Working Double Time.

ERIC Educational Resources Information Center

Fickes, Michael

2000-01-01

Discusses how school roofs can provide additional space for student activities and also help teach. Topics explore rooftop recreation, such as using roof-specific technology (solar paneling) as a teaching opportunity. (GR)

Japan: Teaching Units.

ERIC Educational Resources Information Center

Hadley, Marilyn, Ed.; And Others

This teaching guide was developed by undergraduate elementary education students as part of the requirements for a social studies methods course. The guide presents nine teaching units about various aspects of Japan. The unit topics range from the broad to the specific, and reflect a variety of approaches for teaching about Japan in the public…

Educational and evaluation strategies in the training of physician specialists

PubMed

Gaona-Flores, Verónica Alejandra; Campos-Navarro, Luz Arcelia; Arenas-Osuna, Jesús; Alcalá-Martínez, Enrique

2017-01-01

Teaching strategies have been defined as procedures, means or resources that teachers used to promote meaningful learning. Identify teaching strategies and evaluation used by the professor with residents in tertiary hospitals health care. This is a cross-sectional study conducted with full, associate and assistant professors of various medical specialties. A questionnaire was applied to evaluate the strategies used by professors to teach and evaluate students. We included a sample of 90 professors in 35 medical specialties. The most frequent teaching activities were: organizing students to develop presentations on specific subjects, followed by asking questions on previously reviewed subjects, In terms of the strategies employed, the most frequent "always" option was applied to case analyses. The most frequent methods used for the evaluation of theoretical knowledge were: participation in class, topic presentation and exams. Teaching activities were primarily based on the presentation of specific topics by the residents. The most commonly used educational strategies were clinical case analyses followed by problem-based learning and the use of illustrations. Evaluation of the residents' performance in theory knowledge, hinged on class participation, presentation of assigned topics and exams. Copyright: © 2017 SecretarÍa de Salud

Undergraduate Psychological Writing: A Best Practices Guide and National Survey

ERIC Educational Resources Information Center

Ishak, Shaziela; Salter, Nicholas P.

2017-01-01

There is no comprehensive guide for teaching psychological writing, and little is known about how often instructors teach the topic. We present a best practices guide for teaching psychological writing beyond just American Psychological Association style, discuss psychology-specific writing assignments, and examine psychological writing…

Emphasis: Different Approaches.

ERIC Educational Resources Information Center

Knudson, Richard L., Ed.

1974-01-01

Articles in this publication either deal with one of a variety of topics involved under the broad heading of the teaching of English or, more specifically, concern the different approaches to the teaching of literature. Titles are "The Psychology of Remediation"; "Non-Standard Negro Dialect: Myth or Reality"; "The Teaching of Pronunciation in the…

Students' Preferred Teaching Techniques for Biochemistry in Biomedicine and Medicine Courses

ERIC Educational Resources Information Center

Novelli, Ethel L.B.; Fernandes, Ana Angelica H.

2007-01-01

The aim of this study was to investigate the students' preferred teaching techniques, such as traditional blackboard, power-point, or slide-projection, for biochemistry discipline in biomedicine and medicine courses from Sao Paulo State University, UNESP, Botucatu, Sao Paulo, Brazil. Preferences for specific topic and teaching techniques were…

Developing New Pedagogy to Teach Planet Formation to Undergraduate Non-Science Majors

NASA Astrophysics Data System (ADS)

Simon, Molly; Impey, Chris David; Buxner, Sanlyn

2016-06-01

A first order understanding of planet formation and the scientific concepts therein is critical in order for undergraduate students to understand our place in the Universe. Furthermore, planet formation integrates the topics of gravity, angular momentum, migration, and condensation in a “story-book” fashion where students can apply these concepts to a specific event. We collected syllabi and course topics from over 30 undergraduate general-education astrobiology courses from around the globe in order to determine the extent to which professors address planet formation. Additionally, we were looking to see if faculty had developed specific or original pedagogy to teach this topic. We find on average, instructors spend ½ of a lecture discussing planet formation or they leave it out all together. In the classes where planet formation is taught more extensively, instructors use PowerPoint slides or occasional videos to teach the topic. We aim to develop new pedagogy that will allow us to better determine learning gains and student understanding of this critical topic. If students in an astrobiology class are unable to understand how our own Solar System forms, it is significantly more challenging to make parallels (or find differences) between our home in the Universe and extrasolar planetary systems.

Teaching about Radioactivity and Ionising Radiation: An Alternative Approach.

ERIC Educational Resources Information Center

Millar, Robin; And Others

1990-01-01

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

The Teaching of Ethics and the Ethics of Teaching.

ERIC Educational Resources Information Center

Matthews, Janet R.

This presentation covers the topic of psychological ethics from two perspectives. One part of the presentation considers how ethics is presented in the classroom through both textbook consideration and specifically designed courses. The other part of the presentation considers ethical issues as they are related to the activity of teaching. Each of…

Teaching Social Studies in the Secondary School. Description of Teacher Inservice Education Materials.

ERIC Educational Resources Information Center

National Education Association, Washington, DC. Project on Utilization of Inservice Education R & D Outcomes.

The teacher program described here focuses on why social studies should be part of the secondary school curriculum and attempts to delineate effective methods for teaching social studies. Specific topics in this program are thinking and social studies, multiple viewpoints as evidence, historiography as a teaching devise, developing an analytical…

A Unifying Framework for Teaching Nonparametric Statistical Tests

ERIC Educational Resources Information Center

Bargagliotti, Anna E.; Orrison, Michael E.

2014-01-01

Increased importance is being placed on statistics at both the K-12 and undergraduate level. Research divulging effective methods to teach specific statistical concepts is still widely sought after. In this paper, we focus on best practices for teaching topics in nonparametric statistics at the undergraduate level. To motivate the work, we…

Using Bad Science to Teach Good Chemistry.

ERIC Educational Resources Information Center

Epstein, Michael S.

1998-01-01

Describes the integration of topics dealing with "bad science"--pseudo, pathological, or deviant science--into introductory undergraduate courses in general and analytical chemistry, and provides extensive references for the chemistry instructor interested in these topics. The approach is to incorporate specific cases that address…

Teaching disability and rehabilitation to medical students. Steering Group on Medical Education and Disability.

PubMed

Kahtan, S; Inman, C; Haines, A; Holland, P

1994-09-01

A survey of UK medical schools was undertaken to determine the teaching that was being offered on disability and rehabilitation. In general, teaching on this topic appeared fragmented and inadequate but a number of interesting innovations were identified. These included: a drama workshop run by a group whose members mainly have learning disabilities at St George's Medical School, student-directed learning at the University of Dundee and structured teaching programmes at the Universities of Leeds and Edinburgh. The General Medical Council Education Committee's 1991 discussion document on the undergraduate curriculum specifically mentions disability as an important topic. A number of schools mentioned that they were in the process of revising their curriculum as a consequence. Recommendations arising from the findings of the survey include integration of disability and rehabilitation into clinical teaching, focus of teaching on those types of disability which are common in the community, greater emphasis on functional assessment in teaching the physical examination, and the wider use of standard assessment instruments, for example for activities of daily living, cognitive impairment and locomotor disability. There is a need for improved communication between medical schools to facilitate the spread of educational activities on this topic.

History, Rationality, Narrative, Imagery: A Four-Way Conversation on Teaching the Arab-Israeli Conflict

ERIC Educational Resources Information Center

Caplan, Neil; Pearlman, Wendy; Sasley, Brent E.; Sucharov, Mira

2012-01-01

The Arab-Israeli conflict can be a difficult topic to teach, for a variety of reasons. As such, this article represents a conversation by four scholar-teachers of the Middle East and the conflict about our approaches to teaching it. We discuss our motivations for the manner in which we teach the conflict and some of the specific tools we use to do…

Transformation of topic-specific professional knowledge into personal pedagogical content knowledge through lesson planning

NASA Astrophysics Data System (ADS)

Stender, Anita; Brückmann, Maja; Neumann, Knut

2017-08-01

This study investigates the relationship between two different types of pedagogical content knowledge (PCK): the topic-specific professional knowledge (TSPK) and practical routines, so-called teaching scripts. Based on the Transformation Model of Lesson Planning, we assume that teaching scripts originate from a transformation of TSPK during lesson planning: When planning lessons, teachers use their TSPK to create lesson plans. The implementation of these lesson plans and teachers' reflection upon them lead to their improvement. Gradually, successful lesson plans are mentally stored as teaching scripts and can easily be retrieved during instruction. This process is affected by teacher's beliefs, motivation and self-regulation. In order to examine the influence of TSPK on teaching scripts as well as the moderating effects of beliefs, motivation and self-regulation, we conducted a cross-sectional study with n = 49 in-service teachers in physics. The TSPK, beliefs, motivation, self-regulation and the quality of teaching scripts of in-service teachers were assessed by using an online questionnaire adapted to teaching the force concept and Newton's law for 9th grade instruction. Based on the measurement of the quality of teaching scripts, the results provide evidence that TSPK influences the quality of teaching scripts. Motivation and self-regulation moderate this influence.

Teaching Math to Young Children. Educator's Practice Guide. What Works Clearinghouse. NCEE 2014-4005

ERIC Educational Resources Information Center

Frye, Douglas; Baroody, Arthur J.; Burchinal, Margaret; Carver, Sharon M.; Jordan, Nancy C.; McDowell, Judy

2013-01-01

The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenge of teaching early math to children ages 3 to 6. The guide provides practical, clear information on critical topics related to teaching early math and is based on the best available evidence as judged by the authors. The guide…

Everything that New and Adjunct Business Faculty Members Should Ask about Teaching, but Don't Know Enough to Ask

ERIC Educational Resources Information Center

Berschback, Rick

2010-01-01

This paper is a user-friendly manual designed to minimize the growing pains associated with college-level teaching. Specific topics include syllabus development, classroom teaching methods, proper use of the initial class session, and advice related to answering student questions. Many new and adjunct instructors are met with unexpected challenges…

Teaching the Tyrants: Perspectives on Freedom of Speech and Undergraduates.

ERIC Educational Resources Information Center

Herbeck, Dale A.

Teaching freedom of speech to undergraduates is a difficult task, in part as a result of the challenging history of free expression in the United States. The difficulty is compounded by the need to teach the topic, in contrast to indoctrinating the students in an ideology of free speech. The Bill of Rights, and specifically the First Amendment,…

The Structure of Scientific Arguments by Secondary Science Teachers: Comparison of experimental and historical science topics

NASA Astrophysics Data System (ADS)

Gray, Ron; Kang, Nam-Hwa

2014-01-01

Just as scientific knowledge is constructed using distinct modes of inquiry (e.g. experimental or historical), arguments constructed during science instruction may vary depending on the mode of inquiry underlying the topic. The purpose of this study was to examine whether and how secondary science teachers construct scientific arguments during instruction differently for topics that rely on experimental or historical modes of inquiry. Four experienced high-school science teachers were observed daily during instructional units for both experimental and historical science topics. The main data sources include classroom observations and teacher interviews. The arguments were analyzed using Toulmin's argumentation pattern revealing specific patterns of arguments in teaching topics relying on these 2 modes of scientific inquiry. The teachers presented arguments to their students that were rather simple in structure but relatively authentic to the 2 different modes. The teachers used far more evidence in teaching topics based on historical inquiry than topics based on experimental inquiry. However, the differences were implicit in their teaching. Furthermore, their arguments did not portray the dynamic nature of science. Very few rebuttals or qualifiers were provided as the teachers were presenting their claims as if the data led straightforward to the claim. Implications for classroom practice and research are discussed.

The Teaching of Undergraduate Health Psychology: A National Survey

ERIC Educational Resources Information Center

Panjwani, Aliza A.; Gurung, Regan A. R.; Revenson, Tracey A.

2017-01-01

We conducted an online national survey to examine how undergraduate health psychology is taught, offer information about course design and content, and provide a needs analysis. Health psychology instructors (N = 126) answered questions about course format, teaching tools, importance of covering specific topics, and needed resources. A principal…

Teaching Triple Science: GCSE Physics

ERIC Educational Resources Information Center

Learning and Skills Network (NJ3), 2007

2007-01-01

This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Physics. It highlights some specific ideas that teachers can adopt and where to find further information. It also outlines issues for managing the change. This guide contains sevens sections: Section 1 presents the policy context;…

Discipline-Specific Practica for International Teaching Assistants

ERIC Educational Resources Information Center

Gorsuch, Greta J.

2006-01-01

A topic of continued discussion has been whether international teaching assistant (ITA) education is best done within academic departments, or within university-wide programs organized by English as a Second Language (ESL) specialists. This report describes a pilot ITA practicum which may potentially combine the best of both approaches: Academic…

The Computer and English Teaching.

ERIC Educational Resources Information Center

Matthews, Dorothy, Ed.

1985-01-01

Written from a variety of perspectives, the 13 articles in this journal issue focus on the use of the computer in teaching English. Specific topics discussed in the articles are as follows: the era of the microcomputer, by R. Baird Shuman; pedagogical issues involving computers, by Duane Roen and Margaret Fleming; computer rhetoric at the…

Using the Internet To Create Primary Source Teaching Packets.

ERIC Educational Resources Information Center

VanFossen, Phillip J.; Shiveley, James M.

2000-01-01

Describes strategies and guidelines for creating age- and content-appropriate primary source documents using the Internet. Discusses the value of using topic-specific primary source teaching packets, or jackdaws. Provides three Internet generated jackdaws: New Deal/FDR, Home Front during World War II, and the Gilded Age. Addresses fair use issues.…

The Nature of Psychology: Reflections on University Teachers' Experiences of Teaching Sensitive Topics

ERIC Educational Resources Information Center

Hulme, Julie A.; Kitching, Helen J.

2017-01-01

This paper describes one aspect of a larger scale qualitative study conducted to investigate psychology-specific issues in learning and teaching in higher education. Participants included academic psychologists from across the career spectrum and from diverse UK universities. A semi-structured focus group methodology was employed, and results were…

Reflections on a Technology-Rich Mathematics Classroom

ERIC Educational Resources Information Center

Hodges, Thomas E.; Conner, Elizabeth

2011-01-01

Integrating technology into the mathematics classroom means more than just new teaching tools--it is an opportunity to redefine what it means to teach and learn mathematics. Yet deciding when a particular form of technology may be appropriate for a specific mathematics topic can be difficult. Such decisions center on what is commonly being…

Teaching the "Diagonalization Concept" in Linear Algebra with Technology: A Case Study at Galatasaray University

ERIC Educational Resources Information Center

Yildiz Ulus, Aysegul

2013-01-01

This paper examines experimental and algorithmic contributions of advanced calculators (graphing and computer algebra system, CAS) in teaching the concept of "diagonalization," one of the key topics in Linear Algebra courses taught at the undergraduate level. Specifically, the proposed hypothesis of this study is to assess the effective…

DLESE Teaching Boxes and Beyond: A promising prototype for structuring web services to support concept- and inquiry-based STEM learning and interdisciplinary partnerships.

NASA Astrophysics Data System (ADS)

Davis, L.; Weatherley, J.; Bhushan, S.; Khan, H.; de La Chica, S.; Deardorff, R.

2004-12-01

An exciting pilot program took place this summer, pioneering the development of Digital Library for Earth System Education (DLESE) Teaching Boxes with the Univ. of CA. Berkeley Museum of Paleontology, SF State Univ., USGS and 7 middle/high school teachers from the San Francisco area. This session will share the DLESE Teaching Box concept, explain the pilot program, and explore the tremendous opportunities for expanding this notion to embrace interdisciplinary approaches to learning about the Earth in the undergraduate science and pre-service teaching arenas. A Teaching Box is a metaphor for an online assembly of interrelated learning concepts, digital resources, and cohesive narration that bridges the gap between discrete resources and understanding. Within a Teaching Box, an instructor or student can pick a topic and see the concepts that build an understanding of that topic, explore online resources that support learning of those concepts, and benefit from the narration (the glue) that weaves concepts, activities, and background information together into a complete teaching/learning story. In this session, we will demonstrate the emerging Teaching Box prototypes and explore how this platform may promote STEM learning by utilizing DLESE tools and services in ways that begin to blur traditional disciplinary boundaries, overcome limitations of discipline-specific vocabularies, and foster collaboration. We will show ways in which new DLESE Web Services could support learning in this highly contextualized environment. We will see glimpses of how learners and educators will be able to modify or create their own Teaching Boxes specific to a unit of study or course, and perhaps share them with the Earth Science Education community. We will see ways to stay abreast of current Earth events, emerging research, and real-time data and incorporate such dynamic information into one learning environment. Services will be described and demonstrated in the context of Teaching Boxes: - DLESE Web Services provide a programmatic interface that allows the Teaching Box (or any web page) to have the same DLESE search, bookmarking features, and data management that are found at the DLESE web site. - DLESE Smart Links are hyperlinks that can be created by anyone and implemented as easily as defining a specific query. Clicking a Smart Link displays a list of resources that corresponds to the specific query. We'll talk about how this service can help to bridge the gap between vocabularies and disciplines and the interesting possibilities it presents for contextualizing searches and building custom topical menus. - The Really Simple Syndication (RSS) service delivers online information immediately, and allows end-users to subscribe to receive regular news, events, and data on a given Teaching Box topic. This opens the door to event-based learning. - Strand Maps, developed by the AAAS, are diagrams of interconnected learning concepts across a range of science, technology, engineering, and mathematics disciplines. The University of Colorado and its project partners are developing the Strand Map Service (SMS) to provide an interactive interface to interrelated learning goals, content knowledge, (including student misconceptions) and educational resources in the National Science Digital Library and DLESE.

Comparing Textbook Coverage of Lean Management to Academic Research and Industry Practitioner Perceptions

ERIC Educational Resources Information Center

Marley, Kathryn A.; Stodnick, T. Michael; Heyl, Jeff

2013-01-01

Within operations management courses, most instructors choose to devote classroom time to teaching the topic of lean management. However, because the amount of time available for instructors to devote to this topic varies considerably, there is a great deal of latitude on which specific lean tools and techniques should be discussed. The authors…

Educative Mentoring: How a Mentor Supported a Preservice Biology Teacher's Pedagogical Content Knowledge Development

NASA Astrophysics Data System (ADS)

Barnett, Ellen; Friedrichsen, Patricia J.

2015-11-01

Research suggests discipline-specific, educative mentoring can help preservice teachers develop more sophisticated pedagogical content knowledge (PCK). However, there are few studies examining the nature of mentors' practice and how mentors influence preservice teacher's (PST) PCK. The purpose of this case study was to describe the strategies used by a secondary biology mentor teacher to support the development of a PST's PCK. The primary data sources were the transcripts of audio-recorded, daily meetings between the mentor and the PST during two curriculum units: DNA/Protein Synthesis and Evolution. The mentor influenced the PST's teaching orientation by repeatedly comparing teacher- and student-centered approaches, asking him to consider how students learn, and asking him to self-assess whether his instruction aligned with his teaching beliefs. The mentor helped the PST develop topic-specific knowledge of instructional strategies by sharing strategies she used previously, modeling critical reflection, and inviting him to critically reflect on his own instructional strategies. Topic-specific knowledge of students' understanding of science was developed by discussing common student misconceptions revealed in students' conversations and by sharing the results of test-item analysis from previous unit tests. The mentor helped develop the PST's topic-specific knowledge of assessment by helping him critically analyze and revise previous examinations to better align with the current curriculum units. Topic-specific knowledge of curricula was developed by jointly grappling with decisions about concept sequencing within units. The study includes implications for research, science teacher education, and professional development for mentors.

Self-evaluation and peer-feedback of medical students' communication skills using a web-based video annotation system. Exploring content and specificity.

PubMed

Hulsman, Robert L; van der Vloodt, Jane

2015-03-01

Self-evaluation and peer-feedback are important strategies within the reflective practice paradigm for the development and maintenance of professional competencies like medical communication. Characteristics of the self-evaluation and peer-feedback annotations of medical students' video recorded communication skills were analyzed. Twenty-five year 4 medical students recorded history-taking consultations with a simulated patient, uploaded the video to a web-based platform, marked and annotated positive and negative events. Peers reviewed the video and self-evaluations and provided feedback. Analyzed were the number of marked positive and negative annotations and the amount of text entered. Topics and specificity of the annotations were coded and analyzed qualitatively. Students annotated on average more negative than positive events. Additional peer-feedback was more often positive. Topics most often related to structuring the consultation. Students were most critical about their biomedical topics. Negative annotations were more specific than positive annotations. Self-evaluations were more specific than peer-feedback and both show a significant correlation. Four response patterns were detected that negatively bias specificity assessment ratings. Teaching students to be more specific in their self-evaluations may be effective for receiving more specific peer-feedback. Videofragmentrating is a convenient tool to implement reflective practice activities like self-evaluation and peer-feedback to the classroom in the teaching of clinical skills. Copyright © 2014 Elsevier Ireland Ltd. All rights reserved.

Root and Branch Reform: Teaching City Kids about Urban Trees

ERIC Educational Resources Information Center

Walker, Mark

2017-01-01

In today's electronic age, suburban and city children are increasingly disconnected with the natural world. Studying trees allows children to learn about the world they live in and can teach a variety of useful topics contained within the National Curriculum in England. Knowledge of trees is specifically required in the science curriculum at key…

Tennis-Badminton-Squash Guide. June 1974-June 1976.

ERIC Educational Resources Information Center

Sherman, Patricia, Ed.; And Others

This guide is a collection of essays by various authors on tennis, badminton, and squash. The document is divided into three sections, one for each sport. The topics covered include general teaching methods, methods to employ for teaching specific skills such as the lob or the backhand, the use of visual aids, conditioning drills, study questions,…

Mature Age Professionals: Factors Influencing Their Decision to Make a Career Change into Teaching

ERIC Educational Resources Information Center

Bauer, Carmel; Thomas, Sue; Sim, Cheryl

2017-01-01

This paper presents the early findings from a study that addresses the topic of mature age professionals making a career change into the secondary teaching profession by undertaking a postgraduate coursework initial teacher education program. The paper specifically addresses the factors that affect the decision for mature age professionals to make…

Recasting a Traditional Laboratory Practical as a "Design-Your-Own Protocol" to Teach a Universal Research Skill

ERIC Educational Resources Information Center

Whitworth, David E.

2016-01-01

Laboratory-based practical classes are a common feature of life science teaching, during which students learn how to perform experiments and generate/interpret data. Practical classes are typically instructional, concentrating on providing topic- and technique-specific skills, however to produce research-capable graduates it is also important to…

Graphing Calculators, the CBL2[TM] and TI-Interactive[TM] in High School Science.

ERIC Educational Resources Information Center

Molnar, Bill

This collection of activities is designed to show how TI-Interactive[TM] and Calculator-based Laboratories (CBL) can be used to explore topics in high school science. The activities address such topics as specific heat, Boyle's Law, Newton's Law of Cooling, and Antarctic Ozone Levels. Teaching notes and calculator instructions are included as are…

The Teaching of Complementary and Alternative Medicine in U.S. Medical Schools: A Survey of Course Directors.

ERIC Educational Resources Information Center

Brokaw, James J.; Tunnicliff, Godfrey; Raess, Beat U.; Saxon, Dale W.

2002-01-01

Surveyed medical schools to gauge the current state of complementary and alternative medicine (CAM) instruction by gathering details about the specific topics being taught and the objectives behind the instruction. Found that a wide variety of topics are being taught under the umbrella of CAM; for the most part, the instruction appears to be…

HIV, other STD, and pregnancy prevention education in public secondary schools -- 45 states, 2008-2010.

PubMed

2012-04-06

In the United States, 46% of high school students have had sexual intercourse and potentially are at risk for human immunodeficiency virus (HIV) infection, other sexually transmitted diseases (STDs), and pregnancy. The National HIV/AIDS Strategy for the United States recommends educating young persons about HIV before they begin engaging in behaviors that place them at risk for HIV infection. The Community Preventive Services Task Force (CPSTF) also recommends risk reduction interventions to prevent HIV, other STDs, and pregnancy among adolescents. To estimate changes in the percentage of secondary schools that teach specific HIV, other STD, and pregnancy risk reduction topics, a key intervention consistent with those supported by the National HIV/AIDS Strategy and CPSTF, CDC analyzed 2008 and 2010 School Health Profiles data for public secondary schools in 45 states. This report summarizes the results of those analyses, which indicated that in 2010, compared with 2008, the percentage of secondary schools teaching 11 topics on HIV, other STD, and pregnancy prevention in a required course in grades 6, 7, or 8 was significantly lower in 11 states and significantly higher in none; the percentage of secondary schools teaching eight topics in a required course in grades 9, 10, 11, or 12 was significantly lower in one state and significantly higher in two states; and the percentage of secondary schools teaching three condom-related topics in a required course in grades 9, 10, 11, or 12 was significantly lower in eight states and significantly higher in three states. Secondary schools can increase efforts to teach all age-appropriate HIV, other STD, and pregnancy prevention topics to help reduce risk behaviors among students.

Useful Computer Mailing Lists for Language Teaching and Linguistics.

ERIC Educational Resources Information Center

Kitao, Kenji; Kitao, S. Kathleen

This document provides information on computer mailing lists available on the Internet that may be of interest to those in the fields of language teaching and linguistics. There are more than 24,000 lists on the Internet, all are free, and each list has a specific topic and scope. Users can access each list and enter into ongoing discussions or…

Improving Teaching and Learning in Higher Education. International Conference (West Berlin, Germany, September 28 - October 10, 1981).

ERIC Educational Resources Information Center

Berendt, Brigitte

A report of a 1981 conference on improving teaching and learning in higher education sponsored by the German Foundation for International Development is presented. Topics include the following: problems of higher education specific to Africa and the Federal Republic of Germany, common problems, approaches to dealing with problems, units for higher…

Literature--News That Stays News: Fresh Approaches to the Classics. Classroom Practices in Teaching English, 1984.

ERIC Educational Resources Information Center

National Council of Teachers of English, Urbana, IL.

New approaches to the teaching of the classics are explored in this collection of articles written by high school, junior college, college, and university literature instructors. The seven articles in the first section of the book discuss linking the classics. Specific topics covered in the articles include using the works of William Golding as a…

The Use of a Graphical Input Device to Assist Student Learning

ERIC Educational Resources Information Center

Klappa, Peter

2008-01-01

The benefits of a "developing" teaching style, in which a specific topic is developed on a white- or blackboard, commonly known as "chalk and talk", have been widely acknowledged. However, one of the drawbacks of this teaching approach is the transient nature of the notes. Students are reliant on the correctness of their copies for revisions,…

A Money Planner. Teaching Budgeting Skills to Low-Income Consumers.

ERIC Educational Resources Information Center

Shurtz, Mary Ann; LeFlore, Ann Becker

This module, one of six on teaching consumer matters to low-income groups, focuses on budgeting and managing money. Budgeting is examined in two contexts: skills which apply to everyone at every income level and skills which specifically apply to low-income people. Topics include how to write a budget (starting a group workshop, small group work,…

Emotions in teaching environmental science

NASA Astrophysics Data System (ADS)

Quigley, Cassie

2016-09-01

This op-ed article examines the emotional impact of teaching environmental science and considers how certain emotions can broaden viewpoints and other emotions narrow them. Specifically, it investigates how the topic of climate change became an emotional debate in a science classroom because of religious beliefs. Through reflective practice and examination of positionality, the author explored how certain teaching practices of pre-service science teachers created a productive space and other practices closed down the conversations. This article is framed with theories that explore both divergent and shared viewpoints.

Preservice Science Teachers' Efficacy Regarding a Socioscientific Issue: A Belief System Approach

NASA Astrophysics Data System (ADS)

Kılınç, Ahmet; Kartal, Tezcan; Eroğlu, Barış; Demiral, Ümit; Afacan, Özlem; Polat, Dilber; Demirci Guler, Mutlu P.; Görgülü, Özkan

2013-12-01

The aim of the present study was to understand the nature of teaching efficacy beliefs related to a socioscientific issue (SSI). We investigated Turkish preservice science teachers' teaching efficacy beliefs about genetically modified (GM) foods using a belief system approach. We assumed that preservice teachers' beliefs about GM foods (content knowledge, risk perceptions, moral beliefs, and religious beliefs) and their teaching efficacy beliefs about this topic constitute a belief system, and these beliefs are interrelated due to core educational beliefs. We used an exploratory mixed design to test this model. We developed and administered specific questionnaires to probe the belief system model. The sample for the quantitative part of this study included 441 preservice science teachers from eight universities. We randomly selected eight participants in this group for follow-up interviews. The results showed that preservice science teachers held moderately high teaching efficacy beliefs. Learning and teaching experiences, communication skills, vicarious experiences, emotional states, and interest in the topic were sources of this efficacy. In addition, content knowledge and risk perceptions were predictors of teaching efficacy. We believe that epistemologies based on traditional teaching and the values attached to science teaching are the core beliefs that affect the relationship between predictor variables and teaching efficacy.

Designing a Topic-Based Syllabus for Young Learners

ERIC Educational Resources Information Center

Bourke, James M.

2006-01-01

In recent years there has been a good deal of debate on the teaching of English to young learners. Although the article looks at the teaching of English to lower primary children in an ESL context in Southeast Asia, it is not specific to one region. The young learners in question are aged 6 to 8 years. The main focus of the article is how best to…

Review of Recent Applied Linguistics Research in Finland and Sweden, with Specific Reference to Foreign Language Learning and Teaching

ERIC Educational Resources Information Center

Ringbom, Hakan

2012-01-01

This review covers recent applied linguistic research in Finland and Sweden during the years 2006-2011, with particular emphasis on foreign language learning and teaching. Its primary aim is to inform the international research community on the type of research that is going on in these countries. Special attention is given to topics which have…

An Example of Learning about Plastics and Their Evaluation as a Contribution to Education for Sustainable Development in Secondary School Chemistry Teaching

ERIC Educational Resources Information Center

Burmeister, Mareike; Eilks, Ingo

2012-01-01

This paper describes the development and evaluation of a secondary school lesson plan for chemistry education on the topic Education for Sustainable Development (ESD). The lessons focus both on the chemistry of plastics and on learning about the societal evaluation of competing, chemistry-based industrial products. A specific teaching method was…

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.

Science teacher orientations and PCK across science topics in grade 9 earth science

NASA Astrophysics Data System (ADS)

Campbell, Todd; Melville, Wayne; Goodwin, Dawne

2017-07-01

While the literature is replete with studies examining teacher knowledge and pedagogical content knowledge (PCK), few studies have investigated how science teacher orientations (STOs) shape classroom instruction. Therefore, this research explores the interplay between a STOs and the topic specificity of PCK across two science topics within a grade 9 earth science course. Through interviews and observations of one teacher's classroom across two sequentially taught, this research contests the notion that teachers hold a single way of conceptualising science teaching and learning. In this, we consider if multiple ontologies can provide potential explanatory power for characterising instructional enactments. In earlier work with the teacher in this study, using generic interview prompts and general discussions about science teaching and learning, we accepted the existence of a unitary STO and its promise of consistent reformed instruction in the classroom. However, upon close examination of instruction focused on different science topics, evidence was found to demonstrate the explanatory power of multiple ontologies for shaping characteristically different epistemological constructions across science topics. This research points to the need for care in generalising about teacher practice, as it reveals that a teacher's practice, and orientation, can vary, dependent on the context and science topics taught.

Instructional Media.

ERIC Educational Resources Information Center

Schriver, Harold, Ed.

1984-01-01

Provided is an annotated listing of sound filmstrip programs and 16mm films for teaching social studies at the intermediate and secondary levels. Specific topics include money; interest rates; disarmament; and the legislative, executive, and judicial branches of the US government. (RM)

Ethics education in family medicine training in the United States: a national survey.

PubMed

Manson, Helen M; Satin, David; Nelson, Valerie; Vadiveloo, Thenmalar

2014-01-01

Although professional organizations endorse ethics education in family medicine training, there is little published evidence that ethics teaching occurs. This survey collated data on the aims, content, pedagogical methods, assessment, and barriers relating to formal ethics education in family medicine residency programs in the United States. A questionnaire surveyed all 445 family medicine residency programs in the United States. Forty percent of programs responded (178/445). Of these, 95% formally teach at least one ethics topic, 68.2% teach six or more topics, and 7.1% teach all 13 core topics specified in the questionnaire. Programs show variation, providing between zero to 100 hours' ethics education over the 3 years of residency training. Of the responding programs, 3.5% specify well-defined aims for ethics teaching, 25.9% designate overall responsibility for the ethics curriculum to one individual, and 33.5% formally assess ethics competencies. The most frequent barriers to ethics education are finding time in residents' schedules (59.4%) and educator expertise (21.8%). Considerable variation in ethics education is apparent in both curricular content and delivery among family medicine residency programs in the United States. Additional findings included a lack of specification of explicit curricular aims for ethics teaching allied to ACGME or AAFP competencies, a tendency not to designate one faculty member with lead responsibility for ethics teaching in the residency program, and a lack of formal assessment of ethics competencies. This has occurred in the context of an absence of robust assessment of ethics competencies at board certification level.

Classroom Experiments: Teaching Specific Topics or Promoting the Economic Way of Thinking?

ERIC Educational Resources Information Center

Emerson, Tisha L. N.; English, Linda K.

2016-01-01

The authors' data contain inter- and intra-class variations in experiments to which students in a principles of microeconomics course were exposed. These variations allowed the estimation of the effect on student achievement from the experimental treatment generally, as well as effects associated with participation in specific experiments. The…

Planeamiento de la unidad didactica en le ensenanza del ingles como idioma extranjero (Planning the Teaching Unit in the Instruction of English as a Foreign Language).

ERIC Educational Resources Information Center

Medina T., Rene

1971-01-01

This paper discusses the use of the teaching unit as a means for organization in English-as-a-foreign-language classes. It lists the essential elements in the construction of such a unit: cultural topic, linguistic elements, time period, main objectives, instructional materials, focus, specific activities, intended results, evaluation techniques,…

Teaching introductory undergraduate physics using commercial video games

NASA Astrophysics Data System (ADS)

Mohanty, Soumya D.; Cantu, Sergio

2011-09-01

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.

Physician health promotion training activities in primary care: a survey of the military residencies.

PubMed

Jonas, W B

1997-01-01

The central role of primary care physicians in health care management, as well as their influence on patients at the highest risk for life-style related disease, makes adequate training in office and hospital health promotion activities essential. A questionnaire adapted from one used nationally was sent to all the military training programs in internal medicine, family practice, pediatrics, and obstetrics-gynecology. The questionnaire addressed areas of content, emphasis, facilities, setting, personnel, techniques, and methods used in teaching, as well as priorities placed on health promotion in general and in specific areas. A response was obtained from all training programs (n = 59). Overall, 85 percent had set aside specific time to teach health promotion topics, and 81 percent had set aside time to teach preventive screening. Health promotion topics were incorporated by 85 percent of the programs, and preventive service topics were included in the core curriculum in 86 percent. In 63 percent of the programs residents were taught about assessment of patient motivation, but behavioral modification, relapse prevention, and self-efficacy skills were taught in less than one half of the programs (47, 37, and 34 percent, respectively). For the most part, programs stressed the traditional teaching techniques, such as discussion and lectures (93 percent and 92 percent, respectively), and rarely applied the more effective (and labor-intensive) methods of case precepting (58 percent), viewing videotaped cases (24 percent), and role-playing (5 percent). Only 41 percent of the programs had patient education materials readily available, but many (65 percent) had modified patient problem lists to include preventive or health promotion topics. Physician or patient reminders were used by only a few programs (35 percent and 17 percent, respectively), and in only 48 percent were the residents trained to use any health-screening or health risk appraisal questionnaire. Programs overwhelmingly relied on their physician staff and residents to do health promotion teaching and made little use of ancillary health care personnel who might be better trained in patient education methods. Primary care residency programs emphasize teaching health promotion and preventive services but generally have not yet developed the teaching systems to provide residents with skills training in preventive and health promotion services. Programs could enhance the clinical prevention skills of physicians completing residencies by having the physicians focus on the skills needed to teach patients self-efficacy, behavior modification, and health maintenance, by using physician and patient reminders, and by taking advantage of health care personnel trained in health education.

Laws of reflection and Snell's law revisited by video modeling

NASA Astrophysics Data System (ADS)

Rodrigues, M.; Simeão Carvalho, P.

2014-07-01

Video modelling is being used, nowadays, as a tool for teaching and learning several topics in Physics. Most of these topics are related to kinematics. In this work we show how video modelling can be used for demonstrations and experimental teaching in optics, namely the laws of reflection and the well-known Snell's Law of light. Videos were recorded with a photo camera at 30 frames/s, and analysed with the open source software Tracker. Data collected from several frames was treated with the Data Tool module, and graphs were built to obtain relations between incident, reflected and refraction angles, as well as to determine the refractive index of Perspex. These videos can be freely distributed in the web and explored with students within the classroom, or as a homework assignment to improve student's understanding on specific contents. They present a large didactic potential for teaching basic optics in high school with an interactive methodology.

Learning about Teaching the Extracurricular Topic of Nanotechnology as a Vehicle for Achieving a Sustainable Change in Science Education

ERIC Educational Resources Information Center

Blonder, Ron; Mamlok-Naaman, Rachel

2016-01-01

This study focused on teachers' transfer of a variety of teaching methods from a teaching module on nanotechnology, which is an example of a topic outside the science curriculum, to teaching topics that are part of the chemistry curriculum. Nanotechnology is outside the science curriculum, but it was used in this study as a means to carry out a…

How Bad is That?

ERIC Educational Resources Information Center

Brey, Rebecca A.; Clark, Susan E.

2015-01-01

This teaching technique asks students to evaluate the "badness" of 5-7 health-related behavioral statements of a specific health topic. Following the presentation of each statement, each students selects one of five choices: "Really Bad", "No Big Deal", "It Depends", "Go for It", or…

Exploring science teachers' pedagogical content knowledge in the teaching of genetics in Swaziland

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Khetsiwe Eunice Faith

Recent trends show that learners' enrolment and performance in science at secondary school level is dwindling. Some science topics including genetics in biology are said to be difficult for learners to learn and thus they perform poorly in examinations. Teacher knowledge base, particularly topic-specific pedagogical content knowledge (PCK), has been identified by many researchers as an important factor that is linked with learner understanding and achievement in science. This qualitative study was an attempt to explore the PCK of four successful biology teachers and how they developed it in the context of teaching genetics. The purposive sampling technique was employed to select the participating teachers based on their schools' performance in biology public examinations and recommendations by science specialists and school principals. Pedagogical content knowledge was used as a theoretical framework for the study, which guided the inquiry in data collection, analysis and discussion of the research findings. The study adopted the case study method and various sources of evidence including concept maps, lesson plans, pre-lesson interviews, lesson observations, post-teaching teacher questionnaire, post-lesson interviews and document analysis were used to collect data on teachers' PCK as well as how PCK was assumed to have developed. The data were analysed in an attempt to determine the individual teachers' school genetics' content knowledge, related knowledge of instructional strategies and knowledge of learners' preconceptions and learning difficulties. The analysis involved an iterative process of coding data into PCK categories of content knowledge, pedagogical knowledge and knowledge of learners' preconceptions and learning difficulties. The findings of the study indicate that the four successful biology teachers generally have the necessary content knowledge of school genetics, used certain topic-specific instructional strategies, but lacked knowledge of genetics-related learners' preconceptions and learning difficulties despite having taught the topic for many years. There were some instructional deficits in their approaches and techniques in teaching genetics. The teachers failed to use physical models, teacher demonstration and/or learner experimentation in their lessons (or include them in their lesson plans) to assist learners in visualizing or internalizing the genetics concepts or processes located at the sub-microscopic level. The teachers' PCK in genetics teaching was assumed to have developed mainly through formal university education programmes, classroom teaching experiences, peer support and participation in in-service workshops. The implications for biology teacher education are also discussed.

Innovations in Teaching: How Novice Teaching Assistants Include LGBTQ Topics in the Writing Classroom

ERIC Educational Resources Information Center

Jaekel, Kathryn S.

2016-01-01

This article examines how three novice graduate teaching assistants included lesbian, gay, bisexual, transgender, and queer topics in their first-year writing classrooms. Findings suggest that inclusion of these topics can be successfully done through attention to identity in the classroom, including current-day events, and structuring classroom…

Teaching and learning of medical biochemistry according to clinical realities: A case study.

PubMed

Jabaut, Joshua M; Dudum, Ramzi; Margulies, Samantha L; Mehta, Akshita; Han, Zhiyong

2016-01-01

To foster medical students to become physicians who will be lifelong independent learners and critical thinkers with healthy skepticism and provide high-quality patient care guided by the best evidence, teaching of evidence-based medicine (EBM) has become an important component of medical education. Currently, the teaching and learning of biochemistry in medical schools incorporates its medical relevance and applications. However, to our knowledge there have been no reports on integrating EBM with teaching and learning medical biochemistry. Here, we present a case study to illustrate the significance of this approach. This case study was based on a biochemistry/nutrition question in a popular board review book about whether a homeless alcoholic man is at risk of developing a deficiency of vitamin E. The possible answers and explanation provided in the book raised a question about the correct answer, which provided us with an opportunity to adapt the philosophy and certain basic EBM principles to find evidence for the clinical applicability of a commonly taught biochemistry topic. The outcome of this case study not only taught us how to conduct an EBM exercise to answer a specific patient question, but also provided us with an opportunity for in-depth teaching and learning of the medical relevance of a specific biochemistry topic based on the best clinical evidence obtained from a systematic research of medical literature. © 2015 The International Union of Biochemistry and Molecular Biology.

Using pedagogical discipline representations (PDRs) to enable Astro 101 students to reason about modern astrophysics

NASA Astrophysics Data System (ADS)

Wallace, Colin Scott; Prather, Edward E.; Chambers, Timothy G.; Kamenetzky, Julia R.; Hornstein, Seth D.

2017-01-01

Instructors of introductory, college-level, general education astronomy (Astro 101) often want to include topics from the cutting-edge of modern astrophysics in their course. Unfortunately, the teaching of these cutting-edge topics is typically confined to advanced undergraduate or graduate classes, using representations (graphical, mathematical, etc.) that are inaccessible to the vast majority of Astro 101 students. Consequently, many Astro 101 instructors feel that they have no choice but to cover these modern topics at a superficial level. Pedagogical discipline representations (PDRs) are one solution to this problem. Pedagogical discipline representations are representations that are explicitly designed to enhance the teaching and learning of a topic, even though these representations may not typically be found in traditional textbooks or used by experts in the discipline who are engaged in topic-specific discourse. In some cases, PDRs are significantly simplified or altered versions of typical discipline representations (graphs, data tables, etc.); in others they may be novel and highly contextualized representations with unique features that purposefully engage novice learners’ pre-existing mental models and reasoning difficulties, facilitating critical discourse. In this talk, I will discuss important lessons that my colleagues and I have learned while developing PDRs and describe how PDRs can enable students to reason about complex modern astrophysical topics.

SU-F-E-15: Initial Experience Implementing a Case Method Teaching Approach to Radiation Oncology Physics Residents, Graduate Students and Doctorate of Medical Physics Students

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

Gutierrez, A

Purpose: Case Method Teaching approach is a teaching tool used commonly in business school to challenge students with real-world situations—i.e. cases. The students are placed in the role of the decision maker and have to provide a solution based on the multitude of information provided. Specifically, students must develop an ability to quickly make sense of a complex problem, provide a solution incorporating all of the objectives (at time conflicting) and constraints, and communicate that solution in a succinct, professional and effective manner. The validity of the solution is highly dependent on the auxiliary information provided in the case andmore » the basic didactic knowledge of the student. A Case Method Teaching approach was developed and implemented into an on-going course focused on AAPM Task Group reports at UTHSCSA. Methods: A current course at UTHSCSA reviews and discusses 15 AAPM Task Group reports per semester. The course is structured into three topic modules: Imaging QA, Stereotactic Radiotherapy, and Special Patient Measurements—i.e. pacemakers, fetal dose. After a topic module is complete, the students are divided into groups (2–3 people) and are asked to review a case study related to the module topic. Students then provide a solution presented in an executive summary and class presentation. Results: Case studies were created to address each module topic. Through team work and whole-class discussion, a collaborative learning environment was established. Students additionally learned concepts such vendor relations, financial negotiations, capital project management, and competitive strategy. Conclusion: Case Method Teaching approach is an effective teaching tool to further enhance the learning experience of radiation oncology physics students by presenting them with though-provoking dilemmas that require students to distinguish pertinent from peripheral information, formulate strategies and recommendations for action, and confront obstacles to implementation.« less

Unpacking Exoplanet Detection Using Pedagogical Discipline Representations (PDRs)

NASA Astrophysics Data System (ADS)

Prather, Edward E.; Chambers, Timothy G.; Wallace, Colin Scott; Brissenden, Gina

2017-01-01

Successful educators know the importance of using multiple representations to teach the content of their disciplines. We have all seen the moments of epiphany that can be inspired when engaging with just the right representation of a difficult concept. The formal study of the cognitive impact of different representations on learners is now an active area of education research. The affordances of a particular representation are defined as the elements of disciplinary knowledge that students are able to access and reason about using that representation. Instructors with expert pedagogical content knowledge teach each topic using representations with complementary affordances, maximizing their students’ opportunity to develop fluency with all aspects of the topic. The work presented here examines how we have applied the theory of affordances to the development of pedagogical discipline representation (PDR) in an effort to provide access to, and help non-science-majors engage in expert-like reasoning about, general relativity as applied to detection of exoplanets. We define a pedagogical discipline representation (PDR) as a representation that has been uniquely tailored for the purpose of teaching a specific topic within a discipline. PDRs can be simplified versions of expert representations or can be highly contextualized with features that purposefully help unpack specific reasoning or concepts, and engage learners’ pre-existing mental models while promoting and enabling critical discourse. Examples of PDRs used for instruction and assessment will be provided along with preliminary results documenting the effectiveness of their use in the classroom.

Summer institute for the teaching of psychology

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

Rycek, R.F.; Miller, R.L.

This presentation will focus on the development of a summer institute to enhance high school and post-secondary teaching in psychology. The purpose of the institute is to provide an intensive teaching seminar in a specific content area of psychology presented by notable researchers and textbook authors in the field. The goal of the institute is to: (1) update participants in a particular content area, (2) introduce participants to new methods and technologies for teaching the content area at the high school and college level, and (3) provide attendees with a set of curriculum materials including classroom exercises and demonstrations whichmore » will allow students to conduct scientific experiments in psychology as well as to relate their findings to real world issues. The actual institute is staffed by at least three nationally known experts in a particular topic area of psychology. Over a five-day period, each expert gives at least three major presentations followed by appropriate breakout session which include demonstrations and discussions. The experts supply lecture outlines and supporting materials for their topics area which participants receive as a part of their learning packet. Participants also have the opportunity to share their teaching experiences and expertise.« less

The Procedurally Directive Approach to Teaching Controversial Issues

ERIC Educational Resources Information Center

Gregory, Maughn Rollins

2014-01-01

Recent articles on teaching controversial topics in schools have employed Michael Hand's distinction between "directive teaching," in which teachers attempt to persuade students of correct positions on topics that are not rationally controversial, and "nondirective teaching," in which teachers avoid persuading students on…

Teaching points-do they occur and what do they contain? An observation study concerning the general practice rotation.

PubMed

Duncan, Gertrude Florence; Roth, Lisa Marie; Donner-Banzhoff, Nobert; Boesner, Stefan

2016-04-18

A general practice rotation is mandatory in most undergraduate medical education programs. However, little is known about the student-teacher interaction which takes place in this setting. In this study we analyzed occurrence and content of teaching points. From April to December 2012, 410 individual patient consultations were observed in twelve teaching practices associated with the Philipps University Marburg, Germany. Material was collected using structured field-note forms and videotaping. Data analysis was descriptive in form. A teaching point is defined here as a general rule or specific, case-related information divulged by the teaching practitioner. According to the analysis of 410 consultations, teaching points were made in 66.3% of consultations. During these consultations, 74.3% general- and 46.3% case related teaching points occurred; multiple categorizations were possible. Of seven possible topics, therapy was most common, followed, in frequency of occurrence, by patient history, diagnostic procedure, physical examination, disease pathology, differential diagnosis, risk factors and case presentation. The majority of consultations conducted within student presence contained teaching points, most frequently concerning therapy. General teaching points were more common than specific teaching points. Whilst it is encouraging that most consultations included teaching points, faculty development aimed at raising awareness for teaching and learning techniques is important.

Service and Education: The Association Between Workload, Patient Complexity, and Teaching on Internal Medicine Inpatient Services.

PubMed

Ratcliffe, Temple A; Crabtree, Meghan A; Palmer, Raymond F; Pugh, Jacqueline A; Lanham, Holly J; Leykum, Luci K

2018-04-01

Attending rounds remain the primary venue for formal teaching and learning at academic medical centers. Little is known about the effect of increasing clinical demands on teaching during attending rounds. To explore the relationships among teaching time, teaching topics, clinical workload, and patient complexity variables. Observational study of medicine teaching teams from September 2008 through August 2014. Teams at two large teaching hospitals associated with a single medical school were observed for periods of 2 to 4 weeks. Twelve medicine teaching teams consisting of one attending, one second- or third-year resident, two to three interns, and two to three medical students. The study examined relationships between patient complexity (comorbidities, complications) and clinical workload variables (census, turnover) with educational measures. Teams were clustered based on clinical workload and patient complexity. Educational measures of interest were time spent teaching and number of teaching topics. Data were analyzed both at the daily observation level and across a given patient's admission. We observed 12 teams, 1994 discussions (approximately 373 h of rounds) of 563 patients over 244 observation days. Teams clustered into three groups: low patient complexity/high clinical workload, average patient complexity/low clinical workload, and high patient complexity/high clinical workload. Modest associations for team, patient complexity, and clinical workload variables were noted with total time spent teaching (9.1% of the variance in time spent teaching during a patient's admission; F[8,549] = 6.90, p < 0.001) and number of teaching topics (16% of the variance in the total number of teaching topics during a patient's admission; F[8,548] = 14.18, p < 0.001). Clinical workload and patient complexity characteristics among teams were only modestly associated with total teaching time and teaching topics.

Instructors' use of technology in post-secondary undergraduate mathematics teaching: a local study

NASA Astrophysics Data System (ADS)

Jesso, A. T.; Kondratieva, M. F.

2016-02-01

In this study, instructors of undergraduate mathematics from post-secondary institutions in Newfoundland were surveyed (N = 13) and interviewed (N = 8) about their use of, experiences with, and views on, technologically assisted teaching. It was found that the majority of them regularly use technologies for organizational and communication purposes. However, the use of math-specific technology such as computer algebra systems, or dynamic geometry software for instructional, exploratory, and creative activities with students takes place mostly on an individual basis, only occasionally, and is very much topic specific. This was even the case for those instructors who use technology proficiently in their research. The data also suggested that familiarity with and discussions of examples of technology implementation in teaching at regular and field-oriented professional development seminars within mathematics departments could potentially increase the use of math-specific technology by instructors.

Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

ERIC Educational Resources Information Center

Niess, Margaret L.

2013-01-01

Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate…

Women's Roles in the Economy: Teaching the Issues.

ERIC Educational Resources Information Center

Bergmann, Barbara R.

1987-01-01

Examines current controversial issues concerning the roles of women in the U.S. economy. Discusses women and the labor market, the economics of family life, and public policy issues directly affecting women. Reviews current literature and identifies specific topics for classroom study. (Author/DH)

Afro-Americans: Resource Material.

ERIC Educational Resources Information Center

Henson, Valeria B.; And Others

This resource guide lists activities and materials that can be used by teachers to provide students with information about the historical background and cultural heritage of Afro-Americans. Specific teaching strategies, learning activities, and informational readings are provided for the following topics: (1) prominent black Americans; (2) African…

Ezines: A Constructivist Instructional Activity for Teaching Diagnosis and Psychopathology

ERIC Educational Resources Information Center

Jones, Karyn Dayle; Granello, Paul F.

2008-01-01

Ezines (electronic zines) are independently made, online publications that can provide creative, pedagogical possibilities for constructivist learning in counselor education and, specifically, the diagnosis class. Making ezines about mental disorders and psychopathology allows students to engage in active learning about important topics while…

A systematic approach to engineering ethics education.

PubMed

Li, Jessica; Fu, Shengli

2012-06-01

Engineering ethics education is a complex field characterized by dynamic topics and diverse students, which results in significant challenges for engineering ethics educators. The purpose of this paper is to introduce a systematic approach to determine what to teach and how to teach in an ethics curriculum. This is a topic that has not been adequately addressed in the engineering ethics literature. This systematic approach provides a method to: (1) develop a context-specific engineering ethics curriculum using the Delphi technique, a process-driven research method; and (2) identify appropriate delivery strategies and instructional strategies using an instructional design model. This approach considers the context-specific needs of different engineering disciplines in ethics education and leverages the collaboration of engineering professors, practicing engineers, engineering graduate students, ethics scholars, and instructional design experts. The proposed approach is most suitable for a department, a discipline/field or a professional society. The approach helps to enhance learning outcomes and to facilitate ethics education curriculum development as part of the regular engineering curriculum.

Mentor Advice Giving in an Alternative Certification Program for Secondary Science Teaching: Opportunities and Roadblocks in Developing a Knowledge Base for Teaching

NASA Astrophysics Data System (ADS)

Upson Bradbury, Leslie; Koballa, Thomas R., Jr.

2007-12-01

Mentoring is often an important component of alternative certification programs, yet little is known about what novices learn about science teaching through mentoring relationships. This study investigated the advice given by two mentor science teachers to their protégés. Findings indicate that mentors gave more advice related to general pedagogical knowledge than science-specific pedagogical content knowledge. Specifically, there was little to no advice related to the topics of inquiry, the nature of science, or the development of scientific literacy. Implications call for an increase in communication between university teacher education programs and school-based mentors, the development of benchmarks to help guide mentor-protégé interactions, and the importance of a multiyear induction process.

Teacher- or Learner-Centred? Science Teacher Beliefs Related to Topic Specific Pedagogical Content Knowledge: A South African Case Study

NASA Astrophysics Data System (ADS)

Mavhunga, Elizabeth; Rollnick, Marissa

2016-12-01

In science education, learner-centred classroom practices are widely accepted as desirable and are associated with responsive and reformed kinds of teacher beliefs. They are further associated with high-quality Pedagogical Content Knowledge (PCK). Topic-Specific Pedagogical Content Knowledge (TSPCK), a version of PCK defined at topic level, is known to enable the transformation of topic content into a form accessible to learners. However, little is known about teacher science beliefs in relation to TSPCK and therefore the nature of likely associated classroom practices. In this study, we investigated the relationship between TSPCK and underlying science teacher beliefs following an intervention targeting the improvement of TSPCK in the topic chemical equilibrium. Sixteen final year pre-service chemistry teachers were exposed to an intervention that explicitly focussed on knowledge for transforming the content of chemical equilibrium using the five knowledge components of TSPCK. A specially designed TSPCK instrument in chemical equilibrium and the Teacher Belief Instrument (TBI) were used to capture written responses in pre- and post-tests. Additional qualitative data was collected from audio-recorded discussions and written responses from an open-ended question asked before and after the intervention. Two key findings emerged from the study. Firstly, the development of TSPCK was linked to shifts in underlying science teacher beliefs in the direction of learner-centred teaching for the majority of pre-service teachers. Secondly, this shift was not evident for all, as for some there was development of TSPCK without a shift from teacher-centred beliefs about science teaching.

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

PubMed

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

2006-07-01

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

A New Program to Teach Nuclear and Radiochemistry to Undergraduates.

ERIC Educational Resources Information Center

Catchen, Gary L.; Canelos, James

1988-01-01

Follows the development of a course in nuclear and radiochemistry at Penn State. Lists specific nuclear science topics covered in the undergraduate level course. Describes audio-visual materials that have been developed for the course and includes a survey of students taking the course. (ML)

Philosophical Inquiry: (An Investigation of Basic Philosophical Presuppositions) Teacher's Manual.

ERIC Educational Resources Information Center

Institute for Services to Education, Inc., Washington, DC.

This guide provides teaching techniques for an undergraduate philosophy course. Students examine specific philosophic issues related to the black person's experience. They are required to apply critical and analytical procedures leading to philosophical investigations of topics of both philosophical and nonphilosophical origins. The teaching…

The Industrial Revolution: An ERIC/ChESS Sample.

ERIC Educational Resources Information Center

Pinhey, Laura A.

2000-01-01

Provides a list, from the ERIC database, of teaching materials and background information on the Industrial Revolution. Specific topics include life in Lowell (Massachusetts), the global impact of the Industrial Revolution, and England's Industrial Revolution. Offers directions for obtaining the full text of these materials. (CMK)

The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

NASA Astrophysics Data System (ADS)

Larsen, K.; Kirk, K. B.; Manduca, C. A.; Ledley, T. S.; Schmitt, L.

2013-12-01

The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching activities and approaches that use maps as the basis of instruction for a wide range of topics commonly taught in K12 science courses such as natural hazards, urban development, plate tectonics, climate change, ocean science, and water resources; and (2) Providing easy access to a vast collection of materials specifically for teachers of AP and IB classes including collections of teaching activities for all science disciplines as well as pedagogic approaches that are appropriate for the lab-intensive nature of these classes. The contents of the K12 portal are drawn from a number of projects and collaborations, including CLEAN, Earth Exploration Toolbook, Minnesota Science Teachers Education Project, Pedagogy in Action, EarthLabs, NAGT and On the Cutting Edge. Teachers can add their own materials to the site by sharing lessons plans, activities, and labs. K12 educators of all levels will find a wide variety of resources to spark the curiosity and interest of students. Explore the SERC K12 Educators Portal at: http://serc.carleton.edu/k12/index.html

Anesthesia: A Topic for Interdisciplinary Study.

ERIC Educational Resources Information Center

Labianca, Dominick A.; Reeves, William J.

1977-01-01

Describes an interdisciplinary approach for teaching the topic of anesthesia as one aspect of a chemistry-oriented course for nonscience majors which focuses on timely topics such as the energy crisis and drugs. Historical treatment with the examination of literature is emphasized in teaching. (HM)

Rheumatology education for undergraduate nursing, physiotherapy and occupational therapy students in the UK: standards, challenges and solutions.

PubMed

Hewlett, S; Clarke, B; O'Brien, A; Hammond, A; Ryan, S; Kay, L; Richards, P; Almeida, C

2008-07-01

Rheumatological conditions are common, thus nurses (Ns) occupational therapists (OTs) and physiotherapists (PTs) require at least basic rheumatology knowledge upon qualifying. The aim of this study was to develop a core set of teaching topics and potential ways of delivering them. A modified Delphi technique was used for clinicians to develop preliminary core sets of teaching topics for each profession. Telephone interviews with educationalists explored their views on these, and challenges and solutions for delivering them. Inter-professional workshops enabled clinicians and educationalists to finalize the core set together, and generate methods for delivery. Thirty-nine rheumatology clinicians (12N, 14OT, 13PT) completed the Delphi consensus, proposing three preliminary core sets (N71 items, OT29, PT26). Nineteen educationalists (6N, 7OT, 6PT) participated in telephone interviews, raising concerns about disease-specific vs generic teaching and proposing many methods for delivery. Three inter-professional workshops involved 34 participants (clinicians: N12, OT9, PT5; educationalists: N2, OT3, PT2; Patient 1) who reached consensus on a single core set comprising six teaching units: Anatomy and Physiology; Assessment; Management and Intervention; Psychosocial Issues; Patient Education; and the Multi-disciplinary Team, recommending some topics within the units receive greater depth for some professions. An innovative range of delivery options was generated plus two brief interventions: a Rheumatology Chat Show and a Rheumatology Road Show. Working together, clinicians and educationalists proposed a realistic core set of rheumatology topics for undergraduate health professionals. They proposed innovative delivery methods, with collaboration between educationalists, clinicians and patients strongly recommended. These potential interventions need testing.

Rheumatology education for undergraduate nursing, physiotherapy and occupational therapy students in the UK: standards, challenges and solutions

PubMed Central

Clarke, B.; O’Brien, A.; Hammond, A.; Ryan, S.; Kay, L.; Richards, P.; Almeida, C.

2008-01-01

Objectives. Rheumatological conditions are common, thus nurses (Ns) occupational therapists (OTs) and physiotherapists (PTs) require at least basic rheumatology knowledge upon qualifying. The aim of this study was to develop a core set of teaching topics and potential ways of delivering them. Methods. A modified Delphi technique was used for clinicians to develop preliminary core sets of teaching topics for each profession. Telephone interviews with educationalists explored their views on these, and challenges and solutions for delivering them. Inter-professional workshops enabled clinicians and educationalists to finalize the core set together, and generate methods for delivery. Results. Thirty-nine rheumatology clinicians (12N, 14OT, 13PT) completed the Delphi consensus, proposing three preliminary core sets (N71 items, OT29, PT26). Nineteen educationalists (6N, 7OT, 6PT) participated in telephone interviews, raising concerns about disease-specific vs generic teaching and proposing many methods for delivery. Three inter-professional workshops involved 34 participants (clinicians: N12, OT9, PT5; educationalists: N2, OT3, PT2; Patient 1) who reached consensus on a single core set comprising six teaching units: Anatomy and Physiology; Assessment; Management and Intervention; Psychosocial Issues; Patient Education; and the Multi-disciplinary Team, recommending some topics within the units receive greater depth for some professions. An innovative range of delivery options was generated plus two brief interventions: a Rheumatology Chat Show and a Rheumatology Road Show. Conclusions. Working together, clinicians and educationalists proposed a realistic core set of rheumatology topics for undergraduate health professionals. They proposed innovative delivery methods, with collaboration between educationalists, clinicians and patients strongly recommended. These potential interventions need testing. PMID:18443005

Algebra. A Guidebook for Teaching.

ERIC Educational Resources Information Center

Goodman, Terry A.; And Others

This book provides a general framework for organizing the instructional program in algebra. For each topic, a general approach for instruction, together with specific strategies, activities, and resources that can be used daily, are provided. Also included are worksheet pages that can be used with students. Most activities provide for student…

Multimodal Scaffolding in the Secondary English Classroom Curriculum

ERIC Educational Resources Information Center

Boche, Benjamin; Henning, Megan

2015-01-01

This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their…

Pre-Employment Laboratory Education. Clothing/Fashion Design Guidebook.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Home Economics Instructional Materials Center.

This guidebook is designed for use in teaching students enrolled in preemployment laboratory education (PELE) clothing/fashion design programs. The first of two major sections includes an overview for teachers on planning, conducting, and evaluating a PELE clothing/fashion design program. Specific topics discussed in section 1 include (1)…

Investigating Technology Teachers' Self-Efficacy on Assessment

ERIC Educational Resources Information Center

Hartell, Eva; Gumaelius, Lena; Svärdh, Joakim

2015-01-01

This study explores possible differences in the views on assessment between two groups of teachers teaching technology in compulsory school: (1) teachers with subject-specific teacher training in technology education; and (2) teachers without such training. This topic is of particular interest because of the recent changes in the regulations that…

Public Health Control Measures in Response to Global Pandemics and Drug Resistance.

PubMed

Price, Polly J

2015-01-01

These teaching materials provide problem-based exercises exploring the specific powers of governments to implement control measures in response to communicable disease. Topics include global pandemic disease and, in the United States, legal issues in tuberculosis control. © 2015 American Society of Law, Medicine & Ethics, Inc.

Teaching and Learning in a Microelectronic Age.

ERIC Educational Resources Information Center

Shane, Harold G.

General background information on microtechnologies with implications for educators provides an introduction to this review of past and current developments in microelectronics and specific ways in which the microchip is permeating society, creating problems and opportunities both in the workplace and the home. Topics discussed in the first of two…

Pre-Employment Laboratory Education. Home Furnishings/Interior Design Guidebook.

ERIC Educational Resources Information Center

Texas Tech Univ., Lubbock. Home Economics Instructional Materials Center.

This guidebook is designed for use in teaching students enrolled in pre-employment laboratory education (PELE) home furnishing/interior design programs. The first of two major sections includes an overview for teachers on planning, conducting, and evaluating a home furnishings/interior design program. Specific topics discussed in section 1 include…

Livable Winter Cities--Leisure Attitudes and Activities.

ERIC Educational Resources Information Center

Neal, Larry; Coles, Roger, Ed.

1989-01-01

The nine articles included in this feature emphasize how leisure, recreation, health and physical activities make winter cities more livable. Specific topics include techniques for teaching about cold weather safety and cold related injuries, Arctic Winter Games, and results of a study on winter recreation in large North American communities. (IAH)

Teaching about Love and Practicing Feminist Pedagogy in a College Classroom

ERIC Educational Resources Information Center

Mei-Hui, You

2014-01-01

Being a feminist teacher, working on gender equity education, including teaching, reading, writing, and doing research on this topic, has become a commitment for me. I have frequently reflected my teaching practices and occasionally found new teaching strategies in the classroom. I always try to bring new topics or issues into the classroom in…

The TROJAN Project: Creating a Customized International Orthopedic Training Program for Junior Doctors

PubMed Central

Kalraiya, Ashish; Buddhdev, Pranai

2015-01-01

Musculoskeletal problems account for a vast proportion of presentations encountered by doctors globally, with figures ranging from 15-36%. However, the time medical schools allocate to learning orthopedics is by no means proportional to this. This study aims to bridge this gap by developing an international orthopedic teaching program tailored to the specific knowledge and skills required by junior doctors in different countries. This prospective study asked fifty junior doctors, who had recently completed an orthopedics job, what three orthopedic teaching topics taught retrospectively would have benefitted their clinical practice. The most requested topics were used to design educational workshops for junior doctors and these consequently comprised the TROJAN (Teaching Requested by Orthopaedic Juniors And Novices) training program. Data was collected from twenty-five junior doctors in KwaZulu-Natale State, South Africa, and twenty-five in London, UK. It is therefore in these two countries that the TROJAN program was subsequently made available. Participants who selected topics were within two years of graduating medical school and had worked an orthopedic or Accident and Emergency job within the last year. 49% of topics chosen by SA doctors were practical skills such as wrist and ankle fracture reduction techniques, and management of open fractures. The most requested topic by UK doctors (11 out of 25) was management of neck of femur fractures. This is rationalized by the fact South African doctors require more hands-on responsibility in their daily practice whereas in the UK greater emphasis is placed on optimizing patients for theatre and making sound management plans. TROJAN currently develops orthopedic skills and knowledge in junior doctors in South Africa and United Kingdom with teaching customized based upon location. Feedback has been exceptionally positive with every candidate thus far rating the usefulness of TROJAN as the highest option, very useful. PMID:25874064

The TROJAN Project: Creating a Customized International Orthopedic Training Program for Junior Doctors.

PubMed

Kalraiya, Ashish; Buddhdev, Pranai

2015-03-03

Musculoskeletal problems account for a vast proportion of presentations encountered by doctors globally, with figures ranging from 15-36%. However, the time medical schools allocate to learning orthopedics is by no means proportional to this. This study aims to bridge this gap by developing an international orthopedic teaching program tailored to the specific knowledge and skills required by junior doctors in different countries. This prospective study asked fifty junior doctors, who had recently completed an orthopedics job, what three orthopedic teaching topics taught retrospectively would have benefitted their clinical practice. The most requested topics were used to design educational workshops for junior doctors and these consequently comprised the TROJAN (Teaching Requested by Orthopaedic Juniors And Novices) training program. Data was collected from twenty-five junior doctors in KwaZulu-Natale State, South Africa, and twenty-five in London, UK. It is therefore in these two countries that the TROJAN program was subsequently made available. Participants who selected topics were within two years of graduating medical school and had worked an orthopedic or Accident and Emergency job within the last year. 49% of topics chosen by SA doctors were practical skills such as wrist and ankle fracture reduction techniques, and management of open fractures. The most requested topic by UK doctors (11 out of 25) was management of neck of femur fractures. This is rationalized by the fact South African doctors require more hands-on responsibility in their daily practice whereas in the UK greater emphasis is placed on optimizing patients for theatre and making sound management plans. TROJAN currently develops orthopedic skills and knowledge in junior doctors in South Africa and United Kingdom with teaching customized based upon location. Feedback has been exceptionally positive with every candidate thus far rating the usefulness of TROJAN as the highest option, very useful.

Teaching meta-analysis using MetaLight.

PubMed

Thomas, James; Graziosi, Sergio; Higgins, Steve; Coe, Robert; Torgerson, Carole; Newman, Mark

2012-10-18

Meta-analysis is a statistical method for combining the results of primary studies. It is often used in systematic reviews and is increasingly a method and topic that appears in student dissertations. MetaLight is a freely available software application that runs simple meta-analyses and contains specific functionality to facilitate the teaching and learning of meta-analysis. While there are many courses and resources for meta-analysis available and numerous software applications to run meta-analyses, there are few pieces of software which are aimed specifically at helping those teaching and learning meta-analysis. Valuable teaching time can be spent learning the mechanics of a new software application, rather than on the principles and practices of meta-analysis. We discuss ways in which the MetaLight tool can be used to present some of the main issues involved in undertaking and interpreting a meta-analysis. While there are many software tools available for conducting meta-analysis, in the context of a teaching programme such software can require expenditure both in terms of money and in terms of the time it takes to learn how to use it. MetaLight was developed specifically as a tool to facilitate the teaching and learning of meta-analysis and we have presented here some of the ways it might be used in a training situation.

Co-development of Conceptual Understanding and Critical Attitude: Analyzing texts on radiocarbon dating

NASA Astrophysics Data System (ADS)

Décamp, N.; Viennot, L.

2015-08-01

This research documents the impact of a teaching interview aimed at developing a critical attitude in students, and focused on a particular topic: radiocarbon dating. This teaching interview is designed to observe students' reaction to limited written explanations of the phenomenon under study, and their possible frustration or intellectual satisfaction in relation to these texts. We aim to document the possible link between students' developing conceptual understanding of a topic and their ability to express their frustration when presented with very incomplete explanations, or their intellectual satisfaction when presented with complete explanation. As a side product, we intend to observe some of their a priori ideas concerning this topic. Ten teaching interviews conducted with fourth-year University students were recorded, transcribed and coded. Beyond a series of results concerning students' a priori understanding of the domain, the analysis of the interviews suggests that, when students are presented with texts of increasing completeness and discuss these with the interviewer, their critical reactions evolve in time in a very specific way. We propose a tentative model for this co-evolution of student conceptual command and critical stance. The discussion bears on possible interpretations for the 'anesthesia of judgment' observed in most students at the beginning of the interview, and for a few of them throughout the discussion. Keeping in mind the 'competence vs concepts' current alternative, the conditions that seem to free students' critical potential are analyzed in relation to their evolving command of the topic and their degree of intellectual satisfaction.

Undergraduate otolaryngology education at the University of Toronto: a review using a curriculum mapping system.

PubMed

Oyewumi, Modupe; Isaac, Kathryn; Schreiber, Martin; Campisi, Paolo

2012-02-01

The aim of Canadian medical school curricula is to provide educational experiences that satisfy the specific objectives set out by the Medical Council of Canada. However, for specialties such as otolaryngology, there is considerable variability in student exposure to didactic and clinical teaching across Canadian medical schools, making it unclear whether students receive sufficient teaching of core otolaryngology content and clinical skills. The goal of this review was to assess the exposure to otolaryngology instruction in the undergraduate medical curriculum at the University of Toronto. Otolaryngology objectives were derived from objectives created by the Medical Council of Canada and the University of Toronto. The University of Toronto's recently developed Curriculum Mapping System (CMap) was used to perform a keyword search of otolaryngology objectives to establish when and to what extent essential topics were being taught. All (10 of 10) major topics and skills identified were covered in the undergraduate medical curriculum. Although no major gaps were identified, an uneven distribution of teaching time exists. The majority (> 90%) of otolaryngology education occurs during year 1 of clerkship. The amount of preclerkship education was extremely limited. Essential otolaryngology topics and skills are taught within the University of Toronto curriculum. The CMap was an effective tool to assess the otolaryngology curriculum and was able to identify gaps in otolaryngology education during the preclerkship years of medical school. As a result, modifications to the undergraduate curriculum have been implemented to provide additional teaching during the preclerkship years.

Teaching for Global Perspective: A Resource Handbook.

ERIC Educational Resources Information Center

Roach, Patricia Betts, Ed.

This state resource guide of approximately 250 lesson units for teaching global studies provides 18 topics and from 3-12 lessons for each topic. The topics include global perspective, using models, balance of power, conflict, development, global environment, global resources, global trade, human rights, hunger, ideologies, international…

Digital game based learning: A new method in teaching and learning mathematics

NASA Astrophysics Data System (ADS)

Hussain, Sayed Yusoff bin Syed; Hoe, Tan Wee; Idris, Muhammad Zaffwan bin

2017-05-01

Digital game-based learning (DGBL) had been regarded as a sound learning strategy in raising pupils' willingness and interest in many disciplines. Normally, video and digital games are used in the teaching and learning mathematics. based on literature, digital games have proven its capability in making pupils motivated and are more likely to contribute to effective learning mathematics. Hence this research aims to construct a DGBL in the teaching of Mathematics for Year 1 pupils. Then, a quasi-experimental study was carried out in a school located in Gua Musang, Kelantan, involving 39 pupils. Specifically, this article tests the effectiveness of the use of DGBL in the teaching of the topic Addition of Less than 100 on pupil's achievement. This research employed a quasi-experiment, Pre and Post Test of Non-equivalent Control Group design. The data were analysed using the Nonparametric test namely the Mann-Whitney U. The research finding shows the use of the DGBL could increase the pupils' achievement in the topic of Addition of Less than 100. In practice, this research indicates that the DBGL can utilized as an alternative reference strategy for Mathematics teacher.

A Culturally Relevant Teacher Professional Development for Teaching Climate Change to Native American Students

ERIC Educational Resources Information Center

Kern, Anne Liu; Honwad, Sameer; McLain, Ed

2017-01-01

The science of climate change is a complex subject to teach. Teachers find climate change a challenging topic to teach due to a myriad of reasons. Gayford, 2010 describes some of the challenges teachers face while teaching climate change science as "first, the controversial nature of the topic; second, it does not relate well to the normal…

Topic Variability and Criteria in Interpretational History Teaching

ERIC Educational Resources Information Center

Wansink, Bjorn; Akkerman, Sanne; Wubbels, Theo

2017-01-01

This paper studies the teacher perceived applicability of historical topics for interpretational history teaching and the criteria teachers use to evaluate this applicability. For this study, 15 expert history teachers in the Netherlands striving for interpretational history teaching were purposefully selected. Teachers were asked to mention…

Teaching Prevention on Sensitive Topics: Key Elements and Pedagogical Techniques

ERIC Educational Resources Information Center

Russell, Beth S.; Soysa, Champika K.; Wagoner, Marc J.; Dawson, Lori

2008-01-01

This paper presents a set of topical and pedagogical considerations for instructors teaching material on sensitive topics with either the primary or secondary aim of addressing prevention. Prevention can be approached as an effort to create changes in an individual's attitudes/beliefs, knowledge, and behavior. Following this framework, classroom…

The Functions of Function Discourse--University Mathematics Teaching from a Commognitive Standpoint

ERIC Educational Resources Information Center

Viirman, Olov

2014-01-01

This paper addresses a topic within university mathematics education which has been somewhat underexplored: the teaching practices actually used by university mathematics teachers when giving lectures. The study investigates the teaching practices of seven Swedish university teachers on the topic of functions using a discursive approach, the…

Physics Teacher Demonstrations for the Classroom

NASA Astrophysics Data System (ADS)

Murfee, Lee

2005-04-01

A sharing of physics and physics teaching demonstrations by Lee Murfee, a teacher of students learning physics and mathematics at Berkeley Preparatory School and the United States Military Academy for 21 years, and active member of the Florida Section of American Association of Physics Teachers (AAPT). Presentation is a fast paced array of physics and physics teaching demonstrations. Topics include who and what we teach, a successful science department philosophy, forces, acceleration, impulse, momentum, observations, pendulums, springs, friction, inclined plane, rotational motion, moment of inertia, teaching description of motion with data, equations and graphing, slope, uniform circular motion, derivatives, integrals, PASCO Data Studio sensor applications, students presenting to students, flashboards, sound, pressure, and sensitivity analysis in determining specific heat. Demonstrations apply to high school and college introductory physics teaching; handouts and some door prizes/gifts will be provided.

The Kidney and Acid-Base Regulation

ERIC Educational Resources Information Center

Koeppen, Bruce M.

2009-01-01

Since the topic of the role of the kidneys in the regulation of acid base balance was last reviewed from a teaching perspective (Koeppen BM. Renal regulation of acid-base balance. Adv Physiol Educ 20: 132-141, 1998), our understanding of the specific membrane transporters involved in H+, HCO , and NH transport, and especially how these…

A Laborative Model of Geomagnetism as an Example of Creative Learning

ERIC Educational Resources Information Center

Prytz, Kjell

2015-01-01

Creative learning is discussed with respect to a specific physics topic. A teaching example, based on an apparatus that demonstrates the standard dynamo model of geomagnetism, is presented. It features many of the basic physics concepts within the syllabus of electromagnetism at high-school and university. To stimulate conceptual learning and to…

Classroom Communication and Instructional Processes: Advances through Meta-Analysis

ERIC Educational Resources Information Center

Gayle, Barbara Mae, Ed.; Preiss, Raymond W., Ed.; Burrell, Nancy, Ed.; Allen, Mike, Ed.

2006-01-01

This volume offers a systematic review of the literature on communication education and instruction. Making meta-analysis findings accessible and relevant, the editors of this volume approach the topic from the perspective that meta-analysis serves as a useful tool for summarizing experiments and for determining how and why specific teaching and…

A Framework for Professional Ethics Courses in Teacher Education

ERIC Educational Resources Information Center

Warnick, Bryan R.; Silverman, Sarah K.

2011-01-01

Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…

Utilizing the Peer Group Method with Case Studies to Teach Pharmacokinetics.

ERIC Educational Resources Information Center

Sims, Pamela J.

1994-01-01

A pharmacy school large-group (110 students) course in pharmacokinetics was designed to incorporate small-group team-based problem solving. The method allows students to learn material through traditional lecture, research the topic further, discuss the information gained, and apply the learning to specific cases in a manner that promotes…

Bibliography on Multicultural Activities in the Classroom: A Listing of Resources.

ERIC Educational Resources Information Center

Brady, Mary Lou; Geile, Carole

This bibliography contains information on multicultural activities in the classroom. It is divided into three sections: a list of 97 book resources, a list of 59 journal articles, and a list of 17 ERIC (Educational Resources Information Center) resources. The resources include general multicultural teaching guides and specific topical resources:…

Teaching the Economics of Urban Sprawl in the Principles of Economics Course

ERIC Educational Resources Information Center

Eckenrod, Sarah B.; Holahan, William L.

2004-01-01

The authors provide an explanation of urban sprawl using topics commonly taught in the principles of economics course. Specifically, employing the concepts of congestible public goods, they explain that underpriced road usage leads to an inefficiently large proportion of the population moving farther from the cities. Increased demand for highway…

On Pretending to Listen

ERIC Educational Resources Information Center

Burbules, Nicholas C.; Rice, Suzanne

2010-01-01

Background/Context: This article is part of a series of studies carried out by the authors in this special issue on the general topic of listening and its specific relevance to teaching. Purpose/Objective/Research Question/Focus of Study: We examine the common activity of pretending to listen and argue that thinking about it carefully reveals some…

Decoding the Disciplines: An Approach to Scientific Thinking

ERIC Educational Resources Information Center

Pinnow, Eleni

2016-01-01

The Decoding the Disciplines methodology aims to teach students to think like experts in discipline-specific tasks. The central aspect of the methodology is to identify a bottleneck in the course content: a particular topic that a substantial number of students struggle to master. The current study compared the efficacy of standard lecture and…

Supporting Faculty Learning About Teaching: The On the Cutting Edge Website

NASA Astrophysics Data System (ADS)

Fox, S.; Iverson, E. A.; Manduca, C. A.; Kirk, K. B.; McDaris, J. R.; Ormand, C. J.; Bruckner, M. Z.

2011-12-01

The On the Cutting Edge website captures information about teaching geoscience from workshop participants and leaders. Designed to both support workshop participants in making use of ideas developed at the workshop and to allow a broader audience to access these ideas, the site includes more than 4900 pages of content in 39 topical collections with more than 1400 community-contributed teaching activities. The site is well used: in 2010, 850,000 visitors made more than one million visits to the site viewing more than 2.1 million pages. To obtain a more detailed understanding of site use within our target population, we interviewed a sample of 30 geoscience faculty. Five primary uses were described repeatedly and in depth: finding ideas for teaching, understanding what colleagues are doing in specific teaching situations, learning about methods, tools, or topic in education or geoscience, finding visualizations, and networking or career planning. Interviewees could describe particular instances where they made use of teaching materials and could cite reasons why they believed this improved student learning. To understand how these uses are manifest in the weblogs, a sample of 73 sessions that lasted at least 10 minutes, and viewed 10 or more pages were selected from March 2009 logs. Sessions were selected to sample heavy use of one or more topical collections, and to sample the diversity of log characteristics. The sessions were described qualitatively and the resulting descriptions categorized. Four recognizable use patterns emerged: activity browsing in some cases combined with study of a pedagogic method, browsing visualizations and associated topical content, digging deep within a particular topical collection, and cross-site browsing. These patterns seem consistent with the uses reported in the interviews. An analysis of characteristics of all sessions in 2008 viewing 10 or more pages indicate that the major uses described in the interview study by 30 faculty are in fact widespread among the 16,000 users seeing 10 or more pages. The most widespread identifiable use is finding teaching activities or finding out what colleagues are doing in a particular teaching situation (20-40% of use). Roughly 30% of use appears to be related to seeking visualizations for class. Another 20% of use includes learning about pedagogic methods, though that may not be the users' intention when they enter the site. As in the interview study, use associated with finding career information is significant though less common (10% of use). The relative distribution of page views across modules is well aligned with the reported uses, and offers further confirmation that these uses are widely represented in the deep sessions.

Courses without classrooms.

PubMed

Boyer, S A

1999-01-01

There is an alternative to classroom lecture that provides faster, more complete instruction and introduces the learner to clinical application of skills in a safe environment. This teaching style uses multiple media to present professional, published resources that provide excellent quality, topic-specific information. The benefits of this type of teaching/learning module include improved use of student and instructor time, scheduling advantages, increased learning, revenue generation potential, and student empowerment. With this approach, a strong, sound educational base is built, and each course includes some degree or form of clinical application as a key component.

"There is Space, and There are Limits": The Challenge of Teaching Controversial Topics in an Illiberal Democracy

ERIC Educational Resources Information Center

Ho, Li-Ching; Alviar-Martin, Theresa; Leviste, Enrique Niño P.

2014-01-01

Background/Context: Research indicates that across democratic societies, teachers face numerous intellectual and emotional challenges when handling controversial topics in the classroom. Less attention, however, has been paid to how teachers' willingness to teach controversial topics intersects with political and other societal factors in…

Exploring Teachers' Curriculum Decision Making: Insights from History Education

ERIC Educational Resources Information Center

Harris, Richard; Reynolds, Rosemary

2018-01-01

This paper explores teachers' decision making by examining the topics that 11 history teachers from 10 schools in England chose to teach and how they approached teaching these topics. Data were gathered from curriculum documents and semi-structured interviews in which teachers' topic choices and approaches to history were explored. Most teachers…

Teachers’ Attitudes towards and Comfort about Teaching School-Based Sexuality Education in Urban and Rural Tanzania

PubMed Central

Mkumbo, Kitila Alexander

2012-01-01

Teachers’ attitudes towards sexuality education are among the important predictors of their willingness to teach sexuality education programmes in schools. While there is a plethora of studies on teachers’ attitudes towards sexuality in developed countries, there is a paucity of such studies in sub-Saharan Africa in general and Tanzania in particular. This study examined teachers’ attitudes towards and comfort in teaching sexuality education in rural and urban Tanzania. The results show that an overwhelming majority of teachers in both rural and urban districts supported the teaching of sexuality education in schools, and the inclusion of a wide range of sexuality education topics in the curriculum. Nevertheless, though teachers expressed commitment to teaching sexuality education in schools, they expressed difficult and discomfort in teaching most of the key sexuality education topics. This implies that declaration of positive attitudes towards teaching sexuality education alone is not enough; there is a need for facilitating teachers with knowledge, skills and confidence to teach various sexuality education topics. PMID:22980351

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

ERIC Educational Resources Information Center

De Jong, Onno; And Others

1995-01-01

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

Race and TESOL: Introduction to Concepts and Theories

ERIC Educational Resources Information Center

Kubota, Ryuko; Lin, Angel

2006-01-01

The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the…

Scientific literacy for citizenship: Tools for dealing with the science dimension of controversial socioscientific issues

NASA Astrophysics Data System (ADS)

Kolst, Stein D.

2001-05-01

This article offers a general framework for examining the science dimension of controversial socioscientific issues. Eight specific content-transcending topics to be emphasized in science education are proposed. The topics are grouped under the headings science as a social process, limitations of science, values in science, and critical attitude. Each topic is explored, and it is argued that knowledge of the topics can serve as tools for students' examination of science-related claims in controversial socioscientific issues. The underlying perspective here is empowerment and the needs of students as lay people. The need of society as a whole for decisions to be made on a broad and firm basis is nevertheless also included. The main reason for suggesting the eight content-transcending topics is to provide focal points for the future development of teaching models aimed at science education for citizenship.

Learning about Semi Conductors for Teaching--The Role Played by Content Knowledge in Pedagogical Content Knowledge (PCK) Development

ERIC Educational Resources Information Center

Rollnick, Marissa

2017-01-01

This study focuses on how teachers learn to teach a new topic and the role played by their developing content knowledge as they teach. The paper is based on seven high school science teachers' studies on the teaching of semiconductors, at the time a new topic in the curriculum. Analysis of artefacts such as teacher concept maps, video recordings…

[Public Health as an Applied, Multidisciplinary Subject: Is Research-Based Learning the Answer to Challenges in Learning and Teaching?

PubMed

Gerhardus, A; Schilling, I; Voss, M

2017-03-01

Public health education aims at enabling students to deal with complex health-related challenges using appropriate methods based on sound theoretical understanding. Virtually all health-related problems in science and practice require the involvement of different disciplines. However, the necessary interdisciplinarity is only partly reflected in the curricula of public health courses. Also theories, methods, health topics, and their application are often taught side-by-side and not together. For students, it can become an insurmountable challenge to integrate the different disciplines ("horizontal integration") and theories, methods, health topics, and their application ("vertical integration"). This situation is specific for education in public health but is representative for other interdisciplinary fields as well. Several approaches are available to achieve the horizontal integration of different disciplines and vertical integration of theories, methods, health topics, and their application. A curriculum that is structured by topics, rather than disciplines might be more successful in integrating different disciplines. Vertical integration can be achieved by research-based learning. Research-based learning places a student-led research project at the centre of teaching. Students choose a topic and a research question, raise their own questions for theories and methods and will hopefully cross the seeming chasm between science and practice. Challenges of research-based learning are enhanced demands on students, teachers and curriculum design. © Georg Thieme Verlag KG Stuttgart · New York.

Acknowledging Global Climate Change in Humanities Courses Not Focused on Climate: The Value of Indirectness in Teaching.

NASA Astrophysics Data System (ADS)

Slovic, S.

2015-12-01

I will highlight the following teaching strategies in my presentation: 1) the decision of include climate-related works at the end of syllabi for courses in subjects like "The Literature of Energy" in order to complicate and contextualize readings from earlier in the courses and to delay the climate topic until I feel students are ready to face it; 2) breaking down climate into an array of specific, graspable sub-issues (food, water, transportation, architecture) in courses on sustainability literature; and 3) appreciating the psychology of "numbers and nerves" in course design for topics such as genocide and climate change that seem to require quantitative description (for instance, psychic numbing, pseudoinefficacy, the prominence effect, the asymmetry of trust, and the trans-scalar imaginary). This presentation will briefly describe my own experiences teaching climate change literature at the University of Nevada, Reno, and the University of Idaho and will also draw from my forthcoming book, with psychologist Paul Slovic, titled Numbers and Nerves: Information, Emotion, and Meaning in a World of Data (Oregon State University Press, October 2015).

[The concept of the organ, as a hierarchal unit of human body, and its place in teaching histology at the medical university and medical college].

PubMed

Miadelets, O D; Miadelets, N Ia; Miadelets, V O

2011-01-01

This paper deals with the methodological aspects of teaching histology at the medical university and medical college. The authors raise the issue of the necessity of teaching of the topic "Introduction to Special Histology" and the inclusion of the appropriate chapter into the textbooks. This is important for the students, as the formation of the general concepts of organ structure and function, components, and classification will aid in the further study of specific organs during the course of Special Histology. The authors describe their own experience in teaching of the section, dedicated to the general regularities of organ structure, present some definitions and classifications that are used by them for a number of years.

The (De-)evolution of Evolution Games: A Content Analysis of the Representation of Evolution Through Natural Selection in Digital Games

NASA Astrophysics Data System (ADS)

Leith, Alex P.; Ratan, Rabindra A.; Wohn, Donghee Yvette

2016-08-01

Given the diversity and complexity of education game mechanisms and topics, this article contributes to a theoretical understanding of how game mechanisms "map" to educational topics through inquiry-based learning. Namely, the article examines the presence of evolution through natural selection (ENS) in digital games. ENS is a fundamentally important and widely misunderstood theory. This analysis of ENS portrayal in digital games provides insight into the use of games in teaching ENS. Systematic database search results were coded for the three principles of ENS: phenotypic variation, differential fitness, and fitness heritability. Though thousands of games use the term evolution, few presented elements of evolution, and even fewer contained all principles of ENS. Games developed to specifically teach evolution were difficult to find through Web searches. These overall deficiencies in ENS games reflect the inherent incompatibility between game control elements and the automatic process of ENS.

Teaching African Geography from a Global Perspective. Resource Packet.

ERIC Educational Resources Information Center

African-American Inst., New York, NY. School Services Div.

An interdisciplinary focus on the teaching of African geography is presented in this module, arranged by three major topics. Topic I stresses the African view that water is the sustainer of life, presents a case study of the Nile River, and discusses the significance of rivers as natural boundaries that delineate political units. Topic II gives…

EFF HOT Topics. Volume 1, Number 1, Spring 2001

ERIC Educational Resources Information Center

National Institute for Literacy, 2001

2001-01-01

HOT Topics is a new quarterly publication from the Equipped for the Future (EFF) National Center. HOT stands for Highlights On Teaching, and this publication is committed to providing teachers and tutors with tools and ideas for teaching using the EFF Framework and Standards. This first issue of HOT Topics focuses on strategies that use the EFF…

Sustaining professional development gains after the NSF-CCLI grant ends

NASA Astrophysics Data System (ADS)

Grove, K.; Dekens, P. S.; Dempsey, D. P.

2012-12-01

At San Francisco State University we aimed to transform our freshman-level courses in geology, oceanography, and meteorology using funding from a NSF-CCLI grant—"Creating an academic community to foster curiosity and discovery in introductory Geoscience classes" (2010-2012). In addition to creating a new laboratory space and new laboratory materials, we focused on the professional development of graduate teaching assistants (GTAs) and other departmental instructors. Previously, GTAs were given little support to gain teaching skills and present interesting labs, and there was little communication among the various instructors of the introductory courses. We aimed to change the tenor of the department by infusing discussions about effective teaching practices into the daily academic lives of faculty and GTAs and by creating institutional structures to ensure that innovations continued beyond the life of the NSF grant. We entitled this function of the department a Teaching and Learning Community (TLC). An essential element of the TLC, and the institutionalization of project activities, was to create a new graduate seminar course—"Our Dynamic Classroom"—that is offered every semester. This course was created to provide a mechanism for instructors to meet each week to discuss aspects of teaching pedagogy and to share classroom experiences. Each week a GTA or faculty member leads the discussion. Typical weekly topics include: what is inquiry-based learning, understanding students' misconceptions, teaching quantitative skills, what is the affective domain, improving students' writing skills. In response to participant feedback, the course now focuses more on the needs of specific instructors teaching specific courses. For example, in Spring 2012, seminar participants identified several issues GTAs were encountering, such as students failing to read instructions for labs before executing them, and some members of small collaborative groups not actively participating. Participants read literature about managing small groups and discussed possible techniques to address the problem. Each GTA picked one technique, practiced applying it in subsequent lab sessions, and reported on the results, which were frequently positive. Other professional development activities of the TLC are: (1) providing lecture instructors with an extra teaching unit to meet each week with GTAs teaching the lab and to coordinate teaching approaches; (2) providing faculty teaching units for teaching "Our Dynamic Classroom"; (3) organizing occasional workshops around specific topics, such as scoring the Critical thinking Assessment Test (CAT) and how to teach about the nature of science; (4) including talks about teaching and learning in the department's speaker series. All of these activities have had a positive impact, particularly for GTAs and part-time instructors, who feel much better supported by the department and more confident in their abilities to be effective instructors. Regular faculty have also noticed changes in the department, such as hearing and participating in frequent hallway discussions about teaching pedagogy. With these changes, we anticipate a continuing higher level of attention to teaching effectiveness that benefits both instructors and our students.

Hard-to-Teach Topics: Using ICT Part 1

ERIC Educational Resources Information Center

Tanner, Ruth

2009-01-01

In November 2007 a joint ATM/MA team began working together to consider how ICT can be used to support the teaching and learning of topics that are considered to be "hard to teach" in secondary mathematics, within a project that complements that of the Secondary National Strategy. In the best subject association spirit, it was decided to…

Experiences of Teaching the Heat Energy Topic in English as a Second Language

ERIC Educational Resources Information Center

Halim, Lilia; Dahlan, Fathiyah; Treagust, David F.; Chandrasegaran, A. L.

2012-01-01

In view of the current debate in Malaysia about the teaching of science and mathematics in English, a qualitative study was undertaken involving a purposeful sampling of three non-physics teachers to ascertain how well equipped they were with the necessary pedagogical content knowledge relating to the teaching of the topic of "heat…

Topics in Safety--Topic 2: Teaching Health and Safety through Science

ERIC Educational Resources Information Center

School Science Review, 2016

2016-01-01

Science teachers always teach students the safety precautions that are necessary to carry out practical work as safely as possible. This article suggests that teachers can use these opportunities to teach students about health and safety so that they both understand why such precautions are needed and how working safely can be applied beyond the…

Promoting academic excellence through leadership development at the University of Washington: the Teaching Scholars Program.

PubMed

Robins, Lynne; Ambrozy, Donna; Pinsky, Linda E

2006-11-01

The University of Washington Teaching Scholars Program (TSP) was established in 1995 to prepare faculty for local and national leadership and promote academic excellence by fostering a community of educational leaders to innovate, enliven, and enrich the environment for teaching and learning at the University of Washington (UW). Faculty in the Department of Medical Education and Biomedical Informatics designed and continue to implement the program. Qualified individuals from the UW Health Sciences Professional Schools and foreign scholars who are studying at the UW are eligible to apply for acceptance into the program. To date, 109 faculty and fellows have participated in the program, the majority of whom have been physicians. The program is committed to interprofessional education and seeks to diversify its participants. The curriculum is developed collaboratively with each cohort and comprises topics central to medical education and an emergent set of topics related to the specific interests and teaching responsibilities of the participating scholars. Core sessions cover the history of health professions education, learning theories, educational research methods, assessment, curriculum development, instructional methods, professionalism, and leadership. To graduate, scholars must complete a scholarly project in curriculum development, faculty development, or educational research; demonstrate progress towards construction of a teaching portfolio; and participate regularly and actively in program sessions. The TSP has developed and nurtured an active cadre of supportive colleagues who are transforming educational practice, elevating the status of teaching, and increasing the recognition of teachers. Graduates fill key teaching and leadership positions at the UW and in national and international professional organizations.

Religious leaders gain ground in the Jordanian family-planning movement.

PubMed

Underwood, Carol; Kamhawi, Sarah; Nofal, Ahmad

2013-11-01

To assess the effect of a training program designed to enhance the role of Muslim religious leaders (RLs) in promoting family welfare, including reproductive health generally and family planning more specifically. A panel study design was utilized; 136 and 115 RLs completed the self-administered questionnaires at baseline (pre-training) and endline (6 months post-training), respectively. Scales were generated to assess RLs' knowledge of the number of family-planning methods deemed to be acceptable according to Islamic teachings (9 methods, Cronbach α=0.85), attitudes toward family planning (7 statements, Cronbach α=0.67), and preaching and/or counseling on family-planning topics (7 topics, Cronbach α=0.85). Linear regressions controlling for sex, age, and educational attainment showed that, on average, RLs cited more methods deemed acceptable according to Islamic teachings (β=1.381; P<0.001), expressed more positive attitudes toward family planning (β=0.514; P<0.05), and preached and/or counseled on family-planning topics more frequently at endline compared with baseline (β=0.965; P<0.01). Culturally appropriate training for RLs can lead to a deeper understanding of, and appreciation for, reproductive health and family planning, with the effects manifesting as increased preaching and/or counseling about these important topics. © 2013.

Examining the pedagogical content knowledge and practice of experienced secondary biology teachers for teaching diffusion and osmosis

NASA Astrophysics Data System (ADS)

Lankford, Deanna

Teachers are the most important factor in student learning (National Research Council, 1996); yet little is known about the specialized knowledge held by experienced teachers. The purpose of this study was twofold: first, to make explicit the pedagogical content knowledge (PCK) for teaching diffusion and osmosis held by experienced biology teachers and, second, to reveal how topic-specific PCK informs teacher practice. The Magnusson et al. (1999) PCK model served as the theoretical framework for the study. The overarching research question was: When teaching lessons on osmosis and diffusion, how do experienced biology teachers draw upon their topic-specific pedagogical content knowledge? Data sources included observations of two consecutive lessons, three semi-structured interviews, lesson plans, and student handouts. Data analysis indicated five of the six teachers held a constructivist orientation to science teaching and engaged students in explorations of diffusion and osmosis prior to introducing the concepts to students. Explanations for diffusion and osmosis were based upon students' observations and experiences during explorations. All six teachers used representations at the molecular, cellular, and plant organ levels to serve as foci for explorations of diffusion and osmosis. Three potential learning difficulties identified by the teachers included: (a) understanding vocabulary terms, (b) predicting the direction of osmosis, and (c) identifying random molecular motion as the driving force for diffusion and osmosis. Participants used student predictions as formative assessments to reveal misconceptions before instruction and evaluate conceptual understanding during instruction. This study includes implications for teacher preparation, research, and policy.

Project TEACH: A Capacity-Building Training Program for Community-Based Organizations and Public Health Agencies.

PubMed

Sauaia, Angela; Tuitt, Nicole R; Kaufman, Carol E; Hunt, Cerise; Ledezma-Amorosi, Mariana; Byers, Tim

2016-01-01

Project TEACH (Teaching Equity to Advance Community Health) is a capacity-building training program to empower community-based organizations and regional public health agencies to develop data-driven, evidence-based, outcomes-focused public health interventions. TEACH delivers training modules on topics such as logic models, health data, social determinants of health, evidence-based interventions, and program evaluation. Cohorts of 7 to 12 community-based organizations and regional public health agencies in each of the 6 Colorado Area Health Education Centers service areas participate in a 2-day training program tailored to their specific needs. From July 2008 to December 2011, TEACH trained 94 organizations and agencies across Colorado. Training modules were well received and resulted in significant improvement in knowledge in core content areas, as well as accomplishment of self-proposed organizational goals, grant applications/awards, and several community-academic partnerships.

"How Obvious": Personal Reflections on the Database of Educational Psychology and Effective Teaching Research

ERIC Educational Resources Information Center

Yates, Gregory C. R.

2005-01-01

From a personal perspective, the author reflects upon the notion that many research findings appear falsely to possess the quality of being "obvious". Specific attention is given to the topic of teacher effectiveness. The feeling that findings are obvious can be related to the following: the false consensus effect, selfserving cognition, hindsight…

More Metric Measurement Concepts. Fundamentals of Occupational Mathematics. Module 10.

ERIC Educational Resources Information Center

Engelbrecht, Nancy; And Others

This module is the 10th in a series of 12 learning modules designed to teach occupational mathematics. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are found at the end of the module. Specific topics covered include the metric concepts of mass, weight, and volume…

Make It Relevant: A Guide to Using "The Morning Call" in the Classroom.

ERIC Educational Resources Information Center

Haggerty, Donna

A wide range of classroom activities employing daily newspapers can be found in this teaching guide, and there are suggestions for teachers of kindergarten children through high school seniors. Each chapter deals with a different content area, and is further subdivided into specific topics, with many suggested activities for each. After an…

Helping Adolescents with ADHD & Learning Disabilities: Ready-To-Use Tips, Techniques, and Checklists for School Success.

ERIC Educational Resources Information Center

Greenbaum, Judith; Markel, Geraldine

This manual is intended to provide practical guidance to teachers of adolescents with attention deficit hyperactivity disorder (ADHD) and/or learning disabilities (LD) through specific techniques, teaching strategies, checklists, and student case histories. The 12 chapters address the following topics: (1) an overview of ADHD and LD including…

The Effects of Using WebQuests on Reading Comprehension Performance of Saudi EFL Students

ERIC Educational Resources Information Center

Alshumaimeri, Yousif A.; Almasri, Meshail M.

2012-01-01

This paper is a report on the effects of using WebQuest on Saudi male EFL students reading comprehension performance. WebQuests expose students to several online resources and require them to gather information about a specific topic. The experimental group received traditional teaching plus WebQuests as supplementary activities. The control group…

Celestial Navigation for High School Students.

ERIC Educational Resources Information Center

Bell, Carroll Wilson

Reported is a study of a syllabus designed to teach students how to determine a position by celestial means. The syllabus was intended to augment existing curricula and be a topic for special interest groups and not designed as a semester-long course in itself. Each of the 14 lessons included was preceded by specific objectives written in…

Health Education Resource Guide, Grades 1-3.

ERIC Educational Resources Information Center

Federal Way School District 210, WA.

As part of a health education program for K-12, these curriculum guides for grades one, two and three provide: (1) a short overview of health education; (2) a scope and sequence chart which lists specific topics to teach on mental health, physical health, community health, and safety that are appropriate at different grade levels; (3) a list of…

From EAP to ESP: A Teacher's Identity Development

ERIC Educational Resources Information Center

Chang, Karen Chung-chien

2017-01-01

In the past two decades, different aspects of teacher identity have been widely studied and discussed. However, in the field of English language teaching, the issue of identity among English for Specific Purposes (ESP) teachers seems to be an under-researched topic. This study focused on the narratives of a teacher to gain insight into her…

Powers and Roots. Fundamentals of Occupational Mathematics. Module 11.

ERIC Educational Resources Information Center

Engelbrecht, Nancy; And Others

This module is the 11th in a series of 12 learning modules designed to teach occupational mathematics. Blocks of informative material and rules are followed by examples and practice problems. The solutions to the practice problems are found at the end of the module. Specific topics covered include multiplication, powers, calculator use, and roots.…

Teacher Knowledge Shaping the Teaching of Genetics: A Case Study of Two Underqualified Teachers in Malawi

ERIC Educational Resources Information Center

Mdolo, Margaret M.; Mundalamo, Fhatuwani J.

2015-01-01

This paper reports on the relationship between the subject matter knowledge of two underqualified teachers and their topic-specific pedagogical content knowledge (TSPCK) as they taught genetics at two community secondary schools in Malawi. The study was qualitative and used the multiple case study approach. The sample was purposefully chosen. Data…

Health Education Resource Guide, Junior High.

ERIC Educational Resources Information Center

Federal Way School District 210, WA.

As part of a health education program for K-12, this curriculum guide for grade eight provides: (1) a short overview of health education; (2) a scope and sequence chart which lists specific topics to teach on mental health, physical health, community health, and safety that are appropriate at different grade levels; (3) a list of objectives; and…

Student Study Guide for Contrastive Analysis of Regional and Standard Spanish.

ERIC Educational Resources Information Center

Galvan, Roberto A.; Miller, Damon

This programmed study guide is intended for persons preparing to teach in bilingual programs in the southwestern United States. The packet contains three lessons and a total of fifteen detailed and specific sets of directions to be used as study materials and self-testing exercises. The main topics of the lessons are regional differences in…

The Effectiveness of the Socratic Method in Developing Critical Thinking Skills in English Language Learners

ERIC Educational Resources Information Center

Jensen, Roger D., Jr.

2015-01-01

Critical thinking skills are an important topic of the United States' education system. This study examines the literature on critical thinking skills and defines them. The study also explores one specific teaching and assessment strategy known as the Socratic Method. The five-week research study used the Socratic Method for developing critical…

The Motion Picture and the Teaching of English.

ERIC Educational Resources Information Center

Sheridan, Marion C.; And Others

Written to help a viewer watch a motion picture perceptively, this book explains the characteristics of the film as an art form and examines the role of motion pictures in the English curriculum. Specific topics covered include (1) the technical aspects of the production of films (the order of "shots," camera angle, and point of view), (2) the…

Relative importance of professional practice and engineering management competencies

NASA Astrophysics Data System (ADS)

Pons, Dirk

2016-09-01

Problem: The professional practice of engineering always involves engineering management, but it is difficult to know what specifically to include in the undergraduate curriculum. Approach: The population of New Zealand practising engineers was surveyed to determine the importance they placed on specific professional practice and engineering management competencies. Findings: Results show that communication and project planning were the two most important topics, followed by others as identified. The context in which practitioners use communication skills was found to be primarily with project management, with secondary contexts identified. The necessity for engineers to develop the ability to use multiple soft skills in an integrative manner is strongly supported by the data. Originality: This paper is one of only a few large-scale surveys of practising engineers to have explored the soft skill attributes. It makes a didactic contribution of providing a ranked list of topics which can be used for designing the curriculum and prioritising teaching effort, which has not previously been achieved. It yields the new insight that combinations of topics are sometimes more important than individual topics.

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

PubMed

Abu-Zidan, Fikri M; Elzubeir, Margaret A

2010-08-13

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

The Effects of Animation Technique on Teaching of Acids and Bases Topics

ERIC Educational Resources Information Center

Dasdemir, Ikramettin; Doymus, Kemal; Simsek, Ümit; Karaçöp, Ataman

2008-01-01

This study has been carried out in order to determine the effect of computer animations in teaching acid and base topics in science and technology courses on the academic success of the primary school students and the opinions of students related to teaching with the animations. This research was conducted by the participation of 55 students from…

Evaluation of the Knowledge of Science Teachers with Didactic Transposition Theory

ERIC Educational Resources Information Center

Atalar, Fatma Bulut; Ergun, Mustafa

2018-01-01

The quality of the process of teaching is related to the behaviors shown by the teacher and their capability. In cases where teachers who have different training are expected to teach the same topic, teachers may make some alterations in the topics in question. Turkish education system has teachers who have different training but teach the same…

Concept Maps as Expressions of Teachers' Meaning-Making While Beginning to Teach Semiconductors

ERIC Educational Resources Information Center

Rollnick, Marissa; Mundalamo, Fhatuwani; Booth, Shirley

2013-01-01

The challenge of teaching new subject matter is a familiar one for most teachers. This paper investigates the content knowledge gains made by seven teachers as they learn to teach the topic of semiconductors through a process of self-study. "Semiconductors" is a new topic in the curriculum which looks at the sub-microscopic properties of…

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

PubMed

Bondos, Sarah E; Phillips, Dereth

2008-01-01

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

Understanding Graduate Teaching Assistants as Tutorial Instructors

NASA Astrophysics Data System (ADS)

Scherr, Rachel E.; Elby, A.

2006-12-01

Physics graduate teaching assistants are essential to the implementation of many collaborative active-learning environments, including tutorials. However, many TAs have trouble teaching effectively in these formats. Anecdotal evidence suggests that the problems may include inappropriate models of physics students, unproductive theories of learning, lack of experience with modern pedagogical methods, and weaknesses in understanding basic physics topics. A new research project at the University of Maryland is investigating the specific nature of TAs' experience with reform instruction using in-depth studies of TAs in course preparation sessions, in the tutorial classroom, in a weekly teaching seminar, and in reflective interviews. We find that all TAs studied recognize the insufficiency of traditional instruction to at least some extent, citing as evidence their own learning experiences, prior teaching experiences, and exposure to FCI-type data. We also observe great variability in views of the nature of physics knowledge and learning (both professed and enacted). These results are informing the development of the professional development program for physics teaching assistants at the University of Maryland.

The Nature of the Interplay among Components of Pedagogical Content Knowledge in Reaction Rate and Chemical Equilibrium Topics of Novice and Experienced Chemistry Teachers

ERIC Educational Resources Information Center

Akin, Fatma Nur; Uzuntiryaki-Kondakci, Esen

2018-01-01

We examined the interactions among pedagogical content knowledge (PCK) components of novice and experienced chemistry teachers in teaching reaction rate and chemical equilibrium topics in this qualitative multiple-case design study. For this aim, three chemistry teachers who had different levels of teaching experience in chemistry teaching were…

Video im Anfaengerunterricht. Modell: Vorgabe und Einuebung von Dialogsituationen und Sprechintentionen (Video in Teaching Beginners. Model: Example and Practice in Dialog Situations and Topics for Oral Practice)

ERIC Educational Resources Information Center

Bauer, Hans L.

1977-01-01

Describes the production, at the Goethe Institute in Osaka, of video programs for teaching beginners in German. Learning goals, actualization, sample topics and variation scenes are presented; the teaching process (in ten points) is discussed, theoretically and on the basis of experience. (Text is in German.) (IFS/WGA)

Teaching Resistance to Teach Resistance: The Use of Self-Defense in Teaching Undergraduates about Gender Violence

ERIC Educational Resources Information Center

Cermele, Jill A.

2004-01-01

Violence against women figures as a common topic in a variety of college courses, including those in psychology, sociology, criminology, and women's studies. The data on the risk of sexual assault for college women makes this a topic of particular interest and importance to many college students. Although it is fairly easy to find statistics about…

A Very Important Lesson: Respect and the Socialization of Order(s) in High School ESL

ERIC Educational Resources Information Center

Talmy, Steven

2009-01-01

The "stigma" associated with ESL in K-12 public schools is a widely referenced if little explored topic. In this paper, I consider how this "stigma" was produced in a high school ESL class in Hawai'i, specifically, as it was licensed by and framed in terms of teaching students "respect." Based on analysis of two…

Capitalizing on Web 2.0 in the Social Studies Context

ERIC Educational Resources Information Center

Holcomb, Lori B.; Beal, Candy M.

2010-01-01

This paper focuses primarily on the integration of Web 2.0 technologies into social studies education. It documents how various Web 2.0 tools can be utilized in the social studies context to support and enhance teaching and learning. For the purposes of focusing on one specific topic, global connections at the middle school level will be the…

Presented Papers of the European Division Mathematics & Science Conference (1st, Heidelberg, West Germany, February 28-March 2, 1986).

ERIC Educational Resources Information Center

Maryland Univ., College Park. Univ. Coll.

This document contains the papers presented at a conference designed to provide a forum to discuss the European Division mathematics and science program and to allow an opportunity for professional development. Papers on approaches to teaching specific topics in the Maryland mathematics and science curriculum, as well as on other aspects of…

Light. Stop Faking It! Finally Understanding Science So You Can Teach It.

ERIC Educational Resources Information Center

Robertson, William C.

This book is designed to help teachers bolster their content knowledge by focusing on specific science concepts regarding the topic of light. The book covers three scientific models of light and discusses the observations that can be explained by each model. Chapters include: (1) "LightN-The Early Years"; (2) "Colorful Waves"; (3) "Focus, People,…

Teaching Clinical (and Nonclinical) Psychology through Applications to the Legal System: Violence Risk Assessment and the Insanity Defense

ERIC Educational Resources Information Center

Costanzo, Marina L.; Costanzo, Mark A.

2013-01-01

The prediction of dangerousness and the insanity defense are two areas where psychologists provide research-based expertise to the courts. Teachers of psychology can use these topics to capture the attention of students and to show how psychological research and theory can inform and influence the legal system. Specifically, teachers can use the…

Examining the Differences of Linear Systems between Finnish and Taiwanese Textbooks

ERIC Educational Resources Information Center

Yang, Der-Ching; Lin, Yung-Chi

2015-01-01

The purpose of this study was to examine the differences between Finnish and Taiwanese textbooks for grades 7 to 9 on the topic of solving systems of linear equations (simultaneous equations). The specific textbooks examined were TK in Taiwan and FL in Finland. The content analysis method was used to examine (a) the teaching sequence, (b)…

Potential Teaching Model for Applying Novel Approaches of Renewed Estonian National Curriculum into Visual Art Classes in Primary School

ERIC Educational Resources Information Center

Vahter, Edna

2015-01-01

In 2010, the renewed national curriculum was legislated in Estonia. Major changes include a new list of cross-curricular topics, increased importance of integration and specification of the components of the art learning process. In this situation, the question arises--how to fully implement the challenges of the renewed curriculum in primary…

An Alternative Method To Assess Student's Knowledge about the Concept of Limit in Engineering Teaching.

ERIC Educational Resources Information Center

Troncoso, Carlos; Lavalle, Andrea; Curia, Leopoldo; Daniele, Elaine; Chrobak, Ricardo

The present work has the purpose of showing the evolution of topics or mathematical concepts that are both relevant and with marked grades of abstraction. In this report is specifically described the utilization of metacognitive tools. These include concept maps, the Gowin heuristic vee, and the clinical interview. They are efficient in showing…

Using Videotape in a Multimedia Approach to Teaching Language Skills to Learning Disabled Adolescents.

ERIC Educational Resources Information Center

Brannan, Pamela J.

Some general approaches to individualized tutorial instruction are described with specific examples of a multimedia model for learning used with one 13 year old learning disabled student deficient in language skills. The model is presented in the form of a wheel, with a topic, theme, concept, or content area at the hub; radiating out from the…

Finding the Balance between Process and Product through Perceptual Lesson Planning

ERIC Educational Resources Information Center

Uhrmacher, P. Bruce; Conrad, Bradley M.; Moroye, Christy M.

2013-01-01

Background/Context: Lesson planning is one of the most common activities required of teachers; however, since the late 1970s and early 1980s, it has not been a major focus of study, either conceptually or empirically. Although there are recent articles on the topic, much of the current work is specific to examining a particular teaching method or…

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

ERIC Educational Resources Information Center

Taber, Mary R.

2013-01-01

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

Medical Students' Assessment of Education and Training in Women's Health and in Sex and Gender Differences

PubMed Central

Viscoli, Catherine M.; Abraham, Gallane D.

2008-01-01

Abstract Background The authors surveyed U.S. medical students to learn their perceptions of the adequacy of women's health and sex/gender-specific teaching and of their preparedness to care for female patients. Methods Between September 2004 and June 2005, third and fourth year students at the 125 allopathic medical schools received an online survey conducted by the American Medical Women's Association (AMWA). Students rated the extent to which 44 topics were included in curricula from 1 to 4 (1 = no coverage, 4 = in-depth coverage) and their preparedness to perform 27 clinical skills (1 = no preparation, 4 = thorough preparation). Results From 101 of the 125 schools, 1267 students responded (mean number of respondents/school = 13, SD 12). The mean curriculum rating (2.53, SD 0.52) indicated brief to moderate coverage of topics. The mean preparedness rating was higher (3.09, SD 0.44), indicating moderate preparedness. In a regression model, female student sex and site of an AMWA chapter were associated with lower mean combined curriculum and preparedness ratings (female 2.76, male 3.01, p < 0.001; AMWA 2.77, non-AMWA 2.89, p < 0.001), whereas other school characteristics (female dean, federally funded women's health program, and proportion of tenured women faculty) had no association. Conclusions Although medical students reported that they were moderately prepared to care for women, their low rating of curriculum coverage of women's health and sex/gender-specific topics suggests important gaps in teaching. Lower ratings by female students and by those at AMWA schools may reflect differences in students' knowledge, educational expectations, or perceptions about the importance of topics. PMID:18537483

CERA: Clerkships Need National Curricula on Care Delivery, Awareness of Their NCC Gaps.

PubMed

Cochella, Susan; Liaw, Winston; Binienda, Juliann; Hustedde, Carol

2016-06-01

The Society of Teachers of Family Medicine's (STFM) National Clerkship Curriculum (NCC) was created to standardize and improve teaching of a minimum core curriculum in family medicine clerkships, promoting the Triple Aim of better care and population health at lower cost. It includes competencies all clerkships should teach and tools to support clerkship directors (CDs). This 2014 CERA survey of clerkship directors is one of several needs assessments that guide STFM's NCC Editorial Board in targeting improvements and peer-review processes. CERA's 2014 survey of CDs was sent to all 137 CDs at US and Canadian allopathic medical schools. Primary aims included: (1) Identify curricular topics of greatest need, (2) Inventory the percent of family medicine clerkships teaching each NCC topic, and (3) Determine if longitudinal or blended clerkship have unique needs. This survey also assessed use of NCC to advocate for teaching resources and collaborate with colleagues at other institutions. Ninety-one percent of CDs completed the survey. Sixty-four percent reported their clerkship covers all of the NCC minimum core, but on detailed analysis, only 1% teach all topics. CDs need curricula on care delivery topics (cost-effective approach to acute care, role of family medicine in the health care system, quality/safety, and comorbid substance abuse). Single-question assessments overestimate the percentage of clerkships teaching all of the NCC minimum core. Clerkships need national curricula on care delivery topics and tools to help them find their curricular gaps.

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

NASA Astrophysics Data System (ADS)

Ravishankar, Jayashri; Epps, Julien; Ambikairajah, Eliathamby

2018-05-01

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

Research Trends in Science Education from 2008 to 2012: A systematic content analysis of publications in selected journals

NASA Astrophysics Data System (ADS)

Lin, Tzu-Chiang; Lin, Tzung-Jin; Tsai, Chin-Chung

2014-05-01

This paper presents the third study of research trends in science education. In this review, a total of 990 papers published in the International Journal of Science Education, the Journal of Research in Science Teaching, and Science Education from 2008 to 2012 were analyzed. The results indicate that in the recent five years (2008-2012), the top three research topics in the published papers were those regarding the context of students' learning, science teaching, and students' conceptual learning. The changes in the most popular research topics in the past 15 years also evidentially indicate shifts in the journals' preferences and researchers' interest. For example, in 2003-2007, context of students' learning replaced students' conceptual learning, which was the most published research topic from 1998 to 2002. The research topic of students' learning contexts continued to rank the first in 2008-2012. Moreover, there was an increasing trend of research papers regarding science teaching from 1998 to 2012. The analysis of highly cited papers revealed that research topics such as argumentation, inquiry-based learning, and scientific modeling were recently highlighted by science educators. In recent 15 years, productive researchers' publications also focused on the topics about context of students' learning, science teaching, and students' conceptual learning.

Topic-Specific Pedagogical Content Knowledge (TSPCK) in Redox and Electrochemistry of Experienced Teachers

NASA Astrophysics Data System (ADS)

O'Brien, Stephanie

Topic specific pedagogical content knowledge (TSPCK) is the basis by which knowledge of subject matter of a particular topic is conveyed to students. This includes students' prior knowledge, curricular saliency, what makes a topic easy or difficult to teach, representations, and teaching strategies. The goal of this study is to assess the pedagogical content knowledge of chemistry teachers in a professional learning community in the areas of redox and electrochemistry, as this has been regarded in previous literature as conceptually challenging for students to learn. By acquiring information regarding the PCK development of experienced chemistry teachers, the education and practice of all science teachers can be advanced. This study builds upon previous research that developed validated instruments to evaluate TSPCK. The research questions sought to determine which components of TSPCK were evidenced by the instructional design decisions teachers made, what shared patterns and trends were evident, and how TSPCK related to student learning outcomes. To answer the research questions subjects completed a background questionnaire, a TSPCK assessment, and interview tasks to elicit information about pedagogical decision making and processes that influenced student learning in their classrooms. The TSPCK exam and interview responses were coded to align with thematic constructs. To determine the effect of TSPCK on student learning gains, pre/post-assessment data on redox and electrochemistry were compared to teachers' TSPCK. The chemistry teachers displayed varying levels of TSPCK in redox and electrochemistry, as evidenced by their knowledge of student learning obstacles, curricular saliency, and teaching methodologies. There was evidence of experienced teachers lacking in certain areas of TSPCK, such as the ability to identify student misconceptions, suggesting the need for programmatic improvements in pre-service and in-service training to address the needs of current and future chemistry teachers. While the current educational system requires teachers to complete separate exams in pedagogy and content, this research provides a rationale for changing the means by which teachers are evaluated through the completion of TSPCK assessments. In-service teacher TSPCK training is limited yet desired by the teachers. To facilitate TSPCK development, new methods need to be explored to connect chemistry education research to practice.

Computer Aided Instruction in Teaching Program Evaluation.

ERIC Educational Resources Information Center

Dowell, David A.; Binette, Holly A. Lizotte

This paper reports the results of two semesters of experience using computer-assisted instruction (CAI) to teach topics in program evaluation to undergraduate and graduate psychology students at California State University, Long Beach. (The topics addressed are models of evaluation, evaluability assessment, needs assessment, experimental and…

Teaching Difficult Topics with Primary Sources

ERIC Educational Resources Information Center

Potter, Lee Ann

2011-01-01

"Difficult" or "challenging" topics to teach include racism, violence, genocide, bullying, gangs, abuse (physical, emotional, and substance), slavery, suffering, hatred, terrorism, war, disease, loss, addiction, and more. But by confronting them with students, in the safety of a classroom through thoughtfully constructed lessons (ones that take…

The Development of Veteran 9th-Grade Physics Teachers' Knowledge for Using Representations to Teach the Topics of Energy Transformation and Transfer

ERIC Educational Resources Information Center

West, Andrew

2011-01-01

The purpose of this study was to explore and identify the experiences that informed the development of three veteran (15+ years of teaching experience) 9th grade physics teachers' specialized knowledge, or PCK, for using representations to teach the topics of energy transformation and transfer. Through the lens of phenomenography, the study…

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

NASA Astrophysics Data System (ADS)

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-02-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic abilities. The topic of electricity is one of the most difficult physics topics for students to understand and for teachers to teach. It was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. The majority of the teachers, particularly the beginning teachers, espoused beliefs about learning physics that were incongruent with their beliefs about teaching physics. Although transmission-oriented and teacher-directed practices dominated the classroom lessons of both groups of teachers, more elements of constructivist instruction were found in the classroom lessons of the experienced teachers. It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

The Problem Solving Method in Teaching Physics in Elementary School

NASA Astrophysics Data System (ADS)

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

2010-01-01

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

Minority Pre-service Teachers' and Faculty Training on Climate Change Education in Delaware State University

NASA Astrophysics Data System (ADS)

Ozbay, G.; Fox-Lykens, R.; Veron, D. E.; Rogers, M.; Merrill, J.; Harcourt, P.; Mead, H.

2015-12-01

Delaware State University is working toward infusing undergraduate education with climate change science and enhancing the climate change learning content of pre-service teacher preparation programs as part of the MADE-CLEAR project (www.madeclear.org). Faculty development workshops have been conducted to prepare and educate a cadre of faculty from different disciplines in global climate science literacy. Following the workshops, the faculty participants have integrated climate literacy tenets into their existing curriculum. Follow up meetings have helped the faculty members to use specific content in their curriculum such as greenhouse gases, atmospheric CO2, sea level rise, etc. Additional training provided to the faculty participants in pedagogical methods of climate change instruction to identify common misconceptions and barriers to student understanding. Some pre-service teachers were engaged in summer internships and learned how to become messenger of climate change science by the state parks staff during the summer. Workshops were offered to other pre-service teachers to teach them specific climate change topics with enhanced hands-on laboratory activities. The participants were provided examples of lesson plans and guided to develop their own lesson plans and present them. Various pedagogical methods have been explored for teaching climate change content to the participants. The pre-service teachers found the climate content very challenging and confusing. Training activities were modified to focus on targeted topics and modeling of pedagogical techniques for the faculty and pre-service teachers. Program evaluation confirms that the workshop participant show improved understanding of the workshop materials by the participants if they were introduced few climate topics. Learning how to use hands-on learning tools and preparing lesson plans are two of the challenges successfully implemented by the pre-service teachers. Our next activity includes pre-service teachers to use their lesson plans to teach the climate change content in the middle school science classes. This will mutually help the middle school science teachers' to learn and use the materials provided by the pre-service teachers and also pre-service teachers' to improve their teaching skills on climate change content.

Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo

PubMed Central

Bohomol, Elena; Cunha, Isabel Cristina Kowal Olm

2015-01-01

Objective To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. Methods A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. Results We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic “Infection prevention and control” were found in 19 (47.5%) units and teaching of “Interaction with patients and caregivers” in 12 (32.5%); however content related to “Learning from errors to prevent harm” were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Conclusion Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued. PMID:25993062

Teaching patient safety in the medical undergraduate program at the Universidade Federal de São Paulo.

PubMed

Bohomol, Elena; Cunha, Isabel Cristina Kowal Olm

2015-01-01

To analyze the Educational Project of the undergraduate medical course to verify what is taught regarding Patient Safety and to enable reflections on the educational practice. A descriptive study, using document research as strategy. The document of investigation was the Educational Project of the medical course, in 2006, at the Escola Paulista de Medicina of the Universidade Federal de São Paulo. The theoretical framework adopted was the Multi-Professional Patient Safety Curriculum Guide of the World Health Organization, which led to the preparation of a list with 153 tracking terms. We identified 65 syllabus units in the Educational Project of the course, in which 40 (61.5%) addressed topics related to Patient Safety. Themes on the topic "Infection prevention and control" were found in 19 (47.5%) units and teaching of "Interaction with patients and caregivers" in 12 (32.5%); however content related to "Learning from errors to prevent harm" were not found. None of the framework topics had their proposed themes entirely taught during the period of education of the future physicians. Patient safety is taught in a fragmented manner, which values clinical skills such as the diagnosis and treatment of diseases, post-treatment, surgical procedures, and follow-up. Since it is a recent movement, the teaching of patient safety confronts informative proposals based on traditional structures centered on subjects and on specific education, and it is still poorly valued.

Analysis of undergraduate cell biology contents in Brazilian public universities.

PubMed

Mermelstein, Claudia; Costa, Manoel Luis

2017-04-01

The enormous amount of information available in cell biology has created a challenge in selecting the core concepts we should be teaching our undergraduates. One way to define a set of essential core ideas in cell biology is to analyze what a specific cell biology community is teaching their students. Our main objective was to analyze the cell biology content currently being taught in Brazilian universities. We collected the syllabi of cell biology courses from public universities in Brazil and analyzed the frequency of cell biology topics in each course. We also compared the Brazilian data with the contents of a major cell biology textbook. Our analysis showed that while some cell biology topics such as plasma membrane and cytoskeleton was present in ∼100% of the Brazilian curricula analyzed others such as cell signaling and cell differentiation were present in only ∼35%. The average cell biology content taught in the Brazilian universities is quite different from what is presented in the textbook. We discuss several possible explanations for these observations. We also suggest a list with essential cell biology topics for any biological or biomedical undergraduate course. The comparative discussion of cell biology topics presented here could be valuable in other educational contexts. © 2017 The Authors. Cell Biology International Published by John Wiley & Sons Ltd on behalf of International Federation of Cell Biology.

Using NASA Space Imaging Technology to Teach Earth and Sun Topics

NASA Astrophysics Data System (ADS)

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

2011-12-01

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

The medi-drama as an instrument to teach doctor-patient relationships.

PubMed

Yaffe, M J

1989-01-01

This paper reviews an experience of the Curriculum Development Group of the College of Family Physicians of Canada in describing the doctor-patient relationship and its value in the clinical process. It proposes the use of a medi-drama or multi-scene script encompassing a broad range of bio-psycho-social-ethical issues as a practical tool to teach the doctor-patient relationship. Principles for conducting a medi-drama are presented, as are the advantages of this experiential teaching modality. An example of a specific script developed along the theme of Adult Children of Ageing Parents is described, and an evaluation of its usefulness in teaching the doctor-patient relationship is presented from feedback from seven different family medicine residency or faculty development groups. Finally, examples of the breadth of topics that can be generated from a single medi-drama are presented.

Visceral Pedagogy: Teaching Challenging Topics Emotionally as Well as Cognitively

ERIC Educational Resources Information Center

Pierce, Joseph; Widen, Holly

2017-01-01

This article explores the pedagogical implications of students' embodied and emotional reactions to difficult course material inside and outside of the classroom. Scholarship on teaching typically focuses on dimensions of students' cognitive engagement and development, yet geographical coursework often involves emotionally fraught topics:…

Memory of a Nation: Effectively Using Artworks to Teach about the Assassination of President John F. Kennedy

ERIC Educational Resources Information Center

Eder, Elizabeth K.

2011-01-01

Artists today draw on a range of sources--newspapers, magazines, photographs, film, audio, and of course the Internet--to create artworks that serve as visual "texts" of a specific place and moment in time. Using artworks as sources and understanding how to decode them in the service of "drilling down" into difficult topics can create powerful…

Development of Experienced Science Teachers' Pedagogical Content Knowledge of Models of the Solar System and the Universe

ERIC Educational Resources Information Center

Henze, Ineke; van Driel, Jan H.; Verloop, Nico

2008-01-01

This paper investigates the developing pedagogical content knowledge (PCK) of nine experienced science teachers in their first few years of teaching a new science syllabus in the Dutch secondary education system. We aimed to identify the content and structure of the PCK for a specific topic in the new syllabus, "Models of the Solar System and…

Non-Linear Editing for the Smaller College-Level Production Program, Rev. 2.0.

ERIC Educational Resources Information Center

Tetzlaff, David

This paper focuses on a specific topic and contention: Non-linear editing earns its place in a liberal arts setting because it is a superior tool to teach the concepts of how moving picture discourse is constructed through editing. The paper first points out that most students at small liberal arts colleges are not going to wind up working…

Mathematics in the lower primary years: A research-based perspective on curricula and teaching practice

NASA Astrophysics Data System (ADS)

Wright, Bob

1994-07-01

Drawing on current research the author explicates twelve assertions relating to curricula, teaching, learners and learning environments in lower primary school mathematics. Topics discussed include: unchanging and under-challenging curricula; the need for greater emphasis on developing children's verbal number strategies and number sense, and on activities specifically suited to prenumerical children; curriculum constraints on teachers; the role of problem solving and differing interpretations of problem solving; the need for a better understanding of how children learn mathematics; differences in children's knowledge; "anti-interventionism," discovery learning, constructivism, children's autonomy and developmental learning; the need for compensatory programs; and learning in collaborative settings. The author concludes that learning and teaching lower primary mathematics continues to be an important area of focus and challenge for teachers and researchers.

Predoctoral teaching of temporomandibular disorders: a survey of U.S. and Canadian dental schools.

PubMed

Klasser, Gary D; Greene, Charles S

2007-02-01

In the United States and Canada, there are no specific curriculum guidelines for predoctoral dental education in the field of temporomandibular disorders (TMDs). This situation has the potential to cause confusion for new graduates. The authors sent an 11-question survey regarding predoctoral teaching of TMDs to the appropriate faculty members in all U.S. and Canadian dental schools either electronically or via the postal service between June and December 2005. Predoctoral teaching of TMD--both didactic and clinical aspects--has progressed. Some schools, however, do not address these topics adequately, while others teach outdated concepts. Both qualitative and quantitative standards are needed to ensure that all predoctoral dental students learn about the diagnosis and treatment of nondental orofacial pain problems. Practice Implications. Owing to the lack of standardized predoctoral teaching of TMD, U.S. or Canadian patients with TMD or facial pain are at risk when seeking appropriate primary care for their problems.

Faculty Development for Metro New York City Postdoctoral Dental Program Directors: Delphi Assessment and Program Response.

PubMed

Rubin, Marcie S; Millery, Mari; Edelstein, Burton L

2017-03-01

Faculty development for dental academicians is essential to cultivate a continuous faculty workforce, retain existing faculty members, enhance their teaching skill sets, and remain responsive to changing program requirements and curricular reforms. To maximize the utility of dental faculty development, it is important to systematically assess and address faculty members' perceived training needs. The aims of this study were to determine priority topics among one group of postdoctoral program directors and to translate those topics into faculty development programs as part of Columbia University's Health Resources and Services Administration (HRSA)-sponsored faculty training program for primary care educators. The study was conducted in 2013-16. A Delphi consensus technique was implemented with three sequential surveys of 26 New York City metropolitan area general, pediatric, and public health dentistry residency program directors. On the first survey, the five respondents (19% response rate) identified 31 topics. On the second survey, 17 respondents (response rate 65%) rated the 15 most important topics. In the third and final round, 19 respondents (73% response rate) ranked teaching research methods and teaching literature reviews as the topics of greatest interest. Overall, the responses highlighted needs for faculty development on teaching research methods, motivating trainees, trainee evaluation, and clinical care assessment. Based on these results, a series of six Faculty Forums was developed and implemented for dental educators in the metropolitan area, starting with the topic of teaching research methods. The process flow used for assessing training needs and developing and evaluating training can be applied to a variety of populations of educators.

Second Language Vocabulary Learning and Teaching: Still a Hot Topic

ERIC Educational Resources Information Center

Larrotta, Clarena

2011-01-01

For many reasons second language vocabulary learning and teaching continues to be a topic of interest for learners, instructors, and researchers. This article describes the implementation of personal glossaries in a community program offering English as second language classes to Latina/o Spanish speaking adults. Field notes, interviews, and…

Creating Peer-Led Media to Teach Sensitive Topics: Recommendations from Practicing Health Educators

ERIC Educational Resources Information Center

Hudson, Heather K.; Bliss, Kadi R.; Bice, Matthew R.; Lodyga, Marc G.; Ragon, Bruce M.

2014-01-01

Purpose: The purpose of the study was to evaluate consumer (instructor) reception of Channel Surfing Contraceptives in order to determine components necessary for creation of peer-led educational videos to teach sensitive contraceptive topics. Methods: Two focus group interviews with introductory-level undergraduate personal health instructors…

Agriculture, Food Production, and Rural Land Use in Advanced Placement® Human Geography

ERIC Educational Resources Information Center

Moseley, William G.; Watson, Nancy H.

2016-01-01

''Agriculture, Food, and Rural Land Use" constitutes a major part of the AP Human Geography course outline. This article explores challenging topics to teach, emerging research trends in agricultural geography, and sample teaching approaches for concretizing abstract topics. It addresses content identified as "essential knowledge"…

Mead and Dewey: Thematic Connections on Educational Topics.

ERIC Educational Resources Information Center

Dennis, Lawrence J.; Stickel, George W.

1981-01-01

Common themes emerge from the writings of John Dewey and George Herbert Mead on four educational topics discussed here: (1) play; (2) science teaching; (3) history teaching; and (4) industrial education. Both men deplored the fragmentation of education and believed moral insight could be furthered through social understanding, science, and…

Primary Student Teachers' Ideas about Teaching a Physics Topic

ERIC Educational Resources Information Center

Ahtee, Maija; Johnston, Jane

2006-01-01

This study examines Finnish and English primary student teachers' ideas when planning to teach a physics topic during their science education studies. Many primary student teachers lack sufficient subject knowledge, which prevents them from constructing the scientific pedagogical content knowledge that enables them to concentrate on pupils'…

Making Advanced Computer Science Topics More Accessible through Interactive Technologies

ERIC Educational Resources Information Center

Shao, Kun; Maher, Peter

2012-01-01

Purpose: Teaching advanced technical concepts in a computer science program to students of different technical backgrounds presents many challenges. The purpose of this paper is to present a detailed experimental pedagogy in teaching advanced computer science topics, such as computer networking, telecommunications and data structures using…

Hot Topics in Science Teaching

ERIC Educational Resources Information Center

Ediger, Marlow

2018-01-01

There are vital topics in science teaching and learning which are mentioned frequently in the literature. Specialists advocate their importance in the curriculum as well as science teachers stress their saliency. Inservice education might well assist new and veteran teachers in knowledge and skills. The very best science lessons and units of…

Manual for Teaching Assistants.

ERIC Educational Resources Information Center

Wisconsin Univ., Madison. Coll. of Letters and Science.

Information on teaching techniques, student evaluation, and campus resources is presented for new teaching assistants. Topics include: lecturing, leading discussion sessions (especially in the humanities and social sciences), teaching the laboratory section, teaching a section of a course, teaching a foreign language, office hours, and use of the…

Two Practicing Adjuncts'' Perspective on Flight Mechanics Education

NASA Technical Reports Server (NTRS)

Field, E. J.; Schroeder, J. A.; Rutkowski, Michael (Technical Monitor)

2001-01-01

In this paper, the authors provide their personal view of how flight mechanics is taught at universities. Their viewpoint is taken from a government and industry research and development bias, but it is tempered by their experience at teaching the subject at both an undergraduate and graduate level. First, the organizations' respective needs and their expectations of graduating students am presented both in general and with specific examples From this disposition, the question "is there a problem or not in present teaching methods or subject coverage?" is then considered. A review of previous positions on the topic is also covered. The paper concludes with suggested improvements based on the authors' experience.

Using Action-Mapping to Design a Non-Majors Neuroeconomics Course to Teach First-Year Collegiate Skills

PubMed Central

Franssen, Catherine L.; Lowry, George S.; Franssen, R. Adam

2017-01-01

With its ability to address questions about how decisions are made and why, neuroeconomics is an excellent topic of study for college students at a variety of levels. In this paper we detail a neuroeconomics course specifically modified for undecided First-year students. One particularly daunting challenge was defining clear outcomes and delivering instruction at an appropriate level. We used Action-Mapping to achieve the course objectives of teaching collegiate skills applicable to any path of study or career while also delivering content suitable for credits in both a social science and natural science. PMID:29371842

Teaching autistic children conversational speech using video modeling.

PubMed Central

Charlop, M H; Milstein, J P

1989-01-01

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15-month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech. PMID:2793634

Physics Teaching in a Rural School.

ERIC Educational Resources Information Center

Wilhite, Lora

1979-01-01

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

Pre-service teachers' perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs.

PubMed

Merk, Samuel; Rosman, Tom; Rueß, Julia; Syring, Marcus; Schneider, Jürgen

2017-01-01

Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students' perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers' perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers' perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect. Implications for research and practice are discussed.

Pre-service teachers’ perceived value of general pedagogical knowledge for practice: Relations with epistemic beliefs and source beliefs

PubMed Central

Rosman, Tom; Rueß, Julia; Syring, Marcus; Schneider, Jürgen

2017-01-01

Pre-service teachers tend to devalue general pedagogical knowledge (GPK) as a valid source for deriving successful teaching practices. The present study investigated beliefs about knowledge sources and epistemic beliefs as predictors for students’ perceived value of GPK. Three pre-registered hypotheses were tested. We expected beliefs that GPK originates from scientific sources to entail a devaluation of GPK (Hypothesis 1). Concerning epistemic beliefs, we expected absolute beliefs to positively, and multiplistic beliefs to negatively predict pre-service teachers’ perceived practical value of GPK (Hypothesis 2). Finally, we expected relationships between epistemic beliefs and pre-service teachers’ perceived practical value of GPK to be confounded by epistemic trustworthiness, perceived topic-specific consistency and topic-specific familiarity (Hypothesis 3). In a study using a split plot design, 365 pre-service teachers were presented with four texts on different educational research topics. For each topic, three text versions were constructed. Even though they were invariant in content, these versions varied in a way that the results were allegedly generated by a practitioner, an expert or by means of a scientific study. Unexpectedly, results showed that research findings allegedly generated by means of a scientific study were associated with a higher perceived value of (topic-specific) GPK for practice (Hypothesis 1). As expected, the perceived value of GPK for practice was predicted by topic-specific multiplism and domain-specific absolutism (Hypothesis 2). These predictive effects were confounded by expertise evaluations of the source and the consistency of prior beliefs with the presented research results (Hypothesis 3). In summary, our results suggest that source beliefs might not be responsible for the devaluation of GPK, but that beliefs on the nature and structure of GPK (i.e., epistemic beliefs) might play an even more important role in this respect. Implications for research and practice are discussed. PMID:28934358

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.

Key Topics in Education in Europe, Volume 3. The Teaching Profession in Europe: Profile, Trends and Concerns. Report IV: Keeping Teaching Attractive for the 21st Century--General Lower Secondary Education

ERIC Educational Resources Information Center

Coghlan, Misia; Forsthuber, Bernadette; Minguez, Maria Luisa Garcia; Sabadie, Jesus Alquezar; Delhaxhe, Arlette

2004-01-01

The study by Eurydice on the teaching profession, which has been the subject of four reports published in the "Key topics in education in Europe" series, examines the position of teachers in lower secondary education in 30 countries. The first report considered how the initial training of teachers prepared them for their occupation along…

Teaching neurology to medical students with a simplified version of team-based learning.

PubMed

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

2017-08-08

To compare the effect of a simplified version of team-based learning (sTBL), an active learning/small group instructional strategy, with that of the traditionally used small group interactive seminars on the acquisition of knowledge and clinical reasoning (CR) skills. Third- and fourth-year medical students (n = 122) were randomly distributed into 2 groups. A crossover design was used in which 2 neurologic topics were taught by sTBL and 2 by small group interactive seminars. Knowledge was assessed with a multiple-choice question examination (MCQE), CR skills with a key feature problem examination (KFPE). Questionnaires were used for further methodologic evaluation. No group differences were found in the MCQE results. sTBL instruction of the topic "acute altered mental status" was associated with a significantly better student performance in the KFPE ( p = 0.008), with no differences in the other 3 topics covered. Although both teaching methods were highly rated by the students, a clear majority voted for sTBL as their preferred future teaching method. sTBL served as an equivalent alternative to small group interactive seminars for imparting knowledge and teaching CR skills, and was particularly advantageous for teaching CR in the setting of a complex neurologic topic. Furthermore, students reported a strong preference for the sTBL approach, making it a promising tool for effectively teaching neurology. © 2017 American Academy of Neurology.

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.

Improving College Teaching.

ERIC Educational Resources Information Center

Seldin, Peter; And Others

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

The Holocaust: A North Carolina Teacher's Resource.

ERIC Educational Resources Information Center

North Carolina State Council on the Holocaust, Raleigh.

A guide for teaching about the Holocaust, this document is divided into three main parts: overviews, lesson plans, and student handouts. Seven overviews provide short summaries of a topic related to the Holocaust. Intended to supplement the information in textbooks and provide a background for teaching the lessons that follow, the topics include a…

Using an Authentic Radioisotope to Teach Half-Life

ERIC Educational Resources Information Center

Liddicoat, Scott; Sebranek, John

2005-01-01

Traditionally nuclear chemistry appears in the last few chapters of chemistry textbooks and is not normally considered a mainstream topic. In addition, some science teachers lack the training or equipment to teach nuclear chemistry. Yet nuclear chemistry is a very important topic that should be taught in all chemistry classrooms. Learning about…

Teaching about Motherhood: Revisioning Family

ERIC Educational Resources Information Center

Hoffnung, Michele

2011-01-01

Motherhood is both an important topic and a challenge to teach. Pregnancy, childbirth, and the transition to motherhood are significant life experiences for most women, important choices for all women, and major events in the lives of most men. At the same time, they are topics about which everyone thinks they know a good deal. The complexity of…

Teaching on Science, Technology and the Nuclear Arms Race.

ERIC Educational Resources Information Center

Schroeer, Dietrich

1983-01-01

Describes a course focusing on science, technology, and the nuclear arms race. Two sample homework exercises and course topics are provided. Topics, with lists of questions that might be addressed, focus on nuclear weapons, alternatives to deterrence, and arms control. Approaches to teaching about the nuclear arms race are also provided. (JN)

Teaching and Learning Development Economics: Retrospect and Prospect

ERIC Educational Resources Information Center

Chen, Edward K. Y.

2005-01-01

The author has chosen three major topics in development economics for a discussion on how to teach the subject: the concepts and measurement of development, models of growth and development, and the international aspects of economic development. For the concepts of development, it is important to emphasize the coherence of the topics to be…

Teaching of Computer Science Topics Using Meta-Programming-Based GLOs and LEGO Robots

ERIC Educational Resources Information Center

Štuikys, Vytautas; Burbaite, Renata; Damaševicius, Robertas

2013-01-01

The paper's contribution is a methodology that integrates two educational technologies (GLO and LEGO robot) to teach Computer Science (CS) topics at the school level. We present the methodology as a framework of 5 components (pedagogical activities, technology driven processes, tools, knowledge transfer actors, and pedagogical outcomes) and…

Teaching Children with Intellectual Disabilities: Analysis of Research-Based Recommendations

ERIC Educational Resources Information Center

Räty, Lauri M. O.; Kontu, Elina K.; Pirttimaa, Raija A.

2016-01-01

The purpose of this qualitative study was to produce an overview of topics and practical recommendations that have been presented for teaching for students with intellectual disabilities in educational research articles published from 2000 to 2013. The sample of peer-reviewed research articles considering this topic was selected using a database…

Common Core: Teaching Optimum Topic Exploration (TOTE)

ERIC Educational Resources Information Center

Karge, Belinda Dunnick; Moore, Roxane Kushner

2015-01-01

The Common Core has become a household term and yet many educators do not understand what it means. This article explains the historical perspectives of the Common Core and gives guidance to teachers in application of Teaching Optimum Topic Exploration (TOTE) necessary for full implementation of the Common Core State Standards. An effective…

What Do We Teach in Organizational Behavior? An Analysis of MBA Syllabi

ERIC Educational Resources Information Center

Brown, Kenneth G.; Charlier, Steven D.; Rynes, Sara L.; Hosmanek, Andrew

2013-01-01

This study examines the syllabi of 241 required organizational behavior (OB) related classes in full-time U.S. MBA programs. Syllabi were coded for information about course title, topics, readings, cases, teaching methods, and learning assessment methods. Results revealed that the most frequent topics listed across courses are leadership and…

Models and Exemplars of Scholarship in the Teaching of Psychology

ERIC Educational Resources Information Center

Buskist, William; Carlson, Janet F.; Christopher, Andrew N.; Prieto, Loreto; Smith, Randolph A.

2008-01-01

This article provides ideas for engaging in the scholarship of teaching in psychology. Topics covered include contributing to the Society for the Teaching of Psychology's Office of Teaching Resources in Psychology and "Teaching of Psychology". Writing and editing books also constitute scholarly work. Finally, teaching with intentionality…

Teaching Contemporary Physics Topics Using Real-Time Data Obtained via the World Wide Web

NASA Astrophysics Data System (ADS)

Post-Zwicker, A. P.; Davis, W.; Grip, R.; McKay, M.; Pfaff, R.; Stotler, D. P.

1999-12-01

As a teaching tool, the World Wide Web (WWW) is unprecedented in its ability to transmit information and enhance communication between scientist and student. Just beginning to be developed are sites that actively engage the user in the learning process and provide hands-on methods of teaching contemporary topics. These topics are often not found in the classroom due to the complexity and expense of the laboratory equipment and the WWW is an ideal tool for overcoming this difficulty. This paper presents a model for using the Internet to teach high school students about plasma physics and fusion energy. Students are given access to real-time data, virtual experiments, and communication with professional scientists via email. Preliminary data indicate that student collaboration and student-led learning is encouraged when using the site in the classroom. Scientist/student mentoring is enhanced with this form of communication.

Foundations of Science Literacy: Efficacy of a Preschool Professional Development Program in Science on Classroom Instruction, Teachers' Pedagogical Content Knowledge, and Children's Observations and Predictions

ERIC Educational Resources Information Center

Gropen, Jess; Kook, Janna F.; Hoisington, Cindy; Clark-Chiarelli, Nancy

2017-01-01

Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of…

Use of the Rasch measurement model to explore the relationship between content knowledge and topic-specific pedagogical content knowledge for organic chemistry

NASA Astrophysics Data System (ADS)

Davidowitz, Bette; Potgieter, Marietjie

2016-06-01

Research has shown that a high level of content knowledge (CK) is necessary but not sufficient to develop the special knowledge base of expert teachers known as pedagogical content knowledge (PCK). This study contributes towards research to quantify the relationship between CK and PCK in science. In order to determine the proportion of the variance in PCK accounted for by the variance in CK, instruments are required which are valid and reliable as well as being unidimensional to measure person abilities for CK and PCK. An instrument consisting of two paper-and-pencil tests was designed to assess Grade 12 teachers CK and PCK in organic chemistry. We used the Rasch measurement model to convert raw score data into interval measures and to provide empirical evidence for the validity, reliability and unidimensionality of the tests. The correlation between CK and PCK was estimated as r = .66 (p < .001). We found evidence to suggest that while topic-specific PCK (TSPCK) develops with increasing teaching experience, high levels of CK can be acquired with limited teaching experience. These findings support the hypothesis that CK is a requirement for the development of TSPCK; proficiency in CK is, however, not necessarily associated with high levels of TSPCK.

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

PubMed

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

2014-02-01

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

Core competencies in teaching and training for doctors in Scotland: a review of the literature and stakeholder survey.

PubMed

Ross, Michael T; Macrae, Claire; Scott, Jayne; Renwick, Lynne; Moffat, Mandy; Needham, Gillian; Scott, Hazel; Shippey, Ben; Jackson, Catherine; Edgar, Simon; Aitken, Debbie; Evans, Phillip; Irvine, Stewart

2014-06-01

The UK General Medical Council requires all registered doctors to be competent in all areas of their work, including teaching and training. The current research sought consensus on core competencies for all consultants and GPs involved in teaching and training in Scotland. A draft list of 80 competencies was developed from the literature and made available as a survey to all consultants and GPs with teaching roles and all final year speciality trainees working in Scotland. Respondents rated the importance of each competency and provided free text comments. There were 1026 responses. Eighteen competencies were rated as "high priority", and are recommended as a baseline for all doctors involved in teaching and training; 55 were rated as "medium priority", and are recommended in relation to specific teaching and training roles; and 7 were rated as "low priority". Free text responses suggested the topic was controversial and emotive, and emphasised the importance of further work to engage trainers. The findings appeared to have face validity, and it was felt these could be used as the basis for developing a "Scottish Trainer Framework" for doctors and others involved in teaching and training in Scotland.

Development and Validation of Measures of Secondary Science Teachers' PCK for Teaching Photosynthesis

NASA Astrophysics Data System (ADS)

Park, Soonhye; Suh, Jeekyung; Seo, Kyungwoon

2018-06-01

This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students' understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning.

Development and Validation of Measures of Secondary Science Teachers' PCK for Teaching Photosynthesis

NASA Astrophysics Data System (ADS)

Park, Soonhye; Suh, Jeekyung; Seo, Kyungwoon

2017-04-01

This paper describes procedures by which two types of measures of Pedagogical Content Knowledge (PCK) were developed and validated: (a) PCK Survey and (b) PCK Rubric. Given the topic-specificity of PCK, the measures centered on photosynthesis as taught in high school classrooms. The measures were conceptually grounded in the pentagon model of PCK and designed to measure indispensable PCK that can be applied to any teacher, in any teaching context, for the given topic. Because of the exploratory nature of the study, the measures focus on two key components of PCK: (a) knowledge of students' understanding in science and (b) knowledge of instructional strategies and representations. Both measures have established acceptable levels of reliability as determined by internal consistency and inter-rater agreement. Evidence related to content validity was gathered through expert consultations, while evidence related to construct validity was collected through analysis of think-aloud interviews and factor analyses. Issues and challenges emerging from the course of the measure development, administration, and validation are discussed with strategies for confronting them. Directions for future research are proposed in three areas: (a) relationships between PCK and teaching experiences, (b) differences in PCK between science teachers and scientists, and (c) relationships between PCK and student learning.

National Association for Research in Science Teaching. 50th Annual Meeting, Abstracts of Presented Papers.

ERIC Educational Resources Information Center

Helgeson, Stanley L., Ed.

This publication provides abstracts of papers presented at the 50th annual meeting of the National Association for Research in Science Teaching held in Cincinnati, Ohio March 22-24, 1977. The entries represent a wide range of topics in the field of science education. Topics include instruction, teacher education, learning, enrollments, concept…

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

ERIC Educational Resources Information Center

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

2009-01-01

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

Teaching Energy Concepts by Working on Themes of Cultural and Environmental Value

ERIC Educational Resources Information Center

Besson, Ugo; De Ambrosis, Anna

2014-01-01

Energy is a central topic in physics and a key concept for understanding the physical, biological and technological worlds. It is a complex topic with multiple connections with different areas of science and with social, environmental and philosophical issues. In this paper we discuss some aspects of the teaching and learning of the energy…

Agricultural Science Teachers' Barriers, Roles, and Information Source Preferences for Teaching Biotechnology Topics

ERIC Educational Resources Information Center

Mowen, Diana L.; Wingenbach, Gary J.; Roberts, T. Grady; Harlin, Julie F.

2007-01-01

The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the…

Using Film To Teach History: An ERIC/ChESS Sample.

ERIC Educational Resources Information Center

Pinhey, Laura

2002-01-01

Provides citations with abstracts from the ERIC database focusing on using film to teach history. Includes background information and teaching materials on topics such as using documentary films, the use of film and television to teach history, and teaching history using the film,"JFK," by Oliver Stone. (CMK)

A Longitudinal "Teaching-to-Teach" Curriculum for Psychiatric Residents

ERIC Educational Resources Information Center

Lehmann, Susan W.

2010-01-01

Objective: Psychiatric residents' self-reported confidence levels related to teaching medical students were assessed before and after a five-part teaching seminar series. Methods: Five 1-hour seminars on teaching medical students in the psychiatry clerkship were presented to second postgraduate year (PGY-2) residents. Topics included how to teach…

Parsing the Practice of Teaching

ERIC Educational Resources Information Center

Kennedy, Mary

2016-01-01

Teacher education programs typically teach novices about one part of teaching at a time. We might offer courses on different topics--cultural foundations, learning theory, or classroom management--or we may parse teaching practice itself into a set of discrete techniques, such as core teaching practices, that can be taught individually. Missing…

Internet safety education for youth: stakeholder perspectives.

PubMed

Moreno, Megan A; Egan, Katie G; Bare, Kaitlyn; Young, Henry N; Cox, Elizabeth D

2013-06-05

Internet use is nearly ubiquitous among US youth; risks to internet use include cyberbullying, privacy violations and unwanted solicitation. Internet safety education may prevent these negative consequences; however, it is unclear at what age this education should begin and what group is responsible for teaching this topic. Surveys were distributed to key stakeholders in youth safety education including public school teachers, clinicians, parents and adolescents. Surveys assessed age at which internet safety education should begin, as well as experiences teaching and learning internet safety. Surveys of adults assessed willingness to teach internet safety. Finally, participants were asked to identify a group whose primary responsibility it should be to teach internet safety. A total of 356 participants completed the survey (93.4% response rate), including 77 teachers, 111 clinicians, 72 parents and 96 adolescents. Stakeholders felt the optimal mean age to begin teaching internet safety was 7.2 years (SD = 2.5), range 2-15. Internet safety was regularly taught by some teachers (20.8%), few clinicians (2.6%) and many parents (40.3%). The majority of teachers, clinicians and parents were willing to teach internet safety, but all groups surveyed identified parents as having primary responsibility for teaching this topic. Findings suggest agreement among key stakeholders for teaching internet safety at a young age, and for identifying parents as primary teachers of this topic. Clinicians have a unique opportunity to support parents by providing resources, guidance and support.

Technological pedagogical content knowledge of junior high school mathematics teachers in teaching linear equation

NASA Astrophysics Data System (ADS)

Wati, S.; Fitriana, L.; Mardiyana

2018-04-01

Linear equation is one of the topics in mathematics that are considered difficult. Student difficulties of understanding linear equation can be caused by lack of understanding this concept and the way of teachers teach. TPACK is a way to understand the complex relationships between teaching and content taught through the use of specific teaching approaches and supported by the right technology tools. This study aims to identify TPACK of junior high school mathematics teachers in teaching linear equation. The method used in the study was descriptive. In the first phase, a survey using a questionnaire was carried out on 45 junior high school mathematics teachers in teaching linear equation. While in the second phase, the interview involved three teachers. The analysis of data used were quantitative and qualitative technique. The result PCK revealed teachers emphasized developing procedural and conceptual knowledge through reliance on traditional in teaching linear equation. The result of TPK revealed teachers’ lower capacity to deal with the general information and communications technologies goals across the curriculum in teaching linear equation. The result indicated that PowerPoint constitutes TCK modal technological capability in teaching linear equation. The result of TPACK seems to suggest a low standard in teachers’ technological skills across a variety of mathematics education goals in teaching linear equation. This means that the ability of teachers’ TPACK in teaching linear equation still needs to be improved.

Ethics teaching in European veterinary schools: a qualitative case study.

PubMed

Magalhães-Sant'Ana, M

2014-12-13

Veterinary ethics is recognised as a relevant topic in the undergraduate veterinary curriculum. However, there appears to be no widely agreed view on which contents are best suited for veterinary ethics teaching and there is limited information on the teaching approaches adopted by veterinary schools. This paper provides an inside perspective on the diversity of veterinary ethics teaching topics, based on an in-depth analysis of three European veterinary schools: Copenhagen, Lisbon and Nottingham. The case study approach integrated information from the analysis of syllabi contents and interviews with educators (curricular year 2010-2011). These results show that the curriculum of veterinary ethics is multidimensional and can combine a wide range of scientific, regulatory, professional and philosophical subjects, some of which may not be explicitly set out in the course descriptors. A conceptual model for veterinary ethics teaching is proposed comprising prominent topics included within four overarching concepts: animal welfare science, laws/regulations, professionalism, and theories/concepts. It is intended that this work should inform future curriculum development of veterinary ethics in European schools and assist ethical deliberation in veterinary practice. British Veterinary Association.

Teaching prevention on sensitive topics: key elements and pedagogical techniques.

PubMed

Russell, Beth S; Soysa, Champika K; Wagoner, Marc J; Dawson, Lori

2008-09-01

This paper presents a set of topical and pedagogical considerations for instructors teaching material on sensitive topics with either the primary or secondary aim of addressing prevention. Prevention can be approached as an effort to create changes in an individual's attitudes/beliefs, knowledge, and behavior. Following this framework, classroom content that challenges students' perceptions, preconceived notions, and attitudes can be seen as preventive in nature. Preparing students to work through the same layers of complexity that thoroughly trained and experienced researchers and practitioners struggle with requires particular attention to the classroom environment.

Lesbian, gay, bisexual, and transgender-related content in undergraduate medical education.

PubMed

Obedin-Maliver, Juno; Goldsmith, Elizabeth S; Stewart, Leslie; White, William; Tran, Eric; Brenman, Stephanie; Wells, Maggie; Fetterman, David M; Garcia, Gabriel; Lunn, Mitchell R

2011-09-07

Lesbian, gay, bisexual, and transgender (LGBT) individuals experience health and health care disparities and have specific health care needs. Medical education organizations have called for LGBT-sensitive training, but how and to what extent schools educate students to deliver comprehensive LGBT patient care is unknown. To characterize LGBT-related medical curricula and associated curricular development practices and to determine deans' assessments of their institutions' LGBT-related curricular content. Deans of medical education (or equivalent) at 176 allopathic or osteopathic medical schools in Canada and the United States were surveyed to complete a 13-question, Web-based questionnaire between May 2009 and March 2010. Reported hours of LGBT-related curricular content. Of 176 schools, 150 (85.2%) responded, and 132 (75.0%) fully completed the questionnaire. The median reported time dedicated to teaching LGBT-related content in the entire curriculum was 5 hours (interquartile range [IQR], 3-8 hours). Of the 132 respondents, 9 (6.8%; 95% CI, 2.5%-11.1%) reported 0 hours taught during preclinical years and 44 (33.3%; 95% CI, 25.3%-41.4%) reported 0 hours during clinical years. Median US allopathic clinical hours were significantly different from US osteopathic clinical hours (2 hours [IQR, 0-4 hours] vs 0 hours [IQR, 0-2 hours]; P = .008). Although 128 of the schools (97.0%; 95% CI, 94.0%-99.9%) taught students to ask patients if they "have sex with men, women, or both" when obtaining a sexual history, the reported teaching frequency of 16 LGBT-specific topic areas in the required curriculum was lower: at least 8 topics at 83 schools (62.9%; 95% CI, 54.6%-71.1%) and all topics at 11 schools (8.3%; 95% CI, 3.6%-13.0%). The institutions' LGBT content was rated as "fair" at 58 schools (43.9%; 95% CI, 35.5%-52.4%). Suggested successful strategies to increase content included curricular material focusing on LGBT-related health and health disparities at 77 schools (58.3%, 95% CI, 49.9%-66.7%) and faculty willing and able to teach LGBT-related curricular content at 67 schools (50.8%, 95% CI, 42.2%-59.3%). The median reported time dedicated to LGBT-related topics in 2009-2010 was small across US and Canadian medical schools, but the quantity, content covered, and perceived quality of instruction varied substantially.

Effects of Advance Organiser Strategy during Instruction on Secondary School Students' Mathematics Achievement in Kenya's Nakuru District

ERIC Educational Resources Information Center

Githua, Bernard N.; Nyabwa, Rachel Angela

2008-01-01

Students have continued to perform poorly in KCSE examinations in certain mathematics topics taught in secondary schools in Kenya. One such topic is commercial arithmetic. Successful teaching of mathematics depends partly on correct use of teaching methods in classroom settings. This study sought to examine how the use of advance organisers during…

Tucking the Pigeons up Your Sleeve: Ten Personae Teach One Nonfiction Course

ERIC Educational Resources Information Center

Sunstein, Bonnie S.

2010-01-01

Nonfiction writing, as defined by the author, is the mix of art, craft, and information, put together by writers who let readers know they are interested in a topic, and who speculate about what that interest or topic might mean. In this article, the author introduces ten imagined colleagues who provide essential support for the teaching of…

Strand I - Physical Health; Dental Health for Grades 4-6. Special Edition for Evaluation and Discussion.

ERIC Educational Resources Information Center

New York State Education Dept., Albany. Curriculum Development Center.

This is a curriculum guide for teaching dental health for grades 4-6. Each topic area is outlined under the headings of: (1) reference; (2) major understandings and fundamental concepts; (3) suggested teaching aids and learning activities; and (4) supplementary information for teachers. Main topics include: (1) growth and development of teeth; (2)…

On JALT96: Crossing Borders. Proceedings of the Annual JALT International Conference on Language Teaching and Learning (23rd, Hiroshima, Japan, November 1996).

ERIC Educational Resources Information Center

Cornwell, Steve, Ed.; Rule, Peggy, Ed.; Sugino, Toshiko, Ed.

Papers from an international conference on language teaching/learning are presented by topic and grouped under seven sections. An introductory section contains two papers on cultural diversity and world English. The second section, on teacher development, contains papers on these topics: teacher development and socialization; teachers' responses…

Formulation of Multiple Choice Questions as a Revision Exercise at the End of a Teaching Module in Biochemistry

ERIC Educational Resources Information Center

Bobby, Zachariah; Radhika, M. R.; Nandeesha, H.; Balasubramanian, A.; Prerna, Singh; Archana, Nimesh; Thippeswamy, D. N.

2012-01-01

The graduate medical students often get less opportunity for clarifying their doubts and to reinforce their concepts after lecture classes. Assessment of the effect of MCQ preparation by graduate medical students as a revision exercise on the topic "Mineral metabolism." At the end of regular teaching module on the topic "Mineral metabolism,"…

A Teaching-Learning Sequence for the Special Relativity Theory at High School Level Historically and Epistemologically Contextualized

ERIC Educational Resources Information Center

Arriassecq, Irene; Greca, Ileana Maria

2012-01-01

This paper discusses some topics that stem from recent contributions made by the History, the Philosophy, and the Didactics of Science. We consider these topics relevant to the introduction of the Special Relativity Theory (SRT) in high school within a contextualized approach. We offer an outline of a teaching-learning sequence dealing with the…

A Survey of Beginning Crop Science Courses at 49 U.S. Universities. I. Lecture Format, Teaching Methods, and Topical Content.

ERIC Educational Resources Information Center

Karnok, Keith J.; Connors, Krista L.

1986-01-01

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

American Civilization in Historic Perspective, Part I. A Guide for Teaching Social Studies, Grade 11.

ERIC Educational Resources Information Center

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

This teaching guide offers illustrative and reference materials that are both narrative and graphic on the three topics of Mass Media, Conflicting Ideologies, and Social Control. The objective is to furnish primary materials on these topics not easily available to teachers. Emphasis is on organizing the selections as short cases or studies.…

Learning How to Teach Poverty: A Case for Community of Practice

ERIC Educational Resources Information Center

Browne, Laurie P.; Roll, Susan J.

2015-01-01

Recreation students today need to be prepared to engage in the topic of poverty as a social justice issue affecting our communities, yet many instructors do not have the tools to effectively teach this complex topic. One way instructors might learn how to engage students with poverty is through an interdisciplinary community of practice (CoP).…

Review of Doctoral Research on Second Language Teaching and Learning in Spain (2008-2010)

ERIC Educational Resources Information Center

Serrano, Raquel; Miralpeix, Imma

2013-01-01

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative--in terms of the topics under investigation and the methodology employed--of the doctoral research undertaken in Spain. Current topics include the development of…

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.

Situated learning in translation research training: academic research as a reflection of practice

PubMed Central

Risku, Hanna

2016-01-01

ABSTRACT Situated learning has become a dominant goal in the translation classroom: translation didactics is being developed in a learner-, situation- and experience-based direction, following constructivist and participatory teaching philosophies. However, the explicit use of situated approaches has, so far, not been the centre of attention in translation theory teaching and research training. As a consequence, translation theory often remains unconnected to the skills learned and topics tackled in language-specific translation teaching and the challenges experienced in real-life translation practice. This article reports on the results of an exploratory action research project into the teaching of academic research skills in translation studies at Master’s level. The goal of the project is to develop and test possibilities for employing situated learning in translation research training. The situatedness perspective has a double relevance for the teaching project: the students are involved in an authentic, ongoing research project, and the object of the research project itself deals with authentic translation processes at the workplace. Thus, the project has the potential to improve the expertise of the students as both researchers and reflective practitioners. PMID:27499805

Model construction by students within an integrated medical curriculum.

PubMed

Barling, Peter M; Ramasamy, Perumal

2011-03-01

This paper presents our experience of running a special study module (SSM) in the second semester of the first year of our 5-year medical programme, worth 10 per cent of that semester's assessment, in which each student constructs an individually selected model illustrating a specific aspect of the teaching course. Each student conceptualises and develops his or her model, to clarify a specific aspect of medical teaching. The use of non-traditional materials in construction is strongly encouraged. Six weeks later, each student presents their model for assessment by four first-year academic teaching staff. The student is quizzed about the concepts that he or she presents, the mode of construction and the materials used. The students' projects broadly cover the disciplines of physiology, biochemistry and anatomy, but are somewhat biased towards anatomy. Students spend on average about 14 hours planning and building their models, at a time when they are busy with other teaching activities. The marks awarded for the projects closely follow a normal distribution. A survey suggests that most students enjoy the exercise and feel that it has enhanced their learning and understanding. It is clear from the wide variety of different topics, models and materials that students are highly resourceful in their modelling. Creative activity does not generally play a substantial part in medical education, but is of considerable importance. The development of their models stimulates, informs and educates the constructors, and provides a teaching resource for later use in didactic teaching. © Blackwell Publishing Ltd 2011.

The Foreign TA: A Guide to Teaching Effectiveness.

ERIC Educational Resources Information Center

Gburek, Janice L., Ed.; Dunnett, Stephen C., Ed.

Articles on teaching effectiveness for foreign teaching assistants (TAs) are presented. Topics include: adapting to the U.S. academic environment, understanding the role of the TA and gaining confidence, anticipating undergraduates' expectations, improving communication skills, and teaching laboratory classes and recitation classes. Titles and…

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

PubMed

Yoho, Rachel A; Vanmali, Binaben H

2016-03-01

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

A laboratory activity for teaching natural radioactivity

NASA Astrophysics Data System (ADS)

Pilakouta, M.; Savidou, A.; Vasileiadou, S.

2017-01-01

This paper presents an educational approach for teaching natural radioactivity using commercial granite samples. A laboratory activity focusing on the topic of natural radioactivity is designed to develop the knowledge and understanding of undergraduate university students on the topic of radioactivity, to appreciate the importance of environmental radioactivity and familiarize them with the basic technology used in radioactivity measurements. The laboratory activity is divided into three parts: (i) measurements of the count rate with a Geiger-Muller counter of some granite samples and the ambient background radiation rate, (ii) measurement of one of the samples using gamma ray spectrometry with a NaI detector and identification of the radioactive elements of the sample, (iii) using already recorded 24 h gamma ray spectra of the samples from the first part (from the Granite Gamma-Ray Spectrum Library (GGRSL) of our laboratory) and analyzing selected peaks in the spectrum, students estimate the contribution of each radioactive element to the total specific activity of each sample. A brief description of the activity as well as some results and their interpretation are presented.

Teaching about Climate Change and Energy with Online Materials and Workshops from On the Cutting Edge

NASA Astrophysics Data System (ADS)

Kirk, K. B.; Manduca, C. A.; Myers, J. D.; Loxsom, F.

2009-12-01

Global climate change and energy use are among the most relevant and pressing issues in today’s science curriculum, yet they are also complex topics to teach. The underlying science spans multiple disciplines and is quickly evolving. Moreover, a comprehensive treatment of climate change and energy use must also delve into perspectives not typically addressed in geosciences courses, such as public policy and economics. Thus, faculty attempting to address these timely issues face many challenges. To support faculty in teaching these subjects, the On the Cutting Edge faculty development program has created a series of websites and workshop opportunities to provide faculty with information and resources for teaching about climate and energy. A web-based collection of teaching materials was developed in conjunction with the On the Cutting Edge workshops “Teaching about Energy in Geoscience Courses: Current Research and Pedagogy.” The website is designed to provide faculty with examples, references and ideas for either incorporating energy topics into existing geoscience courses or for designing or refining a course about energy. The website contains a collection of over 30 classroom and lab activities contributed by faculty and covering such diverse topics as renewable energy, energy policy and energy conservation. Course descriptions and syllabi for energy courses address audiences ranging from introductory courses to advanced seminars. Other materials available on the website include a collection of visualizations and animations, a catalog of recommended books, presentations and related references from the teaching energy workshops, and ideas for novel approaches or new topics for teaching about energy in the geosciences. The Teaching Climate Change website hosts large collections of teaching materials spanning many different topics within climate change, climatology and meteorology. Classroom activities highlight diverse pedagogic approaches such as role-playing, inquiry-based learning via online data sets, and the use of computer models. The website houses course descriptions and syllabi for both introductory-level and upper-level climate courses contributed by faculty. Collections of climate visualizations and recommended references help faculty navigate to online materials that are best suited for their classroom. The On the Cutting Edge program features a biennial workshop series about teaching climate change, held in conjunction with the American Quaternary Association. Presentations, teaching ideas and references from the 2006 and 2008 workshops are available, along with applications for the upcoming workshop to be held in August 2010. All of these materials can be found at http://serc.carleton.edu/NAGTWorkshops/energy and http://serc.carleton.edu/NAGTWorkshops/climatechange. Faculty are encouraged to submit their own teaching materials to the web collections via on-line forms for submitting information and uploading files.

Teaching Journalistic Texts in Science Classes: the Importance of Media Literacy

NASA Astrophysics Data System (ADS)

Ginosar, Avshalom; Tal, Tali

2017-11-01

This study employs a single framework for investigating both environmental journalistic texts published on news websites, and science teachers' choices of such texts for their teaching. We analyzed 188 environmental items published during 2 months in seven news websites to determine popularity of topics. Then, 64 science junior high school teachers responded to a closed questionnaire to identify their preferred topics for using in the classroom and patterns of using environmental news items. In a second, open-ended questionnaire, responded by 50 teachers, we investigated the teachers' media literacy in terms of identifying text types and writers of environmental news items. Good alignment was found between the published topics on the websites and teachers' choices, with somewhat different distribution of topics, which could be explained by curriculum requirements. Teachers' identification of text types and writer types was inaccurate, which implied that their media literacy is inadequate. We argue that media literacy is required for effective use of journalistic texts in science teaching.

Emotions about Teaching about Human-Induced Climate Change

ERIC Educational Resources Information Center

Lombardi, Doug; Sinatra, Gale M.

2013-01-01

Global climate change is receiving increasing attention as a classroom topic. At the same time, research has shown that individuals have strong emotions about the topic. Emotions about controversial topics and individuals' dispositions toward knowledge have been shown to influence judgments about these topics. This study examined the relationships…

Teaching Environmental Geology in the 21St Century: A Workshop Report

NASA Astrophysics Data System (ADS)

Mogk, D. W.; Wiese, K.; Castendyk, D.; McDaris, J. R.

2012-12-01

Environmental Geology encompasses a range of topics that include geohazards, natural resources, issues such as climate change, human health, and environmental policy. Instruction in Environmental Geology provides students the opportunity to address the grand challenges facing humanity regarding how to live sustainably and responsibly on Earth. Instruction in Environmental Geology ranges from dedicated introductory courses, instructional modules in upper division Earth Science "core" classes, to courses in related disciplines such as environmental science, ecology, and the social and political sciences. To explore the opportunities of teaching Environmental Geology in all these contexts, the On the Cutting Edge program convened a workshop in June 2012 to bring together instructors representing a diversity of instructional settings. The goals of the workshop were to: 1) Share innovative teaching methods, approaches, and activities for teaching Environmental Geology and share ideas on how to teach in various contexts. 2) Examine where and how environmental geology topics are taught in the geoscience curriculum from introductory courses for non-majors to "core" geoscience courses for majors. 3) Consider the ways that Environmental Geology courses and topical materials can contribute to public science literacy, particularly how to make personal and societal decisions about the range of issues facing humanity and to live responsibly and sustainably on this planet. 4) Develop a list of best practices for integrating emerging environmental issues, recent natural disasters, and issues related to natural resources into course work and identifying how scientific data and research outcomes can inform public discourse on topical issues. 5) Develop strategies to reach under-represented groups and expand the diversity of students who enroll in our courses. 6) Identify topics of high interest and need for future development as teaching modules and courses. The workshop program included keynote talks, small group discussion sessions, interactive demonstrations, and opportunities to network and develop ideas for new instructional resources. The participants also reviewed over 300 teaching activities, and contributed to additional online resources focused on Environmental Geology. Field trips demonstrated teaching activities about environmental issues in local contexts. All workshop presentations, discussion summaries, teaching activity collections and related on-line resources are available on the workshop website. Faculty are encouraged to submit additional examples of Environmental Geology instructional resources.

The Earth Science for Tomorrows Classroom

NASA Astrophysics Data System (ADS)

Shanskiy, Merrit

2015-04-01

The Earth sciences comprises many fascinating topics that is teached to different age level pupils/students in order to bring hard core science closer to their daily life. With developing possibilities in IT, multimedia overall electronic sector the teachers/lecturers have continuous possibilities to accomplish novel approaches and utilize new ideas to make science more interesting for students in all ages. Emerging, from personal experiences, the teaching of our surrounding Environment can be very enjoyable. In our everyday life the SOIL remains invisible. The soil is covered by plant cover which makes the topic somewhat in distant that is not "visible" to an eye and its importance is underestimated. In other hand, the SOIL is valuable primary resource for food production and basis of life for healthy environment. From several studies have found that because its complications, SOIL related topics are not very often chosen topic for course or diploma works by students. The lower-school students are very open to environmental topics accordingly to the grades. Here, the good results can be obtained through complimentary materials creation, like story telling and drawing books and puzzles. The middle/ and upper/school students will experience "real science" being able to learn what the science is about which often can play a important role on making choices for future curriculum completion at university level. Current presentation shares the ideas of selected methods that had showed successful results on different Earth Science topics teaching (biodiversity, growing substrates, green house gas emissions). For some ideas the presentation introduces also the further developmental possibilities to be used in teaching at Tomorrows Classroom.

Moving Away From Spoon-Feeding as a Teaching Style in Radiology.

PubMed

Rahim, Shiraz; Ros, Pablo

2016-12-01

Medical education has been an important topic in the literature, with many new attempts to revitalize and improve efforts to teach physicians and students. As a unique subspecialty that incorporates visual learning, knowledge of clinical management and presentation, basic science topics such as physics and mechanics, and procedural skills, radiology affords itself to new and more effective methods of teaching. Much of radiology education has currently focused on the concept of spoon-feeding information from the teacher to the learners. This article outlines the dangers of this approach in radiology and offers solutions for educators to improve their teaching skills and use the potential afforded by the diversity of the field.

An Advanced Professional Pharmacy Experience in a Community Setting Using an Experiential Manual

PubMed Central

Lee, Karen W.; Machado, Matthew R.; Wenzel, Marie M.; Gagnon, James M.; Calomo, Joseph M.

2006-01-01

Objectives To determine the usefulness of a teaching and learning tool used to create structure for advanced pharmacy practice experiences (APPEs) in community pharmacy settings, and to identify differences between respondents' perspectives on the relevance and practicality of implementing specific community pharmacy-related topics during the experience. Design Community practice faculty members designed a manual that outlined a week-by-week schedule of student activities, consistent with the Center for the Advancement of Pharmaceutical Education (CAPE) outcome-based goals, and included associated teaching, documentation, and assessment tools. The manual was distributed to site preceptors and students. Assessment Eighty-six PharmD students responded to a questionnaire upon completion of their community APPE. Student feedback concerning the impact of the manual relative to interactions with site preceptors and their overall learning experience was relatively positive. Conclusion The manual was an effective teaching and learning tool for students completing a community APPE. PMID:17149421

Integrating Complementary and Alternative Medicine Education Into the Pharmacy Curriculum

PubMed Central

Wallis, Marianne

2008-01-01

Objectives To evaluate the effectiveness of an integrated approach to the teaching of evidence-based complementary and alternative medicine (CAM) in a pharmacy curriculum. Design Evidence-based CAM education was integrated throughout the third, fourth, and fifth years of the pharmacy curriculum. Specifically, an introductory module focusing on CAM familiarization was added in the third year and integrated, evidence-based teaching related to CAM was incorporated into clinical topics through lectures and clinical case studies in the fourth and fifth years. Assessment Students' self-assessed and actual CAM knowledge increased, as did their use of evidence-based CAM resources. However, only 30% of the fourth-year students felt they had learned enough about CAM. Students preferred having CAM teaching integrated into the curriculum beginning in the first year rather than waiting until later in their education. Conclusion CAM education integrated over several years of study increases students' knowledge and application. PMID:19002274

Bringing mini-chalk talks to the bedside to enhance clinical teaching.

PubMed

Pitt, Michael B; Orlander, Jay D

2017-01-01

Chalk talks - where the teacher is equipped solely with a writing utensil and a writing surface - have been used for centuries, yet little has been written about strategies for their use in medical education. Structured education proximal to patient encounters (during rounds, at the bedside, or in between patients in clinic) maximizes the opportunities for clinical learning. This paper presents a strategy to bring mini-chalk talks (MCTs) to the bedside as a practical way to provide relevant clinical teaching by visually framing teachable moments. Grounded in adult learning theory, MCTs leverage teaching scripts to facilitate discussion, involve learners at multiple levels, and embrace the increased retention associated with visual aids. These authors provide specific recommendations for the design and implementation of MCT sessions including what topics work well, how to prepare, and how to involve and engage the learners. ADHD: Attention Deficit Hyperactivity Disorder; MCT: Mini-chalk talks.

Bringing mini-chalk talks to the bedside to enhance clinical teaching

PubMed Central

Pitt, Michael B.; Orlander, Jay D.

2017-01-01

ABSTRACT Chalk talks – where the teacher is equipped solely with a writing utensil and a writing surface – have been used for centuries, yet little has been written about strategies for their use in medical education. Structured education proximal to patient encounters (during rounds, at the bedside, or in between patients in clinic) maximizes the opportunities for clinical learning. This paper presents a strategy to bring mini-chalk talks (MCTs) to the bedside as a practical way to provide relevant clinical teaching by visually framing teachable moments. Grounded in adult learning theory, MCTs leverage teaching scripts to facilitate discussion, involve learners at multiple levels, and embrace the increased retention associated with visual aids. These authors provide specific recommendations for the design and implementation of MCT sessions including what topics work well, how to prepare, and how to involve and engage the learners. Abbreviations: ADHD: Attention Deficit Hyperactivity Disorder; MCT: Mini-chalk talks PMID:28178911

Proceedings of a Conference on Multi-Cultural Aerospace Education Programs in Schools and Museums (June 11-12, 1979).

ERIC Educational Resources Information Center

Joels, Kerry M., Ed.; Podolske, Helen W., Ed.

Twenty papers on multi-cultural aerospace education are presented and cover a wide range of topics, all dealing with some aspect of teaching aerospace education with or without applications to the teaching of minority students. Aerospace education as a motivating force in learning is the topic of two papers. Minorities in aerospace education, as a…

The Theology of Eckankar: Its Critique and Study Based on the Islamic Teachings

ERIC Educational Resources Information Center

Mahmoudi, Abdolreza

2017-01-01

The present paper deals with theology from the point of view of the school of Eckankar and its critique based on the Islamic teachings. Three major topics are probed into in the school of Eckankar, i.e. the definition of religion, the origin of religion, and exclusiveness. On the topic of the definition of religion, Eckankar essentially regards as…

Comparison of Prompting Techniques to Teach Children with Autism to Ask Questions in the Context of a Conversation

ERIC Educational Resources Information Center

Swerdan, Matthew G.; Rosales, Rocío

2017-01-01

An adapted alternating treatments design was used to compare the efficacy of echoic and textual prompts to teach three students with autism (ages 8-15) to ask questions related to two pre-selected topics of conversation. Participants were first required to answer questions related to the topics to determine whether accurate responses were within…

SolEn for a Sustainable Future: Developing and Teaching a Multidisciplinary Course on Solar Energy to Further Sustainable Education in Chemistry

ERIC Educational Resources Information Center

Pullen, Sonja; Brinkert, Katharina

2014-01-01

The high demand for the integration of sustainable topics into university curricula presents new challenges for the way chemistry is traditionally taught. New teaching concepts are required that consider and connect different disciplines to achieve a higher student awareness of the importance of these topics for humanity, the environment, and the…

Teaching: A New Research Look at an Old Practice.

ERIC Educational Resources Information Center

Rancifer, Jesse L.

This study used the Good Teaching Survey to identify productive teaching techniques as determined by students, teachers, administrators, and parents that would be more likely to yield desired results in today's schools. Survey topics included: teaching on one's feet; making learning easier; inducing students to learn; accountability for learning;…

Teaching as a New Career for Military Personnel.

ERIC Educational Resources Information Center

Nyjordet, Sheila

The Teaching as a New Career initiative was developed to help alleviate teacher shortages in the United States and to introduce separating, retiring, and retired military personnel to a second career in the teaching profession. This handbook provides information on the following topics: (1) requirements for teaching in elementary and secondary…

Celebrating Distance Teaching Innovations: The Certificate in Distance Teaching.

ERIC Educational Resources Information Center

Boylan, Colin; Tuovinen, Juhani

Charles Sturt University (Riverina, Australia) has initiated the Certificate in Distance Teaching course for rural teachers working in a distance education setting to extend their understandings about rural and distance education topics. Two semester-long subjects constitute the course: pedagogy of distance teaching and organization of distance…

Medical ethics, bioethics and research ethics education perspectives in South East Europe in graduate medical education.

PubMed

Mijaljica, Goran

2014-03-01

Ethics has an established place within the medical curriculum. However notable differences exist in the programme characteristics of different schools of medicine. This paper addresses the main differences in the curricula of medical schools in South East Europe regarding education in medical ethics and bioethics, with a special emphasis on research ethics, and proposes a model curriculum which incorporates significant topics in all three fields. Teaching curricula of Medical Schools in Bulgaria, Bosnia and Herzegovina, Croatia, Serbia, Macedonia and Montenegro were acquired and a total of 14 were analyzed. Teaching hours for medical ethics and/or bioethics and year of study in which the course is taught were also analyzed. The average number of teaching hours in medical ethics and bioethics is 27.1 h per year. The highest national average number of teaching hours was in Croatia (47.5 h per year), and the lowest was in Serbia (14.8). In the countries of the European Union the mean number of hours given to ethics teaching throughout the complete curriculum was 44. In South East Europe, the maximum number of teaching hours is 60, while the minimum number is 10 teaching hours. Research ethics topics also show a considerable variance within the regional medical schools. Approaches to teaching research ethics vary, even within the same country. The proposed model for education in this area is based on the United Nations Educational, Scientific and Cultural Organization Bioethics Core Curriculum. The model curriculum consists of topics in medical ethics, bioethics and research ethics, as a single course, over 30 teaching hours.

Impact of abbreviated lecture with interactive mini-cases vs traditional lecture on student performance in the large classroom.

PubMed

Marshall, Leisa L; Nykamp, Diane L; Momary, Kathryn M

2014-12-15

To compare the impact of 2 different teaching and learning methods on student mastery of learning objectives in a pharmacotherapy module in the large classroom setting. Two teaching and learning methods were implemented and compared in a required pharmacotherapy module for 2 years. The first year, multiple interactive mini-cases with inclass individual assessment and an abbreviated lecture were used to teach osteoarthritis; a traditional lecture with 1 inclass case discussion was used to teach gout. In the second year, the same topics were used but the methods were flipped. Student performance on pre/post individual readiness assessment tests (iRATs), case questions, and subsequent examinations were compared each year by the teaching and learning method and then between years by topic for each method. Students also voluntarily completed a 20-item evaluation of the teaching and learning methods. Postpresentation iRATs were significantly higher than prepresentation iRATs for each topic each year with the interactive mini-cases; there was no significant difference in iRATs before and after traditional lecture. For osteoarthritis, postpresentation iRATs after interactive mini-cases in year 1 were significantly higher than postpresentation iRATs after traditional lecture in year 2; the difference in iRATs for gout per learning method was not significant. The difference between examination performance for osteoarthritis and gout was not significant when the teaching and learning methods were compared. On the student evaluations, 2 items were significant both years when answers were compared by teaching and learning method. Each year, students ranked their class participation higher with interactive cases than with traditional lecture, but both years they reported enjoying the traditional lecture format more. Multiple interactive mini-cases with an abbreviated lecture improved immediate mastery of learning objectives compared to a traditional lecture format, regardless of therapeutic topic, but did not improve student performance on subsequent examinations.

Gastroenterology Curriculum in the Canadian Medical School System.

PubMed

Dang, ThucNhi Tran; Wong, Clarence; Bistritz, Lana

2017-01-01

Background and Purpose. Gastroenterology is a diverse subspecialty that covers a wide array of topics. The preclinical gastroenterology curriculum is often the only formal training that medical students receive prior to becoming residents. There is no Canadian consensus on learning objectives or instructional methods and a general lack of awareness of curriculum at other institutions. This results in variable background knowledge for residents and lack of guidance for course development. Objectives. (1) Elucidate gastroenterology topics being taught at the preclinical level. (2) Determine instructional methods employed to teach gastroenterology content. Results . A curriculum map of gastroenterology topics was constructed from 10 of the medical schools that responded. Topics often not taught included pediatric GI diseases, surgery and trauma, food allergies/intolerances, and obesity. Gastroenterology was taught primarily by gastroenterologists and surgeons. Didactic and small group teaching was the most employed teaching method. Conclusion. This study is the first step in examining the Canadian gastroenterology curriculum at a preclinical level. The data can be used to inform curriculum development so that topics generally lacking are better incorporated in the curriculum. The study can also be used as a guide for further curriculum design and alignment across the country.

A social implications of computing course which teaches computer ethics

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

Pulliam, S.C.

1994-12-31

Computers are integral to today`s world, forming our society as well as responding to it, In recognition of this interaction, as well as in response to requirements by the Computer Science Accrediting Board (CSAB), many schools are incorporating computer ethics and values and addressing the social implications of computing within their curriculum. The approach discussed here is through a separate course, rather than relying on the integration of specific topics throughout the curriculum.

The Importance of Undergraduate General and Organic Chemistry to the Study of Biochemistry in Medical School.

ERIC Educational Resources Information Center

Scimone, Anthony; Scimone, Angelina A.

1996-01-01

Investigates chemistry topics necessary to facilitate the study of biochemistry in U.S. medical schools. Lists topics considered especially important and topics considered especially unimportant in general chemistry and organic chemistry. Suggests that in teaching undergraduate general or organic chemistry, the topics categorized as exceptionally…

Assessment of the acceptance and effectiveness of peer-assisted learning in pediatrics.

PubMed

Awasthi, Shally; Yadav, Krishna Kumar

2015-08-01

Peer-assisted learning (PAL) is the development of knowledge and skill through active help and support of equals. However, this has not been tested in medical education in India. To assess the effectiveness of PAL on improvement in cognitive assessment scores and its acceptance among undergraduate medical students in one public teaching medical university in North India. After approval from the Institutional Ethics Committee, three PAL sessions, 1 per week, each on specific topic, were conducted using small group discussion methodology with a faculty contact and student leader and 4-6 peer-learners, in 9(th) semester MBBS students. A pretest with multiple choice questions (MCQs) was followed by distribution of learning objectives and list of resource material. PAL session was conducted after 72 h, followed by posttest by MCQs and then focus group discussion (FGD) on students' experiences. Of the 26 students enrolled, three PAL sessions was completed by 22 (84.6%) students. The correlation coefficient between pre- and post-test scores was 0.48 (P < 0.0001), with a 24.2% improvement in posttest scores. In the nine FGDs most said that PALs helped in the better preparation of the topic, clarifying doubts, lessened examination anxiety, improved communication skills, and increased self-confidence. PAL was well accepted, and it improved assessment scores. Therefore, it can be adopted for teaching selected topics across all subjects of MBBS course.

Topics in Bioethics: A Development of Student Perspectives†

PubMed Central

Johnson, Keith A.

2014-01-01

Exposing students to current biotechnological and medical issues is eye-opening for many students in a way that is not always achieved through lecture-based learning. Lecture or investigative teaching styles provide a tremendous knowledge base for the students, but sometimes these teaching styles do not allow the student to fully develop, especially personal attitudes to issues in bioethics. Through online videos, Hollywood movies, guided readings and classroom discussions, students in this course are informed of some bioethical topics, encouraged to learn about other topics, and use this gained knowledge to develop personal positions regarding the value and/or risk of the issues. This course has been well-received by previous students as a favorite in terms of both topics covered and style. PMID:25574290

What is motivating middle-school science teachers to teach climate change?

NASA Astrophysics Data System (ADS)

McNeal, Peggy; Petcovic, Heather; Reeves, Patricia

2017-05-01

Adoption of science content standards that include anthropogenic climate change has prompted widespread instruction in climate change for the first time. However, the controversial nature of the topic can be daunting and many teachers share misconceptions that lead to weak treatment of climate change in classrooms. Nevertheless, numerous teachers have embraced the topic and are providing illustrations of deliberate climate change education. In this study we investigated teacher motivation using focus groups with middle school teachers who currently teach climate change. Qualitative analysis of the collective teacher voices yielded underlying motivations. Our findings suggest that these teachers' interest in environmentalism naturally translates to climate change advocacy and motivates teaching the topic. Their knowledge and expertise gives them confidence to teach it. These teachers see themselves as scientists, therefore their views align with the scientific consensus. They practice authentic scientific research with their students, thus confirming valued characteristics of their scientist identity. Finally, our findings suggest that teaching climate change gives these teachers a sense of hope as they impact the future through their students. This study contrasts with skepticism over the state of climate change education and contributes to an understanding of how climate change education is motivated in teachers.

[Social medicine in medical faculties: realisation of the topic in the specialty "social medicine, occupational health"].

PubMed

Behmann, M; Bisson, S; Walter, U

2011-12-01

The 9 (th) Revision of German Medical Licensing Regulations for Physicians has come into effect on October 1 (st) 2003. Social medicine was separated into the fields "occupational health, social medicine" and the various cross-sectional modules: epidemiology, biometry, medical computer science; health economics, health-care system, public health; prevention, health promotion; rehabilitation, physical medicine, naturopathic treatment. This paper studies the realisation of teaching in the field social medicine at German medical faculties. The survey was conducted in collaboration with the German Association for Social Medicine and Prevention (DGSMP). A survey was conducted at 38 institutes of 36 German medical faculties. The written questionnaire contained mostly selection items in which chances and barriers of the field were queried with supply items. Information about time scale, general conditions and resources was aked for. On the basis of the guidelines of the DGSMP, the topics to be taught were evaluated concerning their relevance and integration into education. The response rate was 68% (n=26). Social insurance, basic principles, responsibility in the Social Security Code and the different providers were judged as the most important topics. There was a strong demand for lecturing material. 82% (n=18) of the faculties wished to have specific material, for example e-learning, examples, lesson plans, curricula and also textbooks. 91% (n=19) of the faculties requested an exchange of information between the faculties concerning educational contents, motivation of students and e-learning. The realisation of teaching is different between the faculties concerning the number of hours, teaching methods and number of students per year. The motivation of the students is one of the problems, but also the lack of acceptance within the clinic. Specific resources and exchange between the faculties are necessary concerning e-learning, which is offered at only few faculties so far, but interest for a more intensive usage exists. Potentials of social medicine are the promotion of awareness among the students and the "identification of basics for medical acts in the social security system". Social medicine offers the possibility to connect the theoretical institutes with the clinic. © Georg Thieme Verlag KG Stuttgart · New York.

Nutrition Education for Pediatric Gastroenterology, Hepatology and Nutrition Fellows: A Survey of NASPGHAN Fellowship Training Programs

PubMed Central

Martinez, J. Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R.; Shulman, Robert J.

2012-01-01

Objectives The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. Methods A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to NASPGHAN, including sites in the United States, Canada and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on Level 1 training in nutrition, which is the minimum requirement according to published NASPGHAN fellowship training guidelines. Results The majority of the teaching was conducted by MD degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of Level 1 nutrition topics were consistently covered by more than 80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77 and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. Conclusions The methodology of nutrition education during gastroenterology fellowship training is for the most part unstructured and inconsistent among the different programs. The minimum Level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education. PMID:22343911

Do Veterinary Students See a Need for More In-Course Discussion? A Survey.

PubMed

Kasch, Cindy; Haimerl, Peggy; Heuwieser, Wolfgang; Arlt, Sebastian

2015-01-01

Rather than merely transferring information, veterinary education should stimulate and motivate students and encourage them to think. Currently in veterinary education, most curricula use the method of frontal teaching (e.g., in lectures). A student-centered critical approach to information is rarely used. Our research sought to determine if students consider in-course discussion useful and if sufficient possibilities for discussion are provided and supported by their lecturers. In December 2013, we conducted a survey of fourth-year students. Specifically, we wanted to know if students consider in-course discussion about course content useful for successful learning and if students wish to have more opportunities for discussion during class time. Finally, we wanted to identify barriers that limit the students' motivation and ability to engage in discussion of course content. In total, 105 students completed the survey. The majority of students agreed or strongly agreed that clinical topics should be discussed during class time. Frequently stated reasons were improved learning (85.7%) and the opportunity to look at topics from different perspectives (92.4%). In conclusion, we found a considerable dearth of and request for discussion within veterinary education. In light of these findings, we emphasize the need for new teaching strategies that promote independent thinking and critical questioning. We suggest the implementation of more discussion opportunities in well considered and moderated settings in veterinary teaching.

Factors associated with the content of sex education in U.S. public secondary schools.

PubMed

Landry, David J; Darroch, Jacqueline E; Singh, Susheela; Higgins, Jenny

2003-01-01

While sex education is almost universal in U.S. schools, its content varies considerably. Topics such as abstinence, and basic information on HIV and other sexually transmitted diseases (STDs), are commonly taught; birth control and how to access STD and contraceptive services are taught less often. Factors potentially associated with these variations need to be examined. Data on 1,657 respondents to a 1999 national survey of teachers providing sex education in grades 7-12 were assessed for variation in topics covered. Logistic regression was used to ascertain factors associated with instruction on selected topics. The content of sex education varied by region and by instructors' approach to teaching about abstinence and contraception. For example, teaching abstinence as the only means of pregnancy and STD prevention was more common in the South than in the Northeast (30% vs. 17%). Emphasizing the ineffectiveness of contraceptives was less common in the Northeast (17%) than in other regions (27-32%). Instructors teaching that methods are ineffective and presenting abstinence as teenagers' only option had significantly reduced odds of teaching various skills and topics (odds ratios, 0.1-0.5). Instructors' approach to teaching about methods is a very powerful indicator of the content of sex education. Given the well-documented relationship between what teenagers learn about safer sexual behavior and their use of methods when they initiate sexual activity, sex education in all U.S. high schools should include accurate information about condoms and other contraceptives.

An in-depth analysis of ethics teaching in Canadian physiotherapy and occupational therapy programs.

PubMed

Laliberté, Maude; Hudon, Anne; Mazer, Barbara; Hunt, Matthew R; Ehrmann Feldman, Debbie; Williams-Jones, Bryn

2015-01-01

The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring that educators are well equipped to support the development of necessary theoretical and applied competencies can be promoted by initiatives including the creation of tailored ethics teaching and evaluation tools, and by establishing communities of practice among ethics educators. This survey identified heterogeneity in ethics teaching content, format and duration, and location within the curriculum. In order to be able to assess more precisely the place accorded to ethics teaching in PT and OT programs, careful mapping of ethics content inside and across rehabilitation programs is needed - both in Canada and internationally. These initiatives would help advance understanding of ethics teaching practices in rehabilitation.

Peer-to-Peer Teaching Using Multi-Disciplinary Applications as Topics

ERIC Educational Resources Information Center

Sturdivant, Rodney X.; Souhan, Brian E.

2011-01-01

Most educators know that the best way to truly understand new material is to teach it. The use of students as peer educators provides numerous benefits to the student teacher and his or her classmates. Student-led instruction or peer-to-peer teaching is not a new concept or teaching technique. Peer teaching traces its roots back to the ancient…

Teaching Globalization Issues to Education Students: What's the Point?

ERIC Educational Resources Information Center

Hytten, Kathy; Bettez, Silvia Cristina

2008-01-01

We argue that teaching the dynamics of globalization to education students is an important aspect of teaching for social justice and for the development of critical awareness, thinking, and sensitivity. We begin this position paper by briefly characterizing globalization and exploring a range of approaches to teaching this topic. We then describe…

Research and Teaching: Assessment of Graduate Teaching Assistants Enrolled in a Teaching Techniques Course

ERIC Educational Resources Information Center

Zehnder, Caralyn

2016-01-01

At the authors' public liberal arts institution, biology masters students are required to enroll in BIOL 5050: Teaching Techniques. Course topics include designing effective lectures, assessment, classroom management, diversity in the classroom, and active learning strategies. The impact of this type of training on graduate students' attitudes and…

Thematic Units in Teaching English and the Humanities.

ERIC Educational Resources Information Center

Spann, Sylvia, Ed.; Culp, Mary Beth, Ed.

This book is dedicated to the use of a humanistic, thematic approach to the teaching of English. The chapters deals with such topics as teaching poetry, teaching American folklore and tradition, and helping students achieve greater self-knowledge and self-understanding through using the "speaking voice" in oral and written communication.…

The ROM Kit: A Fresh Look at Teaching Roman History.

ERIC Educational Resources Information Center

Shore, Paul J.

1982-01-01

Describes materials in a kit assembled by the Royal Ontario Museum (ROM) that can be used to revitalize the teaching of Roman history and as a model for teaching about ancient history in general. The author also suggests a new approach, concepts, and topics that should be used in teaching Roman history. (AM)

Handbook of Research on Teaching, Fifth Edition

ERIC Educational Resources Information Center

Gitomer, Drew H., Ed.; Bell, Courtney A., Ed.

2016-01-01

The Fifth Edition of the :Handbook of Research on Teaching" is an essential resource for students and scholars dedicated to the study of teaching and learning. The volume covers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of…

Proceedings of the Undergraduate Mathematics Teaching Conference (Birmingham, England, September 3-6, 2001).

ERIC Educational Resources Information Center

Egerton, Patricia, Ed.

The 27th Undergraduate Mathematics Teaching Conference took place in September of 2001 at the University of Birmingham. Major topics of the conference included preparing a teaching portfolio, engineering mathematics should be taught by engineers, issues in teaching discrete mathematics, action research, study skills, and issues for web-delivered…

Teaching Art and Design: Communicating Creative Practice through Embodied and Tacit Knowledge

ERIC Educational Resources Information Center

Budge, Kylie

2016-01-01

How do artists and designers teaching in universities communicate creative practice as they teach art/design? There is much discussion about the "mystery" of creativity, but little understanding of how teaching occurs in creative contexts. Understanding this topic better will develop greater knowledge within the academy of how art and…

Culture Teaching in Historical Review: On the Occasion of ASOCOPI's Fiftieth Anniversary

ERIC Educational Resources Information Center

Meadows, Bryan

2016-01-01

This literature review surveys fifty years of English language teaching scholarship on the topic of culture teaching. The review segments the available literature according to decade and applies two guiding questions to each resource found: "How is culture defined" and "What does culture teaching look like." The report of…

Improving University Teaching. Volume II [and] Volume III. Contributed Papers. International Conference (12th, Heidelberg, Germany, July 15-18, 1986).

ERIC Educational Resources Information Center

Maryland Univ., College Park. Univ. Coll.

Seventy-four papers from a 1986 international conference on improving university teaching are presented. Topics include: student-teacher relationships, the pulse of the academic professional, improving teaching via techology, campus-corporate linkages, institutional changes and liberal learning, improving university teaching through evaluation,…

Teaching Climate Change to Future Teachers Using 'Real' Data: Challenges and Opportunities (Invited)

NASA Astrophysics Data System (ADS)

Petcovic, H. L.; Barone, S.; Fulford, J.

2013-12-01

A climate-literate public is essential to resolving pressing problems related to global change. Future elementary teachers are a critical audience in climate and climate change education, as they will introduce children in early grades (USA grades K-8, children ages 5-14) to fundamentals of the climate system, natural and anthropogenic drivers of climate change, and impacts of global change on human and natural systems. Here we describe challenges we have encountered in teaching topics of the carbon cycle, greenhouse gases, past climate, recent anthropogenic change, and carbon footprints to future elementary teachers. We also describe how we have met (to varying degrees of success) these challenges in an introductory earth science course that is specifically designed for this audience. Two prominent challenges we have encountered are: the complex nature of the scientific content of climate change, and robust misconceptions held by our students about these topics. To address the first challenge, we attempt to adjust the scientific content to a level appropriate for future K-8 teachers, without sacrificing too much accuracy or critical detail. To address the second challenge, we explicitly discuss alternate conceptions of each topic. The use of authentic data sets can also address both of these challenges. Yet incorporating 'real' climate and paleoclimate data into the classroom poses still an additional challenge of instructional design. We use a variety of teaching approaches in our laboratory-based course including student-designed experiments, computer simulations, physical models, and authentic data sets. We have found that students strongly prefer the physical models and experiments, because these are 'hands-on' and perceived as easily adaptable to the K-8 classroom. Students often express dislike for activities that use authentic data sets (for example, an activity using graphs of CO2 and methane concentrations in Vostok ice cores), in particular because they have difficulty interpreting graphs. To respond to this concern, we couple physical models/experiments with data sets in a guided inquiry teaching format in order to satisfy those students who prefer 'hands-on' learning yet tie the models to the real world. Pre/post testing of students shows that this method is effective in most topics, yet future teachers still struggle with identifying natural versus anthropogenic drivers of climate change. We continue to address these challenges in future course modifications.

Current pain education within undergraduate medical studies across Europe: Advancing the Provision of Pain Education and Learning (APPEAL) study.

PubMed

Briggs, Emma V; Battelli, Daniele; Gordon, David; Kopf, Andreas; Ribeiro, Sofia; Puig, Margarita M; Kress, Hans G

2015-08-10

Unrelieved pain is a substantial public health concern necessitating improvements in medical education. The Advancing the Provision of Pain Education and Learning (APPEAL) study aimed to determine current levels and methods of undergraduate pain medicine education in Europe. Using a cross-sectional design, publicly available curriculum information was sought from all medical schools in 15 representative European countries in 2012-2013. Descriptive analyses were performed on: the provision of pain teaching in dedicated pain modules, other modules or within the broader curriculum; whether pain teaching was compulsory or elective; the number of hours/credits spent teaching pain; pain topics; and teaching and assessment methods. Curriculum elements were publicly available from 242 of 249 identified schools (97%). In 55% (133/242) of schools, pain was taught only within compulsory non-pain-specific modules. The next most common approaches were for pain teaching to be provided wholly or in part via a dedicated pain module (74/242; 31%) or via a vertical or integrated approach to teaching through the broader curriculum, rather than within any specific module (17/242; 7%). The curricula of 17/242 schools (7%) showed no evidence of any pain teaching. Dedicated pain modules were most common in France (27/31 schools; 87%). Excluding France, only 22% (47/211 schools) provided a dedicated pain module and in only 9% (18/211) was this compulsory. Overall, the median number of hours spent teaching pain was 12.0 (range 4-56.0 h; IQR: 12.0) for compulsory dedicated pain modules and 9.0 (range 1.0-60.0 h; IQR: 10.5) for other compulsory (non-pain specific) modules. Pain medicine was principally taught in classrooms and assessed by conventional examinations. There was substantial international variation throughout. Documented pain teaching in many European medical schools falls far short of what might be expected given the prevalence and public health burden of pain. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://group.bmj.com/group/rights-licensing/permissions.

Adding Life to Social Studies, Language Arts, Math and Science.

ERIC Educational Resources Information Center

Dobson, Dorothy Tousley; Archer, Sally

This booklet is designed to use the newspaper in the teaching of social studies, language arts, math, and science. Each of these major areas is divided into several topics. Each topic is defined, followed by a list of activities using newspaper articles or pictures to develop the topic. The seven topics for social studies are sociology;…

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…

Competencies in Science Teaching

ERIC Educational Resources Information Center

Mathelitsch, Leopold

2013-01-01

The role of competencies is discussed with respect to science teaching. In particular, competence models from Germany, Switzerland and Austria are presented and compared. A special topical program, "Competencies in Mathematics and Science Teaching", was started in Austria three years ago. Initial experiences with this program are…

Consumer Education: A Teaching-Learning Unit on the Rights and Responsibilities of all Consumers and Special Problems of Elderly Consumers, Poor Consumers, Handicapped Consumers, Non-English Speaking Consumers and Nonreaders, Minors.

ERIC Educational Resources Information Center

Tennessee Univ., Knoxville.

To help high school students understand the role of consumers in the everyday world, the teaching guide presents objectives and activities related to seven consumer topics. Topics are rights and responsibilities of all consumers, common transportation concerns of consumers with special problems, and problems which particularly affect consumers who…

Sexuality education in fifth and sixth grades in U.S. public schools, 1999.

PubMed

Landry, D J; Singh, S; Darroch, J E

2000-01-01

While policymakers, educators and parents recognize the need for family life and sexuality education during children's formative years and before adolescence, there is little nationally representative information on the timing and content of such instruction in elementary schools. In 1999, data were gathered from 1, 789 fifth- and sixth-grade teachers as part of a nationally representative survey of 5,543 public school teachers in grades 5-12. Based on the responses of 617 fifth- and sixth-grade teachers who said they teach sexuality education, analyses were carried out on the topics and skills sexuality education teachers taught, the grades in which they taught them, their teaching approaches, the pressures they experienced, whether they received support from parents, the community and school administrators, and their needs. Seventy-two percent of fifth- and sixth-grade teachers report that sexuality education is taught in their schools at one or both grades. Fifty-six percent of teachers say that the subject is taught in grade five and 64% in grade six. More than 75% of teachers who teach sexuality education in these grades cover puberty, HIV and AIDS transmission and issues such as how alcohol and drugs affect behavior and how to stick with a decision. However, when schools that do not provide sexuality education are taken into account, even most of these topics are taught in only a little more than half of fifth- and sixth-grade classrooms. All other topics are much less likely to be covered. Teaching of all topics is less prevalent at these grades than teachers think it should be. Gaps between what teachers say they are teaching and teachers' recommendations for what should be taught and by what grade are especially large for such topics as sexual abuse, sexual orientation, abortion, birth control and condom use for STD prevention. A substantial proportion of teachers recommend that these topics be taught at grade six or earlier. More than half (57%) of fifth- and sixth-grade sexuality education teachers cover the topic of abstinence from intercourse--17% as the only option for protection against pregnancy and STDs and 40% as the best alternative or one option for such protection. Forty-six percent of teachers report that one of their top three problems in teaching sexuality education is pressure, whether from the community, parents or school administrators. More than 40% of teachers report a need for some type of assistance with materials, factual information or teaching strategies. A large proportion of schools are doing little to prepare students in grades five and six for puberty, much less for dealing with pressures and decisions regarding sexual activity Sexuality education teachers often feel unsupported by the community, parents or school administrators.

Medication safety.

PubMed

Keohane, Carol A; Bates, David W

2008-03-01

Patient safety is a state of mind, not a technology. The technologies used in the medical setting represent tools that must be properly designed, used well, and assessed on an on-going basis. Moreover, in all settings, building a culture of safety is pivotal for improving safety, and many nontechnologic approaches, such as medication reconciliation and teaching patients about their medications, are also essential. This article addresses the topic of medication safety and examines specific strategies being used to decrease the incidence of medication errors across various clinical settings.

Explanation, motivation and question posing routines in university mathematics teachers' pedagogical discourse: a commognitive analysis

NASA Astrophysics Data System (ADS)

Viirman, Olov

2015-11-01

This paper investigates the teaching practices used by university mathematics teachers when lecturing, a topic within university mathematics education research which is gaining an increasing interest. In the study, a view of mathematics teaching as a discursive practice is taken, and Sfard's commognitive framework is used to investigate the teaching practices of seven Swedish university mathematics teachers on the topic of functions. The present paper looks at the discourse of mathematics teaching, presenting a categorization of the didactical routines into three categories - explanation, motivation and question posing routines. All of these are present in the discourses of all seven teachers, but within these general categories, a number of different sub-categories of routines are found, used in different ways and to different extent by the various teachers. The explanation routines include known mathematical facts, summary and repetition, different representations, everyday language, and concretization and metaphor; the motivation routines include reference to utility, the nature of mathematics, humour and result focus; and the question posing routines include control questions, asking for facts, enquiries and rhetorical questions. This categorization of question posing routines, for instance, complements those already found in the literature. In addition to providing a valuable insight into the teaching of functions at the university level, the categorizations presented in the study can also be useful for investigating the teaching of other mathematical topics.

Developing Pedagogical Content Knowledge for Teaching a New Topic: More Than Teaching Experience and Subject Matter Knowledge

NASA Astrophysics Data System (ADS)

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2017-03-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the teaching of a newly introduced topic in the curriculum, polymerase chain reaction and their PCK development from the pre-lesson planning phase through the interactive phase to the post-lesson reflection phase. Multiple data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. It was found that the teachers' previous experience informed their planning for teaching the new topic, but in qualitatively different ways. This, in turn, had a bearing on their new PCK development. Subject matter knowledge (SMK) can not only facilitate but may also hinder this development. Our findings identify two types of experienced teachers: those who can capitalise on their previous teaching experiences and SMK to develop new PCK and those who do not. The critical difference is whether in the lesson planning stage, the teacher shows the disposition to draw on a generalised mental framework that enables the teacher to capitalise on his existing SMK to develop new PCK. Helping teachers to acquire this disposition should be a focus for teacher training in light of continuous curriculum changes.

Teaching Your First Astro 101 Course: What They Don't Tell You

NASA Astrophysics Data System (ADS)

Bruning, D.

2014-07-01

Designing your Astro 101 course should not be about what topics you can omit but should be a thoughtful process that regards your fundamental teaching goals and which topics and skills promote those goals. Establishing goals and assessments that lead to measurable student outcomes enable one to more constructively design a learning experience for students. Just as any good novel has multiple story lines that weave throughout the book, your course has several narratives that wind through different topics and help to tie goals together. Sharing this underlying organizational structure of your course with students helps them to connect ideas and be more successful.

Teaching medical ethics and law.

PubMed

Parker, Malcolm

2012-03-01

The teaching of medical ethics is not yet characterised by recognised, standard requirements for formal qualifications, training and experience; this is not surprising as the field is still relatively young and maturing. Under the broad issue of the requirements for teaching medical ethics are numerous more specific questions, one of which concerns whether medical ethics can be taught in isolation from considerations of the law, and vice versa. Ethics and law are cognate, though distinguishable, disciplines. In a practical, professional enterprise such as medicine, they cannot and should not be taught as separate subjects. One way of introducing students to the links and tensions between medical ethics and law is to consider the history of law via its natural and positive traditions. This encourages understanding of how medical practice is placed within the contexts of ethics and law in the pluralist societies in which most students will practise. Four examples of topics from medical ethics teaching are described to support this claim. Australasian medical ethics teachers have paid less attention to the role of law in their curricula than their United Kingdom counterparts. Questions like the one addressed here will help inform future deliberations concerning minimal requirements for teaching medical ethics.

Managing Substitute Teaching.

ERIC Educational Resources Information Center

Jones, Kevin R.

1999-01-01

This news brief presents information on managing substitute teaching. The information is based on issues discussed at a summit meeting which included public school administrators and personnel directors from around the nation. The main topics of concern focused around four core components related to the management of substitute teaching:…

Prescriptions and Perceptions of Teaching Excellence: A Study of the National "Wettbewerb Exzellente Lehre" Initiative in Germany

ERIC Educational Resources Information Center

Brockerhoff, Lisa; Stensaker, Bjørn; Huisman, Jeroen

2014-01-01

This article discusses how teaching excellence is prescribed by policy-makers and perceived by higher education institutions in the national competition for teaching excellence ("Wettbewerb Exzellente Lehre") in Germany. Teaching excellence has become an important topic around the world. Its importance can be seen in the increase in…

Language Teachers: Research and Studies in Language(s) Education, Teaching, and Learning in "Teaching and Teacher Education," 1985-2012

ERIC Educational Resources Information Center

Kleinsasser, Robert C.

2013-01-01

The article reviews twelve of 79 articles focusing on language teachers, language(s) teacher education, teaching, and learning published in "Teaching and Teacher Education" since 1985. The twelve articles, divided into three sections, include narrative inquiry and identity, teacher education topics, and contexts. The articles provide local and…

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

ERIC Educational Resources Information Center

Kline, Michelle Ann

2017-01-01

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

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…

Does Thoughtfully Adaptive Teaching Actually Exist? A Challenge to Teacher Educators

ERIC Educational Resources Information Center

Hoffman, James V.; Duffy, Gerald G.

2016-01-01

In this article, we explore the roots of thoughtfully adaptive teaching in reflection. Drawing on the conceptual work of Dewey and Schon, we examine reflective practice in teaching as a tool for resistance against institutional pressures to standardize teaching practices. We describe 2 programs of research related to this topic. One program of…

The state of radiologic teaching practice in preclinical medical education: survey of American medical, osteopathic, and podiatric schools.

PubMed

Rubin, Zachary; Blackham, Kristine

2015-04-01

This study describes the state of preclinical radiology curricula in North American allopathic, osteopathic, and podiatric medical schools. An online survey of teaching methods, radiology topics, and future plans was developed. The Associations of American Medical Colleges, Colleges of Osteopathic Medicine, and Colleges of Podiatric Medicine listing for all US, Canadian, and Puerto Rican schools was used for contact information for directors of anatomy and/or radiology courses. Letters were sent via e-mail to 198 schools, with a link to the anonymous survey. Of 198 schools, 98 completed the survey (48%). Radiology curricula were integrated with other topics (91%), and taught by anatomists (42%) and radiologists (43%). The majority of time was spent on the topic of anatomy correlation (35%). Time spent teaching general radiology topics in the curriculum, such as physics (3%), modality differences (6%), radiation safety (2%), and contrast use (2%) was limited. Most schools had plans to implement an innovative teaching method in the near future (62%). The major challenges included limits on: time in the curriculum (73%); resources (32%); and radiology faculty participation (30%). A total of 82% reported that their curriculum did not model the suggestions made by the Alliance of Medical Student Educators in Radiology. This survey describes the current state of preclinical radiology teaching: curricula were nonstandard, integrated into other courses, and predominantly used for anatomy correlation. Other important contextual principles of the practice of radiology were seldom taught. Copyright © 2015 American College of Radiology. Published by Elsevier Inc. All rights reserved.

Topic Continuity in Informal Conversations between Native and Non-Native Speakers of English

ERIC Educational Resources Information Center

Morris-Adams, Muna

2013-01-01

Topic management by non-native speakers (NNSs) during informal conversations has received comparatively little attention from researchers, and receives surprisingly little attention in second language learning and teaching. This article reports on one of the topic management strategies employed by international students during informal, social…

Spaceship Nigeria: A Topic Study for Global Warming, Greenhouse Effect and Ozone Layer Depletion.

ERIC Educational Resources Information Center

Okebukola, Peter; Akpan, Ben B.

1997-01-01

Explains the concept of a topic study, how it meets the needs of teachers seeking to integrate their teaching, and how it is especially well suited for environmental education. Outlines curriculum for a topic study on the greenhouse effect and ozone layer depletion. (DDR)

Some Teaching Topics from Space Science

ERIC Educational Resources Information Center

Balding, G. M.

1972-01-01

Short notes on a variety of science topics provide information derived from space sciences that can be used to add interest and up-to-date data to science lessons. Topics are arranged alphabetically from Alpha particles to X-rays, and include some from each of the physical, earth, and biological sciences. (AL)

Teacher knowledge, instructional expertise, and the development of reading proficiency.

PubMed

Reid Lyon, G; Weiser, Beverly

2009-01-01

Teacher knowledge and instructional expertise have been found in correlational and pre- and posttest studies to be related to student reading achievement. This article summarizes data presented in this special issue and additional research to address four questions: (a) What do expert reading teachers know? (b) Why do teachers need to acquire this knowledge? (c) Do teachers believe they have this knowledge? and (d) Are teachers being adequately prepared to teach reading? Well-designed studies relevant to this topic have been sparse with a noticeable lack of attention given to identifying specific causal links between teacher knowledge, teaching expertise, and student reading achievement. Until the appropriate research designs and methodologies are applied to address the question of causal effects, conclusions about the specific content that teachers must know and the instructional practices that are most beneficial in presenting this content are preliminary at best. Future studies of the effect of essential reading content knowledge must be extended beyond word-level skills to vocabulary, reading comprehension, and writing.

Edinburgh Working Papers in Applied Linguistics, 1996.

ERIC Educational Resources Information Center

Parkinson, Brian, Ed.; Mitchell, Keith

1996-01-01

This monograph contains papers on research work in progress at the Department of Applied Linguistics and Institute for Applied Language Studies at the University of Edinburgh (Scotland). Topics addressed include general English teaching, English for Academic Purposes teaching, Modern Language teaching, and teacher education. Papers are:…

Thematic Teaching in Action

ERIC Educational Resources Information Center

Loughran, Sandra B.

2005-01-01

This article describes "thematic teaching," defined as a process of integrating and linking multiple elements of a curriculum in an ongoing exploration of many different aspects of a topic or subject. Thematic teaching is about students actively constructing their own knowledge. In classrooms where successful thematic work is in progress,…

Proceedings of the Symposium Teaching Cardiovascular Physiology Outside the Lecture Hall.

ERIC Educational Resources Information Center

Michael, Joel A.; Rovick, Allen A., Eds.

1983-01-01

Provided are 10 papers presented during a symposium on teaching cardiovascular physiology outside the lecture hall. Topics addressed include a mechanical model of the cardiovascular system for effective teaching, separate course for experiments in cardiovascular physiology, selective laboratory (alternative to cookbook experiments), cardiovascular…

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program.

PubMed

Keen-Rhinehart, E; Eisen, A; Eaton, D; McCormack, K

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one's field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty.

Interactive Methods for Teaching Action Potentials, an Example of Teaching Innovation from Neuroscience Postdoctoral Fellows in the Fellowships in Research and Science Teaching (FIRST) Program

PubMed Central

Keen-Rhinehart, E.; Eisen, A.; Eaton, D.; McCormack, K.

2009-01-01

Acquiring a faculty position in academia is extremely competitive and now typically requires more than just solid research skills and knowledge of one’s field. Recruiting institutions currently desire new faculty that can teach effectively, but few postdoctoral positions provide any training in teaching methods. Fellowships in Research and Science Teaching (FIRST) is a successful postdoctoral training program funded by the National Institutes of Health (NIH) providing training in both research and teaching methodology. The FIRST program provides fellows with outstanding interdisciplinary biomedical research training in fields such as neuroscience. The postdoctoral research experience is integrated with a teaching program which includes a How to Teach course, instruction in classroom technology and course development and mentored teaching. During their mentored teaching experiences, fellows are encouraged to explore innovative teaching methodologies and to perform science teaching research to improve classroom learning. FIRST fellows teaching neuroscience to undergraduates have observed that many of these students have difficulty with the topic of neuroscience. Therefore, we investigated the effects of interactive teaching methods for this topic. We tested two interactive teaching methodologies to determine if they would improve learning and retention of this information when compared with standard lectures. The interactive methods for teaching action potentials increased understanding and retention. Therefore, FIRST provides excellent teaching training, partly by enhancing the ability of fellows to integrate innovative teaching methods into their instruction. This training in turn provides fellows that matriculate from this program more of the characteristics that hiring institutions desire in their new faculty. PMID:23493377

"What Do You Think the Aims of Doing a Practical Chemistry Course Are?" A Comparison of the Views of Students and Teaching Staff across Three Universities

ERIC Educational Resources Information Center

George-Williams, Stephen R.; Ziebell, Angela L.; Kitson, Russell R. A.; Coppo, Paolo; Thompson, Christopher D.; Overton, Tina L.

2018-01-01

The aims of teaching laboratories is an important and ever-evolving topic of discussion amongst teaching staff at teaching institutions. It is often assumed that both teaching staff and students are implicitly aware of these aims, although this is rarely tested or measured. This assumption can lead to mismatched beliefs between students and…

The NEED (National Energy Education Development) Project

NASA Astrophysics Data System (ADS)

Hogan, D.; Spruill, M.

2012-04-01

The NEED (National Energy Education Development) Project is a non-profit organization which provides a wide range of K-12 curriculum on energy education topics. The curriculum is specific for primary, elementary, intermediate and secondary levels with age appropriate activities and reading levels. The NEED Project covers a wide range of topics from wind energy, nuclear energy, solar energy, hydropower, hydrogen, fossil fuels, energy conservation, energy efficiency and much more. One of the major strengths of this organization is its Teacher Advisory Board. The curriculum is routinely revised and updated by master classroom teachers who use the lessons and serve on the advisory board. This ensures it is of the highest quality and a useful resource. The NEED Project through a variety of sponsors including businesses, utility companies and government agencies conducts hundreds of teacher professional development workshops each year throughout the United States and have even done some workshops internationally. These workshops are run by trained NEED facilitators. At the workshops, teachers gain background understanding of the energy topics and have time to complete the hands on activities which make up the curriculum. The teachers are then sent a kit of equipment after successfully completing the workshop. This allows them to teach the curriculum and have their students perform the hands on labs and activities in the classroom. The NEED Project is the largest provider of energy education related curriculum in the United States. Their efforts are educating teachers about energy topics and in turn educating students in the hope of developing citizens who are energy literate. Many of the hands on activities used to teach about various energy sources will be described and demonstrated.

Undergraduate allergy teaching in a UK medical school: comparison of the described and delivered curriculum.

PubMed

Shehata, Yasser; Ross, Michael; Sheikh, Aziz

2007-02-01

Concerns have been raised about the adequacy of allergy teaching in UK undergraduate medical curricula. Our previous work, which involved undertaking a systematic analysis of the documented curricular learning objectives relating to allergy teaching in a UK medical school, found references to allergy teaching in each of the five years of study but also identified some apparent omissions in allergy teaching. These may represent actual gaps in relation to allergy training, or alternatively may reflect dissonance between the described and delivered curricula. To compare the described and delivered undergraduate curricula on allergy and allergy-related topics in a UK medical school. We identified and e-mailed the individuals responsible for each of the 43 modules in the five-year undergraduate medical programme at the University of Edinburgh, enquiring about the delivery of allergy-related teaching within their modules. We then compared these responses with the results of the previous study mapping allergy-related teaching across the undergraduate curriculum. Fifty-one individuals were identified as being responsible for leading the 43 modules in the curriculum. Forty-nine (96%) of these module organisers responded to our enquiry; these individuals represented 41 of the 43 modules (95%). Module organisers reported that allergy-related teaching and learning was delivered in 14 modules (33%), was absent in 13 (30%) modules, and may occur to varying degrees within a further 10 (23%) modules. Module organisers' responses about the delivered curriculum on allergy were consistent with the findings from documented learning objectives in 21 (49%) modules. They also reported allergy teaching and learning in modules which had not been identified by examination of the learning objectives; however, there were still important gaps in the allergy-related curriculum. Information gathered from teaching staff confirms that specific teaching and learning on allergic disorders is currently being delivered in all five years of the undergraduate curriculum. However, comparison between the described and delivered curricula on allergy revealed discrepancies highlighting the complex nature of the undergraduate curriculum and the difficulties involved in mapping specific teaching themes within them. This assessment has revealed gaps in allergy training which need to be addressed.

Implementation of Active Teaching Methods and Emerging Topics in Photogrammetry and Remote Sensing Subjects

NASA Astrophysics Data System (ADS)

Kosmatin Fras, M.; Grigillo, D.

2016-06-01

Fast technological developments in photogrammetry and remote sensing areas demand quick and steady changes in the education programme and its realization. The university teachers and assistants are faced with ensuring the learning materials, data and software for practical lessons, as well as project proposals for student's team work and bachelor or master thesis. In this paper the emerging topics that already have a considerable impact in the practice are treated mostly from the educational aspect. These relatively new topics that are considered in this paper are unmanned aerial systems for spatial data collection, terrestrial and aerial laser scanning, mobile mapping systems, and novelties in satellite remote sensing. The focus is given to practical implementation of these topics into the teaching and learning programme of Geodesy and Geoinformation at the University of Ljubljana, Faculty of Civil and Geodetic Engineering, and experiences gained by the authors so far. Together with the technological advances, the teaching approaches must be modernized as well. Classical approaches of teaching, where a lecturer gives lecture ex cathedra and students are only listeners, are not effective enough. The didactics science of teaching has developed and proved in the practice many useful approaches that can better motivate students for more active learning. We can use different methods of team work like pro et contra debate, buzzing groups, press conference, moderated discussion etc. An experimental study on active teaching methods in the class of students of the Master programme of Geodesy and Geoinformation has been made and the results are presented. After using some new teaching methods in the class, the students were asked to answer two types of a questionnaire. First questionnaire was the standard form developed by Noel Entwistle, an educational psychologist who developed the Approaches to Studying Inventory (ASI) for identifying deep and surface approaches to learning. The second questionnaire was developed for our purpose to get the feedback from students on active teaching and learning methods. Although this investigation has been done only for one class of master programme students, the results are encouraging and we could extract some recommendations for the future.

Research into the Art of Teaching in the U.S.S.R., and Ways of Applying its Findings in Practice.

ERIC Educational Resources Information Center

Skatkin, M.N.; Kraevsky, V.V.

1978-01-01

Surveys research on teaching methods in the Soviet Union and suggests how teachers can apply research findings and techniques in the classroom. Topics discussed include improving the content of education, teaching methods, organizational forms of teaching, and ways of applying the findings of research in practice. (Author/DB)

Preparing Biology Graduate Teaching Assistants for Their Roles as Instructors: An Assessment of Institutional Approaches

PubMed Central

Schussler, Elisabeth E.; Read, Quentin; Marbach-Ad, Gili; Miller, Kristen; Ferzli, Miriam

2015-01-01

The inconsistency of professional development (PD) in teaching for graduate teaching assistants (GTAs) is a widespread problem in higher education. Although GTAs serve an important role in retention of undergraduate science majors and in promotion of scientific literacy in nonmajors, they often lack preparation and ongoing support for teaching. Given the recent national focus on instructional quality in introductory courses, our goal was to use an online survey to identify current practices of teaching PD for biology GTAs and compare these results with the last national survey on this topic. In responses from 71 participant institutions, 96% reported some mandatory teaching preparation for biology GTAs; however, 52% of these programs required 10 or fewer hours per year. Respondents wanted to change their programs to include more pedagogical information and teaching observations with feedback to their GTAs. Programmatic self-ratings of satisfaction with GTA PD were positively correlated with the number of topics discussed during PD. Although more schools are requiring GTA PD for teaching compared with the last national survey, the lack of program breadth at many schools warrants a national conversation with regard to recent calls for improving undergraduate instruction. PMID:26231562

A View from the ToP and Beyond: An Interview with Randolph A. Smith.

ERIC Educational Resources Information Center

Scoby, Alma

2002-01-01

Presents an interview with Randolph A. Smith, the editor of the journal "Teaching of Psychology." Covers topics, such as his background, his thoughts on issues related to the journal, his teaching experiences, and the relationship between his teaching and editorial post. (CMK)

High School Teaching of Bioethics in New Zealand, Australia, and Japan.

ERIC Educational Resources Information Center

Asada, Yukiko; Tsuzuki, Miho; Akiyama, Shiro; Macer, Nobuko Y.; Macer, Darryl R. J.

1996-01-01

Summarizes the results of an International Bioethics Education Survey conducted in Australia, New Zealand, and Japan. Compares knowledge and teaching of 15 selected topics with particular emphasis on the teaching of social, ethical, and environmental issues of in vitro fertilization, prenatal diagnosis, biotechnology, nuclear power, pesticides,…

Creative Teaching Ideas.

ERIC Educational Resources Information Center

Chapman, Patricia H., Comp.; And Others

This book contains 172 creative teaching ideas pertaining to various subject areas and aspects of business education. Most of the ideas included are intended for use in secondary and postsecondary classrooms; however, a few are applicable at all grade levels. The teaching ideas are organized according to the following subject areas/topics:…

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…

An Internet Guide to Teaching the Constitution

ERIC Educational Resources Information Center

Risinger, C. Frederick

2005-01-01

In 2004, Congress passed and President Bush signed legislation designating every September 17 as Constitution Day and suggesting that all schools teach about the Constitution on that day. There are innumerable websites, countless lesson plans and a multitude of other teaching resources on the topic. Teachers were inundated with brochures,…

Teaching Assistants' Perceptions of Power

ERIC Educational Resources Information Center

Lowe, Michelle; Pugh, Jim

2007-01-01

During May 2006 a group of teaching assistants were asked a series of questions about their opinions of morality, power and leadership to inform a conference on this topic funded by the three bodies involved in educational leadership (BELMAS, BERA and SCRELM). This article investigates how teaching assistants perceive the location of power within…

Building Schema: Exploring Content with Song Lyrics and Strategic Reading

ERIC Educational Resources Information Center

Stygles, Justin

2014-01-01

Teaching with song lyrics has many popular variations. The Common Core State Standards discourage pre-teaching, leaving students somewhat adrift. Song lyrics possess the potential to scaffold students' schema in select social studies topics. Using reciprocal teaching (Palinscar & Brown 1984) within the reading workshop students ponder…

Epistemological Development and Judgments and Reasoning about Teaching Methods

ERIC Educational Resources Information Center

Spence, Sarah; Helwig, Charles C.

2013-01-01

Children's, adolescents', and adults' (N = 96 7-8, 10-11, and 13-14-year-olds and university students) epistemological development and its relation to judgments and reasoning about teaching methods was examined. The domain (scientific or moral), nature of the topic (controversial or noncontroversial), and teaching method (direct instruction by…

Peer Assessment of Elementary Science Teaching Skills

ERIC Educational Resources Information Center

Kilic, Gulsen Bagci; Cakan, Mehtap

2007-01-01

In this study, peer assessment was applied in assessing elementary science teaching skills. Preservice teachers taught a science topic as a team to their peers in an elementary science methods course. The peers participating in the science lesson assessed teacher-groups' elementary science teaching skills on an assessment form provided by the…

Teaching What Matters: Great Videos for Teaching about the Common Good.

ERIC Educational Resources Information Center

Alter, Gloria T.

2000-01-01

Discusses videos that address the common good by focusing on such topics as racism, sexism and heterosexism, classism, disability awareness, prejudice and hatred, democracy and human rights, and social control. Includes classroom applications for teaching about the common good and a bibliography of the featured videos. (CMK)

Developing Mobile Support System for Augmented Reality in Clinical Constraint Teaching.

PubMed

Weng, Wei Kai; Hsu, Han Jen

2018-01-01

It's always been a big topic how to improve the efficiency of education. Reply teaching and image teaching had always performed better than text book. Furthermore, adapting AR technology will be a great add-on to reinforce it. That's the main purpose of this project.

Faculty Teaching Diversity through Difficult Dialogues: Stories of Challenges and Success

ERIC Educational Resources Information Center

Gayles, Joy Gaston; Kelly, Bridget Turner; Grays, Shaefny; Zhang, Jing Jing; Porter, Kamaria P.

2015-01-01

Teaching diversity courses in graduate preparation programs is likely to trigger difficult dialogues that evoke a range of emotional responses. Difficult dialogues on diversity topics must be managed effectively in order to enhance multicultural competence. This interpretive study examined the experiences of faculty who teach diversity courses in…

Excellence in Teaching End-of-Life Care. A New Multimedia Toolkit for Nurse Educators.

ERIC Educational Resources Information Center

Wilkie, Diana J.; Judge, Kay M.; Wells, Marjorie J.; Berkley, Ila Meredith

2001-01-01

Describes a multimedia toolkit for teaching palliative care in nursing, which contains modules on end-of-life topics: comfort, connections, ethics, grief, impact, and well-being. Other contents include myths, definitions, pre- and postassessments, teaching materials, case studies, learning activities, and resources. (SK)

Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review.

PubMed

Aglen, B

2016-01-01

The aim of this study is to review international scientific articles about pedagogical strategies to teach nursing students at bachelor degree evidence-based practice (EBP). A literature review including peer reviewed, original, empirical articles describing pedagogical interventions aimed at teaching bachelor's degree nursing students EBP in the period 2004-2014. Theories of discretion, knowledge transfer and cognitive maturity development are used as analytical perspectives. The main challenge teaching evidence based practice is that the students fail to see how research findings contribute to nursing practice. The pedagogical strategies described are student active learning methods to teach the students information literacy and research topics. Information literacy is mainly taught according to the stages of EBP. These stages focus on how to elaborate evidence from research findings for implementation into nursing practice. The articles reviewed mainly use qualitative, descriptive designs and formative evaluations of the pedagogical interventions. Although a considerable effort in teaching information literacy and research topics, nursing students still struggle to see the relevance evidence for nursing practice. Before being introduced to information literacy and research topics, students need insight into knowledge transfer and their own epistemic assumptions. Knowledge transfer related to clinical problems should be the learning situations prioritized when teaching EBP at bachelor level. Theoretical perspectives of cognitive maturity development, knowledge transfer and discretion in professional practice give alternative ways of designing pedagogical strategies for EBP. More research is needed to develop and test pedagogical strategies for EBP in light of these theories. Copyright © 2015. Published by Elsevier Ltd.

Philosophical Approaches of Religious Jewish Science Teachers Toward the Teaching of 'Controversial' Topics in Science

NASA Astrophysics Data System (ADS)

Dodick, Jeff; Dayan, Aliza; Orion, Nir

2010-07-01

This research examines the problems that religious Jewish science teachers in Israeli high schools have in coping with science subjects (such as geological time) which conflict with their religious beliefs. We do this by characterizing the philosophical approaches within Judaism that such teachers have adopted for dealing with such controversy. Thus, we surveyed 56 religious teachers using a Likert-type questionnaire developed for this research, as well as interviewed 11 teachers to more deeply probe their approaches. In addition, we surveyed 15 religious scientists, so that we could both contrast their views with our teacher samples as well as to better understand their coping strategies when confronted by scientific topics that challenge their beliefs. Results indicated that no single philosophical approach earned overwhelming support from the teachers or scientists. Instead, most of the subjects relate separately to each source of possible conflict in accordance with the philosophical approach that appears to be the most fruitful for resolving such conflicts. Moreover, both the scientists and the teachers felt less conflicted toward the specific subject of geological time, in comparison to issues connected to creation of the earth and (especially) evolution. The teachers did differ from the scientists in their preference toward philosophical approaches which help them better integrate the domains of science and religion. Based on our findings, we are able to suggest a set of strategies to help teachers overcome their difficulties in teaching 'controversial' science topics to a religiously oriented student population.

‘The concept of information in physics’: an interdisciplinary topical lecture

NASA Astrophysics Data System (ADS)

Dittrich, T.

2015-01-01

I present a didactical project, introducing the concept of information with all its interdisciplinary ramifications to students of physics and the neighbouring sciences. Proposed by Boltzmann as entropy, information has evolved into a common paradigm in science, economy, and culture, superseding energy in this role. As an integrating factor of the natural sciences at least, it lends itself as guiding principle for innovative teaching that transcends the frontiers of the traditional disciplines and emphasizes general viewpoints. Based on this idea, the postgraduate topical lecture presented here is intended to provide a firm conceptual basis, technically precise but versatile enough to be applied to specific topics from a broad range of fields. Basic notions of physics like causality, chance, irreversibility, symmetry, disorder, chaos, complexity can be reinterpreted on a common footing in terms of information and information flow. Dissipation and deterministic chaos, exemplifying information currents between macroscopic and microscopic scales, receive special attention. An important part is dedicated to quantum mechanics as an approach to physics that takes the finiteness of information systematically into account. Emblematic features like entanglement and non-locality appear as natural consequences. The course has been planned and tested for an audience comprising, besides physicists, students of other natural sciences as well as mathematics, informatics, engineering, sociology, and philosophy. I sketch history and objectives of this project, provide a resume of the course, report on experiences gained teaching it in various formats, and indicate possible future developments.

Activities in Teaching Weather

ERIC Educational Resources Information Center

Tonn, Martin

1977-01-01

Presented is a unit composed of activities for teaching weather. Topics include cloud types and formation, simple weather instruments, and the weather station. Illustrations include a weather chart and instruments. A bibliography is given. (MA)

The Implementation of the Basic School English Curriculum: The Case of the Cape Coast Metropolis in Ghana

ERIC Educational Resources Information Center

Torto, Gertrude Afiba

2017-01-01

The English language curriculum for primary schools in Ghana spells out the various aspects, topics and sub topics that teachers must teach the child within a specified time. The syllabus again specifies the various topics and sub topics that should be taught in an integrated manner so as to enhance meaningful learning. For this meaningful…

Mock climate summit: teaching and assessing learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical approach for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two “spheres” and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students’ dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students’ dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students’ dialogue shows increased comfort with the communities’ discourse as they take ownership of the point-of-view associated with their assumed roles.

Mock Climate Summit: Teaching and Assessing Learning

NASA Astrophysics Data System (ADS)

Schweizer, D.; Gautier, C.; Bazerman, C.

2003-04-01

This paper will demonstrate the effectiveness of a Mock Climate Summit as a pedagogical for teaching the science and policy aspects of global climate change. The Mock Climate Summit is a student-centered course simulating the Conference of the Parties (COP) where international environmental protocols are negotiated. Compared to traditional lecture-based methods common in the geoscience classroom, the Mock Climate Summit uses negotiations and arguments to teach the interactions between these two "spheres" and demonstrate the depth and breadth of these interactions. Through a detailed assessment of students' dialogue transcribed from video and audio tapes, we found that the nature of the student dialogue matures rapidly as they are given multiple opportunities to present, negotiate and argue a specific topic. Students' dialogue progress from hypothetical (what-if) scenarios to action-oriented scenarios and implementation plans. The progression of the students' dialogue shows increased comfort with the communities' discourse as they take ownership of the point-of-view associated with their assumed roles.

[Status of health psychology teaching in Chilean schools of medicine].

PubMed

Santander, Jaime T; Pinedo, José P; Repetto, Paula L

2012-07-01

Physicians should be exposed, during their training to basic concepts in psychology. To describe the current status of the formal teaching of health psychology or medical psychology in Chilean medical schools. We reviewed the programs of the courses including topics of Medical Psychology, Health Psychology and Behavioral Medicine at 18 medical schools in Chile, using a focused coding method. The contents and the time spent on these courses were considered and analyzed. Eighty three percent of medical schools have a Medical Psychology or related program, 56.3% are carried out during the first year of medical School teaching and the weekly load has an average of 4 hours. The contents are mixed and predominantly concerning general and developmental psychology, but also address specific issues of Medical Psychology in most cases. There is little clarity about the training issues to be addressed in medical psychology for medical students in Chile. It is necessary to define the minimum content that all medical graduates should learn.

Nutrition education for pediatric gastroenterology, hepatology, and nutrition fellows: survey of NASPGHAN fellowship training programs.

PubMed

Martinez, J Andres; Koyama, Tatsuki; Acra, Sari; Mascarenhas, Maria R; Shulman, Robert J

2012-08-01

The aim of the study was to assess the methodology and content of nutrition education during gastroenterology fellowship training and the variability among the different programs. A survey questionnaire was completed by 43 fellowship training directors of 62 active programs affiliated to the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition, including sites in the United States, Canada, and Mexico. The data were examined for patterns in teaching methodology and coverage of specific nutrition topics based on level 1 training in nutrition, which is the minimum requirement according to the published North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition fellowship training guidelines. The majority of the teaching was conducted by MD-degree faculty (61%), and most of the education was provided through clinical care experiences. Only 31% of the level 1 nutrition topics were consistently covered by >80% of programs, and coverage did not correlate with the size of the programs. Competency in nutrition training was primarily assessed through questions to individuals or groups of fellows (77% and 65%, respectively). Program directors cited a lack of faculty interested in nutrition and a high workload as common obstacles for teaching. The methodology of nutrition education during gastroenterology fellowship training is, for the most part, unstructured and inconsistent among the different programs. The minimum level 1 requirements are not consistently covered. The development of core curriculums and learning modules may be beneficial in improving nutrition education.

Trends in the Teaching of Typewriting

ERIC Educational Resources Information Center

Meehan, James R.

1977-01-01

Topics discussed include the cost advantages of electric versus manual typewriters, the advantages of teaching with electric typewriters, copying and typewriting, computers and typewriting, standardization of typewriting style, and word processing and typewriting. (TA)

Decibels Made Easy.

ERIC Educational Resources Information Center

Tindle, C. T.

1996-01-01

Describes a method to teach acoustics to students with minimal mathematical backgrounds. Discusses the uses of charts in teaching topics of sound intensity level and the decibel scale. Avoids the difficulties of working with logarithm functions. (JRH)

Pedagogical issues for effective teaching of biosignal processing and analysis.

PubMed

Sandham, William A; Hamilton, David J

2010-01-01

Biosignal processing and analysis is generally perceived by many students to be a challenging topic to understand, and to become adept with the necessary analytical skills. This is a direct consequence of the high mathematical content involved, and the many abstract features of the topic. The MATLAB and Mathcad software packages offer an excellent algorithm development environment for teaching biosignal processing and analysis modules, and can also be used effectively in many biosignal, and indeed bioengineering, research areas. In this paper, traditional introductory and advanced biosignal processing (and analysis) syllabi are reviewed, and the use of MATLAB and Mathcad for teaching and research is illustrated with a number of examples.

Remote sensing and eLearning 2.0 for school education

NASA Astrophysics Data System (ADS)

Voss, Kerstin; Goetzke, Roland; Hodam, Henryk

2010-10-01

The "Remote Sensing in Schools" project aims at improving the integration of "Satellite remote sensing" into school teaching. Therefore, it is the project's overall objective to teach students in primary and secondary schools the basics and fields of application of remote sensing. Existing results show that many teachers are interested in remote sensing and at same time motivated to integrate it into their teaching. Despite the good intention, in the end, the implementation often fails due to the complexity and poor set-up of the information provided. Therefore, a comprehensive and well-structured learning platform on the topic of remote sensing is developed. The platform shall allow a structured introduction to the topic.

Integrated teaching program using case-based learning

PubMed Central

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

2015-01-01

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

TED Talks and Leadership Education: Ideas Worth Sharing

ERIC Educational Resources Information Center

Raffo, Deana M.

2016-01-01

TED Talks are short videos of experts talking about a variety of topics. This paper outlines six TED Talks that connect with the leadership literature and topics commonly taught with an explanation of how they enhance teaching about a corresponding leadership topic. The researcher shares how introducing TED talks related to leadership can…

The Dropping of Atomic Bombs on Japan

ERIC Educational Resources Information Center

Holmes, Thomas

2005-01-01

In an age when international terrorism poses a threat to peace and stability, the use of not only nuclear, but also biological and chemical weapons are important topics for classroom discussion. In this article, the author explores four approaches to teaching this topic. Examining a controversial topic involves the evaluation of values, the use of…

Muslim Women through the Centuries: A Unit of Study for Grades 7-12.

ERIC Educational Resources Information Center

Aghaie, Kamran Scot

This collection of lessons broadens the scope of students' understanding of historical topics. Traditional historical topics are addressed and new perspectives are offered. Lesser known historical topics also are addressed to help give a more thorough understanding. This teaching unit is based on primary sources taken from documents, artifacts,…

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

ERIC Educational Resources Information Center

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

2017-01-01

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…

School College Collaboration: Teaching At-Risk Youth. Conference Proceedings of the Council of Chief State School Oficers (Baltimore, Maryland, May 8-11, 1988).

ERIC Educational Resources Information Center

Yount, Rebecca, Ed.; Magurn, Nancy, Ed.

Presenters at this conference on teaching at-risk youth focused on the following topics: (1) effective teaching approaches to reach different types of learners; (2) improving the school-as-workplace through collaboration among and support of teachers; (3) successful teaching practice for at-risk students; (4) the cultural orientation of black…

Management of a severe thoracoabdominal injury from motorized sawing machine in a temporary semi-urban university teaching hospital: a case report.

PubMed

Fente, B G; Nwagwu, C C; Ogulu, B N; Orukari, G I B; Okere, E O; Miss Ouserigha, O E

2012-01-01

Report of our experience and outcome of a case of severe thoracoabdominal injuries by motorized sawing machine (a rare cause) in a Semi-Urban temporary University Teaching Hospital. Literature review on the topic was done using Pubmed. Relevant journals and topics were also reviewed. Textbooks on relevant topics were also searched. A 25 year old male timber-cutter was traumatized by motorized sawing machine injuring the left half of the chest, upper abdomen, the left shoulder and left hand. It is an unusual presentation of penetrating thoracoabdominal injury. There was open pneumotharax, 3th-8th ribs fractures, diaphragmatic laceration, and eviscerations of abdominal contents without affecting other thoraco-abdominal organs. Urgent surgical intervention done was the only option. The challenges posed by severe motorized sawing machine thoraco-abdominal injuries in a Semi-Urban temporary University Teaching Hospital were successfully managed due to rapid pre-hospital transfer and co-ordinated team effort.

Teaching Small Business Ownership and Management

ERIC Educational Resources Information Center

Leach, James A.

1977-01-01

Topics discussed include integrating small business ownership with existing programs; establishing awareness, exploration, and orientation activities; and preparation for small business ownership. A curriculum guide developed for teaching small business ownership and management is also described. (TA)

Travelers, Not Tourists: A World Literature Curriculum.

ERIC Educational Resources Information Center

Downing, Karen

2002-01-01

Describes a high school world literature course. Outlines four "destinations" for topics including: searching for meaning; injustice; romantic love; and border crossing. Discusses teaching techniques and literature the author uses to teach the class. (SG)

A Curriculum for Teaching Human Sexuality to Mentally Impaired Adolescents.

ERIC Educational Resources Information Center

Rinckey, David Jason

Presented is a developmentally sequenced curriculum designed for teaching human sexuality to mentally impaired adolescents. A brief objective is presented, teaching methods are listed, and materials needed are described (in terms of author, title, source, and price) for each of the following topic areas: vocabulary of sexuality; fact vs. myths;…

Teaching for a Tolerant World, Grades K-6: Essays and Resources.

ERIC Educational Resources Information Center

Robertson, Judith P., Ed.

This book presents essays and resources that address crucial questions regarding how children should learn about genocide and intolerance and the literature used in teaching these topics. Part 1 (Guidelines on Teaching about Genocide and Intolerance through Language Arts/English Studies Education) includes the following 2 essays: "Editor's…

Challenges in Teaching "Colloid and Surface Chemistry"--A Danish Experience

ERIC Educational Resources Information Center

Kontogeorgis, Georgios M.; Vigild, Martin E.

2009-01-01

Seven years ago we were asked, as one of our first teaching duties at the Technical University of Denmark (DTU), to teach a 5 ECTS point course on "Colloid and Surface Chemistry". The topic is itself at the same time exciting and demanding, largely due to its multidisciplinary nature. Several "local" requirements posed…

Teaching Jewish-Christian Relations in the University Classroom.

ERIC Educational Resources Information Center

Shermis, Michael, Ed.

1988-01-01

This special issue on "Teaching Jewish-Christian Relations in the University Classroom" is meant to be a resource for those involved in Jewish studies and who teach about Jewish-Christian relations. It offers an introduction to the topics of the Jewish-Christian encounter, Israel, anti-Semitism, Christian Scriptures, the works of Elie…

K-8 Educators Perceptions and Preparedness for Teaching Evolution Topics

ERIC Educational Resources Information Center

Nadelson, Louis S.; Nadelson, Sandra

2010-01-01

Many science education standards mandate teaching evolution concepts in the K-8 curriculum. Yet, not all K-8 certified educators embrace the notion of teaching evolution content Factors influencing K-8 teacher engagement with evolution curriculum include evolution familiarity and personal beliefs conflicts. With this in mind, we investigated the…

Virtual Seminars and Their Impact on the Role of the Teaching Staff.

ERIC Educational Resources Information Center

Jelfs, Anne; Colbourn, Chris

2002-01-01

Discusses current demands on teaching staff in United Kingdom higher education and the impact these demands have when teaching through electronic resources. Topics include collaborative small-group learning; transferable skills; nontraditional students; the role of the tutor; social theories of education; and a case study of virtual seminars for…

Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz.

ERIC Educational Resources Information Center

McCarthy-Tucker, Sherri

2001-01-01

Presents an interview with Claudio S. Hutz, who is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology since 1977. Discusses topics such as teaching psychology in Brazil and developing critical thinking skills. (CMK)

Developing Pedagogical Content Knowledge for Teaching a New Topic: More than Teaching Experience and Subject Matter Knowledge

ERIC Educational Resources Information Center

Chan, Kennedy Kam Ho; Yung, Benny Hin Wai

2018-01-01

Teaching experience has been identified as an important factor in pedagogical content knowledge (PCK) development. However, little is known about "how" experienced teachers may draw on their previous experience to facilitate their PCK development. This study examined how two experienced high school biology teachers approached the…

Scholarship of Teaching International Business: Challenges and Opportunities

ERIC Educational Resources Information Center

Aggarwal, Raj; Goodell, John W.

2011-01-01

International business (IB) is an important topic for business schools as business is global, but much business school teaching of IB still seems inadequate. IB education can be challenging but also presents many opportunities. We need to build our knowledge base of effective IB teaching methods and procedures. Such knowledge can not only be used…

Neurolinguistics and Second Language Teaching: A View from the Crossroads

ERIC Educational Resources Information Center

Rastelli, Stefano

2018-01-01

The topic of this article is the link between research on the neurocognition of the teaching--acquisition interface and research on second language teaching. This recent scientific enterprise investigates whether and how different aspects of second language instruction may change both the anatomy and the functioning of an adult learner's brain…

Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000).

ERIC Educational Resources Information Center

Emery, David

The 26th Undergraduate Mathematics Teaching Conference took place in September of 2000 at Sheffield Hallam University. Major topics of the conference included what use might mathematics education research be to university mathematics teachers?, attracting students to mathematics, use of the internet in teaching mathematics, and supporting the…

Teaching the Literature of Today's Middle East

ERIC Educational Resources Information Center

Webb, Allen

2011-01-01

Providing a gateway into the real literature emerging from the Middle East, this book shows teachers how to make the topic authentic, powerful, and relevant. "Teaching the Literature of Today's Middle East": (1) Introduces teachers to this literature and how to teach it; (2) Brings to the reader a tremendous diversity of teachable texts…

Tree Identification. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on tree identification is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The three sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Virtue Ethics, Care Ethics, and "The Good Life of Teaching"

ERIC Educational Resources Information Center

Silverman, Marissa

2012-01-01

In "The Good Life of Teaching: An Ethics of Professional Practice," Chris Higgins (2011) reminds people that "self-interest and altruism, personal freedom and social roles, and practical wisdom and personhood" have been ancient philosophical topics that remain vitally important in the practice of contemporary teaching and learning. One of the most…

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…

Design and Large-Scale Evaluation of Educational Games for Teaching Sorting Algorithms

ERIC Educational Resources Information Center

Battistella, Paulo Eduardo; von Wangenheim, Christiane Gresse; von Wangenheim, Aldo; Martina, Jean Everson

2017-01-01

The teaching of sorting algorithms is an essential topic in undergraduate computing courses. Typically the courses are taught through traditional lectures and exercises involving the implementation of the algorithms. As an alternative, this article presents the design and evaluation of three educational games for teaching Quicksort and Heapsort.…

Preservice Secondary Teachers' Sense of Efficacy in Teaching Character Education

ERIC Educational Resources Information Center

Waters, Stewart; Russell, William B., III

2014-01-01

This study investigated the personal teaching efficacy and general teaching efficacy for character education of 130 preservice secondary teachers at a large university where there were no formal courses dedicated to character education, but the topic was included in some of the content coursework. The subjects were in one teacher education program…

Using Literature-Based Prompts To Teach Writing Competencies: Directed Reading and Writing Lessons.

ERIC Educational Resources Information Center

Gelsinger, Barry D.

Intended to help teachers integrate writing instruction with the study of literature, this teaching guide offers a philosophy of writing instruction, describes a procedure for teaching reading and writing lessons, and provides a sequence of writing skills. For various literature selections, the guide defines vocabulary, provides topic discussion…

Sources of Science Teaching Self-Efficacy for Preservice Elementary Teachers in Science Content Courses

ERIC Educational Resources Information Center

Menon, Deepika; Sadler, Troy D.

2018-01-01

Self-efficacy beliefs play a major role in determining teachers' science teaching practices and have been a topic of great interest in the area of preservice science teacher education. This qualitative study investigated factors that influenced preservice elementary teachers' science teaching self-efficacy beliefs in a physical science content…

Nursery Propagation. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on nursery propagation is one of five developed for classroom use in teaching the landscape/nursery area of horticulture. The four sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Scaffolding and Dialogic Teaching in Mathematics Education: Introduction and Review

ERIC Educational Resources Information Center

Bakker, Arthur; Smit, Jantien; Wegerif, Rupert

2015-01-01

This article has two purposes: firstly to introduce this special issue on scaffolding and dialogic teaching in mathematics education and secondly to review the recent literature on these topics as well as the articles in this special issue. First we define and characterise scaffolding and dialogic teaching and provide a brief historical overview…

Perspectives/What We Didn't Know When We Co-Taught

ERIC Educational Resources Information Center

Scherer, Marge

2016-01-01

This theme issue of "Educational Leadership" arose after asking a group of educators about their current challenges and they mentioned the intricacies of co-teaching. The topic was broadened to look at not only co-teaching with specialists--particularly, special needs educators and ELL educators--but all team teaching across content…

Evaluation of eLearning for the teaching of undergraduate ophthalmology at medical school: a randomised controlled crossover study.

PubMed

Petrarca, Caroline A; Warner, Julia; Simpson, Andrew; Petrarca, Robert; Douiri, Abdel; Byrne, David; Jackson, Timothy L

2018-05-25

To compare ophthalmology teaching delivered by eLearning with traditional lectures, in terms of undergraduate performance and satisfaction. Randomised controlled crossover study at King's College London Medical School with 245 third year medical students. The ophthalmology syllabus was divided into ten topics. Five topics were randomised to be taught by traditional lectures and five by electronic learning (eLearning). For the second rotation of students the topics were crossed over, so that those topics taught by traditional lectures were taught by eLearning and vice versa. At the end of each rotation the students sat an optional online mock examination containing 100 questions (ten on each topic). Students' examination performance was compared between the two teaching methods. Student satisfaction was assessed using an online satisfaction survey. Outcome measures were the mean percentage of correct answers across all ten topics, student satisfaction and self-assessed knowledge. The mean examination score for questions taught by eLearning was 58% (95% CI, 55.7-59.6), versus 55% (95% CI 53.1-56.8) for traditional lectures (P = 0.047). Across all topics students were more satisfied with eLearning than traditional lectures, with 87% (95% CI 84.5-88.4) rating eLearning as 'excellent' or 'good' versus 65% (95% CI 62.0-67.4) for lectures (p < 0.0001). Overall 180 (75.6%) preferred eLearning compared to traditional lectures, with 166 (69.7%) rating eLearning 'much better' or 'better,' 61 (25.6%) 'neutral' and 11 (4.6%) 'worse' or 'much worse.' Student satisfaction and examination performance are both enhanced by ophthalmology eLearning. Similar eLearning modules may be suitable for other specialties and postgraduate learning.

Biotechnology risks and benefits: Science instructor perspectives and practices

NASA Astrophysics Data System (ADS)

Gardner, Grant Ean

Developing scientifically literate students who understand the socially contextualized nature of science and technology is a national focus of science education reform. Understanding teachers' views on this topic is of equal importance. This document focuses on the topic of risks and benefits posed by science and technology as an important topic for which the socially contextualized nature of science and technology readily emerges. Following introduction of a theoretical model and a review of the literature, two research studies are described that examined teachers' perceptions of the risks posed by biotechnology and the role of risk topics in an undergraduate science course. The first research study examines four groups of science educators; pre-service science teachers, in-service science teachers, science graduate teaching assistants, and science professors (n = 91). The participants completed a survey and card sort task to determine their perceptions of the risks of biotechnology. The results show that teacher perceptions were shaped by the risk severity, regulation processes, public acceptance, fear, reciprocal benefits, and whether the applications would impact humans or the environment. Factors determining risk perception included personal worldviews, trust in communicating institutions, and personal experiences with biotechnology. The different types of science teachers were compared and contrasted in light of these factors and the implications of instructor perceptions on science pedagogy are discussed. The second research manuscript describes a case study in which six biology graduate teaching assistants (GTAs) were observed teaching as lesson on the potential risks and benefits of biotechnology. The data sources included classroom observations and semi-structured interviews. Qualitative analysis reveals that GTAs framed the instruction of risk in one of three ways: analytical, focus on perspectives and biases, and promotion of individual reflection. Interview results suggest that GTAs had a much richer understanding of the importance of the teaching of social aspects of science and technology than emerged in their teaching. Results are discussed in the context of the disconnect between the GTA's teaching practice and perspectives.

Evaluation of diagnostic tools that tertiary teachers can apply to profile their students' conceptions

NASA Astrophysics Data System (ADS)

Schultz, Madeleine; Lawrie, Gwendolyn A.; Bailey, Chantal H.; Bedford, Simon B.; Dargaville, Tim R.; O'Brien, Glennys; Tasker, Roy; Thompson, Christopher D.; Williams, Mark; Wright, Anthony H.

2017-03-01

A multi-institution collaborative team of Australian chemistry education researchers, teaching a total of over 3000 first year chemistry students annually, has explored a tool for diagnosing students' prior conceptions as they enter tertiary chemistry courses. Five core topics were selected and clusters of diagnostic items were assembled linking related concepts in each topic together. An ordered multiple choice assessment strategy was adopted to enable provision of formative feedback to students through combination of the specific distractors that they chose. Concept items were either sourced from existing research instruments or developed by the project team. The outcome is a diagnostic tool consisting of five topic clusters of five concept items that has been delivered in large introductory chemistry classes at five Australian institutions. Statistical analysis of data has enabled exploration of the composition and validity of the instrument including a comparison between delivery of the complete 25 item instrument with subsets of five items, clustered by topic. This analysis revealed that most items retained their validity when delivered in small clusters. Tensions between the assembly, validation and delivery of diagnostic instruments for the purposes of acquiring robust psychometric research data versus their pragmatic use are considered in this study.

Pedagogy of Science Teaching Tests: Formative assessments of science teaching orientations

NASA Astrophysics Data System (ADS)

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Zeynep Muğaloğlu, Ebru; Bentz, Amy; Sparks, Kelly

2014-09-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies. This research and development work centers on constructing a formative assessment resource to help expose pre-service teachers to a greater number of science topics within teaching episodes using various modes of instruction. To this end, 100 problem-based, science pedagogy assessment items were developed via expert group discussions and pilot testing. Each item contains a classroom vignette followed by response choices carefully crafted to include four basic pedagogies (didactic direct, active direct, guided inquiry, and open inquiry). The brief but numerous items allow a substantial increase in the number of science topics that pre-service students may consider. The intention is that students and teachers will be able to share and discuss particular responses to individual items, or else record their responses to collections of items and thereby create a snapshot profile of their teaching orientations. Subsets of items were piloted with students in pre-service science methods courses, and the quantitative results of student responses were spread sufficiently to suggest that the items can be effective for their intended purpose.

Forensic odontology education:from undergraduate to PhD - a Brazilian experience.

PubMed

Dietrichkeit Pereira, J G; Frontanilla Recalde, T S; Barreto Costa, P; Jacometti, V; Vigorito Magalhães, L; Alves Da Silva, R H

2017-12-01

Forensic Odontology is a topic present in the majority of Dental Schools in Brazil, and due to this reality, some universities develop activities related to undergraduate and graduate students, from the Dentistry course until the Ph.D. degree. To present the education experience related to Forensic Odontology at School of Dentistry of Ribeirão Preto (USP - University of São Paulo), showing the strategies and activities in the different degrees (Dental course, Forensic Odontology Specialization Program, Specific Professional Training, Master, and Ph.D.). To the undergraduate students, many activities are developed in order to demonstrate all the possibilities that Forensic Dentistry allow, including theoretical and practical activities; in the Forensic Odontology Specialization Program, the dentists are trained to act as Forensic Odontologists in all its amplitude; in the Specific Professional Training, some courses are available, related to specific topics as DVI, Forensic Facial Reconstruction, Auditor in Dental Care Insurance and others; and in the Master and Ph.D. Programs, the professionals receive training in skills like teaching, research, student's guidance and others. In Brazil, Forensic Odontology is a well-known field in Dentistry and universities develop an important role in training a qualified workforce.

On the Presentation of Pre-Calculus and Calculus Topics: An Alternate View

ERIC Educational Resources Information Center

Davydov, Aleksandr; Sturm-Beiss, Rachel

2008-01-01

The orders of presentation of pre-calculus and calculus topics, and the notation used, deserve careful study as they affect clarity and ultimately students' level of understanding. We introduce an alternate approach to some of the topics included in this sequence. The suggested alternative is based on years of teaching in colleges within and…

Didactic content and teaching methodologies on required allopathic US family medicine clerkships.

PubMed

Schwiebert, L P; Aspy, C B

1999-02-01

Despite the increased prominence of family medicine clerkships in required third- and fourth-year clinical rotations in US allopathic medical schools, the content of these clerkships varies markedly among institutions, and there is little in the literature concerning the current or desired content of family medicine clerkships. This study explores the didactic content of a national sample of required family medicine clerkships to assess what and how this important aspect of clerkship curriculum is taught. Using an original survey instrument, we surveyed US medical schools through mailings and follow-up phone contacts. We categorized free-form responses using a coding dictionary specific to this study and computed descriptive statistics. Of 127 medical schools contacted, 105 (83%) responded. Among respondents, 86 (82%) had a required family medicine clerkship, 80% of them in the third year. Mean clerkship length was 5.3 weeks (median = 4 weeks), and the mean number of didactic sessions was about 2 per week. Almost 80% of clerkships had sessions in the broad area of family medicine, and prevention was the most frequent individual topic, taught in 32 (37%) of clerkships. Seventy-one percent of sessions used methodologies other than lectures. The mean time devoted to teaching 24 of the top 26 topics identified in the survey was between 1.2 and 3.1 hours/rotation, although case presentations and common problems each averaged more than 7 hours on clerkships teaching these topics. This survey provided more detailed information than previously available about the didactic content of required US allopathic family medicine clerkships. The survey also documented the lack of agreement among these clerkships on didactic content. Most didactic sessions used interactive rather than lecture format. The information from this first detailed survey provides family medicine clerkship directors with national comparisons of didactic content and methodology as a foundation for further discussion.

Strategies for Teaching Elementary and Junior High Students.

ERIC Educational Resources Information Center

Consuegra, Gerard F.

1980-01-01

Discusses the applications of Piaget's theory of cognitive development to elementary and junior high school science teaching. Topics include planning concrete experiences, inductive and hypothetical deductive reasoning, measurement concepts, combinatorial logic, scientific experimentation and reflexive thinking. (SA)

Teaching Ideas Notebook

ERIC Educational Resources Information Center

Journal of Aerospace Education, 1977

1977-01-01

Presents teaching ideas for topics in aerospace education including: commemorating Robert Goddard Day on March 16th, commemorating Wright Brothers Day on December 17, utilizing newspaper clippings, and aerospace displays. Ideas are presented in notebook form for removal from the journal. (SL)

Some Ideas on Teaching Astronomy.

ERIC Educational Resources Information Center

Allan, Phil

1980-01-01

Described are several homework activities for use in teaching Astronomy. Topics include optical telescopes, the sun, and facts about the solar system. The format is a series of true-false questions related to diagrams which students must complete. (DS)

Teaching Embryology without Lectures and without Traditional Laboratories--An Adventure in Innovation.

ERIC Educational Resources Information Center

Heady, Judith E.

1993-01-01

Describes problems with teaching embryology in the traditional manner. Presents a new approach where students prepare presentations, questions, and discussion topics. During laboratory periods, students conducted their own long-term research projects. (PR)

A Bargain Price for Teaching about Percentage

ERIC Educational Resources Information Center

Lo, Jane-Jane; Ko, Yi-Yin

2013-01-01

Middle school is a crucial transition period for students as they move from concrete to algebraic ways of thinking. This article describes a sequence of instruction geared toward helping prospective middle school instructors teach the topic of percentages.

Special Issue of Teaching Ideas.

ERIC Educational Resources Information Center

Health Education (Washington D.C.), 1986

1986-01-01

This special issue contains teaching strategies and suggestions for health-related activities at all educational levels. A few of the topics addressed by the 21 articles are heart disease, testicular cancer, hospital stress, family life, and sexual responsibility. (MT)

Undergraduates Learning to Teach Collaboratively in High School Classrooms

NASA Astrophysics Data System (ADS)

Perrodin, D.; Lommen, A.; Douglas, S.; Naylor, C.; Penfield, A.; Schmidt, D.; Zatko, P.

2011-09-01

In the spring of 2010, five undergraduates from Franklin & Marshall College conducted visits at J. P. McCaskey High School in Lancaster, Pennsylvania, under the umbrella of the Mid-Atlantic Relativistic Initiative in Education (MARIE). They introduced high school students to advanced topics in astronomy, such as dark matter, gravitational lensing, and cosmology. Not only did the outreach program benefit the high school students who were introduced to "sexy topics" in astronomy, but the undergraduates also gained teaching experience in a high school setting, learning to create lesson plans and to implement teaching techniques that engage students as active learners. They acted as role models for the high school students who were just a few years younger. They learned useful skills such as presenting information clearly and confidently, and with the use of journals they reflected on their teaching practice and shared reflections with the group throughout the semester, learning to become confident and reflective teachers.

Student Misconceptions About Astronomy and the Best Order of Teaching Astronomical Concepts

NASA Astrophysics Data System (ADS)

Favia, Andrej; Comins, N. F.; Thorpe, G.

2013-01-01

My (Andrej Favia) Ph.D. thesis involves quantifying the "difficulty" of unlearning common astronomy misconceptions. I do this by applying factor analysis and Item Response Theory (IRT) to a retrospective inventory of when, or if, college students dispelled the misconceptions under consideration. Our inventory covers 235 misconceptions identified over the span of 10 years of teaching the college astronomy lecture course at the Universe of Maine by NFC. The analysis yields logical groupings of topics (e.g., teach one planet at a time rather than use comparative planetology) and the "order of difficulty" of the associated topics. We have results for about one fourth of the inventory, and our results show that there are concepts of different difficulties, which suggest that they should be presented in different orders. We also find that the order of teaching concepts is sometimes different for high school and college level courses.

Teaching residents practice-management knowledge and skills: an in vivo experience.

PubMed

Williams, Laurel Lyn

2009-01-01

This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. A literature search was conducted through PubMed and Academic Psychiatry. Additionally residents involved in the training program for practice management were given an anonymous survey to complete. There were no randomized, controlled trials in the academic psychiatric field concerning the topic of practice management. The responses to the resident survey (n=10) indicated a modest improvement in residents' perception of receiving adequate training and exposure to practice management knowledge and skills. The available research suggests that many residents and faculty believe that practice management knowledge and skills are still not adequately addressed. The Baylor Clinic practice management program may be one possible solution for integrating the teaching of practice management knowledge and skills. More research on this topic is needed.

Preparing clinical laboratory science students with teaching skills.

PubMed

Isabel, Jeanne M

2010-01-01

Training clinical laboratory science (CLS) students in techniques of preparation and delivery of an instructional unit is an important component of all CLS education programs and required by the national accrediting agency. Participants of this study included students admitted to the CLS program at Northern Illinois University and enrolled in the teaching course offered once a year between the years of 1997 and 2009. Courses on the topic of "teaching" may be regarded by CLS students as unnecessary. However, entry level practitioners are being recruited to serve as clinical instructors soon after entering the workforce. Evaluation of the data collected indicates that students are better prepared to complete tasks related to instruction of a topic after having an opportunity to study and practice skills of teaching. Mentoring CLS students toward the career role of clinical instructor or professor is important to maintaining the workforce.

Science Thought and Practices: A Professional Development Workshop on Teaching Scientific Reasoning, Mathematical Modeling and Data Analysis

NASA Astrophysics Data System (ADS)

Robbins, Dennis; Ford, K. E. Saavik

2018-01-01

The NSF-supported “AstroCom NYC” program, a collaboration of the City University of New York and the American Museum of Natural History (AMNH), has developed and offers hands-on workshops to undergraduate faculty on teaching science thought and practices. These professional development workshops emphasize a curriculum and pedagogical strategies that uses computers and other digital devices in a laboratory environment to teach students fundamental topics, including: proportional reasoning, control of variables thinking, experimental design, hypothesis testing, reasoning with data, and drawing conclusions from graphical displays. Topics addressed here are rarely taught in-depth during the formal undergraduate years and are frequently learned only after several apprenticeship research experiences. The goal of these workshops is to provide working and future faculty with an interactive experience in science learning and teaching using modern technological tools.

Exploring Biology Teachers' Pedagogical Content Knowledge in the Teaching of Genetics in Swaziland Science Classrooms

NASA Astrophysics Data System (ADS)

Mthethwa-Kunene, Eunice; Oke Onwu, Gilbert; de Villiers, Rian

2015-05-01

This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students' preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students' work samples. The results showed that the teachers' individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students' internalization of the concepts. The finding that all four teachers lacked knowledge of students' genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers' continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.

Teaching Controversial Topics to Skeptical High School Students

NASA Astrophysics Data System (ADS)

Ford, K. S.

2012-12-01

Tennessee passes the "Monkey Bill" (HB 0368, SB 0893), North Carolina's state government passes a law to criminalize reference in state documents to scientific models that predict sea level rise to reach at least one meter by the next century, and public concern still lags far behind the scientific community's concern on climate change. The American public and even science teachers across the country seem to have lost faith in the ability of the scientific community to unify a strong message about several important scientific lessons, including global warming in particular. This lack of a unified message has weakened the ability of science teachers to effectively teach the lesson of global warming. For science teachers in strongly conservative areas of the country, it is much easier to omit difficult topics and avoid angering parents and school board members. Teachers who do feel strongly about scientifically proven, yet publically controversial topics CAN teach these topics in conservative areas by confirming students' belief systems by being honest and open about motivations surrounding both sides of controversial topics, and by using vocabulary that avoids triggering negative perceptions about these controversial topics. For true learning and change of preconceived opinion to take place, it is important for students to come to the understanding in their own minds in an open and safe learning environment instead of having the message "preached" to them, which only serves to make them feel unintelligent and defensive if they disagree. This presentation will include lessons learned from a practicing science teacher who works in a community that overwhelmingly disputes the validity of human impacts on climate change.

A European Collaborative EO Summer School for the Education of Undergraduate and Masters Level Students- FORMAT-EO

NASA Astrophysics Data System (ADS)

Graves, Rosemarie; Remedios, John; Tramutoli, Valerio; Gil, Artur; Cuca, Branka

2014-05-01

An Erasmus intensive programme has been successfully funded to run a Europe-lead summer school in Earth Observation for the years 2013 and 2014. The summer school, FORMAT-EO (FORmation of Multi-disciplinary Approaches to Training in Earth Observation) has been proposed and implemented by a consortium of eight partner institutions from five European countries. The consortium was facilitated through the NEREUS network. In the summer of 2013, 21 students from seven European institutions took part in the two week intensive course which involved a total of 28 teachers from six institutions. Students were from a variety of backgrounds including aeronautical engineering MSc students and PhD students in the areas of marine biology, earthquake engineering and measurement of trace gases in the atmosphere. The aims of FORMAT-EO were: To give students exposure to the wider applications of Earth Observation To highlight the interdisciplinary, collaborative and international nature of Earth Observation To offer an intensive course to better equip students with specialist skills required for a career in this field To provide expert advice on the development of careers in the EO market Partners were invited not only to recruit students for the course but to also teach at the school based on their specific area of expertise. This approach to the teaching provided a timetable which was wide-ranging and covered topics from EU policies for Earth Observation to fire detection from space and an introduction to interaction between radiation and matter. An important aspect of the course was the interactive nature of much of the teaching. A topic was introduced to the students through a lecture followed by an interactive tutorial providing students with hands-on experience of working with EO data and specialist software. The final days of the summer school were spent on group project work which required students to use all of the skills that they acquired during the course to challenge a specific EO topic. Students were assessed based on individual and group presentations of the results of their project work. The impact of the summer school was assessed through pre and post-evaluations. The evaluation form was designed to grade students understanding of subjects taught on the course. For all topics the average increase in understanding for students who were assessed was between 30 and 50%. Overall the course was deemed to be a success, with funding secured for a second year and students all demonstrating an increased understanding and enthusiasm for the topics covered. It is hoped that this course will provide a first step towards the construction of a common European curriculum in Earth Observation in the near future. In this presentation the pedagogical approaches, learning outcomes and innovation of the course will be discussed alongside an evaluation of the merits of the course.

[Dental education for college students based on WeChat public platform].

PubMed

Chen, Chuan-Jun; Sun, Tan

2016-06-01

The authors proposed a model for dental education based on WeChat public platform. In this model, teachers send various kinds of digital teaching information such as PPT，word and video to the WeChat public platform and students share the information for preview before class and differentiate the key-point knowledge from those information for in-depth learning in class. Teachers also send reference materials for expansive learning after class. Questionaire through the WeChat public platform is used to evaluate teaching effect of teachers and improvement may be taken based on the feedback questionnaire. A discussion and interaction based on WeCchat between students and teacher can be aroused on a specific topic to reach a proper solution. With technique development of mobile terminal, mobile class will come true in near future.

Labs: 1987.

ERIC Educational Resources Information Center

Igelsrud, Don, Ed.

1988-01-01

This article presents a variety of topics discussed in this column and at a biology teachers' workshop concerning the quality and value of lab techniques used for teaching high school biology. Topics included are Drosophila salivary glands, sea urchins, innovations, dyes and networking. (CW)

A Spector over the Earth.

ERIC Educational Resources Information Center

Murphy, Michael E.

1990-01-01

Discusses the disciplinary make up of the study of the greenhouse effect, suggesting that physics, chemistry, earth science, social studies, and religion classes are all appropriate arenas for discussions of the topic. Highlights resources available to teach this complex multidisciplinary topic. (DMM)

EDITORIAL: A word from the new Editor-in-Chief A word from the new Editor-in-Chief

NASA Astrophysics Data System (ADS)

Mostowski, Jan

2011-01-01

TIn the autumn of 2010 I became the Editor-in Chief of European Journal of Physics (EJP). EJP is a place for teachers, instructors and professors to exchange their views on teaching physics at university level and share their experience. It is general opinion that no good research is possible without connection with good, high-quality teaching, at the university level in particular. Therefore excellence in physics teaching is important to the physics community. European Journal of Physics is proud of its contribution to achieving this goal. As Editor-in-Chief, I will continue to work to this general objective of the journal. We will publish articles on specific topics in physics, stressing originality of presentation and suitability for use in students'laboratories, lectures and physics teaching in general. We will also publish more pedagogical papers presenting the achievements of particular teaching methods. In addition, we will continue to publish special sections on particular areas of physics, as well as the annual special section on physics competitions. European Journal of Physics is in good shape. Due to the work of the previous editors and the publisher, the readership is high and growing steadily, and many excellent papers are being submitted and published. I hope that this positive trend for the journal will continue, and I will do my best to keep to this high standard. A few words about myself. I work in the Institute of Physics in Warsaw, Poland. My main research interests are in theoretical quantum optics and I have published about 80 research papers on this topic. For many years I was involved in teaching physics at university and in high school. I am a co-author of a textbook on physics for high-school students and of a problem book in quantum mechanics. For the last ten years, I have been involved in the International Physics Olympiad and over the last few years I have been a member of the Editorial Board of European Journal of Physics.

From Religion to Praxis: Incorporating Personal Understandings of Religion, Spirituality, and Faith into Teaching

ERIC Educational Resources Information Center

Small, Jenny L.

2015-01-01

This article addresses the topic of teaching and how graduate students in higher education, as future faculty members and other types of educators, learn to support the faith identities of their future students. Through a series of guest teaching opportunities at different institutional types, the author shared her understandings of the spiritual…

The Teaching of Socioscientific Issues in Interdisciplinarity Biology-philosophy, an Ethical Stake and Citizenship Issue

ERIC Educational Resources Information Center

Kacem, Saida; Simonneaux, Laurence

2009-01-01

This research starts from a relatively optimistic thinking based on the fact that the teaching of the socioscientific issues through the practice of argued debates can contribute positively towards education in scientific citizenship. The teaching of techno-sciences raises topical questions which interfere in the classroom and at the same time…

Integrating the Design Mathematical Trail in Mathematics Curriculum for the Sixth Grade Student

ERIC Educational Resources Information Center

Tsao, Yea-Ling

2010-01-01

The article focused on the teaching materials of the sixth grade mathematics field and selected four units with the topics of "measurement and actual calculation" of figures and space to design the mathematical trail teaching activities with the characteristics of the school and expect to provide mathematical trail teaching activities for the…

Reflections on Teaching Research Ethics in Education for International Postgraduate Students in the UK

ERIC Educational Resources Information Center

Smith, Jan

2016-01-01

Research ethics in education is a challenging topic to teach and to learn. As the staff and student body in UK higher education and elsewhere diversifies, the challenges increase as shared reference points diminish. My teaching reflections focus on a key tension explored in this article: how the imperative of internationalising the curriculum…

Project: "Teach 'n' Reach" Physically Handicapped: Physical and Health Impaired, Visually Impaired. (Book 4 out of 4.)

ERIC Educational Resources Information Center

Kagan, Arleen

The final volume (the fifth in the series and the fourth curriculum guide) in Project Teach 'n' Reach, a program designed to teach nondisabled students about disabilities, focuses on physical disabilities. Information on goals, performance objectives, and activity procedures are presented for topics dealing with physical and health impairments,…

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

ERIC Educational Resources Information Center

Foshay, Wellesley R.

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

Teaching American History: Structured Inquiry Approaches. SSEC Publication No. 185.

ERIC Educational Resources Information Center

Linden, Glenn M., Ed.; Downey, Matthew T., Ed.

This paper is one of a series of ERIC/ChESS publications intended to give practical tips on teaching various topics and disciplines in the precollege social studies curriculum. The tips offered in this publication, written by seven authors, are intended to help teacheres deal with both content and teaching strategies in American history. Each of…

Developing the Psychologist's Credibility in Teaching First-Year Medical Students.

ERIC Educational Resources Information Center

1984

Tips are offered for psychologists who teach behavioral science to first-year medical students, based on a course offered at Creighton Medical School. It is suggested that medical students will work hard and are interested in learning topics that will be useful. It is important for the psychology instructor to teach a body of knowledge to medical…

The (Inter)disciplinarity of Media Studies: Pedagogical Challenges and Opportunities From the Perspective of Teaching Staff

ERIC Educational Resources Information Center

Iqani, Mehita; Feigenbaum, Anna

2015-01-01

In a series of Teaching Exchange (TE) staff development workshops aimed at exploring prospective, bottom-up quality assurance in media studies in the United Kingdom, interdisciplinarity arose as a key topic. This article reflects on teaching staff's views expressed in the TE workshops around interdisciplinarity in relation to their experiences in…

Who Will Teach Our Children? A Strategy for Improving California's Schools. The Report of the California Commission on the Teaching Profession.

ERIC Educational Resources Information Center

California Commission on the Teaching Profession, Sacramento.

This report sets forth 27 recommendations by the California Commission on the Teaching Profession for improving California schools. After an outline summary of the recommendations and an introductory discussion of education as California's "growth industry," the recommendations are presented according to three general topic areas. The…

Low-Cost Educational Robotics Applied to Physics Teaching in Brazil

ERIC Educational Resources Information Center

Souza, Marcos A. M.; Duarte, José R. R.

2015-01-01

In this paper, we propose some of the strategies and methodologies for teaching high-school physics topics through an educational robotics show. This exhibition was part of a set of actions promoted by a Brazilian government program of incentive for teaching activities, whose primary focus is the training of teachers, the improvement of teaching…

An Alternative Teaching Method of Conditional Probabilities and Bayes' Rule: An Application of the Truth Table

ERIC Educational Resources Information Center

Satake, Eiki; Vashlishan Murray, Amy

2015-01-01

This paper presents a comparison of three approaches to the teaching of probability to demonstrate how the truth table of elementary mathematical logic can be used to teach the calculations of conditional probabilities. Students are typically introduced to the topic of conditional probabilities--especially the ones that involve Bayes' rule--with…

Insects and Diseases. Competency Based Teaching Materials in Horticulture.

ERIC Educational Resources Information Center

Legacy, Jim; And Others

This competency-based curriculum unit on insects and diseases is one of four developed for classroom use in teaching the turf and lawn services area of horticulture. The five sections are each divided into teaching content (in a question-and-answer format) and student skills that outline steps and factors for consideration. Topics covered include…

Using Historical Films to Promote Gender Equity in the History Curriculum

ERIC Educational Resources Information Center

Scheiner-Fisher, Cicely; Russell, William B., III

2012-01-01

Teaching with film is viewed as a pedagogical best practice, especially when teaching historical or social studies content. Many of the most popular films used to teach history topics leave women's voices out of the narrative. Women's history is generally left out of traditionally male-dominated history curriculum; when it is included, it is…

Studies in Mathematics Education: The Teaching of Statistics, Volume 7.

ERIC Educational Resources Information Center

Morris, Robert, Ed.

This volume examines the teaching of statistics in the whole range of education, but concentrates on primary and secondary schools. It is based upon selected topics from the Second International Congress on Teaching Statistics (ICOTS 2), convened in Canada in August 1986. The contents of this volume divide broadly into four parts: statistics in…

A Survey of University Professors Teaching Speech Sound Disorders: Nonspeech Oral Motor Exercises and Other Topics

ERIC Educational Resources Information Center

Watson, Maggie M.; Lof, Gregory L.

2009-01-01

Purpose: The purpose of this article was to obtain and organize information from instructors who teach course work on the subject of children's speech sound disorders (SSD) regarding their use of teaching resources, involvement in students' clinical practica, and intervention approaches presented to students. Instructors also reported if they…

Using "Big Ideas" to Enhance Teaching and Student Learning

ERIC Educational Resources Information Center

Mitchell, Ian; Keast, Stephen; Panizzon, Debra; Mitchell, Judie

2017-01-01

Organising teaching of a topic around a small number of "big ideas" has been argued by many to be important in teaching for deep understanding, with big ideas being able to link different activities and to be framed in ways that provide perceived relevance and routes into engagement. However it is our view that, at present, the…

Teachers' Beliefs in English Language Teaching and Learning: A Review of the Literature

ERIC Educational Resources Information Center

Gilakjani, Abbas Pourhosein; Sabouri, Narjes Banou

2017-01-01

Beliefs form part of the process of understanding how teachers shape their work which is significant to the comprehending of their teaching methods and their decisions in the classroom. Teachers' beliefs have been an interesting topic for researchers due to the input they provide for the improvement of English language teaching and learning.…

Seven Rules for Effective History Teaching or Bringing Life to the History Class.

ERIC Educational Resources Information Center

Formwalt, Lee W.

2002-01-01

Introduces a new column that focuses on successful strategies used by U.S. historians. Includes seven rules for effective history teaching: (1) teach with enthusiasm; (2) rely less on textbooks; (3) use secondary sources; (4) explore current topics; (5) use local history; (6) use music and film; and (7) become computer literate. (CMK)

Transforming Middle School Geometry: Designing Professional Development Materials that Support the Teaching and Learning of Similarity

ERIC Educational Resources Information Center

Seago, Nanette; Jacobs, Jennifer; Driscoll, Mark

2010-01-01

Although there are increasing numbers of professional development (PD) materials intended to foster teachers' mathematical knowledge for teaching within the topics of number and algebra, little attention has been given to geometry. In this article we describe the Learning and Teaching Geometry project's approach to the development of PD materials…

Inspirational Teaching in Higher Education: What Does It Look, Sound and Feel Like?

ERIC Educational Resources Information Center

Derounian, James G.

2017-01-01

This article discusses the qualities of inspirational teaching in higher education (HE). It starts by arguing how topical this subject is, given emphasis world-wide on quality assurance measures, such as the UK Government's 2016 "Teaching Excellence Framework" TEF. The paper then moves to review the academic and practice literature in…

The Preparation and Use of Specialist Material in Foreign Language Teaching for Industry.

ERIC Educational Resources Information Center

Conlin, Christine

1984-01-01

Outlines methods by which dialogs are produced in a program which teaches foreign languages to local British industries. Recommends that such dialogs on specialized topics be short and simple. Also discusses how role play and materials such as graphs, charts, forms, and diagrams can be used as language teaching material. (SED)

Practical Teaching Programme Online: Overcoming Communication Issues (Learning from the Experience of PKPG Teaching Practice Website in UNIMAS).

ERIC Educational Resources Information Center

NoorShah, Mohd Salleh

2001-01-01

Describes the use of a Web-based learning environment for practice teaching at the Universiti Malaysia Sarawak (UNIMAS). Topics include overcoming communication problems between student teachers and between students and instructors; participation rates; and the Program Khas Pensiswazahan Guru (PKPG) program, an inservice course for nongraduate…

Improving Student Learning Using State of the Art IT Equipment

ERIC Educational Resources Information Center

Okur, Mehmet Cudi; Basarici, Samsun Mustafa; Rana, Tohid Ahmed

2007-01-01

Fast growth of computer related technology both in software-hardware and application areas, brings new challenges to be faced when using computers for supporting education. In this paper some experiences and the results of a survey are presented in teaching computer topics using computer as a teaching tool. Our teaching activities are related to…

Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers

ERIC Educational Resources Information Center

Caleon, Imelda S.; Tan, Yuen Sze Michelle; Cho, Young Hoan

2018-01-01

This study utilized multiple data sources to examine the beliefs about learning and teaching physics and the instructional practices of five beginning teachers and seven experienced teachers from Singapore. Our study was implemented in the unique context of teachers teaching the topic of electricity to students grouped according to academic…

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…

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

ERIC Educational Resources Information Center

Sinaga, Parlindungan; Suhandi, Andi; Liliasari

2015-01-01

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

Teaching History to Adolescents: A Quest for Relevance. Adolescent Cultures, School, and Society. Volume 52

ERIC Educational Resources Information Center

Beineke, John A.

2011-01-01

"Teaching History to Adolescents: A Quest for Relevance" is an exploration of research, ideas, trends, and practices for educators who teach American history to adolescents from the middle grades through high school. Higher education faculty in history and professional education will also find the book germane to their work. Topics within the…

Time to Teach: Teaching-Learning Processes in Primary Schools.

ERIC Educational Resources Information Center

Bennett, Neville

A model of the teaching-learning process identifies and describes varied behavioral dimensions of the classroom and how they relate to pupil achievement. The model is based on the assumption that the total amount of engaged time on a particular topic is the most important determinant of achievement and has the components of: (1) quantity of…

Pedagogy of Science Teaching Tests: Formative Assessments of Science Teaching Orientations

ERIC Educational Resources Information Center

Cobern, William W.; Schuster, David; Adams, Betty; Skjold, Brandy Ann; Mugaloglu, Ebru Zeynep; Bentz, Amy; Sparks, Kelly

2014-01-01

A critical aspect of teacher education is gaining pedagogical content knowledge of how to teach science for conceptual understanding. Given the time limitations of college methods courses, it is difficult to touch on more than a fraction of the science topics potentially taught across grades K-8, particularly in the context of relevant pedagogies.…

Immigration beyond Ellis Island: Suggestions for Teaching about Immigration in the Now

ERIC Educational Resources Information Center

Hossain, Kazi I.

2014-01-01

America's history books abound with stories of immigrants who contributed to the development of this country. In terms of social studies curriculum, all states require schools to teach about immigration. However, the question is how to teach this topic in a manner that will give students--elementary through high school--a better understanding of…

A framework program for the teaching of alternative methods (replacement, reduction, refinement) to animal experimentation.

PubMed

Daneshian, Mardas; Akbarsha, Mohammad A; Blaauboer, Bas; Caloni, Francesca; Cosson, Pierre; Curren, Rodger; Goldberg, Alan; Gruber, Franz; Ohl, Frauke; Pfaller, Walter; van der Valk, Jan; Vinardell, Pilar; Zurlo, Joanne; Hartung, Thomas; Leist, Marcel

2011-01-01

Development of improved communication and education strategies is important to make alternatives to the use of animals, and the broad range of applications of the 3Rs concept better known and understood by different audiences. For this purpose, the Center for Alternatives to Animal Testing in Europe (CAAT-Europe) together with the Transatlantic Think Tank for Toxicology (t(4)) hosted a three-day workshop on "Teaching Alternative Methods to Animal Experimentation". A compilation of the recommendations by a group of international specialists in the field is summarized in this report. Initially, the workshop participants identified the different audience groups to be addressed and also the communication media that may be used. The main outcome of the workshop was a framework for a comprehensive educational program. The modular structure of the teaching program presented here allows adaptation to different audiences with their specific needs; different time schedules can be easily accommodated on this basis. The topics cover the 3Rs principle, basic research, toxicological applications, method development and validation, regulatory aspects, case studies and ethical aspects of 3Rs approaches. This expert consortium agreed to generating teaching materials covering all modules and providing them in an open access online repository.

Innovative methods of knowledge transfer by multimedia library

NASA Astrophysics Data System (ADS)

Goanta, A. M.

2016-08-01

The present situation of teaching and learning new knowledge taught in the classroom is highly variable depending on the specific topics concerned. If we analyze the manifold ways of teaching / learning at university level, we can notice a very good combination between classical and modern methods. The first category includes the classic chalk blackboard teaching, followed by the also classical learning based on paper reference material. The second category includes books published in PDF or PPT [1], which are printed on the type backing CD / DVD. Since 2006 the author was concerned about the transfer of information and knowledge through video files like AVI, FLV or MPEG using various means of transfer, from the free ones (via Internet) and continuing with those involving minimal costs, i.e. on CD / DVD support. Encouraged by the students’ interest in this kind of teaching material as proved by monitoring [2] the site http://www.cursuriuniversitarebraila.ugal.ro, the author has managed to publish with ISBN the first video book in Romania, which has a non conformist content in that the chapters are located not by paging but by the hour or minutes of shooting when they were made.

Polymer Chemistry--An Elective in the New Leaving Chemistry Course: A Method of Teaching It

ERIC Educational Resources Information Center

Lister, G.

1972-01-01

A scheme is suggested for teaching concepts of polymer chemistry. Laboratory activities are suggested for the major topics. Interrelationships of different industrial uses of polymers are emphasized during the course. (PS)

Teaching Critical Response with Goethe's Werther.

ERIC Educational Resources Information Center

Guidry, Glenn A.

1991-01-01

Describes a course unit on Goethe's "Werther," in which an inductive approach to discussion teaching is used to introduce German literature to college students with little literary background through class activities and discussion topics to stimulate student interest. (Author/CB)

Conflicts of Interest in Medicine. A Systematic Review of Published and Scientifically evaluated Curricula.

PubMed

Weißkircher, Janosch; Koch, Cora; Dreimüller, Nadine; Lieb, Klaus

2017-01-01

Objective: Conflicts of interests resulting from interactions with pharmaceutical companies are pervasive in medicine and can result in an undue influence on physicians' decision-making. The objective of this systematic review is to analyze published and scientifically evaluated curricula for medical students and residents regarding such conflicts of interest. We begin by describing the covered topics and teaching methods; afterwards we analyze the quality of the curricula using the published data on their evaluations and comparing the content with content recommended for such curricula. Methods: We searched Pubmed, PsycInfo, EMBASE, OECD, WISO, SOWI and googlescholar up to and including the 5th of September 2016. Publications describing curricula for residents or medical students on the topic of conflicts of interest in medicine and evaluating them for their effects on the participants' learning were included. We analyzed the covered topics and the teaching methods used and compared them with recommendations by the American Medical Students' Association (AMSA) and Health Action International (HAI). Results: The literature search resulted in 20 publications that fulfilled our search criteria. In five trials, a control group was used, in no trial the participants were randomized to intervention or control group. 16/20 published curricula primarily covered marketing strategies by pharmaceutical companies, especially the interaction with pharmaceutical sales representatives (PSRs). Most curricula only covered a limited number of topics recommended by AMSA/HAI. The most frequent teaching method was a group discussion, which was used in 18/20 curricula; all curricula used at least one interactive teaching method. The evaluation of the curricula was heterogeneous in results as well as design. Some publications described a change of attitudes toward a stronger skepticism regarding interactions with pharmaceutical companies. Four publications described improved knowledge, one publication described a change in behavior toward a reduction of the acceptance of gifts. Conclusion: The trials conducted to this date regarding curricula on conflicts of interests are methodologically flawed and the described curricula lack important topics beyond marketing strategies of pharmaceutical companies. In addition, there are no data so far on the sustainability of the courses' effects on participants' behavior. It is therefore necessary to develop a model curriculum that covers a broader variety of topics and to evaluate it using a well thought-out methodology to create a foundation for the further improvement of teaching conflicts of interest in medicine.

When learners become teachers: a review of peer teaching in medical student education.

PubMed

Benè, Kristen L; Bergus, George

2014-01-01

Peer teaching engages students as teachers and is widely used in K-12 education, many universities, and increasingly in medical schools. It draws on the social and cognitive congruence between learner and teacher and can be attractive to medical schools faced with a growing number of learners but a static faculty size. Peer teachers can give lectures on assigned topics, lead problem-based learning sessions, and provide one on one support to classmates in the form of tutoring. We undertook a narrative review of research on peer teachers in medical school, specifically investigating how medical students are impacted by being peer teachers and how having a peer teacher impacts learners. Studies have shown that peer teaching has a primarily positive impact on both the peer teacher and the learners. In the setting of problem-based learning courses or clinical skills instruction, medical students' performance on tests of knowledge or skills is similar whether they have faculty instructors or peer teachers. There is also strong evidence that being a peer teacher enhances the learning of the peer teacher relative to the content being taught. It is common for peer teachers to lack confidence in their abilities to successfully teach, and they appreciate receiving training related to their teaching role. We find evidence from several different educational settings that peer teaching benefits both the peer teachers and the learners. This suggests that peer teaching is a valuable methodology for medical schools to engage learners as teachers.

The human heart and the circulatory system as an interesting interdisciplinary topic in lessons of physics and biology

NASA Astrophysics Data System (ADS)

Volná, M.; Látal, F.; Kubínek, R.; Richterek, L.

2014-01-01

Many topics which are closely related can be found in the national curriculum of the Czech Republic for physics and biology. One of them is the heart and the circulatory system in the human body. This topic was examined cross curriculum, a teaching module was created and the topic was chosen for our research. The task was to determine if the students of bachelor study are aware of connections between physics and biology within this topic and whether we can help them effectively to describe the corresponding physics phenomena in the human body connected, for example, with a heart attack or with the measurement of blood pressure. In this paper, the heart and the circulatory system are presented as suitable topics for an interdisciplinary teaching module which includes both theoretical and experimental parts. The module was evaluated by a group of first-year undergraduate students of physics at the Faculty of Science, Palacký University. The acquired knowledge was compared with another control group through a test. The highest efficiency of the module was evaluated on the basis of questions that covered the calculation problems.

Science Education Notes.

ERIC Educational Resources Information Center

School Science Review, 1983

1983-01-01

Discusses current topics in science education including increasing adult education through innovation in course planning/recruitment methods, a course in microelectronics/digital control, and need for increased human genetics topics in biology/health education. Also discusses changing role of biology teachers, preschool science, and teaching a…

Sequences, Series, and Mathematica.

ERIC Educational Resources Information Center

Mathews, John H.

1992-01-01

Describes how the computer algebra system Mathematica can be used to enhance the teaching of the topics of sequences and series. Examines its capabilities to find exact, approximate, and graphically generated approximate solutions to problems from these topics and to understand proofs about sequences. (MDH)

Nuclear War and Science Teaching.

ERIC Educational Resources Information Center

Hobson, Art

1983-01-01

Suggests that science-related material on nuclear war be included in introductory courses. Lists nuclear war topics for physics, psychology, sociology, biology/ecology, chemistry, geography, geology/meteorology, mathematics, and medical science. Also lists 11 lectures on nuclear physics which include nuclear war topics. (JN)

Grafting Perspective into Health Law: Organ Transplantation as a Tool for Teaching.

ERIC Educational Resources Information Center

Bovbjerg, Randall R.

1988-01-01

The topic of organ transplantation adds interest and perspective to the basic health law curriculum. It can be used well to integrate a variety of topics by focusing on the policy and law of organ rationing. (MSE)

Training future physicians in the era of genomic medicine: trends in undergraduate medical genetics education.

PubMed

Plunkett-Rondeau, Jevon; Hyland, Katherine; Dasgupta, Shoumita

2015-11-01

Advances in genomic technologies are transforming medical practice, necessitating the expertise of genomically-literate physicians. This study examined 2013-2014 trends in genetics curricula in US and Canadian medical schools to ascertain whether and how curricula are keeping pace with this rapid evolution. Medical genetics course directors received a 60-item electronic questionnaire covering curriculum design, assessment, remediation of failing grades, and inclusion of specific topics. The response rate was 74%. Most schools teach the majority of genetics during the first 2 years, with an increase in the number of integrated curricula. Only 26% reported formal genetics teaching during years 3 and 4, and most respondents felt the amount of time spent on genetics was insufficient preparation for clinical practice. Most participants are using the Association of Professors of Human and Medical Genetics Core Curriculum(1) as a guide. Topics recently added include personalized medicine (21%) and direct-to-consumer testing (18%), whereas eugenics (17%), linkage analysis (16%), and evolutionary genetics (15%) have been recently eliminated. Remediation strategies were heterogeneous across institutions. These findings provide an important update on how genetics and genomics is taught at US and Canadian medical schools. Continuous improvement of educational initiatives will aid in producing genomically-literate physicians.

"You Didn't Teach Me, You Showed Me": Variations in Sibling Teaching Strategies in Early and Middle Childhood

ERIC Educational Resources Information Center

Recchia, Holly E.; Howe, Nina; Alexander, Stephanie

2009-01-01

This study examined siblings' teaching strategies in 72 dyads (firstborn and second born, M ages = 81.64 and 56.31 months) as a function of dyad age, age gap between siblings, and teacher birth order. One child per dyad was randomly assigned to teach her or his sibling to construct a tractor toy. Interactions were coded for the topic of teachers'…

Development of the Solar System Concept Inventory

NASA Astrophysics Data System (ADS)

Hornstein, S.; Prather, E.

2009-12-01

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. The SSCI has been through two semesters of national, multi-institutional field-testing, involving over 1500 students. After the first semester of testing, question statistics were used to flag ineffective questions and flagged questions were revised or eliminated. We will present an overall outline of the SSCI development as well as our question-flagging criteria and question analyses from the latest round of field-testing. 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.

Enhanced podcasts for teaching biochemistry to veterinary students.

PubMed

Gough, Kevin C

2011-01-01

The teaching of biochemistry within medical disciplines presents certain challenges; firstly to relay a large body of complex facts and abstract concepts, and secondly to motivate students that this relatively difficult topic is worth their time to study. Here, nutrient biochemistry was taught within a multidisciplinary module as part of an undergraduate veterinary curriculum. The teaching approach was initially focussed on a mixture of didactic lectures and student-centred activities such as directed group/self learning. In subsequent years the core didactic lectures were replaced with enhanced podcasts covering the same material, along with the introduction of student presentations delivered within groups with both peer and facilitator assessment. These changes were accompanied by an increase in the time dedicated to this topic to allow sufficient time for students to work through podcasts and prepare presentations. The combination of these changes resulted in significant improvements in student performance within an in-course biochemistry long essay. These changes in the teaching approach, and particularly the introduction of extensive podcasts, was well received by students who perceived the process of going through the podcasts as time consuming but allowing them flexibility in both the pace that they studied this topic as well as the location and times that they studied it. Copyright © 2011 Wiley Periodicals, Inc.

Educating residents for managed care: report on a multidisciplinary conference.

PubMed

Hewson, M G; Fishleder, A J; Halperin, A K; Henry, C A; Isaacson, J H; Kachur, E; Tresolini, C

1998-05-01

A growing number of residency programs are preparing their graduates for the realities of managed care practice. In 1996, The Cleveland Clinic Foundation, a private, nonprofit academic medical center, hosted a two-day conference on managed care education to develop innovative instructional and evaluative approaches that, where appropriate, would build on existing expertise. The conference was attended by invited national experts who had a stake in residents' education: clinical faculty, residents, medical educators, executives of managed care organizations, and representatives of other interested organizations. Participants spent much of their time in four small break out groups, each focusing on one of the following topics that were judged particularly relevant to managed care: preventive and population-based medicine, appropriate utilization of resources, clinician-patient communication, and interdisciplinary team practice. Participants shared existing materials, discussed teaching goals and objectives, and generated ideas for teaching methods, teaching materials, and evaluative methods for their respective topics. The authors summarize the recommendations from the four groups, with an overview of the issues that emerged during the conference concerning curriculum development, integration of managed care topics into existing curricula, staging of the curriculum, experiential teaching methods, negative attitudes and resistance, evaluation of trainees and profiling, program assessment, faculty development, and cooperation between academic medical centers and managed care organizations.

Active Learning and Teaching: Improving Postsecondary Library Instruction.

ERIC Educational Resources Information Center

Allen, Eileen E.

1995-01-01

Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

Bibliography. Citations Obtained through the National Library of Medicine's MEDLARS Program.

ERIC Educational Resources Information Center

Journal of Medical Education, 1980

1980-01-01

Approximately 250 citations on medical education are presented. Topics include professional continuing education, student evaluation, graduate medical education, medical schools, specialization, teaching hospitals, teaching methods and materials, educational history, medical students, faculty, computers, curriculum, accreditation, and medical…

Traces d'apprentissage (Path of Learning).

ERIC Educational Resources Information Center

Allouche, Victor

1996-01-01

A French professor teaching in Australia, and learning to cope with the distinctive features of Australian English, reflects on second-language learning processes and their implications for language teaching. Topics discussed include verbal versus nonverbal communication, authentic language situations, cultural context, developing…

Teaching with Secondary Data.

ERIC Educational Resources Information Center

Sobol, Jeff

1981-01-01

Presents a general overview of the use of secondary data in teaching sociology on the college level. Topics discussed include potential for additional applications, sources which constitute secondary data, reasons for using secondary data in the classroom, information about computing, and potential problems. (Author/DB)

Teaching the Double Layer.

ERIC Educational Resources Information Center

Bockris, J. O'M.

1983-01-01

Suggests various methods for teaching the double layer in electrochemistry courses. Topics addressed include measuring change in absolute potential difference (PD) at interphase, conventional electrode potential scale, analyzing absolute PD, metal-metal and overlap electron PDs, accumulation of material at interphase, thermodynamics of electrified…

Learning in First-Year Biology: Approaches of Distance and On-Campus Students

NASA Astrophysics Data System (ADS)

Quinn, Frances Catherine

2011-01-01

This paper aims to extend previous research into learning of tertiary biology, by exploring the learning approaches adopted by two groups of students studying the same first-year biology topic in either on-campus or off-campus "distance" modes. The research involved 302 participants, who responded to a topic-specific version of the Study Process Questionnaire, and in-depth interviews with 16 of these students. Several quantitative analytic techniques, including cluster analysis and Rasch differential item functioning analysis, showed that the younger, on-campus cohort made less use of deep approaches, and more use of surface approaches than the older, off-campus group. At a finer scale, clusters of students within these categories demonstrated different patterns of learning approach. Students' descriptions of their learning approaches at interview provided richer complementary descriptions of the approach they took to their study in the topic, showing how deep and surface approaches were manifested in the study context. These findings are critically analysed in terms of recent literature questioning the applicability of learning approaches theory in mass education, and their implications for teaching and research in undergraduate biology.

Executive functions predict conceptual learning of science.

PubMed

Rhodes, Sinéad M; Booth, Josephine N; Palmer, Lorna Elise; Blythe, Richard A; Delibegovic, Mirela; Wheate, Nial J

2016-06-01

We examined the relationship between executive functions and both factual and conceptual learning of science, specifically chemistry, in early adolescence. Sixty-three pupils in their second year of secondary school (aged 12-13 years) participated. Pupils completed tasks of working memory (Spatial Working Memory), inhibition (Stop-Signal), attention set-shifting (ID/ED), and planning (Stockings of Cambridge), from the CANTAB. They also participated in a chemistry teaching session, practical, and assessment on the topic of acids and alkalis designed specifically for this study. Executive function data were related to (1) the chemistry assessment which included aspects of factual and conceptual learning and (2) a recent school science exam. Correlational analyses between executive functions and both the chemistry assessment and science grades revealed that science achievements were significantly correlated with working memory. Linear regression analysis revealed that visuospatial working memory ability was predictive of chemistry performance. Interestingly, this relationship was observed solely in relation to the conceptual learning condition of the assessment highlighting the role of executive functions in understanding and applying knowledge about what is learned within science teaching. © 2016 The British Psychological Society.

Promoting health in schools through a board game.

PubMed

Bartfay, W J; Bartfay, E

1994-08-01

Primary prevention and health promotion have become salient topics in Canadian society and in nursing during the past two decades. The noncommunicable chronic diseases, such as heart disease and cancer, have been linked to specific lifestyle behaviors or habits, which often develop early in life. The success of public health efforts to improve the health status of all Canadians depends substantially on the success of educational programs directed toward children. Effective teaching strategies that seek to promote health and wellness in children need to be developed and empirically evaluated. Educational games may provide an efficient vehicle for carrying out developmentally specific nursing interventions in school settings. This article begins with a brief overview of the historical origins of games, along with their advantages and disadvantages as educational strategies. The results of a pretest-posttest control group design study that evaluated the effectiveness of a board game as a primary prevention teaching strategy with 23 sixth grade children in Winnipeg, Manitoba are presented. The experimental group had significant gains in knowledge related to anatomy and physiology, diet, and lifestyle risk factors associated with the development of heart disease and cancer.

How a science methods course may influence the curriculum decisions of preservice teachers in the Bahamas

NASA Astrophysics Data System (ADS)

Wisdom, Sonya L.

The purpose of this study was to examine how a science methods course in primary education might influence the curriculum decisions of preservice teachers in The Bahamas related to unit plan development on environmental science topics. Grounded in a social constructivist theoretical framework for teaching and learning science, this study explored the development of the confidence and competence of six preservice teachers to teach environmental science topics at the primary school level. A qualitative case study using action research methodologies was conducted. The perspectives of preservice teachers about the relevancy of methods used in a science methods course were examined as I became more reflective about my practice. Using constant comparative analysis, data from student-written documents and interviews as well as my field notes from class observations and reflective journaling were analyzed for emerging patterns and themes. Findings of the study indicated that while preservice teachers showed a slight increase in interest regarding learning and teaching environmental science, their primary focus during the course was learning effective teaching strategies in science on topics with which they already had familiarity. Simultaneously, I gained a deeper understanding of the usefulness of reflection in my practice. As a contribution to the complexity of learning to teach science at the primary school level, this study suggests some issues for consideration as preservice teachers are supported to utilize more of the national primary science curriculum in The Bahamas.

School Improvement Research. Series II, 1987-88.

ERIC Educational Resources Information Center

Northwest Regional Educational Lab., Portland, OR.

This loose-leaf compendium includes three types of brief research summaries: "topical synthesis,""close-ups," and "snapshots." The single topical synthesis, by Kathleen Cotton, is entitled "Teaching Composition: Research on Effective Practices." Closeups consist of brief definitions, essential research findings, and guidelines for effective…

Use of Comics to Enhance Students' Learning for the Development of the Twenty-First Century Competencies in the Mathematics Classroom

ERIC Educational Resources Information Center

Toh, Tin Lam; Cheng, Lu Pien; Ho, Siew Yin; Jiang, Heng; Lim, Kam Ming

2017-01-01

This paper discusses the use of comics in teaching mathematics in the secondary mathematics classroom. We explicate how the use of comics in teaching mathematics can prepare students for the twenty-first century competencies. We developed an alternative teaching package using comics for two lower secondary mathematics topics. This alternative…

ICT Integration in Education: Incorporation for Teaching & Learning Improvement

ERIC Educational Resources Information Center

Ghavifekr, Simin; Razak, Ahmad Zabidi Abd; Ghani, Muhammad Faizal A.; Ran, Ng Yan; Meixi, Yao; Tengyue, Zhang

2014-01-01

Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by the scholars in education. This is due to the capability of ICT in providing a dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT in their daily teaching and…

"Watch What You Teach": A First-Year Teacher Refuses to Play It Safe

ERIC Educational Resources Information Center

Sieben, Nicole; Wallowitz, Laraine

2009-01-01

In an effort to ensure that students feel "safe" and "comfortable" in the classrooms, English teachers often avoid controversial topics, particularly issues of race, gender, class, and sexuality. The insidious hidden curriculum or the unintended consequences of what they choose to say or not say--teach or not teach--can have as much or more impact…

Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn

ERIC Educational Resources Information Center

Schwartz-Bloom, Rochelle D.; Halpin, Myra J.; Reiter, Jerome P.

2011-01-01

Few studies demonstrate the impact of teaching chemistry embedded in a context that has relevance to high school students. We build upon our prior work showing that pharmacology topics (i.e., drugs), which are inherently interesting to high school students, provide a useful context for teaching chemistry and biology. In those studies, teachers…

The Model of Forming Communicative Competence of Students in the Process of Teaching the English Language

ERIC Educational Resources Information Center

Fahrutdinova, Rezida A.; Fahrutdinov, Rifat R.; Yusupov, Rinat N.

2016-01-01

The relevance of the topic is specified by the necessity of forming the communicative competence of students in the process of teaching of the English language in the institute of higher education. This article is intended to define interactive methods of teaching foreign language, which are based on interactive conception of interaction between…

Using ICT to Teach "Hard to Teach" Topics in Science

ERIC Educational Resources Information Center

Oakes, Malcolm

2009-01-01

Science is a wonderful subject to teach. Often characterised as "hard", it is a subject that has evolved constantly over the years by adopting new practices. In recent years, these have included many aspects of ICT, which was the starting point for the author and his team's project. The basic principles of the project were that: (1) subject…

Effective Teaching Strategies for Successful Inclusion: A Focus on Down Syndrome. A Resource Guide for Educators and Parents.

ERIC Educational Resources Information Center

Tien, Barbara

This guide focuses on methods to teach students with Down Syndrome to maximize their inclusion in school and the community. Following an introductory section, the 10 chapters provide information and practical guidelines on the following topics: (1) acknowledging the label but teaching the student; (2) medical facts about Down Syndrome (e.g.,…