mathematical connection ability and to analyze the effect of using concept mapping learning strategy to the students' mathematical connection ability. This research was conducted at senior high school in Jakarta. The method used a quasi-experimental with randomized control group design with the total number was 72 students as the sample. Data obtained through using test in the post-test after giving the treatment. The results of the research are: 1) Students' mathematical connection ability has reached the good enough level category; 2) Students' mathematical connection ability who had taught with concept mapping learning strategy is higher than who had taught with conventional learning strategy. Based on the results above, it can be concluded that concept mapping learning strategycould enhance the students' mathematical connection ability, especially in trigonometry.

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

NASA Astrophysics Data System (ADS)

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

2010-02-01

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

Creating a Sustainable Future: Some Philosophical and Educational Considerations for Chemistry Teaching

NASA Astrophysics Data System (ADS)

Vilches, Amparo; Gil-Pérez, Daniel

2013-07-01

The International Union of Pure and Applied Chemistry (IUPAC) and UNESCO have proposed that the International Year of Chemistry, 2011, should make a strong educational contribution to the goals of the UN Decade of Education for Sustainable Development. This emphasis is absolutely necessary because education for sustainability remains practically absent nowadays in many high school and university chemistry curricula all over the world. Behind this lack of attention to the current situation of planetary emergency, there are several obstacles that we analyse in this paper. We firstly discuss an extended conception of "pure Chemistry"—object of chemists' research and teaching- the object of which would just be to increase knowledge: moral problems should only appear in connection to the use of the applications of science by, generally, nonscientists. This belief that genuine scientific activity lies beyond the reach of moral judgment is logically transferred to teaching, voluntarily limited to the transmission of the corpus of knowledge. Consequently, the challenges of sustainable development, with so many social implications, are put aside. After questioning this and other obstacles, we develop the possible contribution of chemistry and chemical education to the construction of a sustainable future, in accordance with the goals of the International Year of Chemistry.

Modeling Acceleration of a System of Two Objects Using the Concept of Limits

NASA Astrophysics Data System (ADS)

Sokolowski, Andrzej

2018-01-01

Traditional school laboratory exercises on a system of moving objects connected by strings involve deriving expressions for the system acceleration, a = (∑F )/m, and sketching a graph of acceleration vs. force. While being in the form of rational functions, these expressions present great opportunities for broadening the scope of the analysis by using a more sophisticated math apparatus—the concept of limits. Using the idea of limits allows for extending both predictions and explanations of this type of motion that are—according to Redish—essential goals of teaching physics. This type of analysis, known in physics as limiting case analysis, allows for generalizing inferences by evaluating or estimating values of algebraic functions based on its extreme inputs. In practice, such transition provides opportunities for deriving valid conclusions for cases when direct laboratory measurements are not possible. While using limits is common for scientists, the idea of applying limits in school practice is not visible, and testing students' ability in this area is also rare.

Using the Feature Film "American History X" To Teach Principles of Self-Concept in the Introduction to Interpersonal Communication Course.

ERIC Educational Resources Information Center

Siddens, Paul J., III

This paper explores possibilities of using the feature film, "American History X," to illustrate and assist in teaching principles of self-concept in an introduction to interpersonal communication course. The paper: (1) summarizes the plot of the film; (2) outlines and defines principles of self-concept that can be discussed in…

Examining Teaching of Professional Concepts in Teacher Training and Investigating Students' Cognitive Structures Regarding Professional Concepts

ERIC Educational Resources Information Center

Karakus, Memet; Karakus, Fatma

2017-01-01

The study aims to determine education faculty students' cognitive structures regarding professional concepts, and to reveal the views of the students and faculty members about conceptual teaching. The participants of the study, which was designed as a case study, were determined using the criterion sampling method. In the study, which was carried…

The Implications of Arendt's Concept of Judgment for Humanistic Teaching in a Postmetaphysical Age

ERIC Educational Resources Information Center

Kwak, Duck-Joo

2015-01-01

In this essay, Duck-Joo Kwak draws on Hannah Arendt's concept of judgment in exploring what it means to teach the humanities as a form of values education in a postmetaphysical age. Arendt's concept of judgment is closely related to Ciceronian humanism, which is concerned with the wisdom to choose one's company while appreciating this pursuit…

Teach for Fitness: A Manual for Teaching Fitness Concepts in K-12 Physical Education. Current Issues.

ERIC Educational Resources Information Center

Priest, Laurie

This book is designed to aid and to encourage physical education teachers to incorporate the concepts of physical fitness into the physical education curriculum. The activities are written in an outline format using the following headings: (1) concept; (2) activity and/or knowledge level; (3) location (school or home); (4) time needed; (5)…

Janice VanCleave's the Human Body for Every Kid: Easy Activities That Make Learning Science Fun.

ERIC Educational Resources Information Center

VanCleave, Janice

This book provides fun experiments that teach known concepts about the human body. It is designed to teach facts, concepts, and problem-solving strategies. The scientific concepts presented can be applied to many similar situations, and the exercises and activities were selected for their ability to be explained in basic terms with little…

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

ERIC Educational Resources Information Center

Hansen, W. Lee; And Others

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

On the Roots of Difficulties in Learning about Cell Division: Process-Based Analysis of Students' Conceptual Development in Teaching Experiments

ERIC Educational Resources Information Center

Riemeier, Tanja; Gropengiesser, Harald

2008-01-01

Empirical investigations on students' conceptions of cell biology indicate major misunderstandings of scientific concepts even after thorough teaching. Therefore, the main aim of our research project was to investigate students' difficulties in learning this topic and to study the impact of learning activities on students' conceptions. Using the…

The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

ERIC Educational Resources Information Center

Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

2016-01-01

Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Teaching Archimedes' Principle to Sixth Graders without Teaching Mass, Density, Pressure, Volume or Buoyancy

ERIC Educational Resources Information Center

Raghavan, Neeraja

2017-01-01

Flotation is usually taught in Indian schools after students have been introduced to the concepts of mass, density, pressure, volume and buoyancy. This paper describes an attempt to teach the principle of flotation to a class of sixth graders--who had not yet been taught these concepts--so they could understand (and perhaps, arrive at) Archimedes'…

Exploring Elementary Science Methods Course Contexts to Improve Preservice Teachers' NOS of Science Conceptions and Understandings of NOS Teaching Strategies

ERIC Educational Resources Information Center

Akerson, Valarie L.; Weiland, Ingrid; Rogers, Meredith Park; Pongsanon, Khemmawaddee; Bilican, Kader

2014-01-01

We explored adaptations to an elementary science methods course to determine how varied contexts could improve elementary preservice teachers' conceptions of NOS as well as their ideas for teaching NOS to elementary students. The contexts were (a) NOS Theme in which the course focused on the teaching of science through the consistent teaching…

Development of a Solar System Concept Inventory

NASA Astrophysics Data System (ADS)

Hornstein, Seth D.; Duncan, D.; S, C. A. T.

2009-01-01

Concept inventories can provide useful insight into students’ understanding of key physical concepts. Knowing what your students have learned during a course is a valuable tool for improving your own teaching. Unfortunately, current astronomy concept inventories are not suitable for an introductory solar system course because they either cover too broad of a range of topics (e.g. Astronomy Diagnostic Test) or are too narrowly focused (e.g. Greenhouse Effect Concept Inventory, Lunar Phase Concept Inventory). We have developed the Solar System Concept Inventory (SSCI) to cover those topics commonly taught in an introductory solar system course. The topics included on the SSCI were selected by having faculty identify the key concepts they address when teaching about the solar system. SSCI topics include formation mechanisms, planetary interiors, atmospheric effects, and small solar system bodies. Student interviews were conducted to identify common naive ideas and reasoning difficulties relating to these key topics. Preliminary development of the SSCI was completed at the University of Colorado and involved over 400 students. A larger, national, multi-institutional field test is planned for Spring 2009 as a Collaboration of Astronomy Teaching Scholars (CATS) research project. We present here the results from the preliminary development and proposed changes for the next stage of research. We would like to thank the NSF for funding under Grant No. 0715517, a CCLI Phase III Grant for the Collaboration of Astronomy Teaching Scholars (CATS) Program.

Development of Problem-Based Learning Oriented Teaching Learning Materials to Facilitate Students’ Mastery of Concept and Critical Thinking Skill

NASA Astrophysics Data System (ADS)

Reza, M.; Ibrahim, M.; Rahayu, Y. S.

2018-01-01

This research aims to develop problem-based learning oriented teaching materials to improve students’ mastery of concept and critical thinking skill. Its procedure was divided into two phases; developmental phase and experimental phase. This developmental research used Four-D Model. However, within this research, the process of development would not involve the last stages, which is disseminate. The teaching learning materials which were developed consist of lesson plan, student handbook, student worksheet, achievement test and critical thinking skill test. The experimental phase employs a research design called one group pretest-posttest design. Results show that the validity of the teaching materials which were developed was good and revealed the enhancement of students’ activities with positive response to the teaching learning process. Furthermore, the learning materials improve the students’ mastery of concept and critical thinking skill.

Teaching undergraduate biomechanics with Just-in-Time Teaching.

PubMed

Riskowski, Jody L

2015-06-01

Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

Teaching a Systems Approach: An Innovative Quality Improvement Project.

PubMed

Hamrin, Vanya; Vick, Rose; Brame, Cynthia; Simmons, Megan; Smith, Letizia; Vanderhoef, Dawn

2016-04-01

Nurse practitioners are required to navigate complex health care systems. Quality improvement (QI) projects provide the opportunity for nurse practitioner students to learn systems knowledge and improve health care outcomes in patient populations. A gap in the literature exists around how to systematically teach, apply, and measure QI curricular objectives at the master's level. Six faculty evaluated the QI project for the psychiatric nurse practitioner master's program by identifying the most challenging QI concepts for students to apply, revising their teaching strategies to address gaps, and retrospectively evaluating the outcomes of these curriculum changes by comparing student outcomes before and after the curricular changes. A significant difference was noted on QI project performance between students in the 2014 and 2015 graduating classes, measured by the scores earned on students' final papers (t[92] = 1.66, p = .05, d = .34, r(2) = .0289). Theoretical principles of adult and cooperative learning were used to inform curricular changes to enhance student's acquisition of QI skills. Copyright 2016, SLACK Incorporated.

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

EPA Pesticide Factsheets

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

Using 3D Geometric Models to Teach Spatial Geometry Concepts.

ERIC Educational Resources Information Center

Bertoline, Gary R.

1991-01-01

An explanation of 3-D Computer Aided Design (CAD) usage to teach spatial geometry concepts using nontraditional techniques is presented. The software packages CADKEY and AutoCAD are described as well as their usefulness in solving space geometry problems. (KR)

Pre-schoolers Learn at Home.

ERIC Educational Resources Information Center

Smith, Penny

1985-01-01

Reviews: "ArithMagic (Counting, Addition, Subtraction)" which uses graphics to illustrate/review basic arithmetic concepts; "The Sweet Shop" which uses graphics (and a character called Mr. Jellybean) to teach arithmetic concepts; and "Math Magic," a monster-filled arcade game that teaches addition and subtraction.…

Visualization Tools for Teaching Computer Security

ERIC Educational Resources Information Center

Yuan, Xiaohong; Vega, Percy; Qadah, Yaseen; Archer, Ricky; Yu, Huiming; Xu, Jinsheng

2010-01-01

Using animated visualization tools has been an important teaching approach in computer science education. We have developed three visualization and animation tools that demonstrate various information security concepts and actively engage learners. The information security concepts illustrated include: packet sniffer and related computer network…

Improving College English Teaching Pattern and English Learning Effect among Students in Physical Education Institutes--A Survey on the Implementation of New Concept Teaching Pattern

ERIC Educational Resources Information Center

Wang, Youming

2010-01-01

In order to sharpen English learning capabilities of students in the institutes of physical education, the author makes a tracking investigation of New Concept English teaching model in Grade 08 of the department of sports training and national traditional sports. By analyzing and comparing the students' English levels before and after the…

Composing a Teaching Life: Partial, Multiple, and Sometimes Contradictory Representations of Teaching and Learning Literature. Concept Paper No. 12. NCTE Concept Paper Series.

ERIC Educational Resources Information Center

Vinz, Ruth

Focusing on three literature teachers who have lived with and through the changing representations of the discipline, this paper, an examination of the nature of inquiry in literature education, describes the multiple realities that such teachers must negotiate for themselves and their students. The paper discusses conceptions of reflective…

MATERIALS USED IN TEACHING AND EVALUATING THE CONCEPTS RELATED TO THE BIOLOGICAL CELL IN GRADES 2-6, PRACTICAL PAPER NO. 2.

ERIC Educational Resources Information Center

STAUSS, NYLES G.

INCLUDED ARE MATERIALS FOR USE IN TEACHING AND EVALUATING 11 SELECTED CONCEPTS RELATED TO THE BIOLOGICAL CELL IN GRADES 2 TO 6. THE CONCEPTS WERE SELECTED AND THEIR ORDER DETERMINED THROUGH AN ANALYSIS OF ELEMENTARY TEXTBOOK SERIES, HIGH SCHOOL AND COLLEGE BIOLOGY TEXTS, CYTOLOGY TEXTS, AND INFORMATION GATHERED THROUGH A PILOT STUDY. THE MATERIALS…

Is Case-Based Learning an Effective Teaching Strategy to Challenge Students' Alternative Conceptions regarding Chemical Kinetics?

ERIC Educational Resources Information Center

Yalcinkaya, Eylem; Tastan-Kirik, Ozgecan; Boz, Yezdan; Yildiran, Demet

2012-01-01

Background: Case-based learning (CBL) is simply teaching the concept to the students based on the cases. CBL involves a case, which is a scenario based on daily life, and study questions related to the case, which allows students to discuss their ideas. Chemical kinetics is one of the most difficult concepts for students in chemistry. Students…

Problem-based learning in teaching chemistry: enthalpy changes in systems

NASA Astrophysics Data System (ADS)

Ayyildiz, Yildizay; Tarhan, Leman

2018-01-01

Problem-based learning (PBL) as a teaching strategy has recently become quite widespread in especially chemistry classes. Research has found that students, from elementary through college, have many alternative conceptions regarding enthalpy changes in systems. Although there are several studies focused on identifying student alternative conceptions and misunderstandings of this subject, studies on preventing the formation of these alternative conceptions are limited.

Effects of Model-Based Teaching on Pre-Service Physics Teachers' Conceptions of the Moon, Moon Phases, and Other Lunar Phenomena

ERIC Educational Resources Information Center

Ogan-Bekiroglu, Feral

2007-01-01

The purpose of this study was twofold. First, it was aimed to identify Turkish pre-service physics teachers' knowledge and understanding of the Moon, Moon phases, and other lunar phenomena. Second, the effects of model-based teaching on pre-service teachers' conceptions were examined. Conceptions were proposed as mental models in this study. Four…

Similarities and Differences in Teachers' and Researchers' Conceptions of Communicative Language Teaching: Does the Use of an Educational Model Cast a Better Light?

ERIC Educational Resources Information Center

Mangubhai, Francis; Marland, Perc; Dashwood, Ann; Son, Jeong-Bae

2005-01-01

This study seeks to document teachers' conceptions of communicative language teaching (CLT) and to compare their conceptions with a composite view of CLT assembled, in part, from researchers' accounts of the distinctive features of CLT. The research was prompted by a review of the relevant research literature showing that, though previous studies…

A Teaching Model for Scaffolding 4th Grade Students' Scientific Explanation Writing

NASA Astrophysics Data System (ADS)

Yang, Hsiu-Ting; Wang, Kuo-Hua

2014-08-01

Improving students scientific explanations is one major goal of science education. Both writing activities and concept mapping are reported as effective strategies for enhancing student learning of science. The purpose of this study was to examine the effect of a teaching model, named the DCI model, which integrates a Descriptive explanation writing activity, Concept mapping, and an Interpretive explanation writing activity, is introduced in a 4th grade science class to see if it would improve students' scientific explanations and understanding. A quasi-experimental design, including a non-randomized comparison group and a pre- and post-test design, was adopted for this study. An experimental group of 25 students were taught using the DCI teaching model, while a comparison group received a traditional lecture teaching. A rubric and content analysis was used to assess students' scientific explanations. The independent sample t test was used to measure difference in conceptual understanding between the two groups, before and after instruction. Then, the paired t test analysis was used to understand the promotion of the DCI teaching model. The results showed that students in the experimental group performed better than students in the comparison group, both in scientific concept understanding and explanation. Suggestions for using concept mapping and writing activities (the DCI teaching model) in science classes are provided in this study.

A Study of the Relationship Between Nurses' Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran.

PubMed

Parandavar, Nehleh; Rahmanian, Afifeh; Badiyepeymaie Jahromi, Zohreh

2015-07-31

Commitment to ethics usually results in nurses' better professional performance and advancement. Professional self-concept of nurses refers to their information and beliefs about their roles, values, and behaviors. The objective of this study is to analyze the relationship between nurses' professional self-concept and professional ethics in hospitals affiliated to Jahrom University of Medical Sciences. This cross sectional-analytical study was conducted in 2014. The 270 participants were practicing nurses and head-nurses at the teaching hospitals of Peimanieh and Motahari in Jahrom University of Medical Science. Sampling was based on sencus method. Data was collected using Cowin's Nurses' self-concept questionnaire (NSCQ) and the researcher-made questionnaire of professional ethics. The average of the sample's professional self-concept score was 6.48±0.03 out of 8. The average of the sample's commitment to professional ethics score was 4.08±0.08 out of 5. Based on Pearson's correlation test, there is a significant relationship between professional ethics and professional self-concept (P=0.01, r=0.16). In view of the correlation between professional self-concept and professional ethics, it is recommended that nurses' self-concept, which can boost their commitment to ethics, be given more consideration.

A Study of the Relationship Between Nurses’ Professional Self-Concept and Professional Ethics in Hospitals Affiliated to Jahrom University of Medical Sciences, Iran

PubMed Central

Parandavar, Nehleh; Rahmanian, Afifeh; Jahromi, Zohreh Badiyepeymaie

2016-01-01

Background: Commitment to ethics usually results in nurses’ better professional performance and advancement. Professional self-concept of nurses refers to their information and beliefs about their roles, values, and behaviors. The objective of this study is to analyze the relationship between nurses’ professional self-concept and professional ethics in hospitals affiliated to Jahrom University of Medical Sciences. Methods: This cross sectional-analytical study was conducted in 2014. The 270 participants were practicing nurses and head-nurses at the teaching hospitals of Peimanieh and Motahari in Jahrom University of Medical Science. Sampling was based on sencus method. Data was collected using Cowin's Nurses’ self-concept questionnaire (NSCQ) and the researcher-made questionnaire of professional ethics. Results: The average of the sample's professional self-concept score was 6.48±0.03 out of 8. The average of the sample's commitment to professional ethics score was 4.08±0.08 out of 5. Based on Pearson's correlation test, there is a significant relationship between professional ethics and professional self-concept (P=0.01, r=0.16). Conclusion: In view of the correlation between professional self-concept and professional ethics, it is recommended that nurses’ self-concept, which can boost their commitment to ethics, be given more consideration. PMID:26573035

The complexity of teaching density in middle school

NASA Astrophysics Data System (ADS)

Hashweh, Maher Z.

2016-01-01

Background: Density is difficult to learn and teach in middle schools. This study, hypothesizing that the density concept develops as part of a conceptual system, used a conceptual change approach to teaching density. The approach emphasized the use of multiple strategies to teach the density concept and the associated concepts in the conceptual system. Purpose: This study assessed post-instructional understanding of different aspects of density in a sample of seventh grade students, examined the effectiveness of the multi-dimensional approach in teaching density, investigated the relations between prior student characteristics and their post-instructional understanding, and investigated if the concept of density develops as part of a conceptual system. Program description: In the first part of the study, student understanding of density was assessed in regular classrooms. In the second part, the investigator and a science teacher co-taught the density unit over a two-week period emphasizing relations between density, mass, volume, part-whole relations, and a scientific particulate conception of matter. A conceptual change approach was used which emphasized multiple representations of knowledge and the use of analogies. Sample: The sample in regular classes consisted of 1645 seventh graders in 51 schools in the West Bank, Palestine. The intervention group consisted of 29 students in one school. Design and methods: The post-instructional understanding of density in 51 regularly taught classrooms was assessed in the first part of the study using a pencil-and paper test. In the second part, a pre-test was used with the intervention group. Students in both parts of the study took the same post-test. Descriptive statistics were calculated to describe student performance. Comparison between pre-test and post-test performance of students in the intervention group was conducted using t-test and ANOVA. Correlations between pre-test sub-scores and post-test scores for students in the intervention class also were calculated. X2 was used to test for co-development of the density concept and other concepts using the different items of the post-test for all groups. Results: Student understanding of density was found poor after instruction, while the intervention had a moderate effect on understanding. Students who started with a basic understanding of some aspects of density gained more from the intervention. The density concept co-developed with the concept of volume and a particulate conception of matter. Conclusions: Teaching density as part of a conceptual system helps promote understanding of the concept. This requires the continuous development and refinement of a learning progression of density, volume, and the particulate nature of matter on the one hand, and an in-depth treatment while teaching the concept on the other hand.

Teaching Einsteinian physics at schools: part 1, models and analogies for relativity

NASA Astrophysics Data System (ADS)

Kaur, Tejinder; Blair, David; Moschilla, John; Stannard, Warren; Zadnik, Marjan

2017-11-01

The Einstein-First project aims to change the paradigm of school science teaching through the introduction of modern Einsteinian concepts of space and time, gravity and quanta at an early age. These concepts are rarely taught to school students despite their central importance to modern science and technology. The key to implementing the Einstein-First curriculum is the development of appropriate models and analogies. This paper is the first part of a three-paper series. It presents the conceptual foundation of our approach, based on simple physical models and analogies, followed by a detailed description of the models and analogies used to teach concepts of general and special relativity. Two accompanying papers address the teaching of quantum physics (Part 2) and research outcomes (Part 3).

Interactive case-based learning improves resident knowledge and confidence in reproductive endocrinology and infertility.

PubMed

Goldman, Kara N; Tiegs, Ashley W; Uquillas, Kristen; Nachtigall, Margaret; Fino, M Elizabeth; Winkel, Abigail F; Lerner, Veronica

2017-06-01

Resident physicians' scores on the REI section of the CREOG exam are traditionally low, and nearly 40% of house staff nation-wide perceive their REI knowledge to be poor. We aimed to assess whether an interactive case-based group-learning curriculum would narrow the REI knowledge gap by improving understanding and retention of core REI concepts under the time constraints affecting residents. A three-hour case-based workshop was developed to address four primary CREOG objectives. A multiple-choice test was administered immediately before and after the intervention and 7 weeks post-workshop, to evaluate both knowledge and confidence. Following the intervention, residents self-reported increased confidence with counseling and treatment of PCOS, ovulation induction cycle monitoring, counseling and treatment of POI, and breaking bad news related to infertility (p < 0.05). The multiple-choice exam was re-administered 7 weeks post-intervention, and scores remained significantly improved compared to pre-workshop scores (p < 0.05). At that time, all residents either strongly agreed (91.7%) or agreed (8.3%) that the case-based interactive format was preferable to traditional lecture-based teaching. In conclusion, a nontraditional curriculum aimed at teaching core REI concepts to residents through interactive case-based learning can be successfully integrated into a residency curriculum, and significantly improves knowledge and confidence of critical concepts in REI.

VTR...Education's Benevolent Humility Device.

ERIC Educational Resources Information Center

Ciampa, Bartholomew J.

The use of television videotape equipment is an effective shortcut in replacing the inexperienced undergraduate concept of teaching is a 'gut' experience with a realistic concept of teaching; it nurtures humility without subjecting the student to humiliation. In the Nasson College secondary teacher education program, microteaching with videotape…

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)

Rethinking Recycling: Why Teach about Garbage?

ERIC Educational Resources Information Center

Clearing, 1993

1993-01-01

Ties environmental education, via garbage disposal issues, to Oregon's educational reform agenda. Discusses teaching the basics through "garbage" lessons. Includes how to (1) take an interdisciplinary approach; (2) introduce waste management concepts in other lessons; (3) use waste management examples to apply existing concepts; and (4)…

A pragmatic conception of science: Implications for science teaching

NASA Astrophysics Data System (ADS)

Sessoms, Deidre Bates

In this dissertation, I examine various philosophical conceptions of the nature of science---its goals, methods and products---and link those views to how science is taught. While the review begins in the 1600s, the focus is primarily on logical positivism. The logical positivist view of science prevailed for much of the twentieth century and has greatly influenced how science is taught. The review section culminates with current conceptions of science from the fields of philosophy, sociology, feminist studies and radical studies of science. These various conceptions of the nature of science are linked to how science is currently taught, at the K--12 level and at the university. In particular, the logical positivist conception has influenced the teaching of science by emphasizing the products of science (factual knowledge and theories) over the processes of science (the social methods of knowledge production). As a result of viewing science as the logical positivists did, teachers primarily focus on science as unchanging factual knowledge, at the expense of examining the social and cultural aspects of scientific practices. I develop a pragmatic conception of the method of science as reflective thinking that we effectively use in our everyday lives. Linking that conception with the aims that John Dewey outlined for schools in a democratic society points the way towards certain goals and methods for teaching science. Therefore, I explore the type of science teaching that might result when viewing science as a pragmatic activity conducted in a democracy. Teaching of this sort would involve students in working together on shared problems that arise in the context of daily life. For science students at the university, this would include participating in and critiquing scientific research in active research laboratories. Implementing this view of science teaching might result in modifications in the practices and goals of science. Lastly, the experiences of a group of under-represented minority students who studied the sciences at the university are used to illustrate both the promises and the pitfalls of attempting to incorporate a pragmatic view of science into science teaching.

Integration of the concepts of sustainability into teaching at post-secondary institutions

NASA Astrophysics Data System (ADS)

Davis, Sara Allison

The purpose of this study was to examine the incorporation of the concepts of sustainability into teaching at two post-secondary public education residential institutions, Northern Arizona University (NAU) and the University of South Carolina (USC). A total of 17 faculty members, six administrators, and 31 students were interviewed in the study. An individual case record for each participating institution was developed. The two case records were then qualitatively cross-case analyzed to derive crosscutting themes and patterns at the two participating institutions. Based on the findings of this study, several major themes emerged across the two post-secondary public institutions. Sustainability was consistently viewed by faculty members, administrators, and students as a very broad term. While faculty members and administrators differentiated between the ecological, economic, and social dimensions of sustainability, students commonly associated sustainability more narrowly with an ecological meaning. Several common factors that influenced faculty members' and administrators' understanding of sustainability included literature, campus-wide training, personal influences, and professional networking. Common methods used by faculty to incorporate the concepts of sustainability into teaching included assigned readings, class discussions, and class projects. Key benefits of incorporating the concepts of sustainability into teaching included increased student awareness, collaboration, vision development, and social implications, while key challenges included time, support, assessment, student understanding, and more realistic classroom experiences. Key driving forces for faculty members and administrators for incorporating the concepts of sustainability into teaching were the initiatives specifically developed at the institutions. Based on the common themes at the two institutions studied, it is recommended that post-secondary institutions desiring to deploy the concepts of sustainability into teaching include the multiple dimensions of sustainability in their campus-wide initiatives, faculty and student development, and policies. In addition, it is recommended that campus-wide sustainability initiatives emphasize the key benefits of increased student awareness, collaboration, social implications, and vision development, and that they consider the challenges of time, support, assessment, and student understanding, while rewarding faculty members for their efforts to incorporate the concepts of sustainability into teaching.

On the Concept of Force: How Understanding Its History Can Improve Physics Teaching

ERIC Educational Resources Information Center

Coelho, Ricardo Lopes

2010-01-01

Some physicists have pointed out that we do not know what force is. The most common definition of force in textbooks has been criticized for more than two centuries. Many studies have shown that the concept of force is a problem for teaching. How to conceive force on the basis of the concepts and criticism of force in the works of Newton, Euler,…

Concept maps and nursing theory: a pedagogical approach.

PubMed

Hunter Revell, Susan M

2012-01-01

Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

Concept-Based Learning in Clinical Experiences: Bringing Theory to Clinical Education for Deep Learning.

PubMed

Nielsen, Ann

2016-07-01

Concept-based learning is used increasingly in nursing education to support the organization, transfer, and retention of knowledge. Concept-based learning activities (CBLAs) have been used in clinical education to explore key aspects of the patient situation and principles of nursing care, without responsibility for total patient care. The nature of best practices in teaching and the resultant learning are not well understood. The purpose of this multiple-case study research was to explore and describe concept-based learning in the context of clinical education in inpatient settings. Four clinical groups (each a case) were observed while they used CBLAs in the clinical setting. Major findings include that concept-based learning fosters deep learning, connection of theory with practice, and clinical judgment. Strategies used to support learning, major teaching-learning foci, and preconditions for concept-based teaching and learning will be described. Concept-based learning is promising to support integration of theory with practice and clinical judgment through application experiences with patients. [J Nurs Educ. 2016;55(7):365-371.]. Copyright 2016, SLACK Incorporated.

The change in students' understanding of the mole concept in introductory college chemistry

NASA Astrophysics Data System (ADS)

Smith, Shane Harvie

This study investigated the difference between the students' understanding of the mole concept in chemistry at the beginning and at the end of the first semester of introductory chemistry courses. The study also identified the relationship between the criterion variable understanding of the mole concept in chemistry and the independent variables of cognitive level, type of introductory college chemistry class, and the number of lectures spent teaching the mole concept. In addition, this study examined (a) the students' misconceptions and (b) the aspects of the traditional teaching methods used in the introductory college chemistry courses that helped the students' understanding of the mole concept. This study was conducted using 180 volunteer students in their first semester of an introductory college chemistry course. These students were given a pretest instrument called the Mole Concepts Examination (MCE) to measure their understanding of the mole concept, the Group Assessment of Logical Thinking (GALT) to measure the students' cognitive level of logical thinking, and a posttest of the MCE to measure the students' understanding of the mole concept at the end of the semester. In addition, an interview was given to a selected group of 18 students to find out if the students remember the teaching techniques used to help them understand the mole concept and to determine some of the misconceptions that the students retained at the end of the semester. Results indicated a statistically significant relationship between students' understanding of the mole concept and their cognitive level. There was no significant relationship between students' understanding of the mole concept and the type of class, or the number of lectures spent teaching the mole concept. Qualitative results indicated that students were able to explain their answers to the posttest questions; students were able to identify some instructional techniques that helped them to understand the mole concept, and students of all cognitive levels retained misconceptions about the mole concept at the end of the semester.

Developing and evaluating research-informed instruction about energy in Cyprus high schools

NASA Astrophysics Data System (ADS)

Orfanidou, Dora

There is an extensive academic literature documenting students' pre-instructional interpretations of phenomena and events, showing that these interpretations are not consistent with 'energy' as used in physics. Furthermore, there is evidence showing that teaching does not always result in students' interpretations becoming consistent with teaching. This evidence has been collected across many decades and in many countries. This thesis presents a theoretical rationale for the design, implementation and evaluation of a teaching sequence aiming to promote conceptual understanding of the concept of energy to 15-16 years old physics students in Cyprus. Students' pre-instructional ideas about energy were investigated and were found to be consistent with those reported in the international literature. A design study was conducted with the aim of improving students' conceptual understanding compared to that might be expected from physics teaching usually conducted in Cyprus. Among the perspectives and the methods critically reviewed to inform the design, the perspective set out by Leach and Scott (2002) drawing on the concept of Learning Demand was chosen. Furthermore, the energy ideas proposed within the SPT11-14 project (2006) were used as a basis for the development of the theoretical framework of the teaching sequence.The research questions for the study were as follows: RQ1. What concepts of energy are used by a Cypriot cohort of upper high school students prior to teaching? RQ2. How do the conceptions and learning of the sub-cohort of Cypriot students taught through the research-informed approach compare with those following 'normal teaching' after instruction? RQ3. How do the understandings of the energy concept, of a small sub-group of students, develop during the lessons of the research-informed approach? The study involved thirty six Cypriot students in two classes of an urban upper secondary school. One of the classes acted as an intervention group, receiving the 'new' teaching sequence whilst the comparison group followed normal teaching. For addressing RQ1, data were collected through a pre-test administered to all participant students. Pre-test data and data collected through a post-test also administered to all participant students were used to test the comparative effectiveness of the teaching, thereby addressing RQ2. To address RQ3, data collected from a small number of experimental students through pre and post-test, two short-length diagnostic probes, two interviews and through an interview conducted with the experimental teacher were used.Analysis of data allowed for the following answers to each research question: RQ1: The students' pre-instructional views about the concept of energy were not within the current scientific beliefs; rather, these were within an alternative context. They were consistent with findings reported internationally in the literature. RQ2: The students' understandings of the concept of energy taught through the research-informed approach were significantly higher after instruction compared with those following 'normal teaching'. RQ3: The students' understandings of the concept of energy through the lessons of the research-informed approach were developed in a manner consistent with the intended aims of the teaching.The answers to the three research questions strongly suggest that the proposed teaching sequence for energy was found to be effective.

Teaching the Origin of the First Living Systems.

ERIC Educational Resources Information Center

Graz, C. J. Michael

1998-01-01

Presents a novel idea for teaching a scientific concept using a poem that describes the major perspectives on the origins of living systems as the medium of instruction. Addresses major concepts such as chemical evolution, DNA vs. RNA, protocell formation, coacervates, panspermia, and special creation. (Author/CCM)

Computer Systems for Teaching Complex Concepts.

ERIC Educational Resources Information Center

Feurzeig, Wallace

Four Programing systems--Mentor, Stringcomp, Simon, and Logo--were designed and implemented as integral parts of research into the various ways computers may be used for teaching problem-solving concepts and skills. Various instructional contexts, among them medicine, mathematics, physics, and basic problem-solving for elementary school children,…

Teaching Individuals with Developmental Delays: Basic Intervention Techniques.

ERIC Educational Resources Information Center

Lovaas, O. Ivar

This teaching manual for treatment of children with developmental disabilities is divided into seven sections that address: (1) basic concepts; (2) transition into treatment; (3) early learning concepts; (4) expressive language; (5) strategies for visual learners; (6) programmatic considerations; and (7) organizational and legal issues. Among…

Teaching Teachers to Teach Green Engineering

ERIC Educational Resources Information Center

Flynn, Ann Marie; Naraghi, Mohammad H.; Austin, Nicole; Helak, Sean; Manzer, Jarrod

2006-01-01

The work provides guidelines for instructors who wish to incorporate green engineering concepts into a typical non-green engineering course without diluting course content or modifying the course syllabus by identifying 5 critical elements necessary to the successful integration of green engineering concepts into any traditional, design-oriented,…

Multidisciplinary Wildlife Teaching Activities.

ERIC Educational Resources Information Center

Hernbrode, William R., Ed.

This guide provides information and activities descriptions designed to allow the teacher to use wildlife concepts in the teaching of various subjects. The author suggests that wildlife and animals are tremendous motivators for children and hold their attention. In the process, concepts of wildlife interaction with man and the environment are…

Reading, Thinking, and Concept Development: Strategies for the Classroom.

ERIC Educational Resources Information Center

Harris, Theodore L., Ed.; Cooper, Eric J., Ed.

Intended to help teachers both improve students' text comprehension and better understand the teaching-learning process involved, this book focuses on comprehension and concept development as the central core of an effective educational program. The book's five sections deal with teaching explicit comprehension skills, precomprehension and…

Change and Children.

ERIC Educational Resources Information Center

Ostlund, Karen; Fite, Kathy

1988-01-01

Describes classroom activities to help children determine cause and relate the changes to the substances being changed. Advocates the use of "change jars" and making daily observations to teach the concepts that certain conditions promote change. Includes ideas using temperature, moisture, rotting, and sprouting to teach the concept of change. (CW)

Teaching the Concept of Precycling: A Campaign and Evaluation.

ERIC Educational Resources Information Center

Gillilan, Sheryl; Werner, Carol M.; Olson, Lynne; Adams, Dorothy

1996-01-01

Precycling, or purchasing wisely to reduce waste, is the EPA-preferred way to conserve resources and extend landfill life. A three-month campaign using radio, television, and in-store advertising was effective in teaching this concept in the greater Salt Lake City area. (Author/AIM)

Faculty Teaching Climate: Scale Construction and Initial Validation

ERIC Educational Resources Information Center

Knorek, John Kenneth

2012-01-01

The concept "academic culture" has been used as a framework to understand faculty work in higher education. Academic culture research builds on organizational psychology concepts of culture and climate to better understand employee practices and work phenomenon. Ample research has investigated faculty teaching at the disciplinary and…

Beyond the Clock--Using the Computer to Teach the Abstract Concept of Time.

ERIC Educational Resources Information Center

Drysdale, Julie

1993-01-01

Discusses several projects to help teach and reinforce the concept of time, using the books "The Very Hungry Caterpillar" (by Eric Carle) and "Charlotte's Web (by E. B. White) as well as the computer software program "Timeliner" (by Tom Snyder). (SR)

Threshold Concepts and Information Literacy

ERIC Educational Resources Information Center

Townsend, Lori; Brunetti, Korey; Hofer, Amy R.

2011-01-01

What do we teach when we teach information literacy in higher education? This paper describes a pedagogical approach to information literacy that helps instructors focus content around transformative learning thresholds. The threshold concept framework holds promise for librarians because it grounds the instructor in the big ideas and underlying…

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

PubMed

Shea, Shawn Christopher

2009-01-01

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

[What is the Institutional Teaching Career?].

PubMed

Aguilar-Mejía, Estela

2006-01-01

The Instituto Mexicano del Seguro Social carries out a project of enormous relevance: to train health attention staff, which is its main function. The emergence and progress of a different concept and practice of teaching made possible the creation of the Institutional Teaching Career at the end of 2004. This achievement represents the acknowledgement of teaching practice, making possible the permanence, self-improvement and promotion of those professors truly committed to a teaching practice of greater importance at IMSS. The theoretical perspective that conceptually frames this career as well as the different categories of career professor implies an idea of education, as well as a teaching and improvement practice concept of health assistance that outlines a way in search of the perfection of both occupations (teaching and assistance) at the Instituto Mexicano del Seguro Social, with growing repercussions in its influence sphere.

Recommendations to University Managers for Facilitating Engagement of Academics with Teaching

ERIC Educational Resources Information Center

Heinrich, Eva

2013-01-01

Research on community-based approaches to academic development has shown the importance of a collegial and supportive environment for teaching and learning about teaching. To investigate the environment in which academics work and teach, the research behind this article has defined a new concept, called "teaching groups". Teaching groups…

Teaching children in low-income countries to assess claims about treatment effects: prioritization of key concepts.

PubMed

Nsangi, Allen; Semakula, Daniel; Oxman, Andrew D; Sewankambo, Nelson K

2015-11-01

Health-related knowledge and behaviours developed during childhood are increasingly being recognized as foundational, deeply rooted and resistant to change as children mature into adulthood. The aim of this study was to engage stakeholders in prioritizing key concepts that children need to understand when assessing claims about treatment effects. A list of 30 concepts developed prior was categorized into six groups considered important for children to understand in order to assess claims about the effects of "treatments" (any type of healthcare intervention). A teachers' network was established comprising of primary school teachers, who attended a three-day meeting where the concepts were presented, discussed and prioritized using a pre-set criteria thus: (i) relevance of concepts for children, (ii) ease of comprehension of concepts for children, (iii) potential for developing resources to teach the children and (iv) whether the resources once developed would have an impact on children's ability to assess claims. Using a modified Delphi technique, participants ranked each group of concepts using the four criteria on a Likert scale of one to six (1 = lowest, 6 = highest). The rankings were analysed using STATA statistical software. Twenty-two of the 24 participants reported having understood the concepts well; with self-assessments of their own understanding above 75 on a scale of (1 to 100). All six groups of concepts were considered relevant. It is important to teach children how to assess claims about benefits and harms of treatments. Resources will be developed to teach children these concepts. © 2015 Chinese Cochrane Center, West China Hospital of Sichuan University and Wiley Publishing Asia Pty Ltd.

The concept lens diagram: a new mechanism for presenting biochemistry content in terms of "big ideas".

PubMed

Rowland, Susan L; Smith, Christopher A; Gillam, Elizabeth M A; Wright, Tony

2011-07-01

A strong, recent movement in tertiary education is the development of conceptual, or "big idea" teaching. The emphasis in course design is now on promoting key understandings, core competencies, and an understanding of connections between different fields. In biochemistry teaching, this radical shift from the content-based tradition is being driven by the "omics" information explosion; we can no longer teach all the information we have available. Biochemistry is a core, enabling discipline for much of modern scientific research, and biochemistry teaching is in urgent need of a method for delivery of conceptual frameworks. In this project, we aimed to define the key concepts in biochemistry. We find that the key concepts we defined map well onto the core science concepts recommended by the Vision and Change project. We developed a new method to present biochemistry through the lenses of these concepts. This new method challenged the way we thought about biochemistry as teachers. It also stimulated the majority of the students to think more deeply about biochemistry and to make links between biochemistry and material in other courses. This method is applicable to the full spectrum of content usually taught in biochemistry. Copyright © 2011 Wiley Periodicals, Inc.

Development of a microlesson in teaching energy levels of atoms

NASA Astrophysics Data System (ADS)

Rodriguez, Cherilyn A.; Buan, Amelia T.

2018-01-01

Energy levels of atoms is one of the difficult topics in understanding atomic structure of matter. It appears tobe abstract, theoretical and needs visual representation and images. Hence, in this study a microlesson in teaching the high school chemistry concept on the energy levels of atoms is developed and validated. The researchers utilized backward curriculum design in planning the microlesson to meet the standards of the science K-12 curriculum. The planning process of the microlesson involved a) Identifying the learning competencies in K-12 science curriculum b) write learning objectives c) planning of assessment tools d) making a storyboard e) designing the microlesson and validate and revise the microlesson. The microlesson made use of varied resources in the internet from which the students accessed and collected information about energy levels of atoms. Working in groups, the students synthesized the information on how and why fireworks produce various colors of light through a post card. Findings of the study showed that there was an increase of achievement in learning the content and the students were highly motivated to learn chemistry. Furthermore, the students perceived that the microlesson helped them to understand the chemistry concept through the use of appropriate multimedia activities.

A gut feeling? Intuition and critical care nursing.

PubMed

Hams, S P

2000-10-01

As nurses, we are knowledgeable about nursing and able, immediately and intuitively, to identify the needs and demands of a given situation. Experienced nurses practise intuitively by virtue of having developed, through critical thought, a deeply grounded knowledge base that can be applied in daily practice. Each gains knowledge about nursing practice in such a way that every clinical experience becomes a lesson which informs the next experience. There is continued debate over the domain of nursing knowledge, where it originates and to whom it belongs. Much of nursing knowledge has emerged from the practice of other professions. There now appears to be an increasing focus within today's modern healthcare environment on the importance of measurable outcomes and the need to predict the consequences of all interventions. The strength of our intuition often urges us to do something more for the patient. When we as nurses report our intuitions, subjective feelings are often at odds with the objective signs and symptoms. Nurses have made great strides in recognizing, analysing and teaching concepts related to logical, rational decision-making. It is imperative, however, also to recognize and teach the concepts related to the intuitive and precognitive components of making decisions in clinical practice.

Physics teacher use of the history of science

NASA Astrophysics Data System (ADS)

Winrich, Charles

The School of Education and the Department of Physics at Boston University offer a sequence of 10 two-credit professional development courses through the Improving the Teaching of Physics (ITOP) project. The ITOP courses combine physics content, readings from the physics education research (PER) literature, and the conceptual history of physics (CHOP). ITOP participants self-report changes to their teaching practices as a result of their participation in ITOP. The purpose of this study was to verify and characterize those changes in the specific area of the participants' use of history after their study of CHOP. Ten recent ITOP participants were observed, interviewed, and asked to provide lesson plans and samples of student work from their classes. Case studies of each participant's teaching were constructed from the data. The individual cases were synthesized to characterize the impact of CHOP on the ITOP participants. The results show that the participants integrate CHOP into their pedagogical content knowledge (PCK) to inform their understanding of: (1) the relationship between physics and other disciplines, (2) the relationship between specific physics concepts, (3) student understanding of physics concepts, (4) student difficulties in learning physics concepts, and (5) methods for teaching physics concepts. The participants use history to teach a variety of topics, although the most common were mechanics and electromagnetism. All of the participants used history to teach aspects of the nature of science (NOS) and to increase student interest in physics, while eight participants taught physics concepts through history. The predominant mode of incorporating history was through adding anecdotes about the scientists who worked on the concepts, but seven participants had their students study the historical development of physical concepts. All the participants discussed a lack of time as a factor that inhibits a greater use of history in their courses. Eight participants discussed a lack of appropriate resources for using history in high school physics classes. Two participants said they did not feel that explicit study of the history of physics would benefit their students until they had better mastery of physics concepts.

Learning by Teaching: Implementation of a Multimedia Project in Astro 101

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.

2011-09-01

Astro 101 students have deep-seated pre-conceptions regarding such topics as the cause of moon phases or the seasons. Beyond exploring the topics in a learner-centered fashion, the "learning by teaching" philosophy enables students to truly master concepts. In order to make students teach the cause of moon phases, we created a multimedia project where groups of students taught other students and filmed the session. They were to produce a 10-minute final movie highlighting their teaching techniques and showing students in the process of learning the concepts. This "experiment" turned out to be a great success for a few reasons. First, students gained experience explaining conceptually-challenging topics, making them learn the material better. Additionally, they learned to apply learner-centered techniques, most likely learning to teach for the first time. Finally, this project provided the students a connection between the classroom and the rest of the college, making them responsible for applying and sharing their knowledge with their peers.

Minimizing the Free Energy: A Computer Method for Teaching Chemical Equilibrium Concepts.

ERIC Educational Resources Information Center

Heald, Emerson F.

1978-01-01

Presents a computer method for teaching chemical equilibrium concepts using material balance conditions and the minimization of the free energy. Method for the calculation of chemical equilibrium, the computer program used to solve equilibrium problems and applications of the method are also included. (HM)

Pre-Service Physics Teachers' Comprehension of Quantum Mechanical Concepts

ERIC Educational Resources Information Center

Didis, Nilufer; Eryilmaz, Ali; Erkoc, Sakir

2010-01-01

When quantum theory caused a paradigm shift in physics, it introduced difficulties in both learning and teaching of physics. Because of its abstract, counter-intuitive and mathematical structure, students have difficulty in learning this theory, and instructors have difficulty in teaching the concepts of the theory. This case study investigates…

Teaching Aerobic Fitness Concepts.

ERIC Educational Resources Information Center

Sander, Allan N.; Ratliffe, Tom

2002-01-01

Discusses how to teach aerobic fitness concepts to elementary students. Some of the K-2 activities include location, size, and purpose of the heart and lungs; the exercise pulse; respiration rate; and activities to measure aerobic endurance. Some of the 3-6 activities include: definition of aerobic endurance; heart disease risk factors;…

Systems Concepts Effectively Taught Using Systems Practices

ERIC Educational Resources Information Center

Ludwig, Claudia; Baliga, Nitin S.

2008-01-01

This article describes two lessons within the authors' education module entitled, Ecological Networks, that successfully teaches introductory systems content to middle and high school students. To catch students' attention when teaching these new concepts, they decided to use a network that was familiar and fun for students--a cell-phone…

Teaching Ecological Concepts with Mud Dauber Nests.

ERIC Educational Resources Information Center

Matthews, Robert W.; Matthews, Janice R.

1999-01-01

Contends that mud dauber nests--which are widely available, safe, inexpensive, and easy to use--offer a novel and highly motivating way to teach ecological concepts to life science students at many grade levels. Presents background information for teachers, details classroom-tested methods for nest dissection, provides keys to nest contents, and…

A Student Teacher's Choice and Use of Examples in Teaching Probability

ERIC Educational Resources Information Center

Ünver, Semiha Kula; Güzel, Esra Bukova; Dede, Ayse Tekin; Hidiroglu, Çaglar Naci

2015-01-01

The purpose of this study is to examine a mathematics student teacher's lessons by using example types named "teaching concepts and procedures" and "the provision of exercises." The participant's two lessons regarding the probability concept were observed and the semi-structured interviews were realized. The participant…

Teaching Economics in the Mini-Economy.

ERIC Educational Resources Information Center

Indiana State Dept. of Education, Indianapolis.

This booklet produced by the State of Indiana introduces elementary teachers to economic concepts appropriate to the elementary curriculum and explains how to use mini-economy activities to teach these concepts. Chapter 1 describes how the mini-economy works, while chapter 2 introduces basic economic vocabulary and discusses market economy. Ideas…

Theoretical Branches in Teaching Computer Science

ERIC Educational Resources Information Center

Habiballa, Hashim; Kmet, Tibor

2004-01-01

The present paper describes an educational experiment dealing with teaching the theory of formal languages and automata as well as their application concepts. It presents a practical application of an educational experiment and initial results based on comparative instruction of two samples of students (n = 56). The application concept should…

Teaching Population Ecology Modeling by Means of the Hewlett-Packard 9100A.

ERIC Educational Resources Information Center

Tuinstra, Kenneth E.

The incorporation of mathematical modeling experiences into an undergraduate biology course is described. Detailed expositions of three models used to teach concepts of population ecology are presented, including introductions to major concepts, user instructions, trial data and problem sets. The models described are: 1) an exponential/logistic…

Using Manipulatives To Teach Quantitative Concepts in Ecology.

ERIC Educational Resources Information Center

Eyster, Linda S.; Tashiro, Jay Shiro

1997-01-01

Describes the use of manipulatives to teach the fundamental concept of limiting factors and presents a series of questions that can be used to test whether students are harboring some of the most common misconceptions about limiting factors. Includes applications to discussions of cultural eutrophication and vegetarianism. (JRH)

Emerging Conceptions of ICT-Enhanced Teaching: Australian TAFE Context

ERIC Educational Resources Information Center

Khan, Shahadat Hossain

2015-01-01

This article presents the results of a study, undertaken from a phenomenographic perspective, which examines technical and further education (TAFE) teachers' conceptions of ICT-enhanced teaching. A cohort of 23 teachers from three TAFE institutions in Australia, participated in semi-structured, in-depth interviews. These interviews were used to…

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

ERIC Educational Resources Information Center

Husband, Robert L.; Helmer, James E.

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

Using Real-Life Experiences to Teach Computer Concepts

ERIC Educational Resources Information Center

Read, Alexis

2012-01-01

Teaching computer concepts to individuals with visual impairments (that is, those who are blind or visually impaired) presents some unique challenges. Students often have difficulty remembering to perform certain steps or have difficulty remembering specific keystrokes when using computers. Many cannot visualize the way in which complex computing…

Secondary School Teachers' Conceptions and Their Teaching Practices Using Graphing Calculators

ERIC Educational Resources Information Center

Lee, Jane A.; McDougall, Douglas E.

2010-01-01

This article investigates secondary school teachers' conceptions of mathematics and their teaching practices in the use of graphing calculators in their mathematics classrooms. Case studies on three teacher participants were developed using quantitative and qualitative data that consisted of self-assessments on beliefs in mathematics,…

Understanding and Reducing Faculty Reluctance to Improve Teaching

ERIC Educational Resources Information Center

McCrickerd, Jennifer

2012-01-01

Many believe college instructors resist new teaching practices. In this article, the author develops a hypothesis to understand resistant faculty members, focusing on their likely educational experiences and on insights from psychology. Using Dweck's conception of self-theories and Fischer's conception of dynamic skill-theory, she defends the…

Using Group Performances to Demonstrate Concepts in Large Biology Classes

ERIC Educational Resources Information Center

Wellnitz, Todd

2006-01-01

While a voluminous lecture hall can present obstacles to effective teaching and learning, large classrooms containing more than 100 students also present teaching opportunities. The lecture hall offers an excellent arena for demonstrating concepts that lend themselves to demonstrations and something this author refers to as "group performances."…