WorldWideScience

Sample records for instruction student learning

  1. The Learning Styles of Students Related to Individualized Typewriting Instruction

    Science.gov (United States)

    Schmidt, B. June

    1983-01-01

    Discusses a study which indicated that relationships exist between students' learning styles and their attitudes toward individualized, competency-based typewriting instruction, particularly for beginning students. (JOW)

  2. Student-Centred Learning Environments: An Investigation into Student Teachers' Instructional Preferences and Approaches to Learning

    Science.gov (United States)

    Baeten, Marlies; Dochy, Filip; Struyven, Katrien; Parmentier, Emmeline; Vanderbruggen, Anne

    2016-01-01

    The use of student-centred learning environments in education has increased. This study investigated student teachers' instructional preferences for these learning environments and how these preferences are related to their approaches to learning. Participants were professional Bachelor students in teacher education. Instructional preferences and…

  3. Teacher Candidate Technology Integration: For Student Learning or Instruction?

    Science.gov (United States)

    Clark, Cynthia; Zhang, Shaoan; Strudler, Neal

    2015-01-01

    Transfer of instructional technology knowledge for student-centered learning by teacher candidates is investigated in this study. Using the transfer of learning theoretical framework, a mixed methods research design was employed to investigate whether secondary teacher candidates were able to transfer the instructional technology knowledge for…

  4. Student-Generated Instructional Videos Facilitate Learning through Positive Emotions

    Science.gov (United States)

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred,…

  5. Culturally Responsive Reading Instruction for Students with Learning Disabilities

    Science.gov (United States)

    Kourea, Lefki; Gibson, Lenwood; Werunga, Robai

    2018-01-01

    As student populations are becoming more diverse in ability and ethnicity across American classrooms, teachers are faced with instructional challenges in meeting their students' learning needs. Challenges are heightened for general and special education teachers who teach students with learning disabilities (LD) and have a culturally and…

  6. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Directory of Open Access Journals (Sweden)

    Angela Lumpkin, PhD

    2015-08-01

    Full Text Available Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested instructional strategies. Student perceptions give direction to and affirm the benefits of instructional strategies that increase student motivation to engage more actively in their learning. Based on quantitative and qualitative responses through action research in multiple courses, students perceive their learning as more engaging and enjoyable when technology-nested instructional strategies are infused into their classes.

  7. Student-generated instructional videos facilitate learning through positive emotions

    OpenAIRE

    Pirhonen, Juhani; Rasi, Päivi

    2017-01-01

    The central focus of this study is a learning method in which university students produce instructional videos about the content matter as part of their learning process, combined with other learning assignments. The rationale for this is to promote a more multimodal pedagogy, and to provide students opportunities for a more learner-centred, motivating, active, engaging and productive role in their learning process. As such we designed a ‘video course’ where the students needed to produce an ...

  8. Teachers' Beliefs, Instructional Behaviors, and Students' Engagement in Learning from Texts with Instructional Pictures

    Science.gov (United States)

    Schroeder, Sascha; Richter, Tobias; McElvany, Nele; Hachfeld, Axinja; Baumert, Jurgen; Schnotz, Wolfgang; Horz, Holger; Ullrich, Mark

    2011-01-01

    This study investigated the relations between teachers' pedagogical beliefs and students' self-reported engagement in learning from texts with instructional pictures. Participants were the biology, geography, and German teachers of 46 classes (Grades 5-8) and their students. Teachers' instructional behaviors and students' engagement in learning…

  9. Designing Online Instruction for Postsecondary Students with Learning Disabilities

    Science.gov (United States)

    Simoncelli, Andrew; Hinson, Janice

    2010-01-01

    This research details the methodologies that could be used to better deliver online course content to students with learning disabilities. Research has shown how the design of the course affects the students' attitudes and performance. This article details the methodology and pedagogical side of the delivery including instructional methods that…

  10. Liberating Learning Object Design from the Learning Style of Student Instructional Designers

    Science.gov (United States)

    Akpinar, Yavuz

    2007-01-01

    Learning objects are a new form of learning resource, and the design of these digital environments has many facets. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies was conducted using the Reflective Action Instructional Design and Learning Object Review Instrument…

  11. Inclusive instruction and learning for deaf students in postsecondary education.

    Science.gov (United States)

    Foster, S; Long, G; Snell, K

    1999-01-01

    This article explores how students who are deaf and their instructors experience mainstream college classes. Both quantitative and qualitative procedures were used to examine student access to information and their sense of belonging and engagement in learning. Instructors were asked to discuss their approach to teaching and any instructional modifications made to address the needs of deaf learners. Results indicate that deaf students viewed classroom communication and engagement in a similar manner as their hearing peers. Deaf students were more concerned about the pace of instruction and did not feel as much a part of the 'university family' as did their hearing peers. Faculty generally indicated that they made few if any modifications for deaf students and saw support service faculty as responsible for the success or failure of these students. We discuss results of these and additional findings with regard to barriers to equal access and strategies for overcoming these barriers.

  12. Dyadic Instruction for Middle School Students: Liking Promotes Learning

    OpenAIRE

    Hartl, Amy C.; DeLay, Dawn; Laursen, Brett; Denner, Jill; Werner, Linda; Campe, Shannon; Ortiz, Eloy

    2015-01-01

    This study examines whether friendship facilitates or hinders learning in a dyadic instructional setting. Working in 80 same-sex pairs, 160 (60 girls, 100 boys) middle school students (M = 12.13 years old) were taught a new computer programming language and programmed a game. Students spent 14 to 30 (M = 22.7) hours in a programming class. At the beginning and the end of the project, each participant separately completed (a) computer programming knowledge assessments and (b) questionnaires ra...

  13. Preparing medical students for future learning using basic science instruction.

    Science.gov (United States)

    Mylopoulos, Maria; Woods, Nicole

    2014-07-01

    The construct of 'preparation for future learning' (PFL) is understood as the ability to learn new information from available resources, relate new learning to past experiences and demonstrate innovation and flexibility in problem solving. Preparation for future learning has been proposed as a key competence of adaptive expertise. There is a need for educators to ensure that opportunities are provided for students to develop PFL ability and that assessments accurately measure the development of this form of competence. The objective of this research was to compare the relative impacts of basic science instruction and clinically focused instruction on performance on a PFL assessment (PFLA). This study employed a 'double transfer' design. Fifty-one pre-clerkship students were randomly assigned to either basic science instruction or clinically focused instruction to learn four categories of disease. After completing an initial assessment on the learned material, all participants received clinically focused instruction for four novel diseases and completed a PFLA. The data from the initial assessment and the PFLA were submitted to independent-sample t-tests. Mean ± standard deviation [SD] scores on the diagnostic cases in the initial assessment were similar for participants in the basic science (0.65 ± 0.11) and clinical learning (0.62 ± 0.11) conditions. The difference was not significant (t[42] = 0.90, p = 0.37, d = 0.27). Analysis of the diagnostic cases on the PFLA revealed significantly higher mean ± SD scores for participants in the basic science learning condition (0.72 ± 0.14) compared with those in the clinical learning condition (0.63 ± 0.15) (t[42] = 2.02, p = 0.05, d = 0.62). Our results show that the inclusion of basic science instruction enhanced the learning of novel related content. We discuss this finding within the broader context of research on basic science instruction, development of adaptive expertise and assessment

  14. Understanding the variable effect of instructional innovations on student learning

    Science.gov (United States)

    Iverson, Heidi L.

    2012-02-01

    As a result of dissatisfaction with the traditional lecture-based model of education a large number of reform-oriented instructional innovations have been developed, enacted, and studied in undergraduate physics courses. While previous work has shown that the impact of instructional innovations on student learning has been overwhelmingly positive, it has also been highly variable. The purpose of this analysis is to investigate this variability. For this analysis, 79 published studies on undergraduate physics instructional innovations were analyzed with respect to the types of innovations used and the methodological characteristics of the studies themselves. The findings of this analysis have indicated that nearly half of the variability in effect size can be accounted for by study design characteristics rather than by the characteristics of the innovations used. However, a subsequent analysis illustrated that one specific innovation, Workshop/Studio Physics, appears to be particularly effective within the observed sample of studies.

  15. Student Motivation And Instructional Strategies In English Learning In Ghana

    Directory of Open Access Journals (Sweden)

    Dr. Mustapha Bin Danquah

    2017-11-01

    Full Text Available Motivation has been referred to as the single most important ingredient of learning Wieman 2013. However it does not come by chance application of appropriate instructional strategies are necessary. The present study conducted in-depth inquiry into the relevance of student motivation and its relationship with higher achievement in L2 learning. Descriptive research design was adopted for the study. Using stratified sampling technique 60 students were sampled from three public schools in Kumasi Metropolis. Also by means of purposive sampling six English teachers were selected in the three schools as participants. Set of questionnaires were the instrument for the study and analysis involved simple frequencies percentages tables and Pearsons Correlation Coefficient r. The study revealed that students can be motivated by simplicity clarity practical and insightful analogies making lessons lively and interesting and most importantly generous use of TLMs. Positive relationship also existed between students motivation and the use of effective instructional strategies with the attendant proficiency in English. Unequivocally student motivation is pivotal to facilitating proficiency in English a key to riding the crest of globalization and technology.

  16. Principals' Perceptions of Instructional Leadership for Middle School Students of Color with Specific Learning Disabilities

    Science.gov (United States)

    Shannon-Luster, Beverly

    2013-01-01

    Instructional leadership is the most important responsibility for principals and the most vulnerable students in need of productive instructional leadership are students of color with specific learning disabilities. Instructional leaders are challenged with creating supportive learning environments and school cultures that promotes the education…

  17. Peer Instruction in Chemistry Education: Assessment of Students' Learning Strategies, Conceptual Learning and Problem Solving

    Science.gov (United States)

    Gok, Tolga; Gok, Ozge

    2016-01-01

    The aim of this research was to investigate the effects of peer instruction on learning strategies, problem solving performance, and conceptual understanding of college students in a general chemistry course. The research was performed students enrolled in experimental and control groups of a chemistry course were selected. Students in the…

  18. Guided Instruction Improves Elementary Student Learning and Self-Efficacy in Science

    Science.gov (United States)

    Hushman, Carolyn J.; Marley, Scott C.

    2015-01-01

    The authors investigated whether the amount of instructional guidance affects science learning and self-efficacy. Sixty 9- and 10-year-old children were randomly assigned to one of the following three instructional conditions: (a) guided instruction consisting of examples and student-generated explanations, (b) direct instruction consisting of a…

  19. A Study on Information Technology Integrated Guided Iscovery Instruction towards Students' Learning Achievement and Learning Retention

    Science.gov (United States)

    Shieh, Chich-Jen; Yu, Lean

    2016-01-01

    In the information explosion era with constant changes of information, educators have promoted various effective learning strategies for students adapting to the complex modern society. The impact and influence of traditional teaching method have information technology integrated modern instruction and science concept learning play an important…

  20. Grounded Learning Experience: Helping Students Learn Physics through Visuo-Haptic Priming and Instruction

    Science.gov (United States)

    Huang, Shih-Chieh Douglas

    2013-01-01

    In this dissertation, I investigate the effects of a grounded learning experience on college students' mental models of physics systems. The grounded learning experience consisted of a priming stage and an instruction stage, and within each stage, one of two different types of visuo-haptic representation was applied: visuo-gestural simulation…

  1. Influence of learning style on instructional multimedia effects on graduate student cognitive and psychomotor performance.

    Science.gov (United States)

    Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William

    2006-01-01

    Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.

  2. Reading Achievement and Reading Efficacy Changes for Middle School Students with Disabilities through Blended Learning Instruction

    Science.gov (United States)

    Pace, Jesse R.; Mellard, Daryl F.

    2016-01-01

    This study evaluated the effects of a blended learning instructional experience for sixth-grade students in an English/language arts (ELA) course. Students at two treatment schools participated in a blended learning instructional paradigm, and their ELA test scores were compared to one comparison school that used a face-to-face delivery. Other…

  3. Understanding and responding the students in learning mathematics through the differentiated instruction

    Science.gov (United States)

    Hapsari, T.; Darhim; Dahlan, J. A.

    2018-05-01

    This research discusses the differentiated instruction, a mathematic learning which is as expected by the students in connection with the differentiated instruction itself, its implementation, and the students’ responses. This research employs a survey method which involves 62 students as the research respondents. The mathematics learning types required by the students and their responses to the differentiated instruction are examined through questionnaire and interview. The mathematics learning types in orderly required by the students, from the highest frequency cover the easily understood instructions, slowly/not rushing teaching, fun, not complicated, interspersed with humour, various question practices, not too serious, and conducive class atmosphere for the instructions. Implementing the differentiated instruction is not easy. The teacher should be able to constantly assess the students, s/he should have good knowledge of relevant materials and instructions, and properly prepare the instructions, although it is time-consuming. The differentiated instruction is implemented on the instructions of numerical pattern materials. The strategies implemented are flexible grouping, tiered assignment, and compacting. The students positively respond the differentiated learning instruction that they become more motivated and involved in the instruction.

  4. Faculty Integration of Technology into Instruction and Students' Perceptions of Computer Technology to Improve Student Learning

    Science.gov (United States)

    Keengwe, Jared

    2007-01-01

    There has been a remarkable improvement in access and rate of adoption of technology in higher education. Even so, reports indicate that faculty members are not integrating technology into instruction in ways that make a difference in student learning (Cuban, 2001; McCannon & Crews, 2000). To help faculty make informed decisions on student…

  5. Learning cardiopulmonary resuscitation theory with face-to-face versus audiovisual instruction for secondary school students: a randomized controlled trial.

    Science.gov (United States)

    Cerezo Espinosa, Cristina; Nieto Caballero, Sergio; Juguera Rodríguez, Laura; Castejón-Mochón, José Francisco; Segura Melgarejo, Francisca; Sánchez Martínez, Carmen María; López López, Carmen Amalia; Pardo Ríos, Manuel

    2018-02-01

    To compare secondary students' learning of basic life support (BLS) theory and the use of an automatic external defibrillator (AED) through face-to-face classroom instruction versus educational video instruction. A total of 2225 secondary students from 15 schools were randomly assigned to one of the following 5 instructional groups: 1) face-to-face instruction with no audiovisual support, 2) face-to-face instruction with audiovisual support, 3) audiovisual instruction without face-to-face instruction, 4) audiovisual instruction with face-to-face instruction, and 5) a control group that received no instruction. The students took a test of BLS and AED theory before instruction, immediately after instruction, and 2 months later. The median (interquartile range) scores overall were 2.33 (2.17) at baseline, 5.33 (4.66) immediately after instruction (Paudiovisual instruction for learning BLS and AED theory were found in secondary school students either immediately after instruction or 2 months later.

  6. How Instructional Strategies Impact Students' Learning, Motivation, and Learning Strategies in Introductory Geology Courses

    Science.gov (United States)

    Perkins, D.; Budd, D. A.; Stempien, J. A.; Kraft, K.; Matheney, R. K.; McConnell, D.; Wirth, K. R.; Bykerk-Kauffman, A.

    2010-12-01

    The Geoscience Affective Research Network (GARNET) quantified the relationship between classroom teaching styles, student learning, and students’ motivations and attitudes for 14 different instructors at 2 community colleges, a private college, and 4 large public universities. Instruction was characterized with the Reformed Teaching Observation Protocol (RTOP). The 0-100 scale reflects the span between traditional instructor-centered lecture and interactive, student-centered courses. Every participating instructor was observed at least twice. Student learning was measured using a 15-question concept inventory (CI) focused on geologic time and plate tectonics. Twelve questions were from the Geologic Concept Inventory of Libarkin and Anderson (2005) and 3 questions were added on relative time. Students’ affective domain was measured using the Motivated Strategies for Learning Questionnaire (MSLQ), 81 questions that define 15 motivation and cognitive subcategories. 1152 students completed both surveys in the 2nd and 14th weeks of their class during the 2008-2010 academic years. RTOP scores ranged from 19 to 87. Learning gains ranged from 18.6% to 47.4% with students learning significantly more from instructors with higher RTOP scores. Learning gains and RTOP positively covary (R2 = 0.67). Adjusting for questions on which students scored high prior to instruction (>90% correct), results in an even stronger relationship (R2 = 0.89). Higher RTOP scores correlate to significant declines in many aspects of student motivation (extrinsic and intrinsic goals, task value, control of learning, and effort regulation). Declines occur mainly in lower and/or middle performing students as measured by grades. The highest performing students only show declines with respect to their control of learning beliefs. Students’ self-efficacy also declines with increasing use of student-student interactions. Higher RTOP scores only exhibit positive correlations to a few aspects of

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

    Science.gov (United States)

    Lubin, Jacqueline; Polloway, Edward A.

    2016-01-01

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

  8. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    OpenAIRE

    Angela Lumpkin, PhD; Rebecca M. Achen, PhD; Regan K. Dodd, PhD

    2015-01-01

    Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen exclusively to lectures. To investigate this, the authors solicited student perceptions to assess the importance of learning through technology-nested...

  9. The Strategic Use of Scaffolded Instruction in Social Studies Interventions for Students with Learning Disabilities

    Science.gov (United States)

    Ciullo, Stephen; Dimino, Joseph A.

    2017-01-01

    Several components of specialized instruction have historically influenced text-based interventions for students with learning disabilities (LD). This article addresses the unique role of scaffolded instruction, focusing on supporting students with LD to help them to develop strategies that promote reading for understanding and writing in social…

  10. Using Technology-Nested Instructional Strategies to Enhance Student Learning

    Science.gov (United States)

    Lumpkin, Angela; Achen, Rebecca M.; Dodd, Regan K.

    2015-01-01

    Students today expect the use of technology in their classes, rather than have to listen to less-than-engaging lectures. College students are connected electronically and incessant technology consumers. As a result, they may prefer the infusion of technologies to help them learn and enjoy the process of learning, rather than having to listen…

  11. Impacts of Vocabulary Acquisition Techniques Instruction on Students' Learning

    Science.gov (United States)

    Orawiwatnakul, Wiwat

    2011-01-01

    The objectives of this study were to determine how the selected vocabulary acquisition techniques affected the vocabulary ability of 35 students who took EN 111 and investigate their attitudes towards the techniques instruction. The research study was one-group pretest and post-test design. The instruments employed were in-class exercises…

  12. High School Students with Learning Disabilities: Mathematics Instruction, Study Skills, and High Stakes Tests

    Science.gov (United States)

    Steele, Marcee M.

    2010-01-01

    This article reviews characteristics of high school students with learning disabilities and presents instructional modifications and study skills to help them succeed in algebra and geometry courses and on high stakes mathematics assessments.

  13. E-Learning: Students Input for Using Mobile Devices in Science Instructional Settings

    Science.gov (United States)

    Yilmaz, Ozkan

    2016-01-01

    A variety of e-learning theories, models, and strategy have been developed to support educational settings. There are many factors for designing good instructional settings. This study set out to determine functionality of mobile devices, students who already have, and the student needs and views in relation to e-learning settings. The study…

  14. Effectiveness of creative and productive instructional method towards students' learning achievement in steel structure course

    Science.gov (United States)

    Sugiyanto, Pribadi, Supriyanto, Bambang

    2017-09-01

    The purpose of this study was to investigate the effectiveness of Creative & Productive instructional method compared with conventional method. This research was a quasi-experimental study involving all Civil Engineering students at Universitas Negeri Malang who were taking a course of Steel Structure. The students were randomly assigned to two different treatment groups, 30 students in experimental group and 37 students in the control group. It was assumed that these groups were equal in all relevant aspects; they differed only in the treatment administered. We used the t-test to test the hypothesis. The results of this research suggest that: (l) the use of Creative & Productive instructional method can significantly improve students' learning achievement, (2) the use of Creative & Productive instructional method can significantly improve students' retention, (3) students' motivation has a significant effect on their learning achievement, and (4) students' motivation has a significant effect on their retention.

  15. Can Learning Style Predict Student Satisfaction with Different Instruction Methods and Academic Achievement in Medical Education?

    Science.gov (United States)

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-01-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods…

  16. Differentiating Instruction for Students with Learning Disabilities: Best Teaching Practices for General and Special Educators.

    Science.gov (United States)

    Bender, William N.

    This book provides classroom-proven strategies designed to empower the teacher to target instructional modifications to the content, process, and products for students with learning disabilities in the general and special education classrooms. Chapter 1 presents the concept of differentiated instruction and how that concept translates into…

  17. Multimedia Instructional Tools' Impact on Student Motivation and Learning Strategies in Computer Applications Courses

    Science.gov (United States)

    Chapman, Debra; Wang, Shuyan

    2015-01-01

    Multimedia instructional tools (MMIT) have been identified as a way effectively and economically present instructional material. MMITs are commonly used in introductory computer applications courses as MMITs should be effective in increasing student knowledge and positively impact motivation and learning strategies, without increasing costs. This…

  18. Students with Learning Disabilities Perspective on Reading Comprehension Instruction: A Qualitative Inquiry

    Science.gov (United States)

    Rose, Dale Rennard

    2017-01-01

    The three article dissertation was a presentation of students' with learning disabilities perspectives on reading comprehension instruction. Article 1 set out to provide an historical perspective of reading and reading comprehension instruction. Topics covered in this research review included: reading comprehension, reading and learning…

  19. The efficacy of student-centered instruction in supporting science learning.

    Science.gov (United States)

    Granger, E M; Bevis, T H; Saka, Y; Southerland, S A; Sampson, V; Tate, R L

    2012-10-05

    Transforming science learning through student-centered instruction that engages students in a variety of scientific practices is central to national science-teaching reform efforts. Our study employed a large-scale, randomized-cluster experimental design to compare the effects of student-centered and teacher-centered approaches on elementary school students' understanding of space-science concepts. Data included measures of student characteristics and learning and teacher characteristics and fidelity to the instructional approach. Results reveal that learning outcomes were higher for students enrolled in classrooms engaging in scientific practices through a student-centered approach; two moderators were identified. A statistical search for potential causal mechanisms for the observed outcomes uncovered two potential mediators: students' understanding of models and evidence and the self-efficacy of teachers.

  20. Multimedia Instruction & Language Learning Attitudes: A Study with University Students

    Directory of Open Access Journals (Sweden)

    Jesús Izquierdo

    2015-04-01

    Full Text Available This study examined the effects of two types of Multimedia Instruction (MI and learners’ second language (L2 proficiency on language learning attitudes. During four weeks, university learners of French received MI on the distinctive use of the perfective and the imperfective past in one of the four following conditions: learners with low L2 proficiency level exposed to MI with (n=17 or without language awareness tasks (n=17, and learners with intermediate L2 proficiency level exposed to MI with (n=14 or without language awareness tasks (n=28. Before and after the experiment, participants completed the Attitude/Motivation Test Battery (AMTB. Non-parametric analyses revealed a positive enhancement of classroom-related attitudes only among intermediate learners exposed to MI without Language Awareness Tasks. Nevertheless, the results showed similar as well as stable attitudes towards language learning in all the experimental conditions.

  1. Library Instruction for Freshman English: A Multi-Year Assessment of Student Learning

    Directory of Open Access Journals (Sweden)

    Susan Gardner Archambault

    2011-01-01

    Full Text Available Objective – The objective of this study was twofold: 1 to assess the effectiveness of curriculum changes made from the 2009 freshman English library instruction curriculum to the 2010 curriculum at Loyola Marymount University (LMU; and 2 to evaluate the effectiveness of library instruction delivered via a “blended” combination of face-to-face and online instruction versus online instruction alone.Methods – An experimental design compared random samples of student scores from 2009 and 2010 worksheets to determine the effects of a new curriculum on student learning. A second experiment examined the effect of delivery method on student learning by comparing scores from a group of students receiving only online instruction against a group receiving blended instruction.Results – The first component of the study, which compared scores between 2009 and 2010 to examine the effects of the curriculum revisions, had mixed results. Students scored a significantly higher mean in 2010 on completing and correctly listing book citation components than in 2009, but a significantly lower mean on constructing a research question. There was a significant difference in the distribution of scores for understanding differences between information found on the Internet versus through the Library that was better in 2010 than 2009, but worse for narrowing a broad research topic. For the study that examined computer aided instruction, the group of students receiving only computer-assisted instruction did significantly better overall than the group receiving blended instruction. When separate tests were run for each skill, two particular skills, generating keywords and completing book citation and location elements, resulted in a significantly higher mean.Conclusions – The comparison of scores between 2009 and 2010 were mixed, but the evaluation process helped us identify continued problems in the teaching materials to address in the next cycle of revisions

  2. Blended Learning vs. Traditional Instruction as a Predictor of Student Achievement in New York City Public Schools

    Science.gov (United States)

    Murray, Anthony

    2017-01-01

    This study explored the differences in student achievement on New York State standardized tests between blended learning and traditional instructional methodologies. Specifically, the study compared student achievement in iLearnNYC schools, to their peer schools that deliver instruction in a traditional manner. iLearnNYC is a blended learning…

  3. A New Twist on Vocabulary Instruction for Students with Learning Disabilities in Biology

    Science.gov (United States)

    Grillo, Kelly J.; Dieker, Lisa A.

    2013-01-01

    An essential element of science instruction is content literacy. In order to improve literacy specific to science, vocabulary must be addressed. As Jitendra et al. (2004) pointed out, "because learning vocabulary during independent reading is very inefficient for students with reading difficulties, vocabulary and word learning skills must be…

  4. Evaluating Writing Instruction through an Investigation of Students' Experiences of Learning through Writing

    Science.gov (United States)

    Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen

    2005-01-01

    Learning through writing is a way of learning not only the appropriate written expression of disciplinary knowledge, but also the knowledge itself through reflection and revision. This study investigates the quality of a writing experience provided to university students in a first-year biology subject. The writing instruction methodology used is…

  5. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

    Directory of Open Access Journals (Sweden)

    Kumar Yelamarthi

    2016-12-01

    Full Text Available Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically enhance traditional flipped methodologies in a first-year engineering course, by using low-cost technology aids and proven pedagogical techniques to enhance student learning. Implemented in a first-year engineering course, this modified flipped model demonstrated an improved student awareness of essential engineering concepts and improved academic performance through collaborative and active learning activities, including flipped learning methodologies, without the need for expensive, formal active learning spaces. These findings have been validated through two studies and have shown similar results confirming that student learning is improved by the implementation of multi-pedagogical strategies in-formed by the use of an instructional design in a traditional classroom setting.

  6. The impact of computer-based versus "traditional" textbook science instruction on selected student learning outcomes

    Science.gov (United States)

    Rothman, Alan H.

    This study reports the results of research designed to examine the impact of computer-based science instruction on elementary school level students' science content achievement, their attitude about science learning, their level of critical thinking-inquiry skills, and their level of cognitive and English language development. The study compared these learning outcomes resulting from a computer-based approach compared to the learning outcomes from a traditional, textbook-based approach to science instruction. The computer-based approach was inherent in a curriculum titled The Voyage of the Mimi , published by The Bank Street College Project in Science and Mathematics (1984). The study sample included 209 fifth-grade students enrolled in three schools in a suburban school district. This sample was divided into three groups, each receiving one of the following instructional treatments: (a) Mixed-instruction primarily based on the use of a hardcopy textbook in conjunction with computer-based instructional materials as one component of the science course; (b) Non-Traditional, Technology-Based -instruction fully utilizing computer-based material; and (c) Traditional, Textbook-Based-instruction utilizing only the textbook as the basis for instruction. Pre-test, or pre-treatment, data related to each of the student learning outcomes was collected at the beginning of the school year and post-test data was collected at the end of the school year. Statistical analyses of pre-test data were used as a covariate to account for possible pre-existing differences with regard to the variables examined among the three student groups. This study concluded that non-traditional, computer-based instruction in science significantly improved students' attitudes toward science learning and their level of English language development. Non-significant, positive trends were found for the following student learning outcomes: overall science achievement and development of critical thinking

  7. The knowledge-learning-instruction framework: bridging the science-practice chasm to enhance robust student learning.

    Science.gov (United States)

    Koedinger, Kenneth R; Corbett, Albert T; Perfetti, Charles

    2012-07-01

    Despite the accumulation of substantial cognitive science research relevant to education, there remains confusion and controversy in the application of research to educational practice. In support of a more systematic approach, we describe the Knowledge-Learning-Instruction (KLI) framework. KLI promotes the emergence of instructional principles of high potential for generality, while explicitly identifying constraints of and opportunities for detailed analysis of the knowledge students may acquire in courses. Drawing on research across domains of science, math, and language learning, we illustrate the analyses of knowledge, learning, and instructional events that the KLI framework affords. We present a set of three coordinated taxonomies of knowledge, learning, and instruction. For example, we identify three broad classes of learning events (LEs): (a) memory and fluency processes, (b) induction and refinement processes, and (c) understanding and sense-making processes, and we show how these can lead to different knowledge changes and constraints on optimal instructional choices. Copyright © 2012 Cognitive Science Society, Inc.

  8. The Effectiveness of Computer-Assisted Instruction for Teaching Mathematics to Students with Specific Learning Disability

    Science.gov (United States)

    Stultz, Sherry L.

    2013-01-01

    Using computers to teach students is not a new idea. Computers have been utilized for educational purposes for over 80 years. However, the effectiveness of these programs for teaching mathematics to students with specific learning disability is unclear. This study was undertaken to determine if computer-assisted instruction was as effective as…

  9. Inference Instruction to Support Reading Comprehension for Elementary Students with Learning Disabilities

    Science.gov (United States)

    Hall, Colby; Barnes, Marcia A.

    2017-01-01

    Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing…

  10. Using Inquiry-Based Instruction for Teaching Science to Students with Learning Disabilities

    Science.gov (United States)

    Aydeniz, Mehmet; Cihak, David F.; Graham, Shannon C.; Retinger, Larryn

    2012-01-01

    The purpose of this study was to examine the effects of inquiry-based science instruction for five elementary students with learning disabilities (LD). Students participated in a series of inquiry-based activities targeting conceptual and application-based understanding of simple electric circuits, conductors and insulators, parallel circuits, and…

  11. Instructional design in mathematics for undergraduate students based on learning by mistakes approach utilizing scilab assistance

    Science.gov (United States)

    Kartika, H.

    2018-03-01

    The issue related to making mistake while learning such as negative emotion is found while students learn mathematics with the aid of a computer. When the computer output showed a mistake message, the students considered it as a computer software malfunction. Based on this issue, the writer designs an instructional model based on learning by mistake approach and which is Scilab assisted. The method used in this research is research design involving undergraduate students in matrix algebra courses. The data collected throught survey with questionnaire to gain feedback about the approach implemented. The data analyzed using quantitative descriptive. The instructional design proposed is the student act as a mistake corrector while the teacher acts as a mistake maker. Teacher deliberately makes mistakes with the help of Scilab software. On the other hand, students correct, analyze and explain errors resulting from Scilab software. The result of this research is an ICT based instructional design which is expected to be applicable as an alternative learning in directing students to think positively about mistakes in learning. Furthermore, students are also expected to improve their ability in understanding and thinking critically while solving problems and improving themselves in learning mathematics.

  12. An instructional intervention to encourage effective deep collaborative learning in undergraduate veterinary students.

    Science.gov (United States)

    Khosa, Deep K; Volet, Simone E; Bolton, John R

    2010-01-01

    In recent years, veterinary education has received an increased amount of attention directed at the value and application of collaborative case-based learning. The benefit of instilling deep learning practices in undergraduate veterinary students has also emerged as a powerful tool in encouraging continued professional education. However, research into the design and application of instructional strategies to encourage deep, collaborative case-based learning in veterinary undergraduates has been limited. This study focused on delivering an instructional intervention (via a 20-minute presentation and student handout) to foster productive, collaborative case-based learning in veterinary education. The aim was to instigate and encourage deep learning practices in a collaborative case-based assignment and to assess the impact of the intervention on students' group learning. Two cohorts of veterinary students were involved in the study. One cohort was exposed to an instructional intervention, and the other provided the control for the study. The instructional strategy was grounded in the collaborative learning literature and prior empirical studies with veterinary students. Results showed that the intervention cohort spent proportionally more time on understanding case content material than did the control cohort and rated their face-to-face discussions as more useful in achieving their learning outcomes than did their control counterparts. In addition, the perceived difficulty of the assignment evolved differently for the control and intervention students from start to end of the assignment. This study provides encouraging evidence that veterinary students can change and enhance the way they interact in a group setting to effectively engage in collaborative learning practices.

  13. Critical thinking instruction and technology enhanced learning from the student perspective: A mixed methods research study.

    Science.gov (United States)

    Swart, Ruth

    2017-03-01

    Critical thinking is acclaimed as a valuable asset for graduates from higher education programs. Technology has advanced in quantity and quality; recognized as a requirement of 21st century learners. A mixed methods research study was undertaken, examining undergraduate nursing student engagement with critical thinking instruction, platformed on two technology-enhanced learning environments: a classroom response system face-to-face in-class and an online discussion forum out-of-class. The Community of Inquiry framed the study capturing constructivist collaborative inquiry to support learning, and facilitate critical thinking capability. Inclusion of quantitative and qualitative data sources aimed to gather a comprehensive understanding of students' development of critical thinking and engagement with technology-enhanced learning. The findings from the students' perspectives were positive toward the inclusion of technology-enhanced learning, and use in supporting their development of critical thinking. Students considered the use of two forms of technology beneficial in meeting different needs and preferences, offering varied means to actively participate in learning. They valued critical thinking instruction being intentionally aligned with subject-specific content facilitating understanding, application, and relevance of course material. While the findings are limited to student participants, the instructional strategies and technology-enhanced learning identified as beneficial can inform course design for the development of critical thinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. The Role of Work-Integrated Learning in Student Preferences of Instructional Methods in an Accounting Curriculum

    Science.gov (United States)

    Abeysekera, Indra

    2015-01-01

    The role of work-integrated learning in student preferences of instructional methods is largely unexplored across the accounting curriculum. This study conducted six experiments to explore student preferences of instructional methods for learning, in six courses of the accounting curriculum that differed in algorithmic rigor, in the context of a…

  15. Computer assisted instruction on "learning nutrition flags for deaf 5th grade and 6th grad students": effectiveness of instruction.

    Science.gov (United States)

    Srisorachatr, Suwat; Huadong, Yotsinee; Hudthagosol, Chatrapa; Danthanavanich, Suksiri

    2013-12-01

    Deaf students are of a number of under privilege group for whom there are limited resources for their use, related to health including nutrition. The purpose of this research was to create computer-assisted instruction for "nutrition flags" for 5 and 6th grade students. The content of nutrition included the concept of a healthy balance diets and portion sizes of each food group. The content and pictures for computer-assisted instruction came from existing curriculum, and focused on nutritional content. The contents in this instruction were divided into three units according to students' learning capacity. The story boards were developed by staff including nutritionists, Thai sign language interpreters, and deaf students. Then, the contents and nutrition vocabulary were translated into Thai sign language. After recording the sign language on video, this material was merged with the contents and converted into a computer program. The computer assisted instruction was tested with students from Nakon Pathom School for the Deaf The first trial was conducted with three students, the second with five students, and the third with 15 students during the academic year 2009. The computer- assisted instruction was revised until it met the standard criteria of 80/80. Effectiveness testing was carried out with 36 students for five consecutive days. On the first day, the pre-test was completed, and on days 2-4, the students performed self-study and completed the exercises for units 1-3, with 50 minutes spent on each unit. The post-test was completed on the last day. The study was conducted during the 2010 academic year Data analysis was performed using the t-test. The results showed an effectiveness of 81.85/82.22, which was higher than the standard criteria of 80/80. The post-test average score was higher than the pre-test average score with a statistical significance level at p < 0.0001. Suggestions for instruction for the deaf are that the length of the instruction in each

  16. Elementary Students' Learning of Materials Science Practices Through Instruction Based on Engineering Design Tasks

    Science.gov (United States)

    Wendell, Kristen Bethke; Lee, Hee-Sun

    2010-12-01

    Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and the learning process was assessed by students' workbooks completed during the instruction. The interviews included two materials selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion of their workbooks, and (3) students who were highly engaged with the workbook's reflective record-keeping tasks showed the greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary students' learning of science through authentic activity such as engineering design.

  17. Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team-Based Learning Approach

    Directory of Open Access Journals (Sweden)

    Rosa M. Alvarez-Bell

    2017-09-01

    Full Text Available When implementing innovative teaching techniques, instructors often seek to gauge the success of their methods. Proposing one approach to assessing classroom innovation, this study examines the ability of students’ ratings of engagement and instructional practices to predict their learning in a cooperative (team-based framework. After identifying the factor structures underlying measures of student engagement and instructional practices, these factors were used as predictors of self-reported student learning in a general chemistry course delivered using a team-based learning approach. Exploratory factor analyses showed a four-factor structure of engagement: teamwork involvement, investment in the learning process, feelings about team-based learning, level of academic challenge; and a three-factor structure of instructional practices: instructional guidance, fostering self-directed learning skills, and cognitive level. Multiple linear regression revealed that feelings about team-based learning and perceptions of instructional guidance had significant effects on learning, beyond other predictors, while controlling gender, GPA, class level, number of credit hours, whether students began college at their current institution, expected highest level of education, racial or ethnic identification, and parental level of education. These results yield insight into student perceptions about team-based learning, and how to measure learning in a team-based learning framework, with implications for how to evaluate innovative instructional methods.

  18. Computer-Assisted Mathematics Instruction for Students with Specific Learning Disability: A Review of the Literature

    Science.gov (United States)

    Stultz, Sherry L.

    2017-01-01

    This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific…

  19. Instructional Context and Student Motivation, Learning, and Development: Commentary and Implications for School Psychologists

    Science.gov (United States)

    Pendergast, Laura L.; Kaplan, Avi

    2015-01-01

    From an ecological perspective, learning and development in childhood and throughout the lifespan occur in the context of interactions within complex social networks. Collectively, the articles in this special issue illuminate three important themes related to teacher-student interactions within instructional contexts: relationships, competence,…

  20. Needs of the Learning Effect on Instructional Website for Vocational High School Students

    Science.gov (United States)

    Lo, Hung-Jen; Fu, Gwo-Liang; Chuang, Kuei-Chih

    2013-01-01

    The purpose of study was to understand the correlation between the needs of the learning effect on instructional website for the vocational high school students. Our research applied the statistic methods of product-moment correlation, stepwise regression, and structural equation method to analyze the questionnaire with the sample size of 377…

  1. Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

    Science.gov (United States)

    Ciullo, Stephen; Mason, Linda

    2017-01-01

    Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

  2. Career-Related Instruction Promoting Students' Career Awareness and Interest towards Science Learning

    Science.gov (United States)

    Salonen, Anssi; Kärkkäinen, Sirpa; Keinonen, Tuula

    2018-01-01

    The aim of this study was to investigate how career-related instruction implemented in secondary school chemistry education concerning water issues influences students' career awareness and their interest towards science learning. This case study is part of a larger design-based research study for the EU-MultiCO project, which focuses on promoting…

  3. The Role of Teacher Leadership in How Principals Influence Classroom Instruction and Student Learning

    Science.gov (United States)

    Sebastian, James; Allensworth, Elaine; Huang, Haigen

    2016-01-01

    School principals can play an important role in promoting teacher leadership by delegating authority and empowering teachers in ways that allow them influence in key organizational decisions and processes. However, it is unclear whether instruction and student learning are enhanced by promoting teacher influence in all aspects of school…

  4. Effects of different forms of physiology instruction on the development of students' conceptions of and approaches to science learning.

    Science.gov (United States)

    Lin, Yi-Hui; Liang, Jyh-Chong; Tsai, Chin-Chung

    2012-03-01

    The purpose of this study was to investigate students' conceptions of and approaches to learning science in two different forms: internet-assisted instruction and traditional (face-to-face only) instruction. The participants who took part in the study were 79 college students enrolled in a physiology class in north Taiwan. In all, 46 of the participants were from one class and 33 were from another class. Using a quasi-experimental research approach, the class of 46 students was assigned to be the "internet-assisted instruction group," whereas the class of 33 students was assigned to be the "traditional instruction group." The treatment consisted of a series of online inquiry activities. To explore the effects of different forms of instruction on students' conceptions of and approaches to learning science, two questionnaires were administered before and after the instruction: the Conceptions of Learning Science Questionnaire and the Approaches to Learning Science Questionnaire. Analysis of covariance results revealed that the students in the internet-assisted instruction group showed less agreement than the traditional instruction group in the less advanced conceptions of learning science (such as learning as memorizing and testing). In addition, the internet-assisted instruction group displayed significantly more agreement than the traditional instruction group in more sophisticated conceptions (such as learning as seeing in a new way). Moreover, the internet-assisted instruction group expressed more orientation toward the approaches of deep motive and deep strategy than the traditional instruction group. However, the students in the internet-assisted instruction group also showed more surface motive than the traditional instruction group did.

  5. Learning Strategy Instruction Innovation Configuration

    Science.gov (United States)

    Schumaker, Jean B.

    2011-01-01

    One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

  6. Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

    Science.gov (United States)

    Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet

    2010-12-01

    The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.

  7. Effects of notetaking instruction on 3rd grade student's science learning and notetaking behavior

    Science.gov (United States)

    Lee, Pai-Lin

    The research examined effects of notetaking instruction on elementary-aged students' ability to recall science information and notetaking behavior. Classes of 3rd grade students were randomly assigned to three treatment conditions, strategic notetaking, partial strategic notetaking, and control, for 4 training sessions. The effects of the notetaking instruction were measured by their performances on a test on science information taught during the training, a long-term free recall of the information, and number of information units recalled with or without cues. Students' prior science achievement was used to group students into two levels (high vs. low) and functioned as another independent variable in analysis. Results indicated significant treatment effect on cued and non-cued recall of the information units in favor of the strategy instruction groups. Students with higher prior achievement in science performed better on cued recall and long-term free recall of information. The results suggest that students as young as at the third grade can be instructed to develop the ability of notetaking that promotes their learning.

  8. A Pilot Study of Students' Learning Outcomes Using Didactic and Socratic Instructional Methods: An Assessment Based on Bloom's Taxonomy

    Science.gov (United States)

    Akinde, Oluwatoyin Adenike

    2015-01-01

    This work is a pilot study on the learning outcomes of students, who were taught a research course for seven weeks, using didactic and Socratic instruction methods. The course was taught in two sessions concurrently. The students were divided into two groups (A and B) and both groups were taught either with Socratic instruction method or didactic…

  9. How Note-Taking Instruction Changes Student's Reflections upon Their Learning Activity during a Blended Learning Course

    Science.gov (United States)

    Nakayama, Minoru; Mutsuura, Kouichi; Yamamoto, Hiroh

    2017-01-01

    The metrics of self-efficacy and self-assessment were surveyed and analysed in order to examine the effectiveness of note taking instruction on emotional aspects of participants during a blended learning course. The changes of emotional aspects due to student's individual characteristics were also analysed. Participants were surveyed twice during…

  10. The Influence of Principal Leadership on Classroom Instruction and Student Learning: A Study of Mediated Pathways to Learning

    Science.gov (United States)

    Sebastian, James; Allensworth, Elaine

    2012-01-01

    Purpose: This study examines the influence of principal leadership in high schools on classroom instruction and student achievement through key organizational factors, including professional capacity, parent-community ties, and the school's learning climate. It identifies paths through which leadership explains differences in achievement and…

  11. Flipped Library Instruction Does Not Lead to Learning Gains for First-Year English Students

    Directory of Open Access Journals (Sweden)

    Kimberly Miller

    2017-09-01

    Full Text Available A Review of: Rivera, E. (2017. Flipping the classroom in freshman English library instruction: A comparison study of a flipped class versus a traditional lecture method. New Review of Academic Librarianship, 23(1, 18-27. http://dx.doi.org/10.1080/13614533.2016.1244770 Abstract Objective – To determine whether a flipped classroom approach to freshman English information literacy instruction improves student learning outcomes. Design – Quasi-experimental. Setting – Private suburban university with 7,000 graduate and undergraduate students. Subjects – First-year English students. Methods – Students in six sections of first-year “English 2” received library instruction; three sections received flipped library instruction and three sections received traditional library instruction. Students in the flipped classroom sections were assigned two videos to watch before class, as an introduction to searching the Library’s catalog and key academic databases. These students were also expected to complete pre-class exercises that allowed them to practice what they learned through the videos. The face-to-face classes involved a review of the flipped materials alongside additional activities. Works cited pages from the students’ final papers were collected from all six sections, 31 from the flipped sections and 34 from the non-flipped sections. A rubric was used to rate the works cited pages. The rubric was based on the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education (ACRL, 2000, Standard Two, Outcome 3a, and included three criteria: “authority,” “timeliness,” and “variety.” Each criterion was rated at one of three levels: “exemplary,” “competent,” or “developing.” Main Results – Works cited pages from the students who received non-flipped instruction were more likely to score “exemplary” for at least one of the three criteria when compared to works

  12. The Impact of Explicit Instruction about the Nature of Personal Learning Style on First-Year Students' Perceptions of Successful Learning

    Science.gov (United States)

    Nickles, David A.

    2003-01-01

    This research examines how first-year students' conceptualizations of personal learning theories changed as a result of instruction on learning styles. Students drew concept maps to organize their perceptions related to being successful learners. After completing learning inventories, students completed another concept map using the original…

  13. K--12 science educator perception of instructing students with learning disabilities in the regular classroom

    Science.gov (United States)

    Holliday-Cashwell, Janet Rose

    2000-10-01

    Selected K--12 public school science educators in 14 eastern North Carolina counties were surveyed to examine their perceptions of their undergraduate preparation programs with regard to instructing students with learning disabilities in the regular classroom. A quantitative study, this research examined science educator preparedness in instructing students with learning disabilities by evaluating educator perception in regard to mainstrearned and inclusive educational settings. Specifically, two null hypotheses were tested. Null hypothesis I stated a significant difference does not exist between selected North Carolina K--12 science educators' perceptions of their undergraduate teacher education preparation programs and their perceptions of their abilities to instruct students needing accommodations on behalf of their learning disabilities in mainstrearned or inclusive settings. Participants' responses to perception as well as value statements regarding opinions, adaptations, and undergraduate training with respect to mainstreaming and inclusion were evaluated through t-test analyses of 22 Likert-scale items. Null hypothesis 1 was not accepted because a statistically significant difference did exist between the educators' perceptions of their undergraduate training and their perceived abilities to instruct students with learning disabilities in mainstreamed or inclusive settings. Null hypothesis 2 stated a significant difference does not exist between selected North Carolina K--12 science educators' attained educational level; grade level currently taught, supervised or chaired; and years of experience in teaching science, supervising science education, and/or chairing science departments in selected North Carolina public schools and their opinions of their undergraduate teacher education program with regard to instructing students with learning disabilities in mainstreamed or inclusive educational settings. Null hypothesis 2 was evaluated through an analysis of

  14. Reform-Based-Instructional Method and Learning Styles on Students' Achievement and Retention in Mathematics: Administrative Implications

    Science.gov (United States)

    Modebelu, M. N.; Ogbonna, C. C.

    2014-01-01

    This study aimed at determining the effect of reform-based-instructional method learning styles on students' achievement and retention in mathematics. A sample size of 119 students was randomly selected. The quasiexperimental design comprising pre-test, post-test, and randomized control group were employed. The Collin Rose learning styles…

  15. Empirical Study on the Effect of Digital Game-Based Instruction on Students' Learning Motivation and Achievement

    Science.gov (United States)

    Chen, Yen-Chun

    2017-01-01

    As pupils are largely increased the opportunities to contact digital games, the effect of digital games has been broadly discussed and studied. Digital games no longer play the function of entertainment, but could assist students in more active learning and deeper and broader learning, when being applied to instruction. It is limited to learn in…

  16. Adapting to Student Learning Styles: Engaging Students with Cell Phone Technology in Organic Chemistry Instruction

    Science.gov (United States)

    Pursell, David P.

    2009-01-01

    Students of organic chemistry traditionally make 3 x 5 in. flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flash cards to be viewed on computers, offering an endless array of drilling and feedback for students. The current generation of students is less inclined to use…

  17. Improving Science Process Skills for Primary School Students Through 5E Instructional Model-Based Learning

    Science.gov (United States)

    Choirunnisa, N. L.; Prabowo, P.; Suryanti, S.

    2018-01-01

    The main objective of this study is to describe the effectiveness of 5E instructional model-based learning to improve primary school students’ science process skills. The science process skills is important for students as it is the foundation for enhancing the mastery of concepts and thinking skills needed in the 21st century. The design of this study was experimental involving one group pre-test and post-test design. The result of this study shows that (1) the implementation of learning in both of classes, IVA and IVB, show that the percentage of learning implementation increased which indicates a better quality of learning and (2) the percentage of students’ science process skills test results on the aspects of observing, formulating hypotheses, determining variable, interpreting data and communicating increased as well.

  18. Cognitive Theory of Multimedia Learning, Instructional Design Principles, and Students with Learning Disabilities in Computer-Based and Online Learning Environments

    Science.gov (United States)

    Greer, Diana L.; Crutchfield, Stephen A.; Woods, Kari L.

    2013-01-01

    Struggling learners and students with Learning Disabilities often exhibit unique cognitive processing and working memory characteristics that may not align with instructional design principles developed with typically developing learners. This paper explains the Cognitive Theory of Multimedia Learning and underlying Cognitive Load Theory, and…

  19. Using a motivation-based instructional model for teacher development and students' learning of science

    Science.gov (United States)

    Bae, Min-Jung

    2009-10-01

    Science teachers often have difficulty helping students participate in scientific practices and understand scientific ideas. In addition, they do not frequently help students value their science learning. As one way to address these problems, I designed and examined the effects of professional development using a motivation-based instructional model with teachers and students. This motivation-based inquiry and application instructional model (MIAIM) consists of four steps of activities and identifies instructional and motivational functions that teachers can use to engage their students in scientific inquiry and application and to help them value their science learning. In order to conduct this study, I worked with three teachers (4 th, 8th, and 8th) in both suburban and urban environments. This study consisted of three parts-an initial observation of teachers' classrooms, professional development with MIAIM, and an observation of teachers' classrooms after the professional development. Data analysis of class observations, interviews, and class artifacts shows that there was a moderate change in teachers' teaching approach after the intervention. The three teachers designed and enacted some inquiry and application lessons that fit the intent of MIAIM. They also used some instructional and motivational practices more frequently after the intervention than they did before the intervention. In particular, they more frequently established central questions for investigations, helped students find patterns in data by themselves, provided opportunities for application, related science to students' everyday lives, and created students' interests in scientific investigation by using interesting stories. However, there was no substantial change in teachers' use of some practices such as providing explanations, supporting students' autonomy, and using knowledge about students in designing and enacting science lessons. In addition, data analysis of students' surveys, class

  20. Developing a Learning Progression for Curriculum, Instruction, and Student Learning: An Example from Mathematics Education

    Science.gov (United States)

    Fonger, Nicole L.; Stephens, Ana; Blanton, Maria; Isler, Isil; Knuth, Eric; Gardiner, Angela Murphy

    2018-01-01

    Learning progressions have been demarcated by some for science education, or only concerned with levels of sophistication in student thinking as determined by logical analyses of the discipline. We take the stance that learning progressions can be leveraged in mathematics education as a form of curriculum research that advances a linked…

  1. LANGUAGE LEARNING UNDER CLASSROOM CONDITIONS DURING THE TRANSITION TO HYBRID INSTRUCTION: A CASE-STUDY OF STUDENT PERFORMANCE DURING THE IMPLEMENTATION OF INSTRUCTIONAL TECHNOLOGY

    OpenAIRE

    Lisbeth O. Swain; Timothy D. Swain

    2017-01-01

    We examined the unmanipulated performance of students under real classroom conditions in order to assess the effect of a technology-enhanced hybrid learning approach to second language, (L2) instruction on beginning and advanced Spanish language learners. This research focused on the transition period of technology implementation when the entire section of Spanish of a modern language department of a liberal arts university transitioned from traditional face-to-face instruction, to a technolo...

  2. The Relationship between Strategic Reading Instruction, Student Learning of L2-Based Reading Strategies and L2 Reading Achievement

    Science.gov (United States)

    Akkakoson, Songyut

    2013-01-01

    This study investigates the relationship between strategic reading instruction, the process of learning second language-based reading strategies and English reading achievement for Thai university students of science and technology. In a course in reading general English texts for 16?weeks, 82 students were taught using a strategies-based approach…

  3. Effect of Instructional Media in the Learning of English Grammar on the Achievement of Teacher Training Students at Namakkal District

    Science.gov (United States)

    Arulselvi, Evangelin

    2011-01-01

    The present study is aimed at finding the effect of Instructional software program in the learning of grammar on the achievement of teacher training students of Namakkal District. Parallel group experimental method was adopted in this study. A sample of 80 students studying in the teacher training college were selected on the basis of their…

  4. Chat Transcript Analysis Reveals that Undergraduate Students are Open to Instruction, While Instructors and Librarians Care About Supporting Student Learning

    Directory of Open Access Journals (Sweden)

    Elaine Sullo

    2017-03-01

    helping these students. Opinions regarding the traditional reference interview, including specific techniques that made the interaction successful, were categorized as “question negotiation.” The “open and closed questions” theme focused on feedback on the types of questions used by librarians in the reference interview. Several components related to chat and instruction were encompassed within the “instruction” theme, including whether those participating in the study were conscious of librarians providing instructions via chat and whether it was deemed valuable; the impact of a library instruction session in which students participated; and identification of missed teachable moments during the chat. The “speed and convenience” theme represented thoughts regarding the balance of instruction and librarian support of news skills, with the student expectation of having their question answered quickly and efficiently. The “customer service” theme focused on the service quality of the reference transaction, while the “referrals” theme encompassed thoughts related to whether students were referred to subject specialists, writing specialists, instructors, or if there was a lack of a referral altogether. Conclusion – Based on the research results, the authors highlighted the importance of the interconnectedness of teaching that is done in the classroom, in library instruction sessions, and on the reference desk, as all three types of instruction should align. Furthermore, because students are open to instruction via the chat service when they are creating and revising their research question and delving into subject research, chat can be viewed as a key teaching and learning opportunity.

  5. The Computer Integration into the EFL Instruction in Indonesia: An Analysis of Two University Instructors in Integrating Computer Technology into EFL Instruction to Encourage Students' Language Learning Engagement

    Science.gov (United States)

    Prihatin, Pius N.

    2012-01-01

    Computer technology has been popular for teaching English as a foreign language in non-English speaking countries. This case study explored the way language instructors designed and implemented computer-based instruction so that students are engaged in English language learning. This study explored the beliefs, practices and perceptions of…

  6. Effect of Instruction Using Students' Prior Knowledge and Conceptual Change Strategies on Science Learning. Part I: Development, Application and Evaluation of Instruction.

    Science.gov (United States)

    Hewson, Mariana G.

    Reported is the development, use, and evaluation of an instructional technique based upon: (1) the assessment of students' prior knowledge; and (2) a theoretical perspective advocated by Ausubel and others which emphasizes the importance of existing knowledge in influencing subsequent concept learning. The experimental group of 46 South African…

  7. The Effects of Multimedia Computer- Assisted Instruction on Learning Basic Ballet Skills with Physical Education Students

    Directory of Open Access Journals (Sweden)

    El-Moneim Doaa Abd

    2014-09-01

    Full Text Available Computer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if multimedia technology affected the learning of basic ballet skills. A total of 32 female students, mean age 18.1 years, studying at the Faculty of Physical Education Zagazig university were divided into two groups. The experimental group comprised 16 students. Participants in this group participated in a ballet class with multimedia technology for six weeks. Group two participated in the ballet class with the traditional method as the control group. Parameters assessed height, weight, age, and academic level. All participants were free of any disorders known to affect performance, such as bone fractures, osteoporosis, diabetes, or cardiovascular disease. Participants reported no use of anti-seizure drugs or alcohol. In addition, all participants were fully informed of the aims of the study, and gave their voluntary consent prior to participation. The measurement procedures were in accordance with ethical human experimentation. All statistical analyses were calculated with the SPSS statistical package. Results indicated significant differences between the two groups in learning the basic skills and levels of knowledge of ballet. Applying the proposed educational program meant using multimedia to teach basic ballet skills to second-year female students enrolled in the Faculty of Physical Education

  8. Optimizing students' motivation in inquiry-based learning environments: The role of instructional practices

    Science.gov (United States)

    Kempler, Toni M.

    The influence of inquiry science instruction on the motivation of 1360 minority inner-city seventh graders was examined. The project-based curriculum incorporates motivating features like real world questions, collaboration, technology, and lesson variety. Students design investigations, collect and analyze data, and create artifacts; challenging tasks require extensive use of learning and metacognitive strategies. Study 1 used Structural Equation Modeling to investigate student perceptions of the prevalence of project-based features, including real world connections, collaboration, academic press, and work norms, and their relation to interest, efficacy, cognitive engagement, and achievement. Perceptions of features related to different motivational outcomes, indicating the importance of using differentiated rather than single measures to study motivation in context. Cognitive engagement was enhanced by interest and efficacy but did not influence achievement, perhaps because students were not proficient strategy users and were new to inquiry. Study 2 examined the relationship between instructional practices and motivation. The 23 teachers in study 1 were observed six times during one unit. Observations focused on curriculum congruence, content accuracy, contextualization, sense making, and management and climate. A majority of teacher enactment was congruent with the curriculum, indicating that students experienced motivating features of project-based science. Hierarchical Linear Modeling showed that contextualization accounted for between-teacher variance in student interest, efficacy, and cognitive engagement; Teachers encouraged motivation through extended real world examples that related material to students' experiences. Cluster analysis was used to determine how patterns of practice affected motivation. Unexpectedly these patterns did not differentially relate to cognitive engagement. Findings showed that interest and efficacy were enhanced when teachers

  9. The effect of guided inquiry-based instruction in secondary science for students with learning disabilities

    Science.gov (United States)

    Eliot, Michael H.

    Students with learning disabilities (SWLDs) need to attain academic rigor to graduate from high school and college, as well as achieve success in life. Constructivist theories suggest that guided inquiry may provide the impetus for their success, yet little research has been done to support this premise. This study was designed to fill that gap. This quasi-experimental study compared didactic and guided inquiry-based teaching of science concepts to secondary SWLDs in SDC science classes. The study examined 38 students in four classes at two diverse, urban high schools. Participants were taught two science concepts using both teaching methods and posttested after each using paper-and-pencil tests and performance tasks. Data were compared to determine increases in conceptual understanding by teaching method, order of teaching method, and exposure one or both teaching methods. A survey examined participants' perceived self-efficacy under each method. Also, qualitative comparison of the two test formats examined appropriate use with SWLDs. Results showed significantly higher scores after the guided inquiry method on concept of volume, suggesting that guided inquiry does improve conceptual understanding over didactic instruction in some cases. Didactic teaching followed by guided inquiry resulted in higher scores than the reverse order, indicating that SWLDs may require direct instruction in basic facts and procedures related to a topic prior to engaging in guided inquiry. Also application of both teaching methods resulted in significantly higher scores than a single method on the concept of density, suggesting that SWLDs may require more in depth instruction found using both methods. No differences in perceived self-efficacy were shown. Qualitative analysis both assessments and participants' behaviors during testing support the use of performance tasks over paper-and-pencil tests with SWLDs. Implications for education include the use of guided inquiry to increase SWLDs

  10. Effectiveness of Facebook Based Learning to Enhance Creativity among Islamic Studies Students by Employing Isman Instructional Design Model

    Science.gov (United States)

    Alias, Norlidah; Siraj, Saedah; Daud, Mohd Khairul Azman Md; Hussin, Zaharah

    2013-01-01

    The study examines the effectiveness of Facebook based learning to enhance creativity among Islamic Studies students in the secondary educational setting in Malaysia. It describes the design process by employing the Isman Instructional Design Model. A quantitative study was carried out using experimental method and background survey. The…

  11. Knowledge Management as an Approach to Learning and Instructing Sector University Students in Post-Soviet Professional Education

    Science.gov (United States)

    Volegzhanina, Irina S.; Chusovlyanova, Svetlana V.; Adolf, Vladimir A.; Bykadorova, Ekaterina S.; Belova, Elena N.

    2017-01-01

    The relevance of the study depends on addressing to the issue of knowledge management in learning and instructing students of post-Soviet sector universities. In this regard, the article is intended to reveal the nature of knowledge management approach compared to the knowledge-based one predominated in Soviet education. The flagship approach of…

  12. The Effect of Instructional Methods (Lecture-Discussion versus Group Discussion) and Teaching Talent on Teacher Trainees Student Learning Outcomes

    Science.gov (United States)

    Mutrofin; Degeng, Nyoman Sudana; Ardhana, Wayan; Setyosari, Punaji

    2017-01-01

    The aim of this study is to examine difference in the effect of instructional methods (lecture-discussion versus group discussion) and teaching talent on teacher trainees student learning outcomes. It was conducted by a quasi-experimental design using the factorialized (2 x 2) version of the nonequivalent control group design. The subjects were…

  13. Evolution of Various Library Instruction Strategies: Using Student Feedback to Create and Enhance Online Active Learning Assignments

    Directory of Open Access Journals (Sweden)

    Marcie Lynne Jacklin

    2013-06-01

    Full Text Available This case study traces the evolution of library assignments for biological science students from paper-based workbooks in a blended (hands-on workshop to blended learning workshops using online assignments to online active learning modules which are stand-alone without any face-to-face instruction. As the assignments evolved to adapt to online learning supporting materials in the form of PDFs (portable document format, screen captures and screencasting were embedded into the questions as teaching moments to replace face-to-face instruction. Many aspects of the evolution of the assignment were based on student feedback from evaluations, input from senior lab demonstrators and teaching assistants, and statistical analysis of the students’ performance on the assignment. Advantages and disadvantages of paper-based and online assignments are discussed. An important factor for successful online learning may be the ability to get assistance.

  14. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9.

    Science.gov (United States)

    Berninger, Virginia W; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D

    2015-02-01

    Effectiveness of iPad computerized writing instruction was evaluated for 4 th to 9 th graders ( n =35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword - (handwriting), word - (spelling), and syntax - (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities.

  15. Computer Instruction in Handwriting, Spelling, and Composing for Students with Specific Learning Disabilities in Grades 4 to 9

    Science.gov (United States)

    Berninger, Virginia W.; Nagy, William; Tanimoto, Steve; Thompson, Rob; Abbott, Robert D.

    2014-01-01

    Effectiveness of iPad computerized writing instruction was evaluated for 4th to 9th graders (n=35) with diagnosed specific learning disabilities (SLDs) affecting writing: dysgraphia (impaired handwriting), dyslexia (impaired spelling), and oral and written language learning disability (OWL LD) (impaired syntax composing). Each of the 18 two-hour lessons had multiple learning activities aimed at improving subword- (handwriting), word- (spelling), and syntax- (sentence composing) level language skills by engaging all four language systems (listening, speaking, reading, and writing) to create a functional writing system. To evaluate treatment effectiveness, normed measures of handwriting, spelling, and composing were used with the exception of one non-normed alphabet writing task. Results showed that the sample as a whole improved significantly from pretest to posttest in three handwriting measures, four spelling measures, and both written and oral syntax construction measures. All but oral syntax was evaluated with pen and paper tasks, showing that the computer writing instruction transferred to better writing with pen and paper. Performance on learning activities during instruction correlated with writing outcomes; and individual students tended to improve in the impaired skill associated with their diagnosis. Thus, although computers are often used in upper elementary school and middle school in the United States (US) for accommodations (alternatives to pen and paper) for students with persisting SLDs affecting writing, this study shows computers can also be used for Tier 3 instruction to improve the writing skills of students in grades 4 to 9 with history of persisting writing disabilities. PMID:25378768

  16. The effects of 3D interactive animated graphics on student learning and attitudes in computer-based instruction

    Science.gov (United States)

    Moon, Hye Sun

    Visuals are most extensively used as instructional tools in education to present spatially-based information. Recent computer technology allows the generation of 3D animated visuals to extend the presentation in computer-based instruction. Animated visuals in 3D representation not only possess motivational value that promotes positive attitudes toward instruction but also facilitate learning when the subject matter requires dynamic motion and 3D visual cue. In this study, three questions are explored: (1) how 3D graphics affects student learning and attitude, in comparison with 2D graphics; (2) how animated graphics affects student learning and attitude, in comparison with static graphics; and (3) whether the use of 3D graphics, when they are supported by interactive animation, is the most effective visual cues to improve learning and to develop positive attitudes. A total of 145 eighth-grade students participated in a 2 x 2 factorial design study. The subjects were randomly assigned to one of four computer-based instructions: 2D static; 2D animated; 3D static; and 3D animated. The results indicated that: (1) Students in the 3D graphic condition exhibited more positive attitudes toward instruction than those in the 2D graphic condition. No group differences were found between the posttest score of 3D graphic condition and that of 2D graphic condition. However, students in the 3D graphic condition took less time for information retrieval on posttest than those in the 2D graphic condition. (2) Students in the animated graphic condition exhibited slightly more positive attitudes toward instruction than those in the static graphic condition. No group differences were found between the posttest score of animated graphic condition and that of static graphic condition. However, students in the animated graphic condition took less time for information retrieval on posttest than those in the static graphic condition. (3) Students in the 3D animated graphic condition

  17. Comparisons between students' learning achievements of their conventional instruction and the science, technology and social conceptual instructional design on digestion system issue of secondary students at the 10th grade level

    Science.gov (United States)

    Wichalek, Supattra; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The purposes of this action research study were 1) to develop learning activities according to the instructional designing model of science, technology, and social (STS) on Digestion Issue, 2) to compare students' learning achievements between their learning activities with the conventional instructional (CIM) and conceptual instructional designing methods of science, technology, and social (STS) on digestion system of secondary students at the 10th grade level with a sample size of 35 experimental student group of their STS learning method, and 91 controlling group in two classes in the first semester in academic year 2016. Using the 4-Instructional Innovative Lesson Plans, the Students' Learning Behaviour Observing Form, the Questionnaire on Teacher Behaviour Interaction (QTBI), the Researcher's Recording Form, the Learning Activity Form, and the Parallel Learning Achievement Test (LAT) were assessed. The results of this research have found that; the Index of Item Objective Congruence (IOC) value ranged from 0.67 to 1.00; the difficulty values were 0.47 and 0.79 for the CIM and STS methods, respectively, the discriminative validity for the LAT was ranged from 0.20 to 0.75. The reliability of the QTBI was 0.79. Students' responses of their learning achievements with the average means scores indicted of the normalized gain values of 0.79 for the STS group, and 0.50 and 0.36 for the CIM groups, respectively. Students' learning achievements of their post-test indicated that of a higher than pre-test, the pre-test and post-test assessments were also differentiated evidence at the 0.05 levels for the STS and CIM groups, significantly. The 22-students' learning outcomes from the STS group evidences at a high level, only of the 9-students' responses in a moderate level were developed of their learning achievements, responsibility.

  18. Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning

    Science.gov (United States)

    Burkhalter, Anne D.

    2014-01-01

    This study analyzed the impact of parent involvement and integration of multiple intelligences strategies in classroom instruction on student motivation and academic achievement. The population for this study comprised of 13 elementary students receiving special education services. Parent involvement was developed and supported through weekly home…

  19. Why Inquiry? Primary Teachers' Objectives in Choosing Inquiry- and Context-Based Instructional Strategies to Stimulate Students' Science Learning

    Science.gov (United States)

    Walan, Susanne; Nilsson, Pernilla; Ewen, Birgitta Mc

    2017-10-01

    Studies have shown that there is a need for pedagogical content knowledge among science teachers. This study investigates two primary teachers and their objectives in choosing inquiry- and context-based instructional strategies as well as the relation between the choice of instructional strategies and the teachers' knowledge about of students' understanding and intended learning outcomes. Content representations created by the teachers and students' experiences of the enacted teaching served as foundations for the teachers' reflections during interviews. Data from the interviews were analyzed in terms of the intended, enacted, and experienced purposes of the teaching and, finally, as the relation between intended, enacted, and experienced purposes. Students' experiences of the teaching were captured through a questionnaire, which was analyzed inductively, using content analysis. The results show that the teachers' intended teaching objectives were that students would learn about water. During the enacted teaching, it seemed as if the inquiry process was in focus and this was also how many of the students experienced the objectives of the activities. There was a gap between the intended and experienced objectives. Hardly any relation was found between the teachers' choice of instructional strategies and their knowledge about students' understanding, with the exception that the teacher who also added drama wanted to support her students' understanding of the states of water.

  20. Learning Theories In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Learning theory is the concept of human learning. This concept is one of the important components in instructional for learning, especially English learning. English subject becomes one of important subjects for students but learning English needs specific strategy since it is not our vernacular. Considering human learning process in English learning is expected to increase students' motivation to understand English better. Nowadays, the application of learning theories in English learning ha...

  1. Collaboration of chemistry instructional games and group investigation (Gi) model to improve learning outcome in high school students

    Science.gov (United States)

    Puspita, Ita; Sugiyarto, Kristian H.; Ikhsan, Jaslin

    2017-05-01

    The aims of this research are to: (1) develop chemistry instructional games on reaction rate matter; and (2) reveal the collaboration of chemistry instructional games and group investigation model to improvement learning outcome in high school student. This study is research and development (R&D). The procedure of developing product was adapted from Borg & Gall that modified into three principal steps: product planning, product developing, and product evaluating. The product planning step consist of field study, literature study, and manufacturing product. Product developing was developed product using Adobe Flash Professional CS 6 program. The last, product evaluating was performed by year XI of high school students, uses experimental methods nonequivalent control-group design by control class and experiment class. The results of this research show that: (1) a software of chemistry instructional games successfully developed using Adobe Flash Professional CS 6 and can be run on Android device; and (2) the test results of students showed that the collaboration of instructional games and group investigation model able to improvement learning outcome of hight school student.

  2. Peer Instruction in the Learning Laboratory: A Strategy To Decrease Student Anxiety.

    Science.gov (United States)

    Owens, Laura D.; Walden, Debra J.

    2001-01-01

    To decrease nursing students' anxiety during psychomotor skills testing in learning laboratories, paid peer instructors were trained to assist. Over 3 years, 270 students participated and reported positive outcomes. (SK)

  3. The Effect of the Conceptual Change Oriented Instruction through Cooperative Learning on 4th Grade Students' Understanding of Earth and Sky Concepts

    Science.gov (United States)

    Celikten, Oksan; Ipekcioglu, Sevgi; Ertepinar, Hamide; Geban, Omer

    2012-01-01

    The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction through cooperative learning (CCICL) and traditional science instruction (TI) on 4th grade students' understanding of earth and sky concepts and their attitudes toward earth and sky concepts. In this study, 56 fourth grade students from the…

  4. The Effectiveness of Using an Explicit Language Learning Strategy-Based Instruction in Developing Secondary School Students' EFL Listening Comprehension Skills

    Science.gov (United States)

    Amin, Iman Abdul-Reheem; Amin, Magdy Mohammad; Aly, Mahsoub Abdul-Sadeq

    2011-01-01

    The present study aimed at exploring the effectiveness of using explicit language learning strategy-based instruction in developing secondary school students' EFL listening comprehension skills. It was hypothesized that using explicit strategy-based instruction would develop students' EFL listening comprehension skill and its sub-skills. The…

  5. Impact of Single-sex Instruction on Student Motivation to Learn Spanish

    Directory of Open Access Journals (Sweden)

    Scott Kissau

    2009-12-01

    Full Text Available AbstractTo increase male motivation to learn additional languages studies have suggested teaching males in single-sex second and foreign language classes (Carr & Pauwels, 2006; Chambers, 2005. Despite the reported benefits of this unique arrangement, a review of literature found no related research conducted in Canada or the United States. To address this lack of research, a study was conducted in the spring of 2008 to investigate the impact of single-sex instruction on student motivation to learn Spanish. Using Gardner's model of second language motivation (1985, 57 high-school students studying Spanish in either single-sex or coeducational classes completed a pre and post questionnaire to gauge their motivation to learn the language. Follow-up interviews were also conducted with both students and teachers. Results indicated that while both sexes enjoyed some educational advantages from the single-sex environment, the benefits appeared to be greater for the males than the females.RésuméAfin d'accroître la motivation des garçons pour l'apprentissage des langues, certaines études ont suggéré d'enseigner les langues secondes ou étrangères à des classes de garçons exclusivement (Carr & Pauwels, 2006; Chambers, 2005. Malgré le bénéfice confirmé d'un tel contexte, il n'existe aucune recherche similaire connue sur ce sujet au Canada ou aux États Unis. Pour remédier à cette lacune, on a conduit au printemps 2008 une étude portant sur l'impact de l'enseignement non mixte sur la motivation des élèves à apprendre l'espagnol. Selon le modèle de Gardner quant à la motivation dans l'apprentissage d'une langue seconde (1985, 57 élèves au niveau secondaire apprenant l'espagnol dans des classes mixtes et non mixtes ont rempli avant et après le cours, des questionnaires destinés à mesurer leur motivation. Le suivi a été assuré par le biais d' entrevues avec élèves et professeurs. Les résultats montrent que si les élèves des

  6. The design of instructional tools affects secondary school students' learning of cardiopulmonary resuscitation (CPR) in reciprocal peer learning: a randomized controlled trial.

    Science.gov (United States)

    Iserbyt, Peter; Byra, Mark

    2013-11-01

    Research investigating design effects of instructional tools for learning Basic Life Support (BLS) is almost non-existent. To demonstrate the design of instructional tools matter. The effect of spatial contiguity, a design principle stating that people learn more deeply when words and corresponding pictures are placed close (i.e., integrated) rather than far from each other on a page was investigated on task cards for learning Cardiopulmonary Resuscitation (CPR) during reciprocal peer learning. A randomized controlled trial. A total of 111 students (mean age: 13 years) constituting six intact classes learned BLS through reciprocal learning with task cards. Task cards combine a picture of the skill with written instructions about how to perform it. In each class, students were randomly assigned to the experimental group or the control. In the control, written instructions were placed under the picture on the task cards. In the experimental group, written instructions were placed close to the corresponding part of the picture on the task cards reflecting application of the spatial contiguity principle. One-way analysis of variance found significantly better performances in the experimental group for ventilation volumes (P=.03, ηp2=.10) and flow rates (P=.02, ηp2=.10). For chest compression depth, compression frequency, compressions with correct hand placement, and duty cycles no significant differences were found. This study shows that the design of instructional tools (i.e., task cards) affects student learning. Research-based design of learning tools can enhance BLS and CPR education. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

  7. Computerized Writing and Reading Instruction for Students in Grades 4 to 9 With Specific Learning Disabilities Affecting Written Language

    Science.gov (United States)

    Tanimoto, Steven; Thompson, Rob; Berninger, Virginia W.; Nagy, William; Abbott, Robert D.

    2015-01-01

    Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4 to 9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired handwriting), dyslexia (impaired word reading and spelling), and oral and written language learning disability (OWL LD), students completed 18 sessions of computerized instruction over about 3 months. The 11 students taught letter formation with sequential, numbered, colored arrow cues with full contours who wrote letters on lines added to iPAD screen showed more and stronger treatment effects than the 21 students taught using only visual motion cues for letter formation who wrote on an unlined computer monitor. Teaching to all levels of language in multiple functional language systems (by ear, eye, mouth, and hand) close in time resulted in significant gains in reading and writing skills for the group and in diagnosed SLD hallmark impairments for individuals; also, performance on computerized learning activities correlated with treatment gains. Results are discussed in reference to need for both accommodations and explicit instruction for persisting SLDs and the potential for computers to teach handwriting, morphophonemic orthographies, comprehension, and composition. PMID:26858470

  8. Student evaluation of the flipped classroom instruction method: is it aligned with Problem-Based Learning?

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2017-01-01

    The flipped classroom approach is an instructional method that has gained momentum in the last years. In a flipped classroom the traditional lecture and homework sessions are inverted. We believe that the flipped classroom, which employs computer-based individual instruction outside the classroom...... presents data from the second year, where we conducted a survey study among students participating in the flipped statistics course. This study consisted of two surveys designed to gather student perceptions on the out-of-classroom preparation material (videos and quizzes) and the flipped classroom...

  9. An Instructional Design Framework to Improve Student Learning in a First-Year Engineering Class

    Science.gov (United States)

    Yelamarthi, Kumar; Drake, Eron; Prewett, Matthew

    2016-01-01

    Increasingly, numerous universities have identified benefits of flipped learning environments and have been encouraging instructors to adapt such methodologies in their respective classrooms, at a time when departments are facing significant budget constraints. This article proposes an instructional design framework utilized to strategically…

  10. Effects of Multimedia Information Technology Integrated Multi-Sensory Instruction on Students' Learning Motivation and Outcome

    Science.gov (United States)

    Wu, Tung-Ju; Tai, Yu-Nan

    2016-01-01

    Under the waves of the Internet and the trend of era, information technology is a door connecting to the world to generate the multiplier effect of learning. Students' learning should not be regarded as the tool to cope with school examinations. The frequent contact with computers, networks, and relevant information allow students enjoying the…

  11. Elementary Students' Learning of Materials Science Practices through Instruction Based on Engineering Design Tasks

    Science.gov (United States)

    Wendell, Kristen Bethke; Lee, Hee-Sun

    2010-01-01

    Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline within the study of matter. This paper examines how third grade students' materials science performance changes over the course of instruction based on an engineering design challenge. We conducted a case study of nine…

  12. The effects of contextual learning instruction on science achievement of male and female tenth-grade students

    Science.gov (United States)

    Ingram, Samantha Jones

    The purpose of this study was to investigate the effects of the contextual learning method on science performance, attitudes toward science, and motivational factors that influence high school students to learn science. Gender differences in science performance and attitudes toward science were also investigated. The sample included four tenth-grade classes of African-American students enrolled in Chemistry I. All students were required to review for the Alabama High School Graduation Exam in Science. Students were administered a science pretest and posttest to measure science performance. A two-way analysis of covariance was performed on the test data. The results showed a main effect of contextual learning instruction on science achievement and no significant differences between females' and males' performance in science. The Science Attitude and the Alabama High School Graduation Exam (AHSGE) Review Class Surveys were administered to assess students' beliefs and attitudes toward science. The Science Attitude Survey results indicated a control effect in three subscales: perception of guardian's attitude, attitude toward success in science, and perception of teacher's attitude. No significant differences resulted between males and females in their beliefs about science from the attitude survey. However, students' attitudes toward science were more favorable in the contextual learning classes based on the results of the Review Class Survey. The survey data revealed that both males and females in the contextual classes had positive attitudes toward science and toward being active participants in the learning process. Qualitative data on student motivation were collected to examine the meaningfulness of the contextual learning content and materials. The majority of the students in the treatment (96%) and the control groups (86%) reported high interest in the lesson on Newton's three laws of motion. Both the treatment and the control groups indicated their interest

  13. Formative use of select-and-fill-in concept maps in online instruction: Implications for students of different learning styles

    Science.gov (United States)

    Kaminski, Charles William

    The purpose of this research was to investigate the formative use of Select and Fill-In (SAFI) maps in online instruction and the cognitive, metacognitive, and affective responses of students to their use. In particular, the implications of their use with students of different learning styles was considered. The research question investigated in this qualitative study was: How do students of different learning styles respond to online instruction in which SAFI maps are utilized? This question was explored by using an emergent, collective case study. Each case consisted of community college students who shared a dominant learning style and were enrolled in an online course in environmental studies. Cases in the study were determined using Kolb's Learning Style Inventory (LSI). Seven forms of data were collected during the study. During the first phase of data collection, dominant learning style and background information on student experience with concept mapping and online instruction was determined. In the second phase of data collection, participants completed SAFI maps and quiz items that corresponded to the content of the maps. Achievement data on the map activities and quiz and student responses to a post-SAFI survey and questionnaire were recorded to identify learner cognitive, metacognitive, and affective responses to the tasks. Upon completion of data collection, cases were constructed and compared across learning styles. Cases are presented using the trends, across participants sharing the same dominant learning style, in achievement, behaviors and attitudes as seen in the evidence present in the data. Triangulation of multiple data sources increased reliability and validity, through cross-case analyses, and produced a thick description of the relationship between the cases for each learning style. Evidence suggesting a cognitive response to the SAFI tasks was inconsistent across cases. However, learners with an affinity towards reflective learning

  14. Experimental Research on How Instructing Students to Use Lecture Capture (Podcasting) Technology Affects Student Learning in Higher Education

    Science.gov (United States)

    Hall, William A., Jr.

    2012-01-01

    Students' use of new technology is prevalent. Many of them own mobile phones, laptop computers, and various entertainment devices. However, they are seldom taught how to maximize these technologies for academic purposes. This experimental study examined whether students who received instructions on how to use podcasts for academic purposes…

  15. The Identification, Implementation, and Evaluation of Critical User Interface Design Features of Computer-Assisted Instruction Programs in Mathematics for Students with Learning Disabilities

    Science.gov (United States)

    Seo, You-Jin; Woo, Honguk

    2010-01-01

    Critical user interface design features of computer-assisted instruction programs in mathematics for students with learning disabilities and corresponding implementation guidelines were identified in this study. Based on the identified features and guidelines, a multimedia computer-assisted instruction program, "Math Explorer", which delivers…

  16. Learning to Write with Interactive Writing Instruction

    Science.gov (United States)

    Williams, Cheri

    2018-01-01

    Interactive writing is a process-oriented instructional approach designed to make the composing and encoding processes of writing overt and explicit for young students who are learning to write. It is particularly suitable for students who struggle with literacy learning. This article describes one first-grade teacher's use of interactive writing…

  17. Instructional Utility and Learning Efficacy of Common Active Learning Strategies

    Science.gov (United States)

    McConell, David A.; Chapman, LeeAnna; Czaijka, C. Douglas; Jones, Jason P.; Ryker, Katherine D.; Wiggen, Jennifer

    2017-01-01

    The adoption of active learning instructional practices in college science, technology, engineering, and mathematics (STEM) courses has been shown to result in improvements in student learning, contribute to increased retention rates, and reduce the achievement gap among different student populations. Descriptions of active learning strategies…

  18. Adapting to Student Learning Styles: Using Cell Phone Technology in Undergraduate Science Instruction

    Directory of Open Access Journals (Sweden)

    Richard Pennington

    2010-10-01

    Full Text Available Students of science traditionally make 3x5 flash cards to assist learning nomenclature, structures, and reactions. Advances in educational technology have enabled flashcards viewed on computers, offering an endless array of drilling and feedback opportunities for students. The current generation of students is less inclined to use computers, but they use their cell phones 24 hours a day. This report outlines these trends and an even more recent educational technology initiative, that of using cell phone flash cards to help students learn biology and chemistry nomenclature, structures, and reactions. Students responded positively to cell phone flash cards in a pilot study and a more detailed study is planned for the coming year.

  19. Healthcare students' experiences when integrating e-learning and flipped classroom instructional approaches.

    Science.gov (United States)

    Telford, Mark; Senior, Emma

    2017-06-08

    This article describes the experiences of undergraduate healthcare students taking a module adopting a 'flipped classroom' approach. Evidence suggests that flipped classroom as a pedagogical tool has the potential to enhance student learning and to improve healthcare practice. This innovative approach was implemented within a healthcare curriculum and in a module looking at public health delivered at the beginning of year two of a 3-year programme. The focus of the evaluation study was on the e-learning resources used in the module and the student experiences of these; with a specific aim to evaluate this element of the flipped classroom approach. A mixed-methods approach was adopted and data collected using questionnaires, which were distributed across a whole cohort, and a focus group involving ten participants. Statistical analysis of the data showed the positive student experience of engaging with e-learning. The thematic analysis identified two key themes; factors influencing a positive learning experience and the challenges when developing e-learning within a flipped classroom approach. The study provides guidance for further developments and improvements when developing e-learning as part of the flipped classroom approach.

  20. Differences in academic performance and self-regulated learning based on level of student participation in supplemental instruction

    Science.gov (United States)

    Mack, Ana C.

    This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less

  1. Student-oriented learning outlines: a valuable supplement to traditional instruction.

    Science.gov (United States)

    VanArsdale, S K; Hammons, J O

    1998-01-01

    In a time of changing health care and funding restraints in institutions, continuing education and staff development departments are being challenged to produce better prepared nurses at reduced costs per employee. Improvements in how nurses are prepared are needed to ensure higher levels of competence without increasing the cost. This article describes the development and use of a practical strategy for mastery learning known as Student-Oriented Learning Outlines or SOLOs. This approach has been found to be effective in producing improvements in learning and ultimately patient care while reducing cost to the institution.

  2. Exploring the Effects of Active Learning on High School Students' Outcomes and Teachers' Perceptions of Biotechnology and Genetics Instruction

    Science.gov (United States)

    Mueller, Ashley L.; Knobloch, Neil A.; Orvis, Kathryn S.

    2015-01-01

    Active learning can engage high school students to learn science, yet there is limited understanding if active learning can help students learn challenging science concepts such as genetics and biotechnology. This quasi-experimental study explored the effects of active learning compared to passive learning regarding high school students'…

  3. A New Approach to Learning How to Teach: medical students as instructional designers

    Directory of Open Access Journals (Sweden)

    Paul F. Wimmers

    2011-07-01

    Full Text Available As students at the David Geffen School of Medicine at UCLA, the student authors were given the opportunity to develop their own creative projects which would be used to teach future medical students. They chose their own topics, planned and researched their projects, and then implemented the projects in interactive digital Adobe Flash files. In the first project they created interactive case-based radiology teaching files. In the second project they integrated photographic images into the existing illustrative anatomy files. Students in subsequent years have learned from these files on computers both at home and in the school's anatomy lab. The experience of creating the files served as an opportunity for hands-on learning for the student authors, both of the material and of the practice of teaching. In this paper they describe why they undertook these projects, what exactly they did, and the impact their creation had on them. The projects demonstrate that student-driven educational materials are both possible and beneficial. Furthermore, their experience has allowed them to conclude that faculty at other medical schools should consider providing students with opportunities to develop their own creative projects that contribute to the curriculum.

  4. History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

    Science.gov (United States)

    Kim, Sun Young; Irving, Karen E.

    2010-01-01

    This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in…

  5. Effective Assessments of Integrated Animations--Exploring Dynamic Physics Instruction for College Students' Learning and Attitudes

    Science.gov (United States)

    Su, King-Dow; Yeh, Shih-Chuan

    2014-01-01

    The purpose of this study was to give effective assessments of three major physics animations to upgrade college students' learning achievements and attitudes. All college participants were taken from mechanical and civil engineering departments who joined this physics course during the 2011 academic year. Three prime objectives of physics…

  6. Development of instructional manual encouraging student active learning for high school teaching on fluid mechanics through Torricelli's tank experiment

    Science.gov (United States)

    Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

    2018-01-01

    The purposes of this research were to help students to perform Physics laboratory by themselves and to provide guidelines for high school teacher to develop active learning on fluid mechanics by using Torricelli's tank experiment. The research was conducted as follows: 1) constructed an appropriate Torricelli's tank experiment for high school teaching and investigated the condition for maximum water falling distance. As a consequence, it was found that the distance of the falling water measured from the experiment was shorter than that obtained from the theory of ideal fluid because of the energy loss during a flow, 2) developed instructional manual for high school teaching that encourages active learning by using problem based learning (PBL) approach, which is consistent with the trend of teaching and learning in 21st century. The content validity of our instructional manual using Index of Item-objective Congruence (IOC) as evaluated by three experts was over 0.67. The manual developed was therefore qualified for classroom practice.

  7. Engaging Conversationally: A Method for Engaging Students in Their Learning and Examining Instruction

    Directory of Open Access Journals (Sweden)

    Michael Kiener

    2008-08-01

    Full Text Available Under the principles of the scholarship of teaching and learning and action research this study sought to examine how an instructor created and facilitated engagement in his students. The research was primarily undertaken to further define the middle range theory of mutual engagement. Theoretical sampling was used to analyze approximately 100 pieces of data that included instructor notes, teaching observations, feedback from conference presentations, student assessments, and end of semester student evaluations. Engaging conversationally (EC emerged as the phenomenon that described the instructor’s engagement in the learning process. EC was an ongoing cyclical pattern of inquiry that included preparing, reflecting and modeling. Interconnected in the pattern of inquiry were personality traits, counselor education, and teaching philosophy.

  8. Learning Activities That Combine Science Magic Activities with the 5E Instructional Model to Influence Secondary-School Students' Attitudes to Science

    Science.gov (United States)

    Lin, Jang-Long; Cheng, Meng-Fei; Chang, Ying-Chi; Li, Hsiao-Wen; Chang, Jih-Yuan; Lin, Deng-Min

    2014-01-01

    The purpose of this study was to investigate how learning materials based on Science Magic activities affect student attitudes to science. A quasi-experimental design was conducted to explore the combination of Science Magic with the 5E Instructional Model to develop learning materials for teaching a science unit about friction. The participants…

  9. The Effect of Differentiating Instruction Using Multiple Intelligences on Achievement in and Attitudes towards Science in Middle School Students with Learning Disabilities

    Science.gov (United States)

    Gomaa, Omema Mostafa Kamel

    2014-01-01

    This study investigated the effect of using differentiated instruction using multiple intelligences on achievement in and attitudes towards science in middle school students with learning disabilities. A total of 61 students identified with LD participated. The sample was randomly divided into two groups; experimental (n= 31 boys )and control (n=…

  10. The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students with Learning Disabilities

    Science.gov (United States)

    Krawec, Jennifer; Huang, Jia; Montague, Marjorie; Kressler, Benikia; de Alba, Amanda Melia

    2013-01-01

    This study investigated the effectiveness of "Solve It!" instruction on students' knowledge of math problem-solving strategies. "Solve It!" is a cognitive strategy intervention designed to improve the math problem solving of middle school students with learning disabilities (LD). Participants included seventh- and eighth-grade…

  11. Increasing Student Success in Large Survey Science Courses via Supplemental Instruction in Learning Centers

    Science.gov (United States)

    Hooper, Eric Jon; Nossal, S.; Watson, L.; Timbie, P.

    2010-05-01

    Large introductory astronomy and physics survey courses can be very challenging and stressful. The University of Wisconsin-Madison Physics Learning Center (PLC) reaches about 10 percent of the students in four introductory physics courses, algebra and calculus based versions of both classical mechanics and electromagnetism. Participants include those potentially most vulnerable to experiencing isolation and hence to having difficulty finding study partners as well as students struggling with the course. They receive specially written tutorials, conceptual summaries, and practice problems; exam reviews; and most importantly, membership in small groups of 3 - 8 students which meet twice per week in a hybrid of traditional teaching and tutoring. Almost all students who regularly participate in the PLC earn at least a "C,” with many earning higher grades. The PLC works closely with other campus programs which seek to increase the participation and enhance the success of underrepresented minorities, first generation college students, and students from lower-income circumstances; and it is well received by students, departmental faculty, and University administration. The PLC staff includes physics education specialists and research scientists with a passion for education. However, the bulk of the teaching is conducted by undergraduates who are majoring in physics, astronomy, mathematics, engineering, and secondary science teaching (many have multiple majors). The staff train these enthusiastic students, denoted Peer Mentor Tutors (PMTs) in general pedagogy and mentoring strategies, as well as the specifics of teaching the physics covered in the course. The PMTs are among the best undergraduates at the university. While currently there is no UW-Madison learning center for astronomy courses, establishing one is a possible future direction. The introductory astronomy courses cater to non-science majors and consequently are less quantitative. However, the basic structure

  12. Students' attitude-related responses to inquiry learning in undergraduate kinesiology laboratory instruction

    Science.gov (United States)

    Henige, Kimberly Ann

    The purpose of this investigation was to determine whether the student attitudes are impacted when teaching methods in an undergraduate Kinesiology lab course shift from a traditional, cookbook-style, low inquiry-level to an investigative, high inquiry-level approach. Students participated in five weeks of Level 0-1 (low) inquiry activities, followed by five weeks of a Level 3 (high) inquiry project. The same Likert-scale survey was administered to students before and after each 5-week period. The attitudes measured by the survey included students' (a) attitude to scientific inquiry, (b) adoption of scientific attitudes, (c) enjoyment of science lessons, and (d) motivation in science. Repeated measures ANOVAs revealed no significant change in any of the attitude measures when the survey results from the different time points were compared. An open-ended qualitative survey was given to the students at the end of the semester and provided more insight. When asked to compare the low and high-level inquiry experiences, most students reported enjoying the higher level of inquiry more. On the other hand, most students felt they learned more during the low inquiry-level activities. The reported level of motivation in lab was about the same for both levels. When asked what they liked most about the high-level inquiry project, students favored aspects such as the independence, responsibility, and personal relevance. When asked what they liked the least, most students said there was nothing they disliked. Of the minority of students who did not like the high-level of inquiry, most claimed to be uncomfortable with the lack of structure and guidance. Other findings were that many students expressed a new or increased respect and appreciation for what scientists do. Some students experienced a decrease in their reliance on science to be true and correct. While some students thought the high-level inquiry was harder, others perceived it as being easier. These findings illustrate

  13. The Strategic Instruction Model: The Less Addressed Aspects of Effective Instruction for High School Students with Learning Disabilities

    Science.gov (United States)

    Hock, Michael F.; Bulgren, Janis A.; Brasseur-Hock, Irma F.

    2017-01-01

    In this article, we discuss research supporting the Strategic Instruction Model's™ (SIM) effort to address higher order reasoning and thinking skills in two lines of programmatic research. We review the extant body of evidence supporting the two lines of the SIM library, the Content Enhancement Routines and a comprehensive reading program, and the…

  14. A comparison of the effects of computer-enhanced with traditional instruction on the learning outcomes of high-school students in anatomy classes

    Science.gov (United States)

    Kim, Norma B.

    The primary purpose of this study was to assess the effects of computer-enhanced instruction (CEI), using A.D.A.M.sp°ler The Inside Story (1997a) anatomy software, compared with traditional instruction (TI) on student learning outcomes in high school anatomy classes. Learning outcomes are comprised of student achievement. The secondary purpose of this study was to determine whether there were relationships between learning style theories and student learning outcomes. The study was conducted in two human anatomy classes at a suburban high school near Pittsburgh. One class was chosen randomly to receive CEI. The other class received identical instruction but with no software enhancement. The same instructor taught both classes. Before the study began, the Thurstone and Jeffrey Closure Flexibility Test was administered to measure students' visual perception levels and classify them as either visually perceptive or nonvisually perceptive. The Dunn Dunn and Price Learning Style Inventory was administered to the students to identify their learning styles. CEI students worked in groups at computers using A.D.A.M.sp°ler software. Students in the TI class worked in groups on word processors for written assignments. Students in both classes received the same lectures, assignments, and study guides. After the three-week instruction period, a posttest was administered to each student in both classes to compare their achievement in the endocrine unit. Two way ANOVA revealed that there was no significant difference between the mean posttest scores of students who received CEI and TI. However, a significant difference in mean posttest scores was found between visually perceptive students and nonvisually perceptive students (p < .01). There was no interaction between the instruction methods and students' visual perception levels. Regardless of the type of instruction received, visually perceptive students scored higher than nonvisually perceptive students on the posttest

  15. Multimodal versus Unimodal Instruction in a Complex Learning Context.

    Science.gov (United States)

    Gellevij, Mark; van der Meij, Hans; de Jong, Ton; Pieters, Jules

    2002-01-01

    Compared multimodal instruction with text and pictures with unimodal text-only instruction as 44 college students used a visual or textual manual to learn a complex software application. Results initially support dual coding theory and indicate that multimodal instruction led to better performance than unimodal instruction. (SLD)

  16. Activating Student to Learn Chemistry using Chemmy Card 6-1 Game as an Instructional Medium in IUPAC Nomenclature of Inorganic Compounds

    Science.gov (United States)

    Lutfi, A.; Hidayah, R.

    2018-01-01

    The aim of this study is to know the effect of Internet-assisted Chemmy Card 6-1 game as an instructional medium in IUPAC Nomenclature of Inorganic Compounds material for X grade of senior high school on students’ activity, learning motivation, and learning outcome. The study was conducted at SMA Negeri Sidoarjo, Indonesia, in two different classes. The instruction was done based on the lesson plan made. The observation on students’ activity was conducted during the instruction with the game while test and questionnaire were given after the instruction. The result showed positive activities, which students listened to the teacher’s explanation, actively delivered questions, and enabled to solve problems in naming compounds. It was also effective to avoid the drowsiness. The result of students’ motivation of X MIPA 6 was 74.78% (good) while X MIPA 7 was 83.80% (very good). The pretest results of two classes showed that no students mastered but 100% students mastered and the increase of N-gain scores in two classes was categorized as high, ≥0,7, after the instruction. The result of this study showed that the use of Internet-assisted Chemmy Card 6-1 game in IUPAC nomenclature of inorganic compounds for X grade of senior high school could be pleasant for students to learn and effective in achieving the learning objective.

  17. The supplemental instruction program: Student perceptions of the learning environment and impact on student academic achievement in college science at California State University, San Marcos

    Science.gov (United States)

    Hizer, Suzanne Elizabeth

    Higher education in science has been criticized and calls to increase student learning and persistence to degree has been recognized as a national problem by the Department of Education, the National Science Foundation, the National Research Council, and the National Academy of Sciences. One mode of academic assistance that may directly address this issue is the implementation of Supplemental Instruction (SI) in science courses. SI is a specific model of academic assistance designed to help students in historically difficult science classes master course content, thus increasing their academic achievement and retention. This study assessed the SI program at California State University, San Marcos, in supported science courses. Specifically, academic achievement based on final course grades were compared between SI participating and nonparticipating students, multiple affective factors were measured at the beginning and end of the semester, and students' perceptions of the classroom and SI session learning environments recorded. Overall, students who attended five or more SI sessions achieved higher final course grades. Students who chose to participate in SI had higher initial levels of responsibility and anxiety. Additionally, SI participants experienced a reduction in anxiety over the semester whereas nonparticipants experienced an increase in anxiety from beginning to the end of the semester. The learning environment of SI embodies higher levels of constructivist principles of active learning such as cooperation, cohesiveness, innovation, and personalization---with one exception for the physics course, which is a based on problem-based learning. Structural equation modeling of variables indicates that high self-efficacy at the end of the semester is directly related to high final course grades; this is mediated by cohesion in the classroom and the cooperation evidenced in SI sessions. These findings are elaborated by student descriptions of what happened in SI

  18. The Effectiveness of Library Instruction: Do Student Response Systems (Clickers Enhance Learning?

    Directory of Open Access Journals (Sweden)

    Katherine McGuire

    2010-06-01

    Full Text Available In the present study, we were interested in determining if library instruction would be more effective if personal response systems (clickers were used during instruction. Furthermore we were interested in examining if students in a class could benefit from clicker technology even if they did not have access to a personal clicker. To examine these issues, we conducted 3 library instruction sessions: Session 1-half of the students were randomly assigned a clicker; Session 2-all students had individual clickers; and Session 3-clickers were not used. Although half of the students in Session 1 did not have clickers, they were presented with all of the information, were aware of the clicker questions, and were presented with the graphs of responses. Students in all 3 sessions completed a pretest and posttest and difference scores were calculated such that positive numbers indicated higher scores. Overall, scores were significantly higher for students who had access to clickers. A comparison of specific clicker use showed that both the individual and group clicker sessions led to significantly higher difference scores. Results indicated that the benefits of clickers are not limited to individual access and group clicker use was as effective. Overall, these results confirm research supporting the integration of technology into classroom instruction.Dans cette étude, nous avons cherché à déterminer si la formation en recherche documentaire était plus efficace lorsqu’on utilisait des systèmes de réponse personnelle (télévoteur. De plus, nous voulions savoir si les étudiants en classe profiteraient de cette technologie même s’ils n’avaient pas accès à un télévoteur individuel. Pour ce faire, nous avons organisé trois séances de formation en recherche documentaire. Pendant la première, nous avons distribué un télévoteur à la moitié des étudiants choisis au hasard. Pendant la deuxième séance, chaque étudiant disposait d

  19. Using the mixed media according to internet-based on the instructional multimedia for developing students' learning achievements in biology course on foundational cell issue of secondary students at the 10th grade level in Rangsit University demonstration school

    Science.gov (United States)

    Kangloan, Pichet; Chayaburakul, Kanokporn; Santiboon, Toansakul

    2018-01-01

    The aims of this research study were 1) to develop students' learning achievements in biology course on foundational cell issue, 2) to examine students' satisfactions of their learning activities through the mixed media according to internet-based multi-instruction in biology on foundational cell issue at the 10th grade level were used in the first semester in the academic year 2014, which a sample size of 17 students in Rangsit University Demonstration School with cluster random sampling was selected. Students' learning administrations were instructed with the 3-instructional lesson plans according to the 5-Step Ladder Learning Management Plan (LLMP) namely; the maintaining lesson plan on the equilibrium of cell issue, a lesson plan for learning how to communicate between cell and cell division. Students' learning achievements were assessed with the 30-item Assessment of Learning Biology Test (ALBT), students' perceptions of their satisfactions were satisfied with the 20-item Questionnaire on Students Satisfaction (QSS), and students' learning activities were assessed with the Mixed Media Internet-Based Instruction (MMIBI) on foundational cell issue was designed. The results of this research study have found that: statistically significant of students' post-learning achievements were higher than their pre-learning outcomes and indicated that the differences were significant at the .05 level. Students' performances of their satisfaction to their perceptions toward biology class with the mixed media according to internet-based multi instruction in biology on foundational cell issue were the highest level and evidence of average mean score as 4.59.

  20. Increasing instruction time in school does increase learning

    DEFF Research Database (Denmark)

    Andersen, Simon Calmar; Humlum, Maria; Nandrup, Anne Brink

    2016-01-01

    Increasing instruction time in school is a central element in the attempts of many governments to improve student learning, but prior research—mainly based on observational data—disputes the effect of this approach and points out the potential negative effects on student behavior. Based on a large......-scale, cluster-randomized trial, we find that increasing instruction time increases student learning and that a general increase in instruction time is at least as efficient as an expert-developed, detailed teaching program that increases instruction with the same amount of time. These findings support the value...... of increased instruction time....

  1. Comparative Outcomes of Two Instructional Models for Students with Learning Disabilities: Inclusion with Co-Teaching and Solo-Taught Special Education

    Science.gov (United States)

    Tremblay, Philippe

    2013-01-01

    We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1,…

  2. An Instructional Design Model with the Cultivating Research-Based Learning Strategies for Fostering Teacher Students' Creative Thinking Abilities

    Science.gov (United States)

    Khuana, Khwanchai; Khuana, Tanthip; Santiboon, Toansakul

    2017-01-01

    Designing the instructional model with the innovative the "Research-Based Learning Strategy Lesson Plans" of the effectiveness of the processing performance and the resulting performance (E1/E2) with the IOC value determining standardized criteria of 80/80 were developed. Students' perceptions were assessed with the 30-item…

  3. The Effect of Problem Based Learning (PBL) Instruction on Students' Motivation and Problem Solving Skills of Physics

    Science.gov (United States)

    Argaw, Aweke Shishigu; Haile, Beyene Bashu; Ayalew, Beyene Tesfaw; Kuma, Shiferaw Gadisa

    2017-01-01

    Through the learning of physics, students will acquire problem solving skills which are relevant to their daily life. Determining the best way in which students learn physics takes a priority in physics education. The goal of the present study was to determine the effect of problem based learning strategy on students' problem solving skills and…

  4. Active Learning through Online Instruction

    Science.gov (United States)

    Gulbahar, Yasemin; Kalelioglu, Filiz

    2010-01-01

    This article explores the use of proper instructional techniques in online discussions that lead to meaningful learning. The research study looks at the effective use of two instructional techniques within online environments, based on qualitative measures. "Brainstorming" and "Six Thinking Hats" were selected and implemented…

  5. Learning and the Instructional System

    Science.gov (United States)

    Kozma, Robert B.

    1977-01-01

    Faculty members can use information about six components of the learning situation to increase student learning. The nature, function, and interrelationships of the following elements are described: instructor, content, medium, student, evaluation, environment, and implementation. (Editor/LBH)

  6. Effect of Prior Knowledge of Instructional Objectives on Students ...

    African Journals Online (AJOL)

    Administrator

    instructional objectives on students' achievement in selected difficult concepts in senior ... nature of science learning in general, and physics learning in particular, as ..... curriculum as perceived by in-service mathematics teachers. Journal of ...

  7. Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students.

    Science.gov (United States)

    Boeker, Martin; Andel, Peter; Vach, Werner; Frankenschmidt, Alexander

    2013-01-01

    When compared with more traditional instructional methods, Game-based e-learning (GbEl) promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl) instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group) and 69 subjects for conventional training with a written script-based approach (script group). Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis). Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on learning. Game-based e-learning can be used as an effective teaching

  8. Game-based e-learning is more effective than a conventional instructional method: a randomized controlled trial with third-year medical students.

    Directory of Open Access Journals (Sweden)

    Martin Boeker

    Full Text Available BACKGROUND: When compared with more traditional instructional methods, Game-based e-learning (GbEl promises a higher motivation of learners by presenting contents in an interactive, rule-based and competitive way. Most recent systematic reviews and meta-analysis of studies on Game-based learning and GbEl in the medical professions have shown limited effects of these instructional methods. OBJECTIVES: To compare the effectiveness on the learning outcome of a Game-based e-learning (GbEl instruction with a conventional script-based instruction in the teaching of phase contrast microscopy urinalysis under routine training conditions of undergraduate medical students. METHODS: A randomized controlled trial was conducted with 145 medical students in their third year of training in the Department of Urology at the University Medical Center Freiburg, Germany. 82 subjects where allocated for training with an educational adventure-game (GbEl group and 69 subjects for conventional training with a written script-based approach (script group. Learning outcome was measured with a 34 item single choice test. Students' attitudes were collected by a questionnaire regarding fun with the training, motivation to continue the training and self-assessment of acquired knowledge. RESULTS: The students in the GbEl group achieved significantly better results in the cognitive knowledge test than the students in the script group: the mean score was 28.6 for the GbEl group and 26.0 for the script group of a total of 34.0 points with a Cohen's d effect size of 0.71 (ITT analysis. Attitudes towards the recent learning experience were significantly more positive with GbEl. Students reported to have more fun while learning with the game when compared to the script-based approach. CONCLUSIONS: Game-based e-learning is more effective than a script-based approach for the training of urinalysis in regard to cognitive learning outcome and has a high positive motivational impact on

  9. Leading Online: An Autoethnography Focused on Leading an Instructional Focus on Student Learning in an Online School

    Science.gov (United States)

    Lancaster, Sally Ann

    2012-01-01

    The purpose in writing this autoethnography was to describe, analyze and interpret one leader's experience in leading a group of online teachers. I specifically wanted to identify the characteristics of an online learning environment that triggered teachers to focus on management issues rather than instructional learning issues; that is what…

  10. Measuring Learning Outcomes in Library Instruction

    OpenAIRE

    Connor, Elizabeth

    2010-01-01

    The author uses clicker technology to incorporate polling and multiple choice question techniques into library instruction classes. Clickers can be used to give a keener understanding of how many students grasp the concepts presented in a specific class session. Typically, a student that aces a definition-type question will fail to answer an application-type question correctly. Immediate, electronic feedback helps to calibrate teaching approaches and gather data about learning outcomes. Th...

  11. FORUM: Instructional Communication and Millennial Students: Millennials, Teaching and Learning, and the Elephant in the College Classroom

    Science.gov (United States)

    Morreale, Sherwyn P.; Staley, Constance M.

    2016-01-01

    The essays that comprise "Communication Education's" Forum on Instructional Communication and Millennial Students provide excellent summaries of existing research on this new generational cohort as college students. Taken as a whole, the writings paint an intriguing picture of this cohort, including both challenges and opportunities to…

  12. Effectiveness of Game and Poem Enhanced Instructional Strategies and Verbal Ability on Students' Interest in Mathematics Learning

    Science.gov (United States)

    Frederick-Jonah, Toinpere Mercy; Igbojinwaekwu, Patrick Chukwuemeka

    2015-01-01

    This study investigated the effects of game and poem-enhanced instructional strategies on students' interest in mathematics. The moderating effects of verbal ability were also examined on the dependent variable. A quasi-experimental design was adopted. Three hundred and forty four students in the sixth year of their primary education (primary 6…

  13. A Model for Designing Library Instruction for Distance Learning

    Science.gov (United States)

    Rand, Angela Doucet

    2013-01-01

    Providing library instruction in distance learning environments presents a unique set of challenges for instructional librarians. Innovations in computer-mediated communication and advances in cognitive science research provide the opportunity for designing library instruction that meets a variety of student information seeking needs. Using a…

  14. An Explanation of the Relationship between Instructor Humor and Student Learning: Instructional Humor Processing Theory

    Science.gov (United States)

    Wanzer, Melissa B.; Frymier, Ann B.; Irwin, Jeffrey

    2010-01-01

    This paper proposes the Instructional Humor Processing Theory (IHPT), a theory that incorporates elements of incongruity-resolution theory, disposition theory, and the elaboration likelihood model (ELM) of persuasion. IHPT is proposed and offered as an explanation for why some types of instructor-generated humor result in increased student…

  15. Active Learning and Teaching: Improving Postsecondary Library Instruction.

    Science.gov (United States)

    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…

  16. The Effect of Learning Strategies Instruction on the Oral Production Development of English Undergraduate Students from the Federal University of Pará: A Case Study

    Directory of Open Access Journals (Sweden)

    Kelly C. M. Gaignoux

    2011-07-01

    Full Text Available This study aims at investigating how learning strategies instruction may enhance the development of oral production. Instruments used to conduct this case study were field notes, questionnaires, interviews and class audio recordings. Seven female third level undergraduate students of the Curso de Letras of the Federal University of Pará were the subjects of this study. Since the oral production is the main concern of most foreign language learners, this investigation aims at contributing to a better understanding of this issue by suggesting that the explicit learning strategies teaching may conduct to more satisfactory outcomes. Results showed that there were changes in the learning strategies repertoire used by participants.

  17. Optimizing Classroom Instruction through Self-Paced Learning Prototype

    Science.gov (United States)

    Bautista, Romiro G.

    2015-01-01

    This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students' learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was…

  18. Student Learning of Complex Earth Systems: Conceptual Frameworks of Earth Systems and Instructional Design

    Science.gov (United States)

    Scherer, Hannah H.; Holder, Lauren; Herbert, Bruce

    2017-01-01

    Engaging students in authentic problem solving concerning environmental issues in near-surface complex Earth systems involves both developing student conceptualization of Earth as a system and applying that scientific knowledge using techniques that model those used by professionals. In this first paper of a two-part series, we review the state of…

  19. Lessons Learned about Instruction from Inclusion of Students with Disabilities in College and Career Ready Assessments

    Science.gov (United States)

    Heritage, Margaret; Lazarus, Sheryl S.

    2016-01-01

    The new large-scale assessments rolled out by consortia and states are designed to measure student achievement of rigorous college- and career-ready (CCR) standards. Recent surveys of teachers in several states indicate that students with disabilities like many features of the new assessments, but that there also are challenges. This Brief was…

  20. Graduate Student Library Research Skills: Is Online Instruction Effective?

    Science.gov (United States)

    Shaffer, Barbara A.

    2011-01-01

    Graduate students are a significant segment in online instruction programs, yet little is known about how well they learn the necessary library research skills in this increasingly popular mode of distance learning. This pre- and posttest study and citation analysis examined learning and confidence among students in graduate education programs,…

  1. Using Virtual Manipulative Instruction to Teach the Concepts of Area and Perimeter to Secondary Students with Learning Disabilities

    Science.gov (United States)

    Satsangi, Rajiv; Bouck, Emily C.

    2015-01-01

    Secondary students with a learning disability in mathematics often struggle with the academic demands presented in advanced mathematics courses, such as algebra and geometry. With greater emphasis placed on problem solving and higher level thinking skills in these subject areas, students with a learning disability in mathematics often fail to keep…

  2. Student Preferences for Instructional Methods in an Accounting Curriculum

    Science.gov (United States)

    Abeysekera, Indra

    2015-01-01

    Student preferences among instructional methods are largely unexplored across the accounting curriculum. The algorithmic rigor of courses and the societal culture can influence these preferences. This study explored students' preferences of instructional methods for learning in six courses of the accounting curriculum that differ in algorithmic…

  3. Investigating Peer Review as an Intentional Learning Strategy to Foster Collaborative Knowledge-Building in Students of Instructional Design

    Science.gov (United States)

    Brill, Jennifer M.; Hodges, Charles B.

    2011-01-01

    Peer review has been advocated for as an intentional strategy to support the knowledge and skill attainment of adult learners preparing for professional practice, including those students preparing for instructional design and technology practice. The purposes of this article are to discuss the practical application of peer review as an…

  4. Effects of Matching Multiple Memory Strategies with Computer-Assisted Instruction on Students' Statistics Learning Achievement

    Science.gov (United States)

    Liao, Ying; Lin, Wen-He

    2016-01-01

    In the era when digitalization is pursued, numbers are the major medium of information performance and statistics is the primary instrument to interpret and analyze numerical information. For this reason, the cultivation of fundamental statistical literacy should be a key in the learning area of mathematics at the stage of compulsory education.…

  5. Using Categorization of Problems as an Instructional Tool to Help Introductory Students Learn Physics

    Science.gov (United States)

    Mason, Andrew; Singh, Chandralekha

    2016-01-01

    The ability to categorize problems based upon underlying principles, rather than contexts, is considered a hallmark of expertise in physics problem solving. With inspiration from a classic study by Chi, Feltovich, and Glaser, we compared the categorization of 25 introductory mechanics problems based upon similarity of solution by students in large…

  6. Instructional Internships: Improving the Teaching and Learning Experience for Students, Interns, and Faculty

    Science.gov (United States)

    Hemmerich, Abby L.; Hoepner, Jerry K.; Samelson, Vicki M.

    2015-01-01

    Students training for clinical careers must acquire skills for teaching clients, their families, and fellow professionals. Guidelines for training programs in Communication Sciences and Disorders (Speech-Language Pathology), however, do not currently include standards for pedagogy. The aim of this study was to measure changes in undergraduate…

  7. Vicarious reinforcement learning signals when instructing others.

    Science.gov (United States)

    Apps, Matthew A J; Lesage, Elise; Ramnani, Narender

    2015-02-18

    Reinforcement learning (RL) theory posits that learning is driven by discrepancies between the predicted and actual outcomes of actions (prediction errors [PEs]). In social environments, learning is often guided by similar RL mechanisms. For example, teachers monitor the actions of students and provide feedback to them. This feedback evokes PEs in students that guide their learning. We report the first study that investigates the neural mechanisms that underpin RL signals in the brain of a teacher. Neurons in the anterior cingulate cortex (ACC) signal PEs when learning from the outcomes of one's own actions but also signal information when outcomes are received by others. Does a teacher's ACC signal PEs when monitoring a student's learning? Using fMRI, we studied brain activity in human subjects (teachers) as they taught a confederate (student) action-outcome associations by providing positive or negative feedback. We examined activity time-locked to the students' responses, when teachers infer student predictions and know actual outcomes. We fitted a RL-based computational model to the behavior of the student to characterize their learning, and examined whether a teacher's ACC signals when a student's predictions are wrong. In line with our hypothesis, activity in the teacher's ACC covaried with the PE values in the model. Additionally, activity in the teacher's insula and ventromedial prefrontal cortex covaried with the predicted value according to the student. Our findings highlight that the ACC signals PEs vicariously for others' erroneous predictions, when monitoring and instructing their learning. These results suggest that RL mechanisms, processed vicariously, may underpin and facilitate teaching behaviors. Copyright © 2015 Apps et al.

  8. Understanding Mathematics Classroom Instruction Through Students and Teachers

    OpenAIRE

    Schenke, Katerina

    2015-01-01

    High quality instruction is necessary for students of all ages to develop a deep understanding of mathematics. Value-added models, a common approach used to describe teachers and classroom practices, are defined by the student standardized achievement gains teachers elicit. They may, however, fail to account for the complexity of mathematics instruction as it actually occurs in the classroom. To truly understand both a teacher’s impact on his/her students and how best to improve student learn...

  9. Female high school biology students' biofilm-focused learning: The contributions of three instructional strategies to patterns in understanding and motivation

    Science.gov (United States)

    Ales, Jo Dale Hill

    2000-12-01

    This exploratory study examined three instructional strategies used with female high school biology students. The relative contributions of the strategies to student understanding of microbiology and motivation in science were analyzed. The science education community targeted underachievement in science by implementing changes in content and practices (NRC, 1996). Research suggested that teachers facilitate learnirig environments based on human constructivism (Mintzes, Wandersee, & Novak, 1997) that is rooted in meaningful learning theory (Ausubel, Novak & Hanesian, 1978). Teachers were advised to use both visual and verbal instructional strategies (Paivio, 1983) and encourage students to construct understandings by connecting new experiences to prior knowledge. The American Society for Microbiology supports the study of microorganisms because of their prominence in the biosphere (ASK 1997). In this study, two participating teachers taught selected microbiology concepts while focused on the cutting edge science of biofilms. Biology students accessed digitized biofilm images on an ASM web page and adapted them into products, communicated with biofilm researchers, and adapted a professional-quality instructional video for cross-age teaching. The study revealed improvements in understanding as evidenced on a written test; however, differences in learnirig outcomes were not significant. Other data, including student journal reflections, observations of student interactions, and student clinical interviews indicate that students were engaged in cutting edge science and adapted biofilm images in ways that increased understanding of microbiology (with respect to both science content and as a way of knowing) and motivation. An ASM CD-ROM of the images did not effectively enhance learning and this study provides insights into what could make it more successful. It also identifies why, in most cases, students' E-mail communication with biofilm researchers was unsuccessful

  10. Using the Instructional Core to Implement a Professional Learning Programme for Primary Science Teachers in Australia: Teacher Learning and Student Skill Outcomes

    Science.gov (United States)

    Loughland, Tony; Nguyen, Hoa Thi Mai

    2016-01-01

    There has been a call for effective professional learning to improve the quality of the science teaching of primary teachers in Australia. It seems from the literature that teaching science effectively is a challenging endeavour for primary teachers. Professional learning based on the instructional core framework is an emerging approach that has…

  11. The Effects of Computer-Assisted Instruction Designed According to 7E Model of Constructivist Learning on Physics Student Teachers' Achievement, Concept Learning, Self-Efficacy Perceptions and Attitudes

    Science.gov (United States)

    Kocakaya, Serhat; Gonen, Selahattin

    2010-01-01

    The purpose of this study was to investigate the effects of a Computer-Assisted Instruction designed according to 7E model of constructivist learning(CAI7E) related to "electrostatic'' topic on physics student teachers' cognitive development, misconceptions, self-efficacy perceptions and attitudes. The study was conducted in 2006-2007…

  12. The Effectiveness of Game-Based Learning as an Instructional Strategy to Engage Students in Higher Education in Singapore

    Science.gov (United States)

    Tham, Raymond; Tham, Lesley

    2014-01-01

    The Internet Generation today is accustomed to multi-tasking, graphics, fun, and fantasy. Educators are finding it challenging to engage and motivate students with the traditional mode of teaching. They are increasingly seeking to tap the potential of game-based learning to engage and motivate learners. Game-based learning is also catching on in…

  13. College Preparation for Students with Learning Disabilities: A Curriculum Approach.

    Science.gov (United States)

    Whinnery, Keith W.

    1992-01-01

    A college preparation curriculum relevant to the needs of students with learning disabilities is presented, focusing on early planning, instructional modifications, strategy instruction, and support services. (JDD)

  14. Using an Analogical Thinking Model as an Instructional Tool to Improve Student Cognitive Ability in Architecture Design Learning Process

    Science.gov (United States)

    Wu, Yun-Wu; Weng, Kuo-Hua

    2013-01-01

    Lack of creativity is a problem often plaguing students from design-related departments. Therefore, this study is intended to incorporate analogical thinking in the education of architecture design to enhance students' learning and their future career performance. First, this study explores the three aspects of architecture design curricula,…

  15. Traumatic Brain Injury in K-12 Students II: Response to Instruction--When Will They Ever Learn?

    Science.gov (United States)

    Schutz, Larry E.; McNamara, Elizabeth A.

    2011-01-01

    Most students who have sustained severe traumatic brain injury (TBI) appear normal when they return to school. Hopeful parents, encouraged by deceptively positive medical feedback, expect a return to regular education. In the classroom, the students initially seem almost ready to resume learning, but instead they fall farther behind grade level…

  16. Analysis of the Effect of Sequencing Lecture and Laboratory Instruction on Student Learning and Motivation Towards Learning Chemistry in an Organic Chemistry Lecture Course

    Science.gov (United States)

    Pakhira, Deblina

    2012-01-01

    Exposure to organic chemistry concepts in the laboratory can positively affect student performance, learning new chemistry concepts and building motivation towards learning chemistry in the lecture. In this study, quantitative methods were employed to assess differences in student performance, learning, and motivation in an organic chemistry…

  17. Effects of multimedia vocabulary instruction on adolescents with learning disabilities.

    Science.gov (United States)

    Kennedy, Michael J; Deshler, Donald D; Lloyd, John Wills

    2015-01-01

    The purpose of this experimental study is to investigate the effects of using content acquisition podcasts (CAPs), an example of instructional technology, to provide vocabulary instruction to adolescents with and without learning disabilities (LD). A total of 279 urban high school students, including 30 with LD in an area related to reading, were randomly assigned to one of four experimental conditions with instruction occurring at individual computer terminals over a 3-week period. Each of the four conditions contained different configurations of multimedia-based instruction and evidence-based vocabulary instruction. Dependent measures of vocabulary knowledge indicated that students with LD who received vocabulary instruction using CAPs through an explicit instructional methodology and the keyword mnemonic strategy significantly outperformed other students with LD who were taught using the same content, but with multimedia instruction that did not adhere to a specific theoretical design framework. Results for general education students mirrored those for students with LD. Students also completed a satisfaction measure following instruction with multimedia and expressed overall agreement that CAPs are useful for learning vocabulary terms. © Hammill Institute on Disabilities 2013.

  18. Multimodal versus Unimodal Instructions in a Complex Learning Context.

    NARCIS (Netherlands)

    Gellevij, M.R.M.; van der Meij, Hans; de Jong, Anthonius J.M.; Pieters, Julius Marie

    2002-01-01

    Multimodal instruction with text and pictures was compared with unimodal, text-only instruction. More specifically, 44 students used a visual or a textual manual to learn a complex software application. During 2 103–116-min training sessions, cognitive load, and time and ability to recover from

  19. Resource Letter ALIP-1: Active-Learning Instruction in Physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2012-06-01

    This Resource Letter provides a guide to the literature on research-based active-learning instruction in physics. These are instructional methods that are based on, assessed by, and validated through research on the teaching and learning of physics. They involve students in their own learning more deeply and more intensely than does traditional instruction, particularly during class time. The instructional methods and supporting body of research reviewed here offer potential for significantly improved learning in comparison to traditional lecture-based methods of college and university physics instruction. We begin with an introduction to the history of active learning in physics in the United States, and then discuss some methods for and outcomes of assessing pedagogical effectiveness. We enumerate and describe common characteristics of successful active-learning instructional strategies in physics. We then discuss a range of methods for introducing active-learning instruction in physics and provide references to those methods for which there is published documentation of student learning gains.

  20. Chat Transcript Analysis Reveals that Undergraduate Students are Open to Instruction, While Instructors and Librarians Care About Supporting Student Learning

    OpenAIRE

    Elaine Sullo

    2017-01-01

    A Review of: Jacoby, J., Ward, D., Avery, S., & Marcyk, E. (2016). The value of chat reference services: A pilot study. portal: Libraries and the Academy, 16(1), 109-129. https://doi.org/10.1353/pla.2016.0013 Objective – To investigate student, instructor, and librarian perspectives of chat reference service in the context of first-year undergraduate students conducting research for an introductory composition course. Design – Focus groups, individual interviews, and surveys. S...

  1. Informing Instruction of Students with Autism in Public School Settings

    Science.gov (United States)

    Kuo, Nai-Cheng

    2016-01-01

    The number of applied behavior analysis (ABA) classrooms for students with autism is increasing in K-12 public schools. To inform instruction of students with autism in public school settings, this study examined the relation between performance on mastery learning assessments and standardized achievement tests for students with autism spectrum…

  2. Assessment in the Private Studio Setting: Supporting Student Learning, Providing Effective Instruction, and Building Faculty-Student Interaction

    Science.gov (United States)

    Laubenthal, Jennifer

    2018-01-01

    A significant amount of literature exists about how to design and implement an effective assessment process for students in a music program, specifically in the classroom setting. This article suggests a framework for incorporating individualized assessment in the private-lesson setting based on effective classroom assessment practices. Many…

  3. Students and Instructors Opinions about Piano Instruction

    Science.gov (United States)

    Kilic, Deniz Beste Çevik

    2016-01-01

    This study examined the opinions of the students and piano instructors in the Turkish Education Faculties' Fine Arts Instruction Departments' music instruction programs about piano instruction. The study data were collected using a questionnaire administered to the piano instructors and the students who took lessons from them. The study results…

  4. Learning from Narrated Instruction Videos.

    Science.gov (United States)

    Alayrac, Jean-Baptiste; Bojanowski, Piotr; Agrawal, Nishant; Sivic, Josef; Laptev, Ivan; Lacoste-Julien, Simon

    2017-09-05

    Automatic assistants could guide a person or a robot in performing new tasks, such as changing a car tire or repotting a plant. Creating such assistants, however, is non-trivial and requires understanding of visual and verbal content of a video. Towards this goal, we here address the problem of automatically learning the main steps of a task from a set of narrated instruction videos. We develop a new unsupervised learning approach that takes advantage of the complementary nature of the input video and the associated narration. The method sequentially clusters textual and visual representations of a task, where the two clustering problems are linked by joint constraints to obtain a single coherent sequence of steps in both modalities. To evaluate our method, we collect and annotate a new challenging dataset of real-world instruction videos from the Internet. The dataset contains videos for five different tasks with complex interactions between people and objects, captured in a variety of indoor and outdoor settings. We experimentally demonstrate that the proposed method can automatically discover, learn and localize the main steps of a task input videos.

  5. Deaf Children's Science Content Learning in Direct Instruction Versus Interpreted Instruction

    Science.gov (United States)

    Kurz, Kim B.; Schick, Brenda; Hauser, Peter C.

    2015-01-01

    This research study compared learning of 6-9th grade deaf students under two modes of educational delivery--interpreted vs. direct instruction using science lessons. Nineteen deaf students participated in the study in which they were taught six science lessons in American Sign Language. In one condition, the lessons were taught by a hearing…

  6. Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools’ Instructional Strategy

    DEFF Research Database (Denmark)

    Andersen, Ida Gran; Andersen, Simon Calmar

    2017-01-01

    educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general......, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.......Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational...

  7. The Implementation of Service-Learning in Graduate Instructional Design Coursework

    Science.gov (United States)

    Stefaniak, Jill E.

    2015-01-01

    This paper describes the design of service-learning experiences with a graduate-level instructional design course. Service-learning provides students with real-life experiences in a situated-learning environment. Students were tasked with working on an instructional design project in a real-world setting to gain consultative experience. This paper…

  8. An Inquiry into Flipped Learning in Fourth Grade Math Instruction

    Science.gov (United States)

    D'addato, Teresa; Miller, Libbi R.

    2016-01-01

    The objective of this action research project was to better understand the impact of flipped learning on fourth grade math students in a socioeconomically disadvantaged setting. A flipped instructional model was implemented with the group of students enrolled in the researcher's class. Data was collected in the form of classroom observations,…

  9. Using Student Achievement Data Effectively to Inform Instruction

    Science.gov (United States)

    Bunns, Sandra D.

    2012-01-01

    The use of student achievement data to improve teaching and learning is a national concern driven by accountability requirements of the No Child Left Behind Act of 2002. Research studies that examine how schools use student achievement data document the need for teachers to connect data to instructional practices. Bruner's social constructivist…

  10. Changing Student Teachers' Views of Comprehension Instruction ...

    African Journals Online (AJOL)

    At the same time research shows that little, if any, explicit and continuous strategy instruction takes place in classrooms. Reasons seem ... This article reports on the effect of a reading comprehension instruction course on university student teachers' lesson planning, strategy use and views about comprehension instruction.

  11. The effects of online science instruction using geographic information systems to foster inquiry learning of teachers and middle school science students

    Science.gov (United States)

    Hagevik, Rita Anne

    This study investigated the effects of using Geographic Information Systems (GIS) to improve middle school students' and their teachers' understanding of environmental content and GIS. Constructivism provided the theoretical framework with Bonnstetter's inquiry evolution and Swartz's problem solving as the conceptual framework for designing these GIS units and interpreting the results. Teachers from nine schools in five counties attended a one-week workshop and follow-up session, where they learned how to teach the online Mapping Our School Site (www.ncsu.edu/scilink/studysite) and CITYgreen GIS inquiry-based problem-solving units. Two years after the workshop, two teachers from the workshop taught the six week Mapping Our School Site (MOSS) unit in the fall and one teacher from a different school taught the MOSS unit in the fall and the CITYgreen GIS unit in the spring. The students in the MOSS experimental group (n = 131) and the CITYgreen GIS comparison group (n = 33) were compared for differences in understanding of environmental content. Other factors were investigated such as students' spatial abilities, experiences, and learning preferences. Teachers and students completed the online Learning Styles Inventory (LSI), Spatial Experience Survey (SES), and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Using qualitative and quantitative analyses, results indicated that the CITYgreen GIS group learned the environmental content better than the MOSS group. The MOSS group better understood how to design experiments and to use GIS to analyze problem questions. Both groups improved in problem identification and problem solving, data accuracy, and hypothesis testing. The spatial reasoning score was compared to learning style as reported on the LSI, and other spatial experiences as reported on the SES. Males scored higher than females on the spatial reasoning test, the more computer games played the higher the score, and the fewer shop classes taken the

  12. 補救教學中個別化教學對學生學習成效之影響分析 Impact of Individualized Instruction on the Learning Outcomes of Low-Achieving Students Who Received Remedial Instruction

    Directory of Open Access Journals (Sweden)

    余民寧 Min-Ning Yu

    2018-03-01

    Full Text Available 本研究運用結構方程式模型中的中介模型,探索個別化教學透過自我歸因、學習動機等因素,對補救教學學習成效之影響關係的探討;樣本乃抽取臺灣地區國中、國小參與補救教學的學生共2,168人。本研究先進行個別化教學對學習成效直接影響效果的檢測,發現其標準化迴歸係數為 .86,達顯著。進一步分析則發現,部分中介模型優於完全中介模型。故本研究歸納得出的結論為:個別化教學能夠直接影響補救教學學生的學習成效,且個別化教學亦可 透過自我歸因、學習動機等因素,間接影響補救教學學生的學習成效。根據上述結果,本研究提出結論與對教育當局的建議。 The study was commissioned under the contract of the K-12 Education Administration. In this study, 2,168 students in Taiwan who joined the remedial instruction program were randomly selected. A mediation model was applied to analyze the procedure by which individualized teaching influences the learning outcomes of remedial instruction through self-attribution and learning motivation. The analysis results suggested that the direct effect of individualized teaching on the learning outcome was .86. Furthermore, the partial mediation model was more acceptable than the complete mediation model. The results obtained from the partial mediation model are provided as follows: Individualized teaching affected the learning outcomes of low-achieving students who received remedial instruction directly and indirectly through self-attribution and learning motivation. Finally, on the basis of the results, conclusions were drawn, and several policy-making suggestions were proposed for educational authorities in Taiwan.

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

    Science.gov (United States)

    Tayyeb, Rakhshanda

    2013-01-01

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

  14. The Accessibility of Learning Content for All Students, Including Students with Disabilities, Must Be Addressed in the Shift to Digital Instructional Materials. SETDA Policy Brief

    Science.gov (United States)

    Fletcher, Geoff; Levin, Doug; Lipper, Katherine; Leichty, Reg

    2014-01-01

    This is a time of rapid technological advancement, with innovations in education holding great promise for improving teaching and learning, particularly for students with unique needs. High-quality digital educational materials, tools, and resources offer students relevant, up-to-date, and innovative ways to acquire knowledge and skills. Created…

  15. Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest and Participation in Learning Communication

    Science.gov (United States)

    Dohn, Niels Bonderup; Dohn, Nina Bonderup

    2017-12-01

    The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer opportunities for making learning personally meaningful, collaborative, and socially relevant. Since Facebook is already in use among youths, it potentially provides a communicative link between educational content and students' lives. The present study was conducted as a case study to provide an inductive, explorative investigation of whether and how the integration of Facebook into upper secondary biology can affect interest in biology and participation in learning communication. The results indicate that the coupling of formal and informal communication practices on Facebook serves to maintain interest and open up new learning possibilities while at the same time creating barriers to communication. These barriers are due to distractions, ethical issues, and a certain depreciation of the activities ensuing from the everydayness of Facebook as a communication platform. In conclusion, use of Facebook as an educational platform is not clearly good or bad.

  16. Learning Through Quests and Contests: Games in Information Literacy Instruction

    OpenAIRE

    Maura A Smale

    2011-01-01

    Games-based learning is an innovative pedagogical strategy employed at all levels of education, and much research in education, psychology, and other disciplines supports its effectiveness in engaging and motivating students, as well as increasing student learning. Many libraries have incorporated games into their collections and programming. College and university libraries have begun to use games for information literacy and library instruction. Academic librarians use commercially-produ...

  17. Competency-Based Instruction for Marketing Students.

    Science.gov (United States)

    Heath, Betty; Williams, Terry M.

    1982-01-01

    Which method of instruction is more effective for postsecondary students: competency-based or traditional? This study reveals that the effectiveness of one method over the other depends on work experience of the student. (Author)

  18. The Effect of Music in Video Mediated Instruction on Student Achievement.

    Science.gov (United States)

    Talabi, J. K.

    1986-01-01

    Describes a study of secondary school students in Nigeria to determine whether use of musical accompaniment on videotape recordings used in instruction of economic geography had any effects on students' learning. Results offer inconclusive differences in effect between video instruction accompanied by music and video instruction without music.…

  19. Development of Instructional Materials for Electrochemical Module Class XII Science High School Students with Guided Inquiry Learning Approach

    Directory of Open Access Journals (Sweden)

    Lilik Fatmawati

    2014-06-01

    Full Text Available Pengembangan Bahan Ajar Modul Elektrokimia untuk Siswa SMA Kelas XII IPA dengan Pendekatan Pembelajaran Inkuiri Terbimbing Abstract: The aim of this study was to determine the feasibility and effectiveness of the electrochemical module for high school students of class XII results of development. Electrochemical module of the development consists of two learning activities, ie to the material Volta cells and electrolysis cells for the material. Results of the assessment by two chemistry lecturer, State University of Malang and two chemistry teachers XII as an expert content / learning material for eligibility contents was 92.9%, for eligibility and completeness of presentation is 91.1%, and for the eligibility of language is 92.3% , which is classified as very feasible criteria. Overall the average value was 92.1 feasibility. Effectiveness module is indicated by the results of the development of perception and student learning outcomes. Students' perceptions obtained from student assessment results to module development. In the limited field trials obtained average value is 81.8 for all aspects of the maximum value of 100. Obtaining the average value of student learning outcomes for the cognitive aspect is 83.3, for the affective aspect is 82.3, and for the psychomotor aspect is 83.8 out of 100. The maximum value of the overall results of the study showed that the electrochemical module for high school students Class XII Science development results are very decent and very effectively used in the learning process. Key Words: guided inquiry, electrochemical module, model 4-D Abstrak: Tujuan penelitian ini adalah mengetahui kelayakan, dan keefektifan modul elektrokimia untuk siswa SMA kelas XII hasil pengembangan. Modul Elektrokimia hasil pengembangan terdiri dari dua kegiatan belajar, yaitu untuk materi sel Volta dan untuk materi sel elektrolisis. Hasil penilaian oleh dua dosen kimia Universitas Negeri Malang dan dua guru kimia kelas XII sebagai

  20. The Effect of an Instructional Model Utilizing Hands-on Learning and Manipulatives on Math Achievement of Middle School Students in Georgia

    Science.gov (United States)

    White, Kara Morgan

    2012-01-01

    The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of this study was to evaluate the effect of an instructional model utilizing hands-on learning and use of manipulatives on mathematics achievement of middle school…

  1. The Learning Outcomes of Students Meeting Their International Dimension Requirement through Courses Offered in a College of Agriculture: Did Student Learning Differ Depending on Mode of Instruction Delivery?

    Science.gov (United States)

    Moriba, Samba; Edwards, M. Craig

    2013-01-01

    Many online courses have been developed in an effort to meet the needs of students who are either unable or less inclined to attend face-to-face classes. The College of Agricultural Sciences and Natural Resources (CASNR) at Oklahoma State University has been preparing its students to attain international awareness and become globally competent…

  2. Is It Live or Is It Internet? Experimental Estimates of the Effects of Online Instruction on Student Learning. NBER Working Paper No. 16089

    Science.gov (United States)

    Figlio, David N.; Rush, Mark; Yin, Lu

    2010-01-01

    This paper presents the first experimental evidence on the effects of live versus internet media of instruction. Students in a large introductory microeconomics course at a major research university were randomly assigned to live lectures versus watching these same lectures in an internet setting, where all other factors (e.g., instruction,…

  3. "You Know I Hate It when People Half Ass Things": A Case Study of a High School Science Student and the Role of Pre-Instructional Activities, Goal Orientation, and Self-Efficacy in Learning with Simulations

    Science.gov (United States)

    Helms, Samuel Arthur

    2010-01-01

    This single subject case study followed a high school student and his use of a simulation of marine ecosystems. The study examined his metaworld, motivation, and learning before, during and after using the simulation. A briefing was conceptualized based on the literature on pre-instructional activities, advance organizers, and performance…

  4. Learning and performance under alternative instructional manifestations of experimental practice

    Science.gov (United States)

    Ford, Michael J.

    Before we can understand how students learn "to do" science, we must make explicit our assumptions about what scientific practice is. This study compares the learning outcomes of two sixth-grade instructional units on experimentation, each based on a particular characterization of practice. In one unit, instruction focused on acquisition and application of the control of variables strategy (CVS; Chen & Klahr, 1999), which is consistent with a popular conception of science education, stemming from Piaget, as the mastery of logical forms. In the other unit, students designed experimental apparatus to answer a target question, and instruction emphasized practices of rendering and transforming the material world in ways that support scientific understanding. Students in both groups were assessed for CVS acquisition and subsequent experimental performance on a novel task, and group performances on these assessments different across instructional conditions. I will argue that student understandings of goals, norms of instructional expectation, and strategies explain these differences, in some cases by supporting performance and in other cases by hindering it. I will also argue that the results question the role typically attributed to logical method in learning to design experiments.

  5. Forum: Interpersonal Communication in Instructional Settings: Raising New Questions and Restoring Our Focus on Authentic Student Learning

    Science.gov (United States)

    Lane, Derek R.

    2017-01-01

    In this article the author addresses whether educators have accumulated sufficient knowledge about interpersonal communication in the instructional context--at least as it pertains to the relational perspective--"and" whether other meaningful topics in the instructional communication literature have been ignored. The author's purpose…

  6. Web-Delivered Supplemental Instruction: Dynamic Customizing of Search Algorithms to Enhance Independent Learning for Developmental Mathematics Students

    Science.gov (United States)

    Taksa, Isak; Goldberg, Robert

    2004-01-01

    Traditional peer-to-peer Supplemental Instruction (SI) was introduced into higher education over a quarter of a century ago and promptly became an integral part of the developmental mathematics curricula in many senior and community colleges. Later, some colleges introduced Video-based Supplemental Instruction (VSI) and, in recent years,…

  7. Developing Instructional Leadership through Collaborative Learning

    Science.gov (United States)

    Abbott, Claire Johnson; McKnight, Katherine

    2010-01-01

    Collaborative learning teams have emerged as an effective tool for teachers to steadily and continuously improve their instruction. Evidence also suggests that a learning teams model can affect school leadership as well. We explored the impact of learning teams on leadership roles of principals and teachers in secondary schools and found that…

  8. How Instructional Systems Will Manage Learning

    Science.gov (United States)

    Flanagan, John C.

    1970-01-01

    Discusses trends toward the systems approach in education including the development of effective instructional systems in government and industry; the introduction of teaching machines, programed learning, and computer- assisted instruction; and the increase in both the amount and sophistication of educational research and development. (JF)

  9. Effect of student engagement on multimedia-assisted instruction

    Directory of Open Access Journals (Sweden)

    Hsiu-Ping Yueh

    2012-09-01

    Full Text Available This study applied multimedia in a general engineering and technology course in Taiwan and evaluated the effectiveness of multimedia-assisted instruction and learning. The course presented trends in technological development and the achievements of Taiwanese industries and research institutes from a historical perspective, and overviewed the technology industries and industrial transformation development in Taiwan. The course units adopted multimedia to support class teaching and student learning, and a survey was conducted to collect students’ attitudes and perception toward multimedia-assisted instruction and learning in the course. Research data were collected from 45 male and 9 female students with varied academic and cultural backgrounds. Results showed that multimedia videos help raise students’ awareness of learning issues, improve their understanding of content, and increase the depth of their learning. Almost all students liked the approach of using multimedia to assist teaching and learning, preferring this approach over traditional lecture-based instruction. They also would recommend this course to their peers. This study also found that the degree of students’ engagement caused variance in the students’ perception of multimedia helpfulness in assisting their learning. Finally, this study further proposes suggestions in both design and research on applications of multimedia-enhanced learning in engineering and technology education.

  10. Comparing Efficacy of Implementing Two Teaching Methods Contract Learning and Traditional Instruction on Clinical Skills of Nursing Students in Psychiatric Wards of Hospitals of Tehran

    Directory of Open Access Journals (Sweden)

    Jamileh Mohtashami

    2009-06-01

    Full Text Available Background and purpose: A learning contract is defined as a written agreement between teacher and student which makes explicit what a learner will do to achieve specified learning outcomes.Learning contracts have been used as a teaching and learning strategy for both undergraduate and graduate nursing students in many countries.Methods : This research is a quasi-experimental study that compares effect of two different teaching methods , Contract learning and traditional on clinical skills for a group of nursing students who were in fourth year of study in a pre-registration bachelor of nursing degree program in Tehran . A learning contract was implemented as a learning tool in the students clinical placement in psychiatric nursing .Data were connected from questionnaires , interviews and clinical evaluation papers with students .Results : The results showed that students agreed that there was an increase in students autonomy and motivation in learning with the use of learning contract . It also increased the sharing between students and clinical instructors.Conclusion : According to the findings of this study , contract learning is considered beneficial to students learning and has the potential to be used in clinical learning .Key words : NURSING STUDENTS, LEARNING CONTRACTS , TRADITIONAL METHOD , MOTIVATION , AUTONOMY, PSYCHIATRIC WARDS .

  11. Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol

    Science.gov (United States)

    Hoops, Leah D.; Yu, Shirley L.; Wang, Qianqian; Hollyer, Virginia L.

    2016-01-01

    Promoting students' self-regulated learning (SRL) is one way to improve postsecondary student success. However, few studies have investigated the instructional practices of postsecondary instructors that may support students' SRL. This study sought to fill this gap. An undergraduate mathematics course was observed to determine instruction utilized…

  12. Learning How to Improve Vocabulary Instruction through Teacher Study Groups

    Science.gov (United States)

    Dimino, Joseph; Taylor, Mary Jo

    2009-01-01

    Professional development with proven positive effects on vocabulary instruction and student achievement: that's what reading teachers are looking for, and that's what the Teacher Study Group (TSG) model delivers. With the nine complete TSG sessions in this book, K-8 teachers will form dynamic in-school learning groups with their fellow educators…

  13. Instructional Television: Visual Production Techniques and Learning Comprehension.

    Science.gov (United States)

    Silbergleid, Michael Ian

    The purpose of this study was to determine if increasing levels of complexity in visual production techniques would increase the viewer's learning comprehension and the degree of likeness expressed for a college level instructional television program. A total of 119 mass communications students at the University of Alabama participated in the…

  14. Instructional Advice, Time Advice and Learning Questions in Computer Simulations

    Science.gov (United States)

    Rey, Gunter Daniel

    2010-01-01

    Undergraduate students (N = 97) used an introductory text and a computer simulation to learn fundamental concepts about statistical analyses (e.g., analysis of variance, regression analysis and General Linear Model). Each learner was randomly assigned to one cell of a 2 (with or without instructional advice) x 2 (with or without time advice) x 2…

  15. Talking books in reading instruction and student behavior

    DEFF Research Database (Denmark)

    Gissel, Stig Toke

    2014-01-01

    at their frustration level. Basing the intervention on connectionist theory of reading and Share’s self-teaching hypothesis, students were instructed to try to read the words before activating the TTS-function. Only five students out of 17 used the software in ways that could promote selfteaching, but underused...... the support. Five other students very quickly refrained from trying to decode, instead clicking the full page TTS. Another five students did not at any point try to decode words independently. These results suggest that by using TTS and talking books in reading instruction without measures to fine tune......In grade 1, Danish students used a talking book with TTS (text-to-speech) and participated in a learning design with emphasis on decoding and reading for meaning in written text. The students all read the same unfamiliar text, which for many of the students would traditionally be considered being...

  16. Energizing Learning: The Instructional Power of Conflict

    Science.gov (United States)

    Johnson, David W.; Johnson, Roger T.

    2009-01-01

    Although intellectual conflict may be an important instructional tool (because of its potential constructive outcomes), conflict is rarely structured in instructional situations (because of its potential destructive outcomes). Many educators may be apprehensive about instigating intellectual conflict among students because of the lack of…

  17. Evaluation of iTunes University Courses through Instructional Design Strategies and m-Learning Framework

    Science.gov (United States)

    Tseng, Hung Wei; Tang, Yingqi; Morris, Betty

    2016-01-01

    As mobile learning technology promotes learning accessibility and flexibility, students benefit from social interactivity and connective learning process which will also foster students' performance and satisfaction on learning content. The primary purpose of this research was to evaluate iTunes U courses based on instructional design strategies…

  18. Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

    Science.gov (United States)

    Bohn, D. M.; Rasmussen, C. N.; Schmidt, S. J.

    2004-01-01

    Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style…

  19. Integrating Fine Arts Instruction with At Risk Students.

    Science.gov (United States)

    Brieger, Charles; Kendall-Dudley, Lori; Sarmiento, Patty

    This report details a program design for improving fine arts instruction among at-risk students. The participants were in a second and third grade bilingual class and a first-through third-grade learning disabled and behavior disordered class in an at-risk elementary school along with a heterogeneous fourth-grade class in a neighboring Midwest…

  20. Students' Preferred Learning Styles in Graphic Communications

    Science.gov (United States)

    Ernst, Jeremy V.; Clark, Aaron C.

    2008-01-01

    The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…

  1. Use of tablets for instruction and learning in microbiology labs

    DEFF Research Database (Denmark)

    Møller, Karen Louise; Jelsbak, Vibe Alopaeus; Georgsen, Marianne

    of this project are to develop a technological infrastructure to support students’ work in the lab and to develop teaching and learning resources. Our research question is: How is teaching and learning in the laboratory influenced by the tablets and the following multimodal teaching and learning materials...... and taken notes by hand. Use of tablets in the lab offers new opportunities. In September 2012, nine tablets were introduced into one of the labs of the college. Groups of students use the tablets to access documents, watch video instructions, and to document results and procedures digitally. The objectives......? The empirical part of the project has been documented through field observations in the lab (in writing and with photos). We have found the following to be characteristic of the work of the students: the students use the tablets collaboratively, take more photos than requested, use the video based instructions...

  2. Learning of time series through neuron-to-neuron instruction

    Energy Technology Data Exchange (ETDEWEB)

    Miyazaki, Y [Department of Physics, Kyoto University, Kyoto 606-8502, (Japan); Kinzel, W [Institut fuer Theoretische Physik, Universitaet Wurzburg, 97074 Wurzburg (Germany); Shinomoto, S [Department of Physics, Kyoto University, Kyoto (Japan)

    2003-02-07

    A model neuron with delayline feedback connections can learn a time series generated by another model neuron. It has been known that some student neurons that have completed such learning under the instruction of a teacher's quasi-periodic sequence mimic the teacher's time series over a long interval, even after instruction has ceased. We found that in addition to such faithful students, there are unfaithful students whose time series eventually diverge exponentially from that of the teacher. In order to understand the circumstances that allow for such a variety of students, the orbit dimension was estimated numerically. The quasi-periodic orbits in question were found to be confined in spaces with dimensions significantly smaller than that of the full phase space.

  3. Learning of time series through neuron-to-neuron instruction

    International Nuclear Information System (INIS)

    Miyazaki, Y; Kinzel, W; Shinomoto, S

    2003-01-01

    A model neuron with delayline feedback connections can learn a time series generated by another model neuron. It has been known that some student neurons that have completed such learning under the instruction of a teacher's quasi-periodic sequence mimic the teacher's time series over a long interval, even after instruction has ceased. We found that in addition to such faithful students, there are unfaithful students whose time series eventually diverge exponentially from that of the teacher. In order to understand the circumstances that allow for such a variety of students, the orbit dimension was estimated numerically. The quasi-periodic orbits in question were found to be confined in spaces with dimensions significantly smaller than that of the full phase space

  4. EFL LEARNERS’ READING LEARNING IN WEB BASED INSTRUCTION SETTING

    OpenAIRE

    Yusup Supriyono

    2018-01-01

    This research is aimed at exploring reading learning performed by English foreign language learners when Web based instruction is integrated into reading classroom. Teaching learning activity follows the steps:  orientation, discussion, material exploration, action, test, and reflection.  Two data collecting methods—journal and interview are administered to three students of the fourth semester of English Department in University of Siliwangi Tasikmalaya Indonesia after the selected individua...

  5. In Respect to the Cognitive Load Theory: Adjusting Instructional Guidance with Student Expertise.

    Science.gov (United States)

    Schilling, Jim

    2017-01-01

    The amount of guidance supplied by educators to students in allied health programs is a factor in student learning. According to the cognitive load theory of learning, without adequate instructional support, novice learners will be overwhelmed and unable to store information, while unnecessary guidance supplied to advanced students will cause extraneous cognitive load on the working memory system. Adjusting instructional guidance for students according to their level of expertise to minimize extraneous cognitive load and optimize working memory storage capacity will enhance learning effectiveness. Novice students presented with complex subject matter require significant guidance during the initial stages, using strategies such as worked examples. As students comprehend information, instructional guidance needs to gradually fade to avoid elevated extraneous cognitive load from the expertise reversal effect. An instructional strategy that utilizes a systemic (fixed) or adjustable (adaptive) tapering of guidance to students in allied health programs depending on their expertise will optimize learning capability.

  6. Learning environment: the impact of clerkship location on instructional quality.

    Science.gov (United States)

    Prunuske, Jacob P; Deci, David M

    2013-03-01

    Students provide variable feedback on instructional quality at ambulatory training sites. We hypothesized several strengths and weaknesses of placing students at resident and non-resident training sites, including differences in faculty behaviors, patient characteristics, work environment, learning opportunities, and levels of student engagement. We systematically assessed for differences in learning quality between clerkship sites with and without residents. Students completed the MedED IQ, a validated survey assessing four domains of instructional quality, after completing a required primary care rotation. We calculated descriptive and summary statistics and two sample tests of proportion analyzing student agreement with each MedEd IQ item with respect to the presence or absence of resident learners. Of 149 total, 113 (75.8%) students completed the MedEd IQ site survey. A greater percentage of students at resident training sites (25.8%) than at non-resident sites (7.3%) agreed with the statement "The opportunities were too diverse, preventing me from developing proficiency." A greater percentage of students at resident training sites (19.4%) than at non-resident sites (1.2%) agreed with the statement "The health care team was not supportive of my learning." There were no differences between sites with or without residents on 14 items measuring preceptor actions or seven items measuring student involvement. Ambulatory clerkship sites with and without residents provide comparable quality learning experiences and precepting. Students placed at resident training sites may be overwhelmed with diverse opportunities and have a less supportive learning environment than students placed at non-resident sites. Future research should evaluate the impact of health care team development programs designed to foster a more supportive training environment for medical students. Ways of aligning residency and medical student education goals within the training setting should be

  7. The Potential of Supplemental Instruction in Engineering Education: Creating Additional Peer-Guided Learning Opportunities in Difficult Compulsory Courses for First-Year Students

    Science.gov (United States)

    Malm, Joakim; Bryngfors, Leif; Mörner, Lise-Lotte

    2016-01-01

    Supplemental Instruction (SI) can be an efficient way of improving student success in difficult courses. Here, a study is made on SI attached to difficult first-year engineering courses. The results show that both the percentage of students passing a difficult first-year engineering course, and scores on the course exams are considerably higher…

  8. Development of the Instructional Model of Reading English Strategies for Enhancing Sophomore Students' Learning Achievements in the Institute of Physical Education in the Northeastern Region of Thailand

    Science.gov (United States)

    Whankhom, Prawit; Phusawisot, Pilanut; Sayankena, Patcharanon

    2016-01-01

    The aim of this research is to develop and verify the effectiveness of an instructional model of reading English strategies for students of Mahasarakham Institute of Physical Education in the Northeastern region through survey. Classroom action research techniques with the two groups of sample sizes of 34 sophomore physical students as a control…

  9. The Impact of Instructional Design on College Students' Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course

    Science.gov (United States)

    Andrade, Jeanette; Huang, Wen-Hao David; Bohn, Dawn M.

    2015-01-01

    The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students' cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups:…

  10. Flexible learning and the design of instruction

    NARCIS (Netherlands)

    Collis, Betty; Nikolova, Iliana

    1998-01-01

    The paper deals with the problem of designing flexible learning and instruction. Flexibility is considered both from the learner's and the designer's perspective. The potential of telematics in the design, development and implementation of flexible and distance learning is discussed. A Method for

  11. Instructional Leadership: A Learning-Centered Guide.

    Science.gov (United States)

    Hoy, Anita Woolfolk; Hoy, Wayne Kolter

    This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered…

  12. Learning from Online Modules in Diverse Instructional Contexts

    Directory of Open Access Journals (Sweden)

    Gwen Nugent

    2016-06-01

    Full Text Available Learning objects originally developed for use in online learning environments can also be used to enhance face-to-face instruction. This study examined the learning impacts of online learning objects packaged into modules and used in different contexts for undergraduate education offered on campus at three institutions. A multi-case study approach was used, examining learning impacts across a variety of course subjects, course levels (introductory and advanced undergraduate, student levels (undergraduate and graduate, and instructional goals (i.e., replacement for lecture, remediation. A repeated measures design was used, with learning data collected prior to viewing the online module, after completion of the module, and at the end of the semester. The study provided a broad examination of ways that online modules are typically used in a college classroom, as well as measured learning effectiveness based on different instructional purpose and usage contexts. Results showed the effectiveness of the modules in serving as a substitute for classroom lecture, remediation of course prerequisite material, introduction to content with follow-up lab practice, and review for final exams. In each of these cases, the use of the modules resulted in significant learning increases, as well as retention of the learning until the end of the semester.

  13. Teaching chemistry to students with learning difficulties: exemplary ...

    African Journals Online (AJOL)

    Teaching chemistry to students with learning difficulties: exemplary adaptive instructional practices of experienced teachers. ... Arguably, today's science classrooms are witnessing a situation in which students experience a special learning ...

  14. Embedding Affective Learning Outcomes in Library Instruction

    Directory of Open Access Journals (Sweden)

    Ellysa Stern Cahoy

    2012-12-01

    Full Text Available While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students’ affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students’ self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a recent survey of instruction librarians’ familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.

  15. Improve Student Understanding Ability Through Gamification in Instructional Media Based Explicit Instruction

    Science.gov (United States)

    Firdausi, N.; Prabawa, H. W.; Sutarno, H.

    2017-02-01

    In an effort to maximize a student’s academic growth, one of the tools available to educators is the explicit instruction. Explicit instruction is marked by a series of support or scaffold, where the students will be guided through the learning process with a clear statement of purpose and a reason for learning new skills, a clear explanation and demonstration of learning targets, supported and practiced with independent feedback until mastery has been achieved. The technology development trend of todays, requires an adjustment in the development of learning object that supports the achievement of explicit instruction targets. This is where the gamification position is. In the role as a pedagogical strategy, the use of gamification preformance study class is still relatively new. Gamification not only use the game elements and game design techniques in non-game contexts, but also to empower and engage learners with the ability of motivation on learning approach and maintains a relaxed atmosphere. With using Reseach and Development methods, this paper presents the integration of technology (which in this case using the concept of gamification) in explicit instruction settings and the impact on the improvement of students’ understanding.

  16. Student Perceptions of the Relationship between Web-Based Instructional Tools and Perceived Attainment of Intended Learning Outcomes

    Science.gov (United States)

    Parenti, Melissa A.

    2012-01-01

    With the advent of and continual adaptations related to distance learning, there is a recognized need for up to date research in the area of effectiveness of online education programs. More specifically, assessing the capacity to attain academic goals by use of asynchronous and synchronous learning management systems (LMS) that power distance…

  17. Using Learning Analytics to Assess Student Learning in Online Courses

    Science.gov (United States)

    Martin, Florence; Ndoye, Abdou

    2016-01-01

    Learning analytics can be used to enhance student engagement and performance in online courses. Using learning analytics, instructors can collect and analyze data about students and improve the design and delivery of instruction to make it more meaningful for them. In this paper, the authors review different categories of online assessments and…

  18. Preparing Students for Future Learning with Teachable Agents

    Science.gov (United States)

    Chin, Doris B.; Dohmen, Ilsa M.; Cheng, Britte H.; Oppezzo, Marily A.; Chase, Catherine C.; Schwartz, Daniel L.

    2010-01-01

    One valuable goal of instructional technologies in K-12 education is to prepare students for future learning. Two classroom studies examined whether Teachable Agents (TA) achieves this goal. TA is an instructional technology that draws on the social metaphor of teaching a computer agent to help students learn. Students teach their agent by…

  19. Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes toward Chemistry

    Science.gov (United States)

    Cam, Aylin; Geban, Omer

    2011-01-01

    The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes…

  20. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

    Directory of Open Access Journals (Sweden)

    Kenneth Akiha

    2018-01-01

    Full Text Available Despite the need for a strong Science, Technology, Engineering, and Math (STEM workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon moving from secondary to post-secondary STEM courses. This study compares classroom observation data collected using the Classroom Observation Protocol for Undergraduate STEM from over 450 middle school, high school, introductory-level university, and advanced-level university classes across STEM disciplines. We find similarities between middle school and high school classroom instruction, which are characterized by a large proportion of time spent on active-learning instructional strategies, such as small-group activities and peer discussion. By contrast, introductory and advanced university instructors devote more time to instructor-centered teaching strategies, such as lecturing. These instructor-centered teaching strategies are present in classes regardless of class enrollment size, class period length, or whether or not the class includes a separate laboratory section. Middle school, high school, and university instructors were also surveyed about their views of what STEM instructional practices are most common at each educational level and asked to provide an explanation of those perceptions. Instructors from all levels struggled to predict the level of lecturing practices and often expressed uncertainty about what instruction looks like at levels other than their own. These findings suggest that more opportunities need to be created for instructors across multiple levels of the education system to share their active-learning teaching practices and

  1. The Effects of YouTube in Multimedia Instruction for Vocabulary Learning: Perceptions of EFL Students and Teachers

    Science.gov (United States)

    Kabooha, Raniah; Elyas, Tariq

    2018-01-01

    The present study sought to examine the improvement in vocabulary comprehension and retention of Saudi English as foreign language female students at King Abdul Aziz University as a result of integrating YouTube in their reading classes. The study also investigated the perceptions of both students as well as teachers towards the inclusion of…

  2. Student Engagement: Key to Personalized Learning

    Science.gov (United States)

    Ferlazzo, Larry

    2017-01-01

    Personalized learning has the potential to greatly improve student achievement--but realistic teachers know that any instructional strategy will only be effective if students are willing to do the work. That is why Larry Ferlazzo emphasizes the importance of weaving intrinsic motivation into every personalized learning classroom. Four key elements…

  3. Comparing the Effects of Four Instructional Treatments on EFL Students' Achievement in Writing Classified Ads

    Science.gov (United States)

    Khodabandeh, Farzaneh

    2016-01-01

    The current study set out to compare the effect of traditional and non-traditional instructional treatments; i.e. explicit, implicit, task-based and no-instruction approaches on students' abilities to learn how to write classified ads. 72 junior students who have all taken a course in Reading Journalistic Texts at the Payame-Noor University…

  4. Differentiated Instruction in a Calculus Curriculum for College Students in Taiwan

    Science.gov (United States)

    Chen, Jing-Hua; Chen, Yi-Chou

    2018-01-01

    Objectives: To explore differentiated instruction within a calculus curriculum. For college students to learn concentration, motivation and the impact of academic achievement; explore the attitudes and ideas of students on differentiated instruction within a calculus curriculum; build up the diversity of mathematics education within varied…

  5. Accessible mathematics ten instructional shifts that raise student achievement

    CERN Document Server

    Leinwand, Steven

    2009-01-01

    Accessible Mathematics is Steven Leinwand's latest important book for math teachers. He focuses on the crucial issue of classroom instruction. He scours the research and visits highly effective classrooms for practical examples of small adjustments to teaching that lead to deeper student learning in math. Some of his 10 classroom-tested teaching shifts may surprise you and others will validate your thinking. But all will improve students' performance. Read Accessible Mathematics, try its 10 suggestions, and discover how minor shifts in teaching can put learning into high gear.

  6. Constructivist Instructional Practices and Teacher Beliefs Related to Secondary Science Teaching and Learning

    Science.gov (United States)

    Nelson, Adrienne Fleurette

    The purpose of this mixed method research study was to examine the constructivist beliefs and instructional practices of secondary science teachers. The research also explored situations that impacted whether or not student centered instruction occurred. The study revealed science teachers held constructive beliefs pertaining to student questioning of the learning process and student autonomy in interacting with other learners. Teachers held the least constructivist beliefs pertaining to student teacher collaboration on lesson design. Additionally, teacher beliefs and practice were not congruent due to instructional practices being deemed less constructivist than reported. The study found that curricular demands, teacher perceptions about students, inadequate laboratory resources, and the lack of teacher understanding about the components of constructivist instruction inhibited student centered instruction. The results of this study led to six recommendations that can be implemented by school districts in collaboration with science teachers to promote constructivist instruction.

  7. Adapting Art Instruction for Students with Disabilities.

    Science.gov (United States)

    Platt, Jennifer M.; Janeczko, Donna

    1991-01-01

    This article presents adaptations for teaching art to students with disabilities. Various techniques, methods, and materials are described by category of disability, including students with mental disabilities, visual impairments, hearing impairments, learning disabilities, emotional disabilities, and physical disabilities. (JDD)

  8. Ninth Grade Student Responses to Authentic Science Instruction

    Science.gov (United States)

    Ellison, Michael Steven

    science classwork was also measured. In addition, direct observation measures of student behavioral engagement showed that behavioral engagement was generally high, but not associated with the authenticity of the pedagogy. Direct observation measures of student self-regulation found evidence that when instruction focused on core science and engineering concepts and made stronger connections to the student's world beyond the classroom, student self-regulated learning was greater, and included evidence of student ownership. In light of the alignment between the model of authenticity used in this study and the Next Generation Science Standards (NGSS), the results suggest that further research on the value beyond school component of the model could improve understanding of student engagement and performance in response to the implementation of the NGSS. In particular, it suggests a unique role environmental education can play in affording student success in K-12 science and a tool to measure that role.

  9. A Conceptual Framework for Organizing Active Learning Experiences in Biology Instruction

    Science.gov (United States)

    Gardner, Joel; Belland, Brian R.

    2012-01-01

    Introductory biology courses form a cornerstone of undergraduate instruction. However, the predominantly used lecture approach fails to produce higher-order biology learning. Research shows that active learning strategies can increase student learning, yet few biology instructors use all identified active learning strategies. In this paper, we…

  10. "Some Things in My House Have a Pulse and a Downbeat": The Role of Folk and Traditional Arts Instruction in Supporting Student Learning

    Science.gov (United States)

    Palmer Wolf, Dennie; Holochwost, Steven J.; Bar-Zemer, Tal; Dargan, Amanda; Selhorst, Anika

    2014-01-01

    The authors investigated the association between participation in Nations in Neighborhoods (NiN), a program of folk and traditional arts instruction, and achievement in English language arts in a sample of low-income elementary school students, many of whom were recent immigrants and English language learners. The program drew on the core…

  11. Student Motivation, Attitude, and Approach to Learning: Notes from a Novice Teacher.

    Science.gov (United States)

    Vivaldo-Lima, Eduardo

    2001-01-01

    Describes what young professors can do considering student motivation, learning styles, and instructional effectiveness to improve student learning. Lists recommendations from experts on how to improve student learning. Includes 25 references. (Author/YDS)

  12. Effect of lecture instruction on student performance on qualitative questions

    Science.gov (United States)

    Heron, Paula R. L.

    2015-06-01

    The impact of lecture instruction on student conceptual understanding in physics has been the subject of research for several decades. Most studies have reported disappointingly small improvements in student performance on conceptual questions despite direct instruction on the relevant topics. These results have spurred a number of attempts to improve learning in physics courses through new curricula and instructional techniques. This paper contributes to the research base through a retrospective analysis of 20 randomly selected qualitative questions on topics in kinematics, dynamics, electrostatics, waves, and physical optics that have been given in introductory calculus-based physics at the University of Washington over a period of 15 years. In some classes, questions were administered after relevant lecture instruction had been completed; in others, it had yet to begin. Simple statistical tests indicate that the average performance of the "after lecture" classes was significantly better than that of the "before lecture" classes for 11 questions, significantly worse for two questions, and indistinguishable for the remaining seven. However, the classes had not been randomly assigned to be tested before or after lecture instruction. Multiple linear regression was therefore conducted with variables (such as class size) that could plausibly lead to systematic differences in performance and thus obscure (or artificially enhance) the effect of lecture instruction. The regression models support the results of the simple tests for all but four questions. In those cases, the effect of lecture instruction was reduced to a nonsignificant level, or increased to a significant, negative level when other variables were considered. Thus the results provide robust evidence that instruction in lecture can increase student ability to give correct answers to conceptual questions but does not necessarily do so; in some cases it can even lead to a decrease.

  13. Students Engaged in Learning

    Science.gov (United States)

    Ismail, Emad A.; Groccia, James E.

    2018-01-01

    Engaging students in learning is a basic principle of effective undergraduate education. Outcomes of engaging students include meaningful learning experiences and enhanced skills in all learning domains. This chapter reviews the influence of engaging students in different forms of active learning on cognitive, psychomotor, and affective skill…

  14. Flipped Classroom Instruction for Inclusive Learning

    Science.gov (United States)

    Altemueller, Lisa; Lindquist, Cynthia

    2017-01-01

    The flipped classroom is a teaching methodology that has gained recognition in primary, secondary and higher education settings. The flipped classroom inverts traditional teaching methods, delivering lecture instruction outside class, and devoting class time to problem solving, with the teacher's role becoming that of a learning coach and…

  15. Optimizing classroom instruction through self-paced learning prototype

    Directory of Open Access Journals (Sweden)

    Romiro Gordo Bautista

    2015-09-01

    Full Text Available This study investigated the learning impact of self-paced learning prototype in optimizing classroom instruction towards students’ learning in Chemistry. Two sections of 64 Laboratory High School students in Chemistry were used as subjects of the study. The Quasi-Experimental and Correlation Research Design was used in the study: a pre-test was conducted, scored and analyzed which served as the basis in determining the initial learning schema of the respondents. A questionnaire was adopted to find the learning motivation of the students in science. Using Pearson-r correlation, it was found out that there is a highly significant relationship between their internal drive and their academic performance. Moreover, a post-test was conducted after self-paced learning prototype was used in the development of select topics in their curricular plot. It was found out that the students who experienced the self-paced learning prototype performed better in their academic performance as evidenced by the difference of their mean post-test results. ANCOVA results on the post-test mean scores of the respondents were utilized in establishing the causal-effect of the learning prototype to the academic performance of the students in Chemistry. A highly significant effect on their academic performance (R-square value of 70.7% and significant interaction of the models to the experimental grouping and mental abilities of the respondents are concluded in the study.

  16. A Generational Examination of Instructional Facebook Use and the Effects on Perceived Instructor Immediacy, Credibility and Student Affective Learning

    Science.gov (United States)

    Enskat, Aaron; Hunt, Stephen K.; Hooker, John F.

    2017-01-01

    This study examined Millennial student perceptions of use of social networking, specifically Facebook, by instructors. Two independent variables were examined: instructor age (Baby Boomer or Millennial) and use of Facebook (utilising a course group site through the service versus not using the service at all). Results revealed that Baby Boomer…

  17. Service-Learning Instructional Design Considerations

    Science.gov (United States)

    Maddrell, Jennifer

    2014-01-01

    This paper explores the design of "service-learning" experiences to engage college students in the real-world application of course subject matter. Service learning is an educational approach that combines community service, academic coursework, and work-based applied learning. Based on data gathered during a series of recent interviews…

  18. Web-Based Instruction, Learning Effectiveness and Learning Behavior: The Impact of Relatedness

    Science.gov (United States)

    Shieh, Chich-Jen; Liao, Ying; Hu, Ridong

    2013-01-01

    This study aims to discuss the effects of Web-based Instruction and Learning Behavior on Learning Effectiveness. Web-based Instruction contains the dimensions of Active Learning, Simulation-based Learning, Interactive Learning, and Accumulative Learning; and, Learning Behavior covers Learning Approach, Learning Habit, and Learning Attitude. The…

  19. Designing Technology-Enabled Instruction to Utilize Learning Analytics

    Science.gov (United States)

    Davies, Randall; Nyland, Robert; Bodily, Robert; Chapman, John; Jones, Brian; Young, Jay

    2017-01-01

    A key notion conveyed by those who advocate for the use of data to enhance instruction is an awareness that learning analytics has the potential to improve instruction and learning but is not currently reaching that potential. Gibbons (2014) suggested that a lack of learning facilitated by current technology-enabled instructional systems may be…

  20. How College-Level Introductory Instruction Can Impact Student Epistemological Beliefs

    Science.gov (United States)

    Ding, Lin; Mollohan, Katherine N.

    2015-01-01

    This article describes a survey study of college students' epistemologies about biology and learning biology. Specifically, the authors examined the differences between science and nonscience majors and their changes in epistemologies over the course of a semester of instruction.

  1. Elementary Students' Retention of Environmental Science Knowledge: Connected Science Instruction versus Direct Instruction

    Science.gov (United States)

    Upadhyay, Bhaskar; DeFranco, Cristina

    2008-01-01

    This study compares 3rd-grade elementary students' gain and retention of science vocabulary over time in two different classes--"connected science instruction" versus "direct instruction." Data analysis yielded that students who received connected science instruction showed less gain in science knowledge in the short term compared to students who…

  2. Engaging Students In Modeling Instruction for Introductory Physics

    Science.gov (United States)

    Brewe, Eric

    2016-05-01

    Teaching introductory physics is arguably one of the most important things that a physics department does. It is the primary way that students from other science disciplines engage with physics and it is the introduction to physics for majors. Modeling instruction is an active learning strategy for introductory physics built on the premise that science proceeds through the iterative process of model construction, development, deployment, and revision. We describe the role that participating in authentic modeling has in learning and then explore how students engage in this process in the classroom. In this presentation, we provide a theoretical background on models and modeling and describe how these theoretical elements are enacted in the introductory university physics classroom. We provide both quantitative and video data to link the development of a conceptual model to the design of the learning environment and to student outcomes. This work is supported in part by DUE #1140706.

  3. The equivalence of learning paths in early science instruction: effect of direct instruction and discovery learning.

    Science.gov (United States)

    Klahr, David; Nigam, Milena

    2004-10-01

    In a study with 112 third- and fourth-grade children, we measured the relative effectiveness of discovery learning and direct instruction at two points in the learning process: (a) during the initial acquisition of the basic cognitive objective (a procedure for designing and interpreting simple, unconfounded experiments) and (b) during the subsequent transfer and application of this basic skill to more diffuse and authentic reasoning associated with the evaluation of science-fair posters. We found not only that many more children learned from direct instruction than from discovery learning, but also that when asked to make broader, richer scientific judgments, the many children who learned about experimental design from direct instruction performed as well as those few children who discovered the method on their own. These results challenge predictions derived from the presumed superiority of discovery approaches in teaching young children basic procedures for early scientific investigations.

  4. Computer game assisted instruction and students' achievement in ...

    African Journals Online (AJOL)

    Computer game assisted instruction and students' achievement in social studies. ... This paper examines the effects of computer game assisted instructional method, student's achievement in social studies in ... AJOL African Journals Online.

  5. Writing Self-Efficacy and Self-Regulated Strategy Development Instruction: Perceptions of Three Sixth-Grade Students with Learning Disabilities

    Science.gov (United States)

    Kinsler, Kathryn Lynn

    2017-01-01

    Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective…

  6. The use of active learning strategies in the instruction of Reactor Physics concepts

    International Nuclear Information System (INIS)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation

  7. The use of active learning strategies in the instruction of Reactor Physics concepts

    Energy Technology Data Exchange (ETDEWEB)

    Robinson, Michael A.

    2000-01-01

    Each of the Active Learning strategies employed to teach Reactor Physics material has been or promises to be instructionally successful. The Cooperative Group strategy has demonstrated a statistically significant increase in student performance on the unit exam in teaching conceptually difficult, transport and diffusion theory material. However, this result was achieved at the expense of a modest increase in class time. The Tutorial CBI programs have enabled learning equally as well as classroom lectures without the direct intervention of an instructor. Thus, the Tutorials have been successful as homework assignments, releasing classroom time for other instruction. However, the time required for development of these tools was large, on the order of two hundred hours per hour of instruction. The initial introduction of the Case-Based strategy was roughly as effective as the traditional classroom instruction. Case-Based learning could well, after important modifications, perform better than traditional instruction. A larger percentage of the students prefer active learning strategies than prefer traditional lecture presentations. Student preferences for the active strategies were particularly strong when they believed that the strategies helped them learn the material better than they would have by using a lecture format. In some cases, students also preferred the active strategies because they were different from traditional instruction, a change of pace. Some students preferred lectures to CBI instruction, primarily because the CBI did not afford them the opportunity to question the instructor during the presentation.

  8. Animal-Assisted Literacy Instruction for Students with Identified Learning Disabilities: Examining the Effects of Incorporating a Therapy Dog into Guided Oral Reading Sessions

    Science.gov (United States)

    Treat, Wendy Abigail

    2013-01-01

    Literacy acquisition is imperative to successful academic progress and to successful participation in our society. Students with identified learning disabilities are often among those who struggle to acquire literacy skills. The following dissertation shares the results of a reading intervention study in which nine students with identified…

  9. The Effect of Clinical Simulation with Debriefing for Meaningful Learning in Courses of Nursing Theory and Practicum on Student Knowledge and Perception of Instruction

    Science.gov (United States)

    Shea, Kathleen

    2015-01-01

    Nursing students are expected to apply knowledge from lectures and laboratories to the clinical setting. One major challenge of nursing educators is facilitating the transfer of knowledge to the clinical-practice setting. Simulation-based education provides students with an experiential-learning activity within the context of a simulated clinical…

  10. "Cancer Cell Biology:" A Student-Centered Instructional Module Exploring the Use of Multimedia to Enrich Interactive, Constructivist Learning of Science

    Science.gov (United States)

    Bockholt, Susanne M.; West, J. Paige; Bollenbacher, Walter E.

    2003-01-01

    Multimedia has the potential of providing bioscience education novel learning environments and pedagogy applications to foster student interest, involve students in the research process, advance critical thinking/problem-solving skills, and develop conceptual understanding of biological topics. "Cancer Cell Biology," an interactive, multimedia,…

  11. Organizational Culture and Instructional Innovations in Higher Education: Perceptions and Reactions of Teachers and Students

    Science.gov (United States)

    Zhu, Chang; Engels, Nadine

    2014-01-01

    This study examines teachers' and students' perceptions of the organizational culture of their universities and their views about and reactions to instructional innovations with regard to student-centred learning, collaborative learning and use of innovative educational technologies. Six Chinese universities were involved and in total 1051…

  12. The Impact of the Supplemental Instruction Leader on Student Performance in Introductory Accounting

    Science.gov (United States)

    Jones, Jefferson P.

    2013-01-01

    This study explores the association between a supplemental instruction (SI) program and student performance in an introductory accounting course. SI is a proactive academic support program that is aimed at improving student learning in traditionally "high-risk" college courses by integrating learning and critical thinking strategies with…

  13. Interactive instruction of cellular physiology for remote learning.

    Science.gov (United States)

    Huang, C; Huang, H K

    2003-12-01

    The biomedical sciences are a rapidly changing discipline that have adapted to innovative technological advances. Despite these many advances, we face two major challenges: a) the number of experts in the field is vastly outnumbered by the number of students, many of whom are separated geographically or temporally and b) the teaching methods used to instruct students and learners have not changed. Today's students have adapted to technology--they use the web as a source of information and communicate via email and chat rooms. Teaching in the biomedical sciences should adopt these new information technologies (IT), but has thus far failed to capitalize on technological opportunity. Creating a "digital textbook" of the traditional learning material is not sufficient for dynamic processes such as cellular physiology. This paper describes innovative teaching techniques that incorporate familiar IT and high-quality interactive learning content with user-centric instruction design models. The Virtual Labs Project from Stanford University has created effective interactive online teaching modules in physiology (simPHYSIO) and delivered them over broadband networks to their undergraduate and medical students. Evaluation results of the modules are given as a measure of success of such innovative teaching method. This learning media strategically merges IT innovations with pedagogy to produce user-driven animations of processes and engaging interactive simulations.

  14. Effectiveness of Case-Based Learning Instruction on Epistemological Beliefs and Attitudes Toward Chemistry

    Science.gov (United States)

    Çam, Aylin; Geban, Ömer

    2011-02-01

    The purpose of the study was to investigate the effectiveness of case-based learning instruction over traditionally designed chemistry instruction on eleventh grade students' epistemological beliefs and their attitudes toward chemistry as a school subject. The subjects of this study consisted of 63 eleventh grade students from two intact classes of an urban high school instructed with same teacher. Each teaching method was randomly assigned to one class. The experimental group received case-based learning and the control group received traditional instruction. At the experimental group, life cases were presented with small group format; at the control group, lecturing and discussion was carried out. The results showed that there was a significant difference between the experimental and control group with respect to their epistemological beliefs and attitudes toward chemistry as a school subject in favor of case-based learning method group. Thus, case base learning is helpful for development of students' epistemological beliefs and attitudes toward chemistry.

  15. Talking Books in Reading Instruction and Student Behavior

    Directory of Open Access Journals (Sweden)

    Stig Toke Gissel

    2014-12-01

    Full Text Available In grade 1, Danish students used a talking book with TTS (text-to-speech and participated in a learning design with emphasis on decoding and reading for meaning in written text. The students all read the same unfamiliar text, which for many of the students would traditionally be considered being at their frustration level. Basing the intervention on connectionist theory of reading and Share’s self-teaching hypothesis, students were instructed to try to read the words before activating the TTS-function. Only five students out of 17 used the software in ways that could promote self-teaching, but underused the support. Five other students very quickly refrained from trying to decode, instead clicking the full page TTS. Another five students did not at any point try to decode words independently. These results suggest that by using TTS and talking books in reading instruction without measures to fine tune the scaffolding, it is very doubtful whether any students benefit from the TTS at all.

  16. Integrating Curriculum through the Learning Cycle: Content-Based Reading and Vocabulary Instruction

    Science.gov (United States)

    Spencer, Brenda H.; Guillaume, Andrea M.

    2006-01-01

    The content areas provide rich contexts for developing vocabulary. This article presents some principles and a lesson model--the learning cycle--that can be used to develop vocabulary while building understanding in science. Because science instruction and the learning cycle model promote learning in real-world contexts, they provide students with…

  17. Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works

    Science.gov (United States)

    Yusop, Farrah Dina; Sumari, Melati

    2015-01-01

    The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…

  18. Greeting You Online: Selecting Web-Based Conferencing Tools for Instruction in E-Learning Mode

    Science.gov (United States)

    Li, Judy

    2014-01-01

    Academic distance learning programs have gained popularity and added to the demand for online library services. Librarians are now conducting instruction for distance learning students beyond their traditional work. Technology advancements have enhanced the delivery mode in distance learning across academic disciplines. Online conference tools…

  19. The Value of Supplementing Science Education with Outdoor Instruction for Sixth Grade Students

    Science.gov (United States)

    Jackson, Devin Joseph Guilford

    Science education is moving away from memorization of facts to inquiry based learning. Adding outdoor instruction can be an effective way to promote this exploratory method of learning. The limited number of empirical studies available have shown significant increase in attitudes and learning with outdoor science instruction. An eight-week quasi-experimental teacher research study was conducted to further this research and assess the value of schoolyard science instruction on student engagement and learning. Participants were 60 students in two sixth grade middle school Earth Science classes. A crossover study design was used with two classes alternating as experimental and control groups. NASA Global Precipitation Measurement mission curriculum was used (NASA/GPM, 2011). While the results did not show a clear increase in student engagement and content knowledge, the study adds to the body of knowledge on outdoor instruction and identifies limitations to consider in future studies.

  20. The Dangers of Test Preparation: What Students Learn (And Don't Learn) about Reading Comprehension from Test-Centric Literacy Instruction

    Science.gov (United States)

    Davis, Dennis S.; Vehabovic, Nermin

    2018-01-01

    The authors offer guidance on recognizing and resisting test-centric instruction in reading comprehension. They posit that five practices indicate a test-centric view of comprehension: when the tested content is privileged, when the test becomes the text, when annotation requirements replace strategic thinking, when test items frame how students…

  1. Original Science-Based Music and Student Learning

    Science.gov (United States)

    Smolinski, Keith

    2010-01-01

    American middle school student science scores have been stagnating for several years, demonstrating a need for better learning strategies to aid teachers in instruction and students in content learning. It has also been suggested by researchers that music can be used to aid students in their learning and memory. Employing the theoretical framework…

  2. Strategies to Improve Learning of All Students in a Class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-01-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of…

  3. Perceptions Matter: Administrators' Vision of Instruction for Students with Severe Disabilities

    Science.gov (United States)

    Roberts, Carly A.; Ruppar, Andrea L.; Olson, Amy J.

    2018-01-01

    School administrators play an important role in shaping teaching and learning. However, very little is known regarding how school administrators perceive instruction for students with severe disabilities and how those perceptions shape expectations and visions for instruction. Semistructured interviews were used to interview 12 administrators…

  4. Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. Second Edition

    Science.gov (United States)

    Dean, Ceri B.; Stone, BJ; Hubbell, Elizabeth; Pitler, Howard

    2012-01-01

    First published in 2001, "Classroom Instruction That Works" revolutionized teaching by linking classroom strategies to evidence of increased student learning. Now this landmark guide has been reenergized and reorganized for today's classroom with new evidence-based insights and a refined framework that strengthens instructional planning. Whether…

  5. Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

    Science.gov (United States)

    Pfannenstiel, Kathleen Hughes; Bryant, Diane Pedrotty; Bryant, Brian R.; Porterfield, Jennifer A.

    2015-01-01

    Students with mathematics difficulties and learning disabilities (LD) typically struggle with solving word problems. These students often lack knowledge about efficient, cognitive strategies to utilize when solving word problems. Cognitive strategy instruction has been shown to be effective in teaching struggling students how to solve word…

  6. Content-Based Instruction Approach In Instructional Multimedia For English Learning

    OpenAIRE

    Farani, Rizki

    2016-01-01

    Content-based Instruction (CBI) is an approach in English learning that integrates certain topic and English learning objectives. This approach focuses on using English competencies as a “bridge” to comprehend certain topic or theme in English. Nowadays, this approach can be used in instructional multimedia to support English learning by using computer. Instructional multimedia with computer system refers to the sequential or simultaneous use of variety of media formats in a given presentatio...

  7. Leaving the Lecture Behind: Putting PubMed Instruction into the Hands of the Students.

    Science.gov (United States)

    Turner, Rose L; M Ketchum, Andrea; Ratajeski, Melissa A; Wessel, Charles B

    2017-01-01

    This column describes the development of a one-shot PubMed instruction class for medical students at a health sciences library. Background information on the objective is presented and discussed in the context of educational practice literature. The new course design centers on a guided group method of instruction in order to integrate more active learning. Surveyed students reported that the method was an effective way to learn how to search PubMed and that they preferred it to a traditional lecture. Pros and cons of the method are offered for other health sciences libraries interested in presenting PubMed instruction in a similar manner.

  8. Design of Learning Objects for Concept Learning: Effects of Multimedia Learning Principles and an Instructional Approach

    Science.gov (United States)

    Chiu, Thomas K. F.; Churchill, Daniel

    2016-01-01

    Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching…

  9. The Affection of Student Ratings of Instruction toward EFL Instructors

    Science.gov (United States)

    Chen, Yingling

    2018-01-01

    Student ratings of instruction can be a valuable indicator of teaching because the quality measurement of instruction identifies areas where improvement is needed. Student ratings of instruction are expected to evaluate and enhance the teaching strategies. Evaluation of teaching effectiveness has been officially implemented in Taiwanese higher…

  10. Student-Centered Instruction in a Theoretical Statistics Course

    Science.gov (United States)

    Bates Prins, Samantha C.

    2009-01-01

    This paper provides an example of how student-centered instruction can be used in a theoretical statistics class. The author taught a two-semester undergraduate probability and mathematical statistics sequence using primarily teacher-centered instruction in the first semester and primarily student-centered instruction in the second semester. A…

  11. Comprehensive, Mixed-Methods Assessment of a Blended Learning Model for Geospatial Literacy Instruction

    Science.gov (United States)

    Brodeur, J. J.; Maclachlan, J. C.; Bagg, J.; Chiappetta-Swanson, C.; Vine, M. M.; Vajoczki, S.

    2013-12-01

    Geospatial literacy -- the ability to conceptualize, capture, analyze and communicate spatial phenomena -- represents an important competency for 21st Century learners in a period of 'Geospatial Revolution'. Though relevant to in-course learning, these skills are often taught externally, placing time and resource pressures on the service providers - commonly libraries - that are relied upon to provide instruction. The emergence of online and blended modes of instruction has presented a potential means of increasing the cost-effectiveness of such activities, by simultaneously reducing instructional costs, expanding the audience for these resources, and addressing student preferences for asynchronous learning and '24-7' access. During 2011 and 2012, McMaster University Library coordinated the development, implementation and assessment of blended learning modules for geospatial literacy instruction in first-year undergraduate Social Science courses. In this paper, we present the results of a comprehensive mixed-methods approach to assess the efficacy of implementing blended learning modules to replace traditional (face-to-face), library-led, first-year undergraduate geospatial literacy instruction. Focus groups, personal interviews and an online survey were used to assess modules across dimensions of: student use, satisfaction and accessibility requirements (via Universal Instructional Design [UID] principles); instructor and teaching staff perception of pedagogical efficacy and instructional effectiveness; and, administrator cost-benefit assessment of development and implementation. Results showed that both instructors and students identified significant value in using the online modules in a blended-learning setting. Reaffirming assumptions of students' '24/7' learning preferences, over 80% of students reported using the modules on a repeat basis. Students were more likely to use the modules to better understand course content than simply to increase their grade in

  12. D4 S4: A Four Dimensions Instructional Strategy for Web-based and Blended Learning

    Directory of Open Access Journals (Sweden)

    Hamdy A. ABDELAZIZ,

    2012-08-01

    Full Text Available Web-based education is facing a paradigm shift under the rapid development of information and communication technology. The new paradigm of learning requires special techniques of course design, special instructional models, and special methods of evaluation. This paper investigates the effectiveness of an adaptive instructional strategy for teaching and learning through the Web and blended learning environments. The central theme of this strategy is that instructional strategies give instructors and students a conceptual as well as a practical mode of delivery from which to teach and learn. Considering and applying new instructional strategy can help instructors to understand the uses of pedagogical content knowledge, as well as to reflect the role of technological content knowledge that can be adapted and/or adopted in teaching in all educational levels and environments. The main objective of this paper was to develop a holonomic instructional strategy for Web-based and blended learning. This strategy is guided by the non-linear and interactive features of learning environments. The strategy is consisted of four dimensions: designing, developing, delving and distributing. In this new instructional strategy, learning is holonomic and adaptive. Learning occurs in an open learning environment, in which instructors are designing a shared vision, developing a sharable e-learning task, delving students’ learning through scaffolding and salvaging students’ knowledge. The expected outcome of this instructional strategy is that each learner will develop a cognitive schema to be used to organize and construct knowledge and meaning in similar context of learning which may increase the generalizability, trustworthiness and transferability of learning. The results of applying this new strategy showed that this strategy is effective on developing both achievement and deep learning levels among a sample of graduate students.

  13. The Effect of Cooperative Learning on the Learning Approaches of Students with Different Learning Styles

    Science.gov (United States)

    Çolak, Esma

    2015-01-01

    Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…

  14. Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

    Science.gov (United States)

    Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

    2016-01-01

    Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

  15. Research on the Learning Effects of Multimedia Assisted Instruction on Mandarin Vocabulary for Vietnamese Students: A Preliminary Study Involving E-Learning System

    Science.gov (United States)

    Chen, Chen-Yuan; Chung, Wan-Lin

    2011-01-01

    As Mandarin gains popularity in the whole world, Mandarin education becomes valued by the countries all over the world. The United Nations classifies Mandarin as one of the six major languages, and the number of people who learn Mandarin in the whole world grows with each passing day as the mainland China market grows. This study discusses the…

  16. The Experimental Research on E-Learning Instructional Design Model Based on Cognitive Flexibility Theory

    Science.gov (United States)

    Cao, Xianzhong; Wang, Feng; Zheng, Zhongmei

    The paper reports an educational experiment on the e-Learning instructional design model based on Cognitive Flexibility Theory, the experiment were made to explore the feasibility and effectiveness of the model in promoting the learning quality in ill-structured domain. The study performed the experiment on two groups of students: one group learned through the system designed by the model and the other learned by the traditional method. The results of the experiment indicate that the e-Learning designed through the model is helpful to promote the intrinsic motivation, learning quality in ill-structured domains, ability to resolve ill-structured problem and creative thinking ability of the students.

  17. Excellence in College Teaching and Learning: Classroom and Online Instruction

    Science.gov (United States)

    Henderson, George; Nash, Susan Smith

    2007-01-01

    This book will improve the quality of instruction that college students need. It makes numerous suggestions that must be tended to when teachers instruct students. For example, the authors speculate about ways teachers can present what may at times seem to be a mountain of information without burying students under it; why teachers must…

  18. Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs): Direct Instruction vs. Constructivism Revisited

    Science.gov (United States)

    Kay, Robin

    2013-01-01

    Web-based learning tools (WBLTs), also known as learning objects, have been evaluated with a wide range of metrics, but rarely with respect to pedagogical design. The current study evaluated the impact of instructional architecture (direct instruction vs. constructive-based) on middle (n = 333)

  19. Problem-Based Learning and Creative Instructional Approaches for Laboratory Exercises in Introductory Crop Science

    Science.gov (United States)

    Teplitski, Max; McMahon, Margaret J.

    2006-01-01

    The implementation of problem-based learning (PBL) and other inquiry-driven educational techniques is often resisted by both faculty and students, who may not be comfortable with this learning/instructional style. We present here a hybrid approach, which combines elements of expository education with inquiry-driven laboratory exercises and…

  20. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

    2015-01-01

    To support elementary students' learning of core, standards-based life science concepts highlighted in the "Next Generation Science Standards," prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning…

  1. Using Importance-Performance Analysis to Guide Instructional Design of Experiential Learning Activities

    Science.gov (United States)

    Anderson, Sheri; Hsu, Yu-Chang; Kinney, Judy

    2016-01-01

    Designing experiential learning activities requires an instructor to think about what they want the students to learn. Using importance-performance analysis can assist with the instructional design of the activities. This exploratory study used importance-performance analysis in an online introduction to criminology course. There is limited…

  2. Learning stoichiometry: A comparison of text and multimedia instructional formats

    Science.gov (United States)

    Evans, Karen L.

    Even after multiple instructional opportunities, first year college chemistry students are often unable to apply stoichiometry knowledge in equilibrium and acid-base chemistry problem solving. Cognitive research findings suggest that for learning to be meaningful, learners need to actively construct their own knowledge by integrating new information into, and reorganizing, their prior understandings. Scaffolded inquiry in which facts, procedures, and principles are introduced as needed within the context of authentic problem solving may provide the practice and encoding opportunities necessary for construction of a memorable and usable knowledge base. The dynamic and interactive capabilities of online technology may facilitate stoichiometry instruction that promotes this meaningful learning. Entering college freshmen were randomly assigned to either a technology-rich or text-only set of cognitively informed stoichiometry review materials. Analysis of posttest scores revealed a significant but small difference in the performance of the two treatment groups, with the technology-rich group having the advantage. Both SAT and gender, however, explained more of the variability in the scores. Analysis of the posttest scores from the technology-rich treatment group revealed that the degree of interaction with the Virtual Lab simulation was significantly related to posttest performance and subsumed any effect of prior knowledge as measured by SAT scores. Future users of the online course should be encouraged to engage with the problem-solving opportunities provided by the Virtual Lab simulation through either explicit instruction and/or implementation of some level of program control within the course's navigational features.

  3. Unconscious learning processes: mental integration of verbal and pictorial instructional materials.

    Science.gov (United States)

    Kuldas, Seffetullah; Ismail, Hairul Nizam; Hashim, Shahabuddin; Bakar, Zainudin Abu

    2013-12-01

    This review aims to provide an insight into human learning processes by examining the role of cognitive and emotional unconscious processing in mentally integrating visual and verbal instructional materials. Reviewed literature shows that conscious mental integration does not happen all the time, nor does it necessarily result in optimal learning. Students of all ages and levels of experience cannot always have conscious awareness, control, and the intention to learn or promptly and continually organize perceptual, cognitive, and emotional processes of learning. This review suggests considering the role of unconscious learning processes to enhance the understanding of how students form or activate mental associations between verbal and pictorial information. The understanding would assist in presenting students with spatially-integrated verbal and pictorial instructional materials as a way of facilitating mental integration and improving teaching and learning performance.

  4. Designing Instructional Strategies which Facilitate Learning for Mastery.

    Science.gov (United States)

    Anderson, Lorin W.; Jones, Beau Fly

    The "state of the craft" of instruction within the context of the mastery learning model is discussed. Little has been said in the past about specific instructional strategies that are applicable to particular instructional units or objectives, or to the daily classroom life of teachers. This paper is organized into six major sections. The first…

  5. Effect of Direct Grammar Instruction on Student Writing Skills

    Science.gov (United States)

    Robinson, Lisa; Feng, Jay

    2016-01-01

    Grammar Instruction has an important role to play in helping students to speak and write more effectively. The purpose of this study was to examine the effects of direct grammar instruction on the quality of student's writing skills. The participants in this study included 18 fifth grade students and two fifth grade teachers. Based on the results…

  6. Research-based active-learning instruction in physics

    Science.gov (United States)

    Meltzer, David E.; Thornton, Ronald K.

    2013-04-01

    The development of research-based active-learning instructional methods in physics has significantly altered the landscape of U.S. physics education during the past 20 years. Based on a recent review [D.E. Meltzer and R.K. Thornton, Am. J. Phys. 80, 478 (2012)], we define these methods as those (1) explicitly based on research in the learning and teaching of physics, (2) that incorporate classroom and/or laboratory activities that require students to express their thinking through speaking, writing, or other actions that go beyond listening and the copying of notes, or execution of prescribed procedures, and (3) that have been tested repeatedly in actual classroom settings and have yielded objective evidence of improved student learning. We describe some key features common to methods in current use. These features focus on (a) recognizing and addressing students' physics ideas, and (b) guiding students to solve problems in realistic physical settings, in novel and diverse contexts, and to justify or explain the reasoning they have used.

  7. Problem Solving Reasoning and Problem Based Instruction in Geometry Learning

    Science.gov (United States)

    Sulistyowati, F.; Budiyono, B.; Slamet, I.

    2017-09-01

    This research aims to analyze the comparison Problem Solving Reasoning (PSR) and Problem Based Instruction (PBI) on problem solving and mathematical communication abilities viewed from Self-Regulated Learning (SRL). Learning was given to grade 8th junior high school students. This research uses quasi experimental method, and then with descriptive analysis. Data were analyzed using two-ways multivariate analysis of variance (MANOVA) and one-way analysis of variance (ANOVA) with different cells. The result of data analysis were learning model gives different effect, level of SRL gives the same effect, and there is no interaction between the learning model with the SRL on the problem solving and mathematical communication abilities. The t-test statistic was used to find out more effective learning model. Based on the test, regardless of the level of SRL, PSR is more effective than PBI for problemsolving ability. The result of descriptive analysis was PSR had the advantage in creating learning that optimizing the ability of learners in reasoning to solve a mathematical problem. Consequently, the PSR is the right learning model to be applied in the classroom to improve problem solving ability of learners.

  8. Comparison of Science-Technology-Society Approach and Textbook Oriented Instruction on Students' Abilities to Apply Science Concepts

    Science.gov (United States)

    Kapici, Hasan Ozgur; Akcay, Hakan; Yager, Robert E.

    2017-01-01

    It is important for students to learn concepts and using them for solving problems and further learning. Within this respect, the purpose of this study is to investigate students' abilities to apply science concepts that they have learned from Science-Technology-Society based approach or textbook oriented instruction. Current study is based on…

  9. Welding. Student Learning Guide.

    Science.gov (United States)

    Palm Beach County Board of Public Instruction, West Palm Beach, FL.

    This student learning guide contains 30 modules for completing a course in welding. It is designed especially for use in secondary schools in Palm Beach County, Florida. Each module covers one task, and consists of a purpose, performance objective, enabling objectives, learning activities keyed to resources, information sheets, student self-check…

  10. Impact of the Second Semester University Modeling Instruction Course on Students' Representation Choices

    Science.gov (United States)

    McPadden, Daryl; Brewe, Eric

    2017-01-01

    Representation use is a critical skill for learning, problem solving, and communicating in science, especially in physics where multiple representations often scaffold the understanding of a phenomenon. University Modeling Instruction, which is an active-learning, research-based introductory physics curriculum centered on students' use of…

  11. Effectiveness of Multimedia Elements in Computer Supported Instruction: Analysis of Personalization Effects, Students' Performances and Costs

    Science.gov (United States)

    Zaidel, Mark; Luo, XiaoHui

    2010-01-01

    This study investigates the efficiency of multimedia instruction at the college level by comparing the effectiveness of multimedia elements used in the computer supported learning with the cost of their preparation. Among the various technologies that advance learning, instructors and students generally identify interactive multimedia elements as…

  12. Learning Financial Accounting in a Tertiary Institution of a Developing Country. An Investigation into Instructional Methods

    Science.gov (United States)

    Abeysekera, Indra

    2011-01-01

    This study examines three instructional methods (traditional, interactive, and group case-based study), and student opinions on their preference for learning financial accounting in large classes at a metropolitan university in Sri Lanka. It analyses the results of a survey questionnaire of students, using quantitative techniques to determine the…

  13. Distance Education in a Cost Accounting Course: Instruction, Interaction, and Multiple Measures of Learning Outcomes

    Science.gov (United States)

    Chen, Clement C.; Jones, Keith T.; Moreland, Keith

    2010-01-01

    Students in online and traditional classroom sections of an intermediate-level cost accounting course responded to a survey about their experiences in the course. Specifically, several items related to the instruction and learning outcomes were addressed. Additionally, student examination performance in the two types of sections was compared. The…

  14. Children's Learning in Scientific Thinking: Instructional Approaches and Roles of Variable Identification and Executive Function

    Science.gov (United States)

    Blums, Angela

    The present study examines instructional approaches and cognitive factors involved in elementary school children's thinking and learning the Control of Variables Strategy (CVS), a critical aspect of scientific reasoning. Previous research has identified several features related to effective instruction of CVS, including using a guided learning approach, the use of self-reflective questions, and learning in individual and group contexts. The current study examined the roles of procedural and conceptual instruction in learning CVS and investigated the role of executive function in the learning process. Additionally, this study examined how learning to identify variables is a part of the CVS process. In two studies (individual and classroom experiments), 139 third, fourth, and fifth grade students participated in hands-on and paper and pencil CVS learning activities and, in each study, were assigned to either a procedural instruction, conceptual instruction, or control (no instruction) group. Participants also completed a series of executive function tasks. The study was carried out with two parts--Study 1 used an individual context and Study 2 was carried out in a group setting. Results indicated that procedural and conceptual instruction were more effective than no instruction, and the ability to identify variables was identified as a key piece to the CVS process. Executive function predicted ability to identify variables and predicted success on CVS tasks. Developmental differences were present, in that older children outperformed younger children on CVS tasks, and that conceptual instruction was slightly more effective for older children. Some differences between individual and group instruction were found, with those in the individual context showing some advantage over the those in the group setting in learning CVS concepts. Conceptual implications about scientific thinking and practical implications in science education are discussed.

  15. The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

    Science.gov (United States)

    Holt, Emily A; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

    2015-01-01

    Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

  16. The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

    Directory of Open Access Journals (Sweden)

    Emily A Holt

    Full Text Available Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction. Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

  17. The Influence of Supplementary Multimedia Instruction on Students' Knowledge of Normal Swallowing: An Authentic Investigation Over Time.

    Science.gov (United States)

    Scholten, Ingrid

    This paper describes the effect of supplementary multimedia instruction on the pattern of growth of student learning of normal swallowing. On four occasions, up to 190 speech pathology students from four Australian universities completed a free-response task designed to assess students' learning of core information. Scripts were scored using a…

  18. Analyze Critical Thinking Skills and Scientific Attitude in Physics Learning Used Inquiry Training and Direct Instruction Learning Model

    OpenAIRE

    Parsaoran Damanik, Dede; Bukit, Nurdin

    2013-01-01

    This study was aimed to determine the differences: (1) the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2) The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3) To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which s...

  19. Developing Instructional Design to Improve Mathematical Higher Order Thinking Skills of Students

    Science.gov (United States)

    Apino, E.; Retnawati, H.

    2017-02-01

    This study aimed to describe the instructional design to improve the Higher Order Thinking Skills (HOTS) of students in learning mathematics. This research is design research involving teachers and students of class X MIPA 1 MAN Yigyakarta III, Special Region of Yogyakarta, Indonesia. Data collected through focus group discussions and tests. Data analyzed by quantitative descriptive. The results showed that the instructional design developed is effective to improving students’ HOTS in learning mathematics. Instructional design developed generally include three main components: (1) involve students in the activities non-routine problem solving; (2) facilitating students to develop the ability to analyze and evaluate (critical thinking) and the ability to create (creative thinking); and (3) encourage students to construct their own knowledge.

  20. Teaching and Learning Geometry in Drama Based Instruction

    Science.gov (United States)

    Ubuz, Behiye; Duatepe-Paksu, Asuman

    2016-01-01

    This paper explains what drama-based instruction is and offers insights into the phases in drama-based instruction. Further, examples of drama-based lessons in geometry related to ring and circle, and altitude of a triangle together with the teacher and students perceptions related to the strengths and limitations of drama based instruction in…

  1. Use of WebQuests in Mathematics Instruction: Academic Achievement, Teacher and Student Opinions

    Science.gov (United States)

    Yenmez, Arzu Aydogan; Özpinar, Ilknur; Gökçe, Semirhan

    2017-01-01

    WebQuests are designed to ensure meaningful learning by combining technology with a constructivist approach in the classroom setting. This study aims to examine the effect of WebQuests used in instruction on students' academic achievements and the student and teacher opinions on WebQuests. The participants of this study using the…

  2. Instructional Reasoning about Interpretations of Student Thinking That Supports Responsive Teaching in Secondary Mathematics

    Science.gov (United States)

    Dyer, Elizabeth B.; Sherin, Miriam Gamoran

    2016-01-01

    Basing instruction on the substance of student thinking, or responsive teaching, is a critical strategy for supporting student learning. Previous research has documented responsive teaching by identifying observable teaching practices in a broad range of disciplines and classrooms. However, this research has not provided access to the teacher…

  3. The Effectiveness of Time Management Strategies Instruction on Students' Academic Time Management and Academic Self Efficacy

    Science.gov (United States)

    Kader, Fathi Abdul Hamid Abdul; Eissa, Mourad Ali

    2015-01-01

    This study investigated the effect of using time management strategies instruction on improving first year learning disabled students' academic time management and academic self efficacy. A total of 60 students identified with LD participated. The sample was divided into two groups; experimental (n = 30 boys) and control (n = 30 boys). ANCOVA and…

  4. Impact of Simulator-Based Instruction on Diagramming in Geometrical Optics by Introductory Physics Students.

    Science.gov (United States)

    Reiner, Miriam; And Others

    1995-01-01

    Observations of high school physics students in an instructional experiment with an interactive learning environment in geometrical optics indicated that students in the Optics Dynagrams Project went through major conceptual developments as reflected in the diagrams they constructed. (Author/MKR)

  5. Using Plickers Cooperate with Peer Instruction to Promote Students' Discussion in Introductory Physics Course

    Science.gov (United States)

    Wuttiprom, Sura; Toeddhanya, Khanti; Buachoom, Aakapong; Wuttisela, Karntarat

    2017-01-01

    In decades Peer Instruction (PI) has been confirmed that it can improve students' conceptual understanding. Anyway the main problem for using PI is an audience responding system which is required for gathering students' answer, to enhance the learning process of PI instead of using Clickers which cost about 40 USD per item. In this work we decided…

  6. Applied CAL on Problem Based Learning Using Gagne’s Instructional Design

    Directory of Open Access Journals (Sweden)

    Sri Sundari Purbohadi

    2014-10-01

    Full Text Available Abstract— In the Problem-Based Learning (PBL model, students are expected to study independently. One of the methods that can improve the ability or skill of learners is using Computer Assisted Learning (CAL. Implementation of CAL in PBL should be able to create Self-Directed Learning (SDL culture through appropriate instructional design and interesting modules. In this paper, the CAL software is developed using multimedia learning principles, convenient appearance, and user-friendly navigation. The CAL’s learning content is designed using Gagne's instructional design. The experiment proved the CAL was able to give effect size 0.89 and developed self-directed learning culture. From the interviews, students were very glad and interested to use the CAL modules because they can learn anytime and can reach the course objectives without a lecturer.

  7. The effect of high school chemistry instruction on students' academic self-concept

    Science.gov (United States)

    Morgan, Peter Wallace

    The purpose of this study was to investigate the effect of extended instruction in high school chemistry on the academic self-concept of students and determine what parts of the learning experience need to be addressed to make the interaction a more positive one. Fifty-seven students from three metropolitan public schools, who were enrolled in college preparatory chemistry classes, were asked to complete a written instrument, before and after extended chemistry instruction, that measures academic self-concept. Twenty-one of the students who took part in the written task volunteered to answer some in-depth interview questions concerning their academic self-concept and its relationship to chemistry instruction. Student responses, instrument scores, and student chemistry grades were analyzed for a variety of chemistry learning--academic self-concept connections and interactions. Results showed that there was a positive interaction for less than half of the students involved in the interview sessions. The results from the written instrument showed similar findings. Comparing chemistry grades and academic self-concept revealed an uncertain connection between the two, especially for students with strong academic self-concepts. Students felt that the laboratory experience was often disconnected from the remainder of chemistry instruction and recommended that the laboratory experience be integrated with classroom work. Students also expressed concerns regarding the volume of algorithmic mathematical calculations associated with college preparatory chemistry instruction. Results of this study suggest that secondary chemistry instruction must become more aware of the affective domain of learning and develop a mindful awareness of its connection to the cognitive domain if chemistry teaching and learning is going to better facilitate the intellectual growth of secondary students.

  8. Cultural dimensions of learning: Addressing the challenges of multicultural instruction

    OpenAIRE

    Patrick Parrish; Jennifer A. Linder-VanBerschot

    2010-01-01

    The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framewor...

  9. Promoting Prospective Elementary Teachers' Learning to Use Formative Assessment for Life Science Instruction

    Science.gov (United States)

    Sabel, Jaime L.; Forbes, Cory T.; Zangori, Laura

    2015-06-01

    To support elementary students' learning of core, standards-based life science concepts highlighted in the Next Generation Science Standards, prospective elementary teachers should develop an understanding of life science concepts and learn to apply their content knowledge in instructional practice to craft elementary science learning environments grounded in students' thinking. To do so, teachers must learn to use high-leverage instructional practices, such as formative assessment, to engage students in scientific practices and connect instruction to students' ideas. However, teachers may not understand formative assessment or possess sufficient science content knowledge to effectively engage in related instructional practices. To address these needs, we developed and conducted research within an innovative course for preservice elementary teachers built upon two pillars—life science concepts and formative assessment. An embedded mixed methods study was used to evaluate the effect of the intervention on preservice teachers' (n = 49) content knowledge and ability to engage in formative assessment practices for science. Findings showed that increased life content knowledge over the semester helped preservice teachers engage more productively in anticipating and evaluating students' ideas, but not in identifying effective instructional strategies to respond to those ideas.

  10. Revisiting cognitive and learning styles in computer-assisted instruction: not so useful after all.

    Science.gov (United States)

    Cook, David A

    2012-06-01

    In a previous systematic review, the author proposed that adaptation to learners' cognitive and learning styles (CLSs) could improve the efficiency of computer-assisted instruction (CAI). In the present article, he questions that proposition, arguing that CLSs do not make a substantive difference in CAI. To support this argument, the author performed an updated systematic literature search, pooled new findings with those from the previous review, and reinterpreted this evidence with a focus on aptitude-treatment interactions. (An aptitude-treatment interaction occurs when a student with attribute 1 learns better with instructional approach A than with approach B, whereas a student with attribute 2 learns better with instructional approach B).Of 65 analyses reported in 48 studies, only 9 analyses (14%) showed significant interactions between CLS and instructional approach. It seems that aptitude-treatment interactions with CLSs are at best infrequent and small in magnitude. There are several possible explanations for this lack of effect. First, the influence of strong instructional methods likely dominates the impact of CLSs. Second, current methods for assessing CLSs lack validity evidence and are inadequate to accurately characterize the individual learner. Third, theories are vague, and empiric evidence is virtually nonexistent to guide the planning of style-targeted instructional designs. Adaptation to learners' CLSs thus seems unlikely to enhance CAI. The author recommends that educators focus on employing strong instructional methods. Educators might also consider assessing and adapting to learners' prior knowledge or allowing learners to select among alternate instructional approaches.

  11. Learning from Student Data

    Science.gov (United States)

    Pruitt, Kobie

    2016-01-01

    Just as adults' personal lives and data are increasingly inhabiting online spaces, so are students. While this shift brings many benefits and the possibility of learning tailored to individual students' needs, it is also brings new challenges. Students create an electronic trail of information that creates an obvious concern: How can they enjoy…

  12. Effectiveness of Cooperative Learning Instructional Tools With Predict-Observe-Explain Strategy on the Topic of Cuboid and Cube Volume

    Science.gov (United States)

    Nurhuda; Lukito, A.; Masriyah

    2018-01-01

    This study aims to develop instructional tools and implement it to see the effectiveness. The method used in this research referred to Designing Effective Instruction. Experimental research with two-group pretest-posttest design method was conducted. The instructional tools have been developed is cooperative learning model with predict-observe-explain strategy on the topic of cuboid and cube volume which consist of lesson plans, POE tasks, and Tests. Instructional tools were of good quality by criteria of validity, practicality, and effectiveness. These instructional tools was very effective for teaching the volume of cuboid and cube. Cooperative instructional tool with predict-observe-explain (POE) strategy was good of quality because the teacher was easy to implement the steps of learning, students easy to understand the material and students’ learning outcomes completed classically. Learning by using this instructional tool was effective because learning activities were appropriate and students were very active. Students’ learning outcomes were completed classically and better than conventional learning. This study produced a good instructional tool and effectively used in learning. Therefore, these instructional tools can be used as an alternative to teach volume of cuboid and cube topics.

  13. Learning How to Write an Academic Text: The Effect of Instructional Method and Reflection on Text Quality

    Science.gov (United States)

    van der Loo, Janneke; Krahmer, Emiel; van Amelsvoort, Marije

    2016-01-01

    In this paper we present preliminary results on a study on the effect of instructional method (observational learning and learning by doing) and reflection (yes or no) on academic text quality and self-efficacy beliefs. 56 undergraduate students were assigned to either an observational learning or learning-by-doing condition, with or without…

  14. Transitioning to Blended Learning: Understanding Student and Faculty Perceptions

    Science.gov (United States)

    Napier, Nannette P.; Dekhane, Sonal; Smith, Stella

    2011-01-01

    This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the…

  15. Impact of technology-infused interactive learning environments on college professors' instructional decisions and practices

    Science.gov (United States)

    Kuda Malwathumullage, Chamathca Priyanwada

    Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors' perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students' academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors' pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors' instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the 'SCALE-UP model' participated in this study. Major data sources included classroom

  16. The effect of team accelerated instruction on students’ mathematics achievement and learning motivation

    Science.gov (United States)

    Sri Purnami, Agustina; Adi Widodo, Sri; Charitas Indra Prahmana, Rully

    2018-01-01

    This study aimed to know the improvement of achievement and motivation of learning mathematics by using Team Accelerated Instruction. The research method used was the experiment with descriptive pre-test post-test experiment. The population in this study was all students of class VIII junior high school in Jogjakarta. The sample was taken using cluster random sampling technique. The instrument used in this research was questionnaire and test. Data analysis technique used was Wilcoxon test. It concluded that there was an increase in motivation and student achievement of class VII on linear equation system material by using the learning model of Team Accelerated Instruction. Based on the results of the learning model Team Accelerated Instruction can be used as a variation model in learning mathematics.

  17. Comparing Efficacy of Instructional Approaches to Develop Environmental Awareness Among School Students

    Directory of Open Access Journals (Sweden)

    Doris D’Souza

    2014-12-01

    Full Text Available This study aims to compare efficacy of self-learning, audiovisual, and fun activity instructional approaches among school students of Patna, the capital city of Bihar state of India, to develop environmental awareness. The study participants include 144 randomly selected students (72 girls and 72 boys from eight different schools of Patna. During a weeklong environmental awareness program, students were instructed using above three approaches of instruction. Data have been analyzed by using linear regression. Regression was carried out to eliminate the effect of general mental ability (GMA scores. The results suggest about overall superiority of fun activity approach over other approaches tested in the present study. However, awareness gain has been significant among the students with high GMA when instructed through audiovisual approach.

  18. Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics

    OpenAIRE

    McDaniel, Scott N.; Green, Lisa

    2012-01-01

    Simulations can make complex ideas easier for students to visualize and understand. It has been shown that guidance in the use of these simulations enhances students’ learning. This paper describes the implementation and evaluation of the Independent Interactive Inquiry-based (I3) Learning Modules, which use existing open-source Java applets, combined with audio-visual instruction. Students are guided to discover and visualize important concepts in post-calculus and algebra-based courses in p...

  19. Toward an Instructionally Oriented Theory of Example-Based Learning

    Science.gov (United States)

    Renkl, Alexander

    2014-01-01

    Learning from examples is a very effective means of initial cognitive skill acquisition. There is an enormous body of research on the specifics of this learning method. This article presents an instructionally oriented theory of example-based learning that integrates theoretical assumptions and findings from three research areas: learning from…

  20. Simulation of patient encounters using a virtual patient in periodontology instruction of dental students: design, usability, and learning effects in history-taking skills

    DEFF Research Database (Denmark)

    Janda, M.S.; Mattheos, N.; Nattestad, A.

    2004-01-01

    computer-assisted learning, effectiveness of learning, health education, patient simulation, virtual patient......computer-assisted learning, effectiveness of learning, health education, patient simulation, virtual patient...

  1. Comparison of Direct Instruction and Discrete Trial Teaching on the Curriculum-Based Assessment of Language Performance of Students with Autism

    Science.gov (United States)

    Flores, Margaret M.; Ganz, Jennifer B.

    2014-01-01

    There is limited research demonstrating direct instruction (DI) as an effective language intervention for students with autism spectrum disorders (ASD) and developmental disabilities (DD). Existing research has shown that instruction using partial implementation of DI programs resulted in student learning (Ganz, 2007) and instruction using whole…

  2. Instructional control of reinforcement learning: a behavioral and neurocomputational investigation.

    Science.gov (United States)

    Doll, Bradley B; Jacobs, W Jake; Sanfey, Alan G; Frank, Michael J

    2009-11-24

    Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S. (Ed.). 1989. Rule-governed behavior: cognition, contingencies, and instructional control. Plenum Press.). Here we examine the control of behavior through instructions in a reinforcement learning task known to depend on striatal dopaminergic function. Participants selected between probabilistically reinforced stimuli, and were (incorrectly) told that a specific stimulus had the highest (or lowest) reinforcement probability. Despite experience to the contrary, instructions drove choice behavior. We present neural network simulations that capture the interactions between instruction-driven and reinforcement-driven behavior via two potential neural circuits: one in which the striatum is inaccurately trained by instruction representations coming from prefrontal cortex/hippocampus (PFC/HC), and another in which the striatum learns the environmentally based reinforcement contingencies, but is "overridden" at decision output. Both models capture the core behavioral phenomena but, because they differ fundamentally on what is learned, make distinct predictions for subsequent behavioral and neuroimaging experiments. Finally, we attempt to distinguish between the proposed computational mechanisms governing instructed behavior by fitting a series of abstract "Q-learning" and Bayesian models to subject data. The best-fitting model supports one of the neural models, suggesting the existence of a "confirmation bias" in which the PFC/HC system trains the reinforcement system by amplifying outcomes that are consistent with instructions while diminishing inconsistent outcomes.

  3. Effects of Direct and Indirect Instructional Strategies on Students ...

    African Journals Online (AJOL)

    First Lady

    2012-10-27

    Oct 27, 2012 ... Counseling, University of Port Harcourt, Rivers State. Phone: +234(0) ... Mathematics using Direct Instructional strategy, while Group B students were taught using ... strategy; significant difference existed between direct and indirect instruction ..... is to ensure individual student's mastery of the subject matter.

  4. Dynamic Synchronization of Teacher-Students Affection in Affective Instruction

    Science.gov (United States)

    Zhang, Wenhai; Lu, Jiamei

    2011-01-01

    Based on Bower's affective network theory, the article links the dynamic analysis of affective factors in affective instruction, and presents affective instruction strategic of dynamic synchronization between teacher and students to implement the best ideal mood that promotes students' cognition and affection together. In the process of teaching,…

  5. The Association between Students' Style of Learning Preferences, Social Presence, Collaborative Learning and Learning Outcomes

    Science.gov (United States)

    Chen, Clement; Jones, Keith T.; Xu, Shawn

    2018-01-01

    Differences in styles of learning have become important considerations at all levels of education over the last several years. Examining college students' preferred style of learning is useful for course design and effective instructional methods. Using the Felder-Silverman Index of Learning Styles (ILS), we investigate how students' styles of…

  6. What Types of Instructional Shifts Do Students Experience? Investigating Active Learning in Science, Technology, Engineering, and Math Classes across Key Transition Points from Middle School to the University Level

    OpenAIRE

    Kenneth Akiha; Kenneth Akiha; Emilie Brigham; Emilie Brigham; Brian A. Couch; Justin Lewin; Justin Lewin; Marilyne Stains; MacKenzie R. Stetzer; MacKenzie R. Stetzer; Erin L. Vinson; Erin L. Vinson; Michelle K. Smith; Michelle K. Smith

    2018-01-01

    Despite the need for a strong Science, Technology, Engineering, and Math (STEM) workforce, there is a high attrition rate for students who intend to complete undergraduate majors in these disciplines. Students who leave STEM degree programs often cite uninspiring instruction in introductory courses, including traditional lecturing, as a reason. While undergraduate courses play a critical role in STEM retention, little is understood about the instructional transitions students encounter upon m...

  7. Strategy Instruction in Mathematics.

    Science.gov (United States)

    Goldman, Susan R.

    1989-01-01

    Experiments in strategy instruction for mathematics have been conducted using three models (direct instruction, self-instruction, and guided learning) applied to the tasks of computation and word problem solving. Results have implications for effective strategy instruction for learning disabled students. It is recommended that strategy instruction…

  8. Characteristics of the Web-Based Learning Environment in Distance Education: Students' Perceptions of Their Learning Needs

    Science.gov (United States)

    Atan, Hanafi; Rahman, Zuraidah; Idrus, Rozhan M.

    2004-01-01

    A study was conducted regarding students' perceptions on the characteristics of the learning requirements in a web-based learning environment. Various aspects of on-line learning were studied including the general web-based support system for the students, the learning materials, instructional strategies of the learning materials and the learning…

  9. Instructional Competencies Needed to Develop Instructional Strategies for Mobile Learning in Fields of Agricultural Education

    Science.gov (United States)

    Irby, Travis; Strong, Robert

    2015-01-01

    Mobile learning is an evolving form of technology-based learning. The novelty of mobile learning gives educators a new tool for evaluating how to develop effective instruction for this new medium. A Delphi study was conducted using a 30-member panel comprised of experts across 20 states. The purpose was to determine the competencies needed to…

  10. A comparison of student reactions to biology instruction by interactive videodisc or conventional laboratory

    Science.gov (United States)

    Leonard, William H.

    This study was designed to learn if students perceived an interactive computer/videodisc learning system to represent a viable alternative to (or extension of) the conventional laboratory for learning biology skills and concepts normally taught under classroom laboratory conditions. Data were collected by questionnaire for introductory biology classes at a large midwestern university where students were randomly assigned to two interactive videodisc/computer lessons titled Respiration and Climate and Life or traditional laboratory investigation with the same titles and concepts. The interactive videodisc system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser-disc player and a color TV monitor. Students indicated an overall level satisfaction with this strategy very similar to that of conventional laboratory instruction. Students frequently remarked that videodisc instruction gave them more experimental and procedural options and more efficient use of instructional time than did the conventional laboratory mode. These two results are consistent with past CAI research. Students also had a strong perception that the images on the videodisc were not real and this factor was perceived as having both advantages and disadvantages. Students found the two approaches to be equivalent to conventional laboratory instruction in the areas of general interest, understanding of basic principles, help on examinations, and attitude toward science. The student-opinion data in this study do not suggest that interactive videodisc technology serve as a substitute to the wet laboratory experience, but that this medium may enrich the spectrum of educational experiences usually not possible in typical classroom settings.

  11. Learning Styles among Students in an Advanced Soil Management Class: Impact on Students' Performance

    Science.gov (United States)

    Eudoxie, Gaius D.

    2011-01-01

    Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were…

  12. Tablet PC Support of Students' Learning Styles

    Directory of Open Access Journals (Sweden)

    Shreya Kothaneth

    2012-12-01

    Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.

  13. Instructional strategies for online introductory college physics based on learning styles

    Science.gov (United States)

    Ekwue, Eleazer U.

    The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.

  14. The effect of instructional methodology on high school students natural sciences standardized tests scores

    Science.gov (United States)

    Powell, P. E.

    Educators have recently come to consider inquiry based instruction as a more effective method of instruction than didactic instruction. Experience based learning theory suggests that student performance is linked to teaching method. However, research is limited on inquiry teaching and its effectiveness on preparing students to perform well on standardized tests. The purpose of the study to investigate whether one of these two teaching methodologies was more effective in increasing student performance on standardized science tests. The quasi experimental quantitative study was comprised of two stages. Stage 1 used a survey to identify teaching methods of a convenience sample of 57 teacher participants and determined level of inquiry used in instruction to place participants into instructional groups (the independent variable). Stage 2 used analysis of covariance (ANCOVA) to compare posttest scores on a standardized exam by teaching method. Additional analyses were conducted to examine the differences in science achievement by ethnicity, gender, and socioeconomic status by teaching methodology. Results demonstrated a statistically significant gain in test scores when taught using inquiry based instruction. Subpopulation analyses indicated all groups showed improved mean standardized test scores except African American students. The findings benefit teachers and students by presenting data supporting a method of content delivery that increases teacher efficacy and produces students with a greater cognition of science content that meets the school's mission and goals.

  15. The effectiveness of constructivist science instructional methods on high school students' motivation

    Science.gov (United States)

    Cook, Michele T.

    2007-12-01

    A problem facing educators is students' academic motivation to successfully complete science class offerings and pass state standardized tests. This study focused on the effectiveness of constructivist science instructional methods to motivate high school science students to complete classroom activities. It was the intent of this study to provide a voice for students regarding what activities promote their motivation. A constant comparative analysis including open, axial, and selective coding of participants' interview responses and classroom observations provided codes used to develop a substantive theory of motivation and personal investment in students' learning. The findings of this study were that teachers should provide students with constructivist lessons such as cooperative groups, problem-based learning, and inquiry questions in which to learn content objectives. As social beings, students are more motivated to participate in activities that allow them to work with peers, contribute their own ideas, and relate topics of interest to their own realities. Keeping these ideas in mind during lesson preparation will increase students' motivation and achievement. Variation of instruction should include activities that reflect multiple intelligences and real world situations. The researcher recommends the development of professional learning communities as a way for teachers to share teaching practices that motivate students to learn and become problem solvers, thus promoting social change in educators' pedagogy in the researcher's teaching community. In an era of educational accountability and federal regulations, this study provides an important tool for teachers to employ in order to meet the educational needs of their students.

  16. Individual and Instructional Determinants of Student Engagement in Physical Education

    Science.gov (United States)

    Bevans, Katherine; Fitzpatrick, Leslie-Anne; Sanchez, Betty; Forrest, Christopher B.

    2012-01-01

    This study was conducted to identify student characteristics and instructional factors that impact student engagement in physical education (PE). Data were derived from the systematic observation of 124 sessions taught by 31 physical educators and the administration of health and PE engagement questionnaires to 2,018 students in grades 5–8. Physical activity was directly affected by student engagement and perceived competence in PE and indirectly affected by students’ body image through its association with PE engagement. Multilevel analyses revealed that the proportion of class time devoted to game play was negatively associated with student engagement in PE. Although less frequently used during PE sessions, skill practice was positively associated with student engagement and inactive instruction was negatively associated with student engagement. These effects were particularly pronounced among students with poor competence beliefs. Implications for PE instructional practice and future research are presented. PMID:22844176

  17. A Theoretical and Empirical Analysis of the Roles of Instructional Leadership, Teacher Collaboration, and Collective Efficacy Beliefs in Support of Student Learning

    Science.gov (United States)

    Goddard, Roger; Goddard, Yvonne; Kim, Eun Sook; Miller, Robert

    2015-01-01

    Principals' instructional leadership may support the degree to which teachers work together to improve instruction, and together leadership and teacher collaboration may contribute to school effectiveness by strengthening collective efficacy beliefs. We found a significant direct effect of leadership on teacher collaboration. Further, leadership…

  18. Promoting Student-Centered Learning Using iPads in a Grade 1 Classroom: Using the Digital Didactic Framework to Deconstruct Instruction

    Science.gov (United States)

    Woloshyn, Vera Ella; Bajovic, Mira; Worden, Melissa Maney

    2017-01-01

    In this qualitative case study, we provide a series of vignettes illustrating a Grade 1 teacher's experiences integrating iPad technology into her instruction over a school year. We use the digital didactic model to deconstruct these vignettes and draw upon the teacher's reflections to gain further insights about her instructional experiences…

  19. An Instructional Strategy Framework for Online Learning Environments.

    Science.gov (United States)

    Johnson, Scott D.; Aragon, Steven R.

    The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research…

  20. Cultural Dimensions of Learning: Addressing the Challenges of Multicultural Instruction

    Science.gov (United States)

    Parrish, Patrick; Linder-VanBerschot, Jennifer A.

    2010-01-01

    The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify…

  1. Instructional control of reinforcement learning: A behavioral and neurocomputational investigation

    NARCIS (Netherlands)

    Doll, B.B.; Jacobs, W.J.; Sanfey, A.G.; Frank, M.J.

    2009-01-01

    Humans learn how to behave directly through environmental experience and indirectly through rules and instructions. Behavior analytic research has shown that instructions can control behavior, even when such behavior leads to sub-optimal outcomes (Hayes, S (Ed) 1989. Rule-governed behavior:

  2. Effects of an Instructional Gaming Characteristic on Learning Effectiveness, Efficiency, and Engagement: Using a Storyline for Teaching Basic Statistical Skills

    Science.gov (United States)

    Novak, Elena; Johnson, Tristan E.; Tenenbaum, Gershon; Shute, Valerie J.

    2016-01-01

    The study explored instructional benefits of a storyline gaming characteristic (GC) on learning effectiveness, efficiency, and engagement with the use of an online instructional simulation for graduate students in an introductory statistics course. A storyline is a game-design element that connects scenes with the educational content. In order to…

  3. Making learning whole: an instructional approach for mediating the practices of authentic science inquiries

    Science.gov (United States)

    Liljeström, Anu; Enkenberg, Jorma; Pöllänen, Sinikka

    2013-03-01

    This design experiment aimed to answer the question of how to mediate the practices of authentic science inquiries in primary education. An instructional approach based on activity theory was designed and carried out with multi-age students in a small village school. An open-ended learning task was offered to the older students. Their task was to design and implement instruction about the Ice Age to their younger fellows. The objective was collaborative learning among students, the teacher, and outside domain experts. Mobile phones and GPS technologies were applied as the main technological mediators in the learning process. Technology provided an opportunity to expand the learning environment outside the classroom, including the natural environment. Empirically, the goal was to answer the following questions: What kind of learning project emerged? How did the students' knowledge develop? What kinds of science learning processes, activities, and practices were represented? Multiple and parallel data were collected to achieve this aim. The data analysis revealed that the learning project both challenged the students to develop explanations for the phenomena and generated high quality conceptual and physical models in question. During the learning project, the roles of the community members were shaped, mixed, and integrated. The teacher also repeatedly evaluated and adjusted her behavior. The confidence of the learners in their abilities raised the quality of their learning outcomes. The findings showed that this instructional approach can not only mediate the kind of authentic practices that scientists apply but also make learning more holistic than it has been. Thus, it can be concluded that nature of the task, the tool-integrated collaborative inquiries in the natural environment, and the multiage setting can make learning whole.

  4. Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

    Science.gov (United States)

    Bernauer, James A.; Fuller, Richard G.

    2017-01-01

    The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

  5. Validity of "Hi_Science" as instructional media based-android refer to experiential learning model

    Science.gov (United States)

    Qamariah, Jumadi, Senam, Wilujeng, Insih

    2017-08-01

    Hi_Science is instructional media based-android in learning science on material environmental pollution and global warming. This study is aimed: (a) to show the display of Hi_Science that will be applied in Junior High School, and (b) to describe the validity of Hi_Science. Hi_Science as instructional media created with colaboration of innovative learning model and development of technology at the current time. Learning media selected is based-android and collaborated with experiential learning model as an innovative learning model. Hi_Science had adapted student worksheet by Taufiq (2015). Student worksheet had very good category by two expert lecturers and two science teachers (Taufik, 2015). This student worksheet is refined and redeveloped in android as an instructional media which can be used by students for learning science not only in the classroom, but also at home. Therefore, student worksheet which has become instructional media based-android must be validated again. Hi_Science has been validated by two experts. The validation is based on assessment of meterials aspects and media aspects. The data collection was done by media assessment instrument. The result showed the assessment of material aspects has obtained the average value 4,72 with percentage of agreement 96,47%, that means Hi_Science on the material aspects is in excellent category or very valid category. The assessment of media aspects has obtained the average value 4,53 with percentage of agreement 98,70%, that means Hi_Science on the media aspects is in excellent category or very valid category. It was concluded that Hi_Science as instructional media can be applied in the junior high school.

  6. Vocabulary Word Instruction for Students Who Read Braille

    Science.gov (United States)

    Savaiano, Mackenzie E.; Compton, Donald L.; Hatton, Deborah D.; Lloyd, Blair P.

    2016-01-01

    The association made between the meaning, spelling, and pronunciation of a word has been shown to help children remember the meanings of words. The present study addressed whether the presence of a target word in Braille during instruction facilitated vocabulary learning more efficiently than an auditory-only instructional condition. The authors…

  7. Districtwide Instructional Reform: Using Sociocultural Theory to Link Professional Learning to Organizational Support

    Science.gov (United States)

    Gallucci, Chrysan

    2008-01-01

    No Child Left Behind Act accountability pressures and calls to close achievement gaps between groups of students have challenged school districts to achieve systemwide instructional improvement. These policies create learning challenges for classroom teachers and for school and district leaders. This article engages questions about organizational…

  8. "Mind-Blowing:" Fostering Self-Regulated Learning in Information Literacy Instruction

    Science.gov (United States)

    Houtman, Eveline

    2015-01-01

    The new ACRL "Framework for Information Literacy for Higher Education" brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how…

  9. Rochester Castle MMORPG: Instructional Gaming and Collaborative Learning at a Western Australian School

    Science.gov (United States)

    Lee, Mark J. W.; Eustace, Ken; Fellows, Geoff; Bytheway, Allan; Irving, Leah

    2005-01-01

    This paper reports on the first stage of a project to develop and test the use of massively multiplayer online role playing games (MMORPGs) for promoting computer supported collaborative learning through instructional gaming in the high school classroom. Teachers and students of English and Science at Swan View Senior High School, Western…

  10. Teachers' Use of Learning Progression-Based Formative Assessment in Water Instruction

    Science.gov (United States)

    Covitt, Beth A.; Gunckel, Kristin L.; Caplan, Bess; Syswerda, Sara

    2018-01-01

    While learning progressions (LPs) hold promise as instructional tools, researchers are still in the early stages of understanding how teachers use LPs in formative assessment practices. We report on a study that assessed teachers' proficiency in using a LP for student ideas about hydrologic systems. Research questions were: (a) what were teachers'…

  11. Competencies for Teachers Who Instruct Children with Learning Disabilities. Project I.O.U.

    Science.gov (United States)

    Keegan, William

    The report lists competencies for teachers in every day interactions with learning disabled students. Developed by a task force, the competencies are intended to serve as general guidelines. Information is presented on the goal, assessment competencies, and instructional competencies for the following areas: classroom management, spoken language,…

  12. Thai EFL Learners' Attitudes and Motivation towards Learning English through Content-Based Instruction

    Science.gov (United States)

    Lai Yuanxing; Aksornjarung, Prachamon

    2018-01-01

    This study examined EFL learners' attitudes and motivation towards learning English through content-based instruction (CBI) at a university in Thailand. Seventy-one (71) university students, the majority sophomores, answered a 6-point Likert scale questionnaire on attitudes and motivation together with six open-ended questions regarding learning…

  13. Applying Constructivist Instructional Strategies to E-Learning: A Case Study of a Web Development Course

    Science.gov (United States)

    Wang, Ye Diana

    2014-01-01

    As the practice of e-learning continues to proliferate, online educators, especially in the computing disciplines, are facing special challenges, due to the lack of relevant literature, the technical nature of the courses, and the perceived need for direct student support mechanisms. This paper presents a constructivist instructional approach to…

  14. Enhancing Academic Instruction for Adolescent English Language Learners with or at Risk for Learning Disabilities

    Science.gov (United States)

    Haager, Diane; Osipova, Anna V.

    2017-01-01

    An increasing number of children worldwide attend schools where the language of instruction does not match their native language, presenting significant challenges with learning the content and vocabulary of academic content areas (e.g., social studies, science). In the U.S., these students are designated as English language learners…

  15. A Performance Enhanced Interactive Learning Workshop Model as a Supplement for Organic Chemistry Instruction

    Science.gov (United States)

    Phillips, Karen E. S.; Grose-Fifer, Jilliam

    2011-01-01

    In this study, the authors describe a Performance Enhanced Interactive Learning (PEIL) workshop model as a supplement for organic chemistry instruction. This workshop model differs from many others in that it includes public presentations by students and other whole-class-discussion components that have not been thoroughly investigated in the…

  16. Better learning through instructional science: a health literacy case study in "how to teach so learners can learn".

    Science.gov (United States)

    Freedman, Ariela M; Echt, Katharina V; Cooper, Hannah L F; Miner, Kathleen R; Parker, Ruth

    2012-09-01

    Health education and behavior change interventions typically pay little attention to the intervention's instructional foundation. Combining the fields of health literacy, cognitive psychology, and adult learning theory, this article provides an integrative scientific approach, called the BEAN (Better Education and iNnovation) model, to creating an instructional foundation based on how individuals acquire knowledge and skills. The article uses a case study example from an adult literacy center's health literacy class to explore how environmental factors and instructional strategies can be applied to health education and behavior change interventions. Data for this case study were derived through 20 hours of classroom observation and qualitative interviews with 21 adult education students and 3 instructors. Results provide practical examples of environmental factors and instructional strategies designed to facilitate learning, such as fostering autonomy, activating prior knowledge, and fostering perspective change. Results also describe the resulting health behavior changes of students attending the health literacy class, such as increased medication adherence and physical activity, improved nutritional habits, and increased question asking of health practitioners. This article serves as a first step to encouraging researchers and educators to consider the importance of drawing on cognitive psychology and theories of adult learning to create a scientifically based instructional foundation for health behavior change programs. Additionally, by drawing on the expertise of adult educators well versed in the science of instructional design, this article also demonstrates that the adult education classroom is an excellent setting for conducting health education and behavior change interventions.

  17. Using SERC for creating and publishing student generated hydrology instruction materials

    Science.gov (United States)

    Merwade, V.; Rajib, A.; Ruddell, B.; Fox, S.

    2016-12-01

    Hydrology instruction typically involves teaching of the hydrologic cycle and the processes associated with it such as precipitation, evapotranspiration, infiltration, runoff generation and hydrograph analysis. With the availability of observed and remotely sensed data in public domain, there is an opportunity to incorporate place-based learning in hydrology classrooms. However, it is not always easy and possible for an instructor to complement an existing hydrology course with new material that requires both time and technical expertise, which the instructor may not have. The work presented here describes an effort where students created the data and modeling driven instruction materials as part of their class assignment for a hydrology course at Purdue University. Students in the class were divided into groups, and each group was assigned a topic such as precipitation, evapotranspiration, streamflow, flow duration curve and flood frequency analysis. Each of the student groups was then instructed to produce an instruction material showing ways to extract/process relevant data and perform some analysis for an area with specific land use characteristic. The student contributions were then organized into learning units such that someone can do a flow duration curve analysis or flood frequency analysis and see how it changes for rural area versus urban area. Science Education Resource Center (SERC) is used as a platform to publish and share these instruction materials so it can be used as-is or through modification by any instructor or student in relevant coursework anywhere in the world.

  18. Validating One-on-One GPS Instruction Methodology for Natural Resource Area Assessments Using Forestry Undergraduate Students

    Science.gov (United States)

    Unger, Daniel R.

    2014-01-01

    Undergraduate students pursuing a Bachelor of Science in Forestry (BSF) at Stephen F. Austin State University (SFA) attend an intensive 6-week residential hands-on instruction in applied field methods. The intensive 6-week instruction includes learning how to use the Global Positioning System (GPS) with a Garmin eTrex HCx GPS unit to accurately…

  19. Case-Based Instruction: Improving Students' Conceptual Understanding through Cases in a Mechanical Engineering Course

    Science.gov (United States)

    Yadav, Aman; Vinh, Megan; Shaver, Gregory M.; Meckl, Peter; Firebaugh, Stephanie

    2014-01-01

    Recently, there has been a push within engineering curricula to adopt more learner-centered pedagogies, such as case-based instruction. Case-based instruction has been hypothesized to make the curriculum more relevant and motivating for students by pushing them to integrate the concepts they have learned with other experiences. The current study…

  20. How Do We Match Instructional Effectiveness with Learning Curves?

    Science.gov (United States)

    Branum-Martin, Lee; Mehta, Paras D.; Taylor, W. Patrick; Carlson, Coleen D.; Lei, Xiaoxuan; Hunter, C. Vincent; Francis, David J.

    2015-01-01

    In order to examine the effectiveness of instruction, the authors confront formidable statistical problems, including multivariate structure of classroom observations, longitudinal dependence of both classroom observations and student outcomes. As the authors begin to examine instruction, classroom observations involve multiple variables for which…

  1. Instructor Clarity and Student Motivation: Academic Performance as a Product of Students' Ability and Motivation to Process Instructional Material

    Science.gov (United States)

    Bolkan, San; Goodboy, Alan K.; Kelsey, Dawn M.

    2016-01-01

    This study tested the notion that the effect of instructor clarity on learning is conditioned upon students' motivation. We randomly assigned 128 participants to a video of a clear or an unclear lecture and asked them to report their motivation to deeply process lecture material. Results indicated that even with clear instruction, test scores were…

  2. The transfer of learning process: From an elementary science methods course to classroom instruction

    Science.gov (United States)

    Carter, Nina Leann

    The purpose of this qualitative multiple-case study was to explore the transfer of learning process in student teachers. This was carried out by focusing on information learned from an elementary science methods and how it was transferred into classroom instruction during student teaching. Participants were a purposeful sampling of twelve elementary education student teachers attending a public university in north Mississippi. Factors that impacted the transfer of learning during lesson planning and implementation were sought. The process of planning and implementing a ten-day science instructional unit during student teaching was examined through lesson plan documentation, in-depth individual interviews, and two focus group interviews. Narratives were created to describe the participants' experiences as well as how they plan for instruction and consider science pedagogical content knowledge (PCK). Categories and themes were then used to build explanations applying to the research questions. The themes identified were Understanding of Science PCK, Minimalism, Consistency in the Teacher Education Program, and Emphasis on Science Content. The data suggested that the participants lack in their understanding of science PCK, took a minimalistic approach to incorporating science into their ten-day instructional units, experienced inconsistencies in the teacher education program, and encountered a lack of emphasis on science content in their field experience placements. The themes assisted in recognizing areas in the elementary science methods courses, student teaching field placements, and university supervision in need of modification.

  3. Student and Instructor Responses to Emotional Motivational Feedback Messages in an Online Instructional Environment

    Science.gov (United States)

    Sarsar, Firat

    2017-01-01

    The purpose of this study was to investigate the effectiveness of Emotional Motivational Feedback Message (EMFEM) in an online learning environment. This exploratory research was conducted using mixed method single case study design. Participants were 15 undergraduate students enrolled in an instructional technology course in a large state…

  4. Using Inquiry-Based Instructional Strategies to Increase Student Achievement in 3rd Grade Social Studies

    Science.gov (United States)

    McRae-Jones, Wanda Joycelyn

    2017-01-01

    21st Century skills such as critical-thinking and problem-solving skills are very important when it comes to Science Technology Engineering and Mathematics or STEM. But those same skills should be integrated in social studies. The impact of students' learning in social studies as a result of implementing inquiry-based instructional strategies was…

  5. The Effects of Computer Assisted Instruction Materials on Approximate Number Skills of Students with Dyscalculia

    Science.gov (United States)

    Mutlu, Yilmaz; Akgün, Levent

    2017-01-01

    The aim of this study is to examine the effects of computer assisted instruction materials on approximate number skills of students with mathematics learning difficulties. The study was carried out with pretest-posttest quasi experimental method with a single subject. The participants of the study consist of a girl and two boys who attend 3rd…

  6. Student Perceptions of a 21st Century Learning Space

    Science.gov (United States)

    Adedokun, Omolola A.; Henke, Jacqueline N.; Parker, Loran Carleton; Burgess, Wilella D.

    2017-01-01

    Higher education institutions are increasingly building or remodeling classrooms to be flexible spaces that support learner-centered instruction. However, little is known about the actual impact of these spaces on student outcomes. Using a mixed method design, this study examined student perceptions of a flexible learning space on student learning…

  7. Students as Learning Designers

    DEFF Research Database (Denmark)

    Levinsen, Karin; Sørensen, Birgitte Holm

    2013-01-01

    This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT-integrated st......This paper focuses on students in the youngest classes at primary school as learning designers of ICT-integrated productions. It is based on the project Netbook 1:1 (2009-2012) funded by the municipality of Gentofte and Microsoft Denmark. The paper presents a model for designing ICT......-integrated student productions which was developed during the project in relation to different subjects. Ownership, iteration and feedforward are the central concepts in this model. Two exemplary cases are presented illustrating the students’ and teachers’ roles as learning designers in relation to the model...

  8. Authenticity in the process of learning about Instructional Design

    Directory of Open Access Journals (Sweden)

    Jay R. Wilson

    2010-05-01

    Full Text Available Authentic learning is touted as a powerful learning approach, particularly in the context of problem-based learning (Savery, 2006. Teaching and learning in the area of instructional design appears to offer a strong fit between the tenets of authentic learning and the practice of instructional design. This paper details the efforts to broaden and deepen the understanding of instructional design through a service learning approach to teaching, emphasizing authentic learning and assessment. Students are teamed and assigned to an actual contract with an external client under the supervision of the instructor who acts as project manager for the group. Contracts are negotiated to deliberately offer instructional design services to clients who would not otherwise be able to afford them, such as community-based non-profit groups. The reasons are two fold: first, we want to avoid competing for contracts that would interfere with the business of commercial instructional design groups and contractors; second, we want to impress on our students the idea that instructional design has social importance beyond the profit/loss and cost/effectiveness orientation of many instructional design businesses. In this way, we promote the idea that instructional designers are agents of social change, and their influence crosses interpersonal, professional, institutional and societal dimensions of change (Schwier, Campbell and Kenny, 2007.  Résumé : L’apprentissage authentique est présenté comme une approche efficace en apprentissage, en particulier dans le contexte de l’apprentissage par problèmes (Savery, 2006. Enseigner et apprendre la conception pédagogique semble offrir une correspondance étroite entre les principes de l’apprentissage authentique et la pratique de la conception pédagogique. Cet article présente de manière détaillée les efforts visant à élargir et à approfondir la compréhension qu’ont les étudiants de la conception p

  9. A Criterion-Referenced Approach to Student Ratings of Instruction

    Science.gov (United States)

    Meyer, J. Patrick; Doromal, Justin B.; Wei, Xiaoxin; Zhu, Shi

    2017-01-01

    We developed a criterion-referenced student rating of instruction (SRI) to facilitate formative assessment of teaching. It involves four dimensions of teaching quality that are grounded in current instructional design principles: Organization and structure, Assessment and feedback, Personal interactions, and Academic rigor. Using item response…

  10. Accurately Detecting Students' Lies regarding Relational Aggression by Correctional Instructions

    Science.gov (United States)

    Dickhauser, Oliver; Reinhard, Marc-Andre; Marksteiner, Tamara

    2012-01-01

    This study investigates the effect of correctional instructions when detecting lies about relational aggression. Based on models from the field of social psychology, we predict that correctional instruction will lead to a less pronounced lie bias and to more accurate lie detection. Seventy-five teachers received videotapes of students' true denial…

  11. Stand Up Comics: Instructional Humor and Student Engagment

    Science.gov (United States)

    Wortley, Amy; Dotson, Elizabeth

    2016-01-01

    This paper examines the use of instructional humor in higher education settings and makes connections between the levels of student achievement in academics and the influence of appropriate instructional humor. The work of prominent researchers such as Wanzer, Frymier, and Irwin (2010), and Segrist & Hupp (2015), who postulate that…

  12. Evaluating the Instructional Sensitivity of Four States' Student Achievement Tests

    Science.gov (United States)

    Polikoff, Morgan S.

    2016-01-01

    As state tests of student achievement are used for an increasingly wide array of high- and low-stakes purposes, evaluating their instructional sensitivity is essential. This article uses data from the Bill and Melinda Gates Foundation's Measures of Effective Project to examine the instructional sensitivity of 4 states' mathematics and English…

  13. Teacher Learning and Instructional Change: How Formal and On-the-Job Learning Opportunities Predict Change in Elementary School Teachers' Practice

    Science.gov (United States)

    Parise, Leigh Mesler; Spillane, James P.

    2010-01-01

    Recent education reform has emphasized the importance of teacher learning in improving classroom instruction and raising student achievement. This article focuses on teachers' learning opportunities, including formal professional development and on-the-job learning that occurs through interactions with colleagues. Using data from 30 elementary…

  14. Shorthand Instruction in Light of Recent Theories of Learning and Instruction

    Science.gov (United States)

    Laurie, Charles T.

    1976-01-01

    The paper reports the highlights of three learning models (behaviorist, cognitive, and humanist), and examines them for the guidance they offer for instruction and learning in shorthand. Included are the theories of Skinner, Gagne, Carroll, Bloom, Wittrock, Ausubel, Bruner, Dember, Nebes, Scriven, Anderson, and Rogers. (Author/AJ)

  15. Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics

    Directory of Open Access Journals (Sweden)

    José Pereira, Rui Araújo, Cláudio Farias, Cristiana Bessa, Isabel Mesquita

    2016-12-01

    Full Text Available This study conducted a comparative analysis of students’ knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls. Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task.

  16. Learning physics: A comparative analysis between instructional design methods

    Science.gov (United States)

    Mathew, Easow

    The purpose of this research was to determine if there were differences in academic performance between students who participated in traditional versus collaborative problem-based learning (PBL) instructional design approaches to physics curricula. This study utilized a quantitative quasi-experimental design methodology to determine the significance of differences in pre- and posttest introductory physics exam performance between students who participated in traditional (i.e., control group) versus collaborative problem solving (PBL) instructional design (i.e., experimental group) approaches to physics curricula over a college semester in 2008. There were 42 student participants (N = 42) enrolled in an introductory physics course at the research site in the Spring 2008 semester who agreed to participate in this study after reading and signing informed consent documents. A total of 22 participants were assigned to the experimental group (n = 22) who participated in a PBL based teaching methodology along with traditional lecture methods. The other 20 students were assigned to the control group (n = 20) who participated in the traditional lecture teaching methodology. Both the courses were taught by experienced professors who have qualifications at the doctoral level. The results indicated statistically significant differences (p traditional (i.e., lower physics posttest scores and lower differences between pre- and posttest scores) versus collaborative (i.e., higher physics posttest scores, and higher differences between pre- and posttest scores) instructional design approaches to physics curricula. Despite some slight differences in control group and experimental group demographic characteristics (gender, ethnicity, and age) there were statistically significant (p = .04) differences between female average academic improvement which was much higher than male average academic improvement (˜63%) in the control group which may indicate that traditional teaching methods

  17. The Effects of Instructional Design on Student Engagement with Video Lectures at Cyber Universities

    Directory of Open Access Journals (Sweden)

    Jamie Costley

    2017-05-01

    Full Text Available Aim/Purpose: The number of students enrolled in online courses that use video lectures is on the rise. However, research shows that the number of students watching video lectures is low, and the number watching videos to completion is even lower. Background: This paper seeks to understand this problem by looking for correlations between instructional design and student engagement with video lectures. Methodology: Students at a cyber-university in South Korea (n=1801 were surveyed on their perception of the instructional design used in the courses they took and their engagement with online video lectures. Contribution: This paper contributes to the body of knowledge by demonstrating positive correlations between instructional design, watching, and finishing video lectures. Findings: While most other research has found low levels of online lecture viewership, this paper found significantly higher numbers watching and finishing videos. Other major findings of the paper are that five key elements of instructional design for online learning environments (designing methods, setting the curriculum, establishing time parameters, establishing netiquette, and utilizing the medium effectively all correlated positively with students watching and finishing video lectures. Recommendations for Practitioners\t: Based on findings in this paper, it is recommended that practitioners consider taking actions when designing their instruction for online courses. These include batching their video lectures together by topic, devoting greater resources to helping students utilize the medium, and communicate time parameters in a way that encourages students to view video lectures in a timely manner. Recommendation for Researchers: As the watching of video lectures in this study was mandatory for learners, an interesting area of further research would be to examine whether that decision led to higher numbers of students watching them. Future Research: It is important for

  18. The Effects of Digital Learning Material on Students' Mathematics Learning in Vocational Education

    Science.gov (United States)

    Zwart, Diana P.; Van Luit, Johannes E. H.; Noroozi, Omid; Goei, Sui Lin

    2017-01-01

    This study investigates the effects of Digital Learning Material (DLM) including instructional clips, online guidance, structuring of content, and a collaboration tool on students' mathematics learning in Dutch vocational education. A pretest-posttest design was used. Apprenticeship students were asked to complete assignments and to discuss them…

  19. The Development of Teaching and Learning Innovation by Using Instructional Media for Enhancement of Learning Achievement towards Tourism Product Knowledge in Tourism Marketing Class

    Directory of Open Access Journals (Sweden)

    Somnuek Pariwat

    2014-01-01

    Full Text Available This study aimed to investigate (1 analyzed perspectives of the traditional teaching and the instructional media teaching to improve the tourism product knowledge in the tourism marketing class, (2 satisfaction levels, among second-year students majoring in tourism program, towards the instructional media teaching, and (3 comparative learning achievement of the students in the class. Survey questionnaires, pretest and post-test, and instructional media were applied for data collection. Furthermore, descriptive analysis and statistics such as Average, Standard Deviation, and Paired T-Test were employed of data analysis. The findings revealed that the traditional teaching employed lesser time and it was uncomplicated when applying for a class with a large number of students and several knowledge sources. However, the students played unimportant role and felt uninterested towards the lesson if the teachers were unskillful. The traditional teaching could not meet the needs and individual differences of the students while the instructional media could better develop their learning quality and their participation in learning and cognitive processes. The students’ satisfaction towards the instructional media teaching was presented in the high level. Additionally, the students learning with instructional media performed the higher average test points than those learning with the traditional teaching.

  20. The Abacus: Instruction by Teachers of Students with Visual Impairments

    Science.gov (United States)

    Amato, Sheila; Hong, Sunggye; Rosenblum, L. Penny

    2013-01-01

    Introduction: This article, based on a study of 196 teachers of students with visual impairments, reports on the experiences with and opinions related to their decisions about instructing their students who are blind or have low vision in the abacus. Methods: The participants completed an online survey on how they decide which students should be…

  1. Effects of Direct and Indirect Instructional Strategies on Students ...

    African Journals Online (AJOL)

    This is a quasi experimental research designed to determine the effects of Direct and Indirect instructional strategies on Mathematics achievement among junior secondary school students. The population consisted of students in a Public Secondary School in Owerri, Imo State. A sample of 102 students from two (2) intact ...

  2. Creating Instructional Environments that Keep Students on TARGET

    Science.gov (United States)

    Boyce, B. Ann

    2009-01-01

    Teachers' instructional decisions, such as lesson goals, how students are grouped, or how students are recognized and evaluated, can affect their students' level of motivation related to physical activity. A physical educator's primary responsibility is to create a classroom environment that enhances motivation and fosters positive attitudes and…

  3. Norming of Student Evaluations of Instruction: Impact of Noninstructional Factors

    Science.gov (United States)

    Nargundkar, Satish; Shrikhande, Milind

    2014-01-01

    Student Evaluations of Instruction (SEIs) from about 6,000 sections over 4 years representing over 100,000 students at the college of business at a large public university are analyzed, to study the impact of noninstructional factors on student ratings. Administrative factors like semester, time of day, location, and instructor attributes like…

  4. A Comparison of Student Academic Performance with Traditional, Online, And Flipped Instructional Approaches in a C# Programming Course

    Directory of Open Access Journals (Sweden)

    Jason H. Sharp

    2017-08-01

    Full Text Available Aim/Purpose: Compared student academic performance on specific course requirements in a C# programming course across three instructional approaches: traditional, online, and flipped. Background: Addressed the following research question: When compared to the online and traditional instructional approaches, does the flipped instructional approach have a greater impact on student academic performance with specific course requirements in a C# programming course? Methodology: Quantitative research design conducted over eight 16-week semesters among a total of 271 participants who were undergraduate students en-rolled in a C# programming course. Data collected were grades earned from specific course requirements and were analyzed with the nonparametric Kruskal Wallis H-Test using IBM SPSS Statistics, Version 23. Contribution: Provides empirical findings related to the impact that different instructional approaches have on student academic performance in a C# programming course. Also describes implications and recommendations for instructors of programming courses regarding instructional approaches that facilitate active learning, student engagement, and self-regulation. Findings: Resulted in four statistically significant findings, indicating that the online and flipped instructional approaches had a greater impact on student academic performance than the traditional approach. Recommendations for Practitioners: Implement instructional approaches such as online, flipped, or blended which foster active learning, student engagement, and self-regulation to increase student academic performance. Recommendation for Researchers: Build upon this study and others similar to it to include factors such as gender, age, ethnicity, and previous academic history. Impact on Society: Acknowledge the growing influence of technology on society as a whole. Higher education coursework and programs are evolving to encompass more digitally-based learning contexts, thus

  5. Rethinking biology instruction: The application of DNR-based instruction to the learning and teaching of biology

    Science.gov (United States)

    Maskiewicz, April Lee

    Educational studies report that secondary and college level students have developed only limited understandings of the most basic biological processes and their interrelationships from typical classroom experiences. Furthermore, students have developed undesirable reasoning schemes and beliefs that directly affect how they make sense of and account for biological phenomena. For these reasons, there exists a need to rethink instructional practices in biology. This dissertation discusses how the principles of Harel's (1998, 2001) DNR-based instruction in mathematics could be applied to the teaching and learning of biology. DNR is an acronym for the three foundational principles of the system: Duality, Necessity, and Repeated-reasoning. This study examines the application of these three principles to ecology instruction. Through clinical and teaching interviews, I developed models of students' existing ways of understanding in ecology and inferred their ways of thinking. From these models a hypothetical learning trajectory was developed for 16 college level freshmen enrolled in a 10-week ecology teaching experiment. Through cyclical, interpretive analysis I documented and analyzed the evolution of the participants' progress. The results provide empirical evidence to support the claim that the DNR principles are applicable to ecology instruction. With respect to the Duality Principle, helping students develop specific ways of understanding led to the development of model-based reasoning---a way of thinking and the cognitive objective guiding instruction. Through carefully structured problem solving tasks, the students developed a biological understanding of the relationship between matter cycling, energy flow, and cellular processes such as photosynthesis and respiration, and used this understanding to account for observable phenomena in nature. In the case of intellectual necessity, the results illuminate how problem situations can be developed for biology learners

  6. Learning Kriging by an instructive program.

    Science.gov (United States)

    Cuador, José

    2016-04-01

    There are three types of problem classification: the deterministic, the approximated and the stochastic problems. First, in the deterministic problems the law of the phenomenon and the data are known in the entire domain and for each instant of time. In the approximated problems, the law of the phenomenon behavior is unknown but the data can be known in the entire domain and for each instant of time. In the stochastic problems much of the law and the data are unknown in the domain, so in this case the spatial behavior of the data can only be explained with probabilistic laws. This is the most important reason why the students of geo-sciences careers and others related careers need to take courses in advance estimation methods. A good example of this situation is the estimation grades in ore mineral deposit for which the Geostatistics was formalized by G. Matheron in 1962 [6]. Geostatistics is defined as the application of the theory of Random Function to the recognition and estimation of natural phenomenon [4]. Nowadays, Geostatistics is widely used in several fields of earth sciences, for example: Mining, Oil exploration, Environment, Agricultural, Forest and others [3]. It provides a wide variety of tools for spatial data analysis and allows analysing models which are subjected to degrees of uncertainty with the rigor of mathematics and formal statistical analysis [9]. Adequate models for the Kriging interpolator has been developed according to the data behavior; however there are two key steps in applying this interpolator properly: the semivariogram determination and the Kriging neighborhood selection. The main objective of this paper is to present these two elements using an instructive program.

  7. What Do Students Want? Making Sense of Student Preferences in Technology-Enhanced Learning

    Science.gov (United States)

    Pechenkina, Ekaterina; Aeschliman, Carol

    2017-01-01

    This article, with its focus on university students as intended recipients and users of technological innovations in education, explores student preferences across three dimensions of technology-enhanced learning: mode of instruction; communication; and educational technology tools embedded in learning and teaching activities. The article draws on…

  8. Effect of Personalisation of Instruction on Students’ Motivation to learn Mathematics Word Problems in Nigeria

    OpenAIRE

    Adeneye Olarewaju Awofala

    2016-01-01

    This study investigated the effect of personalisation of instruction on the motivation to learn mathematics word problems of 450 senior secondary students in Nigeria within the blueprint of quasi-experimental research of Solomon Four non-equivalent control group design. It also examined the influence of gender on motivation to learn mathematics word problems and personalisation was accomplished by incorporating selected information with students’ personal preferences into their mathematics wo...

  9. Strategies to improve learning of all students in a class

    Science.gov (United States)

    Suraishkumar, G. K.

    2018-05-01

    The statistical distribution of the student learning abilities in a typical undergraduate engineering class poses a significant challenge to simultaneously improve the learning of all the students in the class. With traditional instruction styles, the students with significantly high learning abilities are not satisfied due to a feeling of unfulfilled potential, and the students with significantly low learning abilities feel lost. To address the challenge in an undergraduate core/required course on 'transport phenomena in biological systems', a combination of learning strategies such as active learning including co-operative group learning, challenge exercises, and others were employed in a pro-advising context. The short-term and long-term impacts were evaluated through student course performances and input, respectively. The results show that it is possible to effectively address the challenge posed by the distribution of student learning abilities in a class.

  10. Cooperative learning as applied to resident instruction in radiology reporting.

    Science.gov (United States)

    Mueller, Donald; Georges, Alexandra; Vaslow, Dale

    2007-12-01

    The study is designed to evaluate the effectiveness of an active form of resident instruction, cooperative learning, and the residents' response to that form of instruction. The residents dictated three sets of reports both before and after instruction in radiology reporting using the cooperative learning method. The reports were evaluated for word count, Flesch-Kincaid grade level, advancement on clinical spectrum, clarity, and comparison to prior reports. The reports were evaluated for changes in performance characteristics between the pre- and postinstruction dictations. The residents' response to this form of instruction was evaluated by means of a questionnaire. The instruction was effective in changing the resident dictations. The results became shorter (Pcooperative learning activities. The least positive responses related to the amount of time devoted to the project. Sixty-three percent of respondents stated that the time devoted to the project was appropriate. Cooperative learning can be an effective tool in the setting of the radiology residency. Instructional time requirements must be strongly considered in designing a cooperative learning program.

  11. 76 FR 14385 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

    Science.gov (United States)

    2011-03-16

    ... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities Meeting AGENCY: Advisory Commission on Accessible Instructional... Commission on Accessible Instructional Materials in Postsecondary Education for Students With Disabilities...

  12. Developing the conceptual instructional design with inquiry-based instruction model of secondary students at the 10th grade level on digestion system and cellular degradation issue

    Science.gov (United States)

    Rotjanakunnatam, Boonthida; Chayaburakul, Kanokporn

    2018-01-01

    The aims of this research study was to develop the conceptual instructional design with the Inquiry-Based Instruction Model (IBIM) of secondary students at the 10th grade level on Digestion System and Cellular Degradation issue using both oxygen and oxygen-degrading cellular nutrients were designed instructional model with a sample size of 45 secondary students at the 10th Grade level. Data were collected by asking students to do a questionnaire pre and post learning processes. The questionnaire consists of two main parts that composed of students' perception questionnaire and the questionnaire that asked the question answer concept for the selected questionnaire. The 10-item Conceptual Thinking Test (CTT) was assessed students' conceptual thinking evaluation that it was covered in two main concepts, namely; Oxygen degradation nutrients and degradation nutrients without oxygen. The data by classifying students' answers into 5 groups and measuring them in frequency and a percentage of students' performances of their learning pre and post activities with the Inquiry-Based Instruction Model were analyzed as a tutorial. The results of this research found that: After the learning activities with the IBIM, most students developed concepts of both oxygen and oxygen-degrading cellular nutrients in the correct, complete and correct concept, and there are a number of students who have conceptual ideas in the wrong concept, and no concept was clearly reduced. However, the results are still found that; some students have some misconceptions, such as; the concept of direction of electron motion and formation of the ATP of bioactivities of life. This cause may come from the nature of the content, the complexity, the continuity, the movement, and the time constraints only in the classroom. Based on this research, it is suggested that some students may take some time, and the limited time in the classroom to their learning activity with content creation content binding and

  13. Nursing students' learning dynamics and influencing factors in clinical contexts.

    Science.gov (United States)

    Lee, Jung Jae; Clarke, Charlotte L; Carson, Maggie N

    2018-03-01

    Clinical placements are essential for students to develop clinical skills to qualify as nurses. However, various difficulties encountered by nursing students during their clinical education detract from developing clinical competencies. This constructivist grounded theory study aims to explore nursing students' experiences in clinical nursing education, and to identify the factors that influence the clinical education students receive. Twenty-one individual and six group semi-structured interviews were conducted with sixteen fourth year nursing students and four registered nurses. This research identified six factors that influence nursing students' clinical education: interpersonal, socio-cultural, instructional, environmental, emotional and physical factors. The research has developed a dynamic model of learning in clinical contexts, which offers opportunities to understand how students' learning is influenced multifactorially during clinical placements. The understanding and application of the model can improve nursing instructional design, and subsequently, nursing students' learning in clinical contexts. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. THE EFFECT OF 5E LEARNING CYCLE INSTRUCTIONAL MODEL USING SOCIOSCIENTIFIC ISSUES (SSI LEARNING CONTEXT ON STUDENTS’ CRITICAL THINKING

    Directory of Open Access Journals (Sweden)

    A. Cahyarini

    2016-11-01

    Full Text Available The aim of this study was to investigate the effect of 5E learning cycle instructional model using socioscientific issues (SSI learning context on students’ critical thinking skills of acid-base. This study used quasi-experimental posttest only control group design. The sample consisted of three classes, which were XI MIA-4class (n = 32 that learned using 5E LC model, XI MIA-5 class (n = 33 that learned using 5E LC+SSI, and XI MIA-6 class (n = 32 that learned using conventional method. The samples were choosen by convenience sampling technique. The test instrument consisted of 15 multiple choice items which were valid and reliable (r = 0.806. The data were analyzed using one way ANOVA test and LSD posthoc test. The results of this study indicated that the students who learned using 5E LC+SSI model showed greater levels of critical thinking skills (  = 74,95 than both the student who learned using 5E LC model (  = 74,17 and  the student who learned using conventional method (  = 68,96. Based on statistics analysis, there was significant differences on students’ critical thinkings between students taught using conventional method and students taught either using 5E LC+SSI model and 5E LC model. However,  there was no significant differences on students’ critical thinking skills between students taught using 5E LC+SSI model and the students taught using 5E LC model.

  15. Learning Analytics: Insights into the Natural Learning Behavior of Our Students

    Science.gov (United States)

    Becker, Bernd

    2013-01-01

    The migration from traditional classrooms to online learning environments is in full effect. In the midst of these changes, a new approach to learning analytics needs to be considered. Learning analytics refers to the process of collecting and studying usage data in order to make instructional decisions that will support student success. In…

  16. The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences

    OpenAIRE

    Safari, Yahya; Meskini, Habibeh

    2015-01-01

    Background: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students? problem solving skills. Methods: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. T...

  17. Effects of Singapore Model Method with Explicit Instruction on Math Problem Solving Skills of Students at Risk for or Identified with Learning Disabilities

    Science.gov (United States)

    Preston, Angela Irene

    2016-01-01

    Over the last two decades, students in Singapore consistently scored above students from other nations on the Trends in International Mathematics and Science Study (TIMSS; Provasnik et al., 2012). In contrast, students in the United States have not performed as well on international and national mathematics assessments and students with…

  18. Advances in Temporal Analysis in Learning and Instruction

    Science.gov (United States)

    Molenaar, Inge

    2014-01-01

    This paper focuses on a trend to analyse temporal characteristics of constructs important to learning and instruction. Different researchers have indicated that we should pay more attention to time in our research to enhance explanatory power and increase validity. Constructs formerly viewed as personal traits, such as self-regulated learning and…

  19. Optimizing Computer Assisted Instruction By Applying Principles of Learning Theory.

    Science.gov (United States)

    Edwards, Thomas O.

    The development of learning theory and its application to computer-assisted instruction (CAI) are described. Among the early theoretical constructs thought to be important are E. L. Thorndike's concept of learning connectisms, Neal Miller's theory of motivation, and B. F. Skinner's theory of operant conditioning. Early devices incorporating those…

  20. Matching Learning Style to Instructional Method: Effects on Comprehension

    Science.gov (United States)

    Rogowsky, Beth A.; Calhoun, Barbara M.; Tallal, Paula

    2015-01-01

    While it is hypothesized that providing instruction based on individuals' preferred learning styles improves learning (i.e., reading for visual learners and listening for auditory learners, also referred to as the "meshing hypothesis"), after a critical review of the literature Pashler, McDaniel, Rohrer, and Bjork (2008) concluded that…

  1. Preparing Instructional Designers for Game-Based Learning: Part 1

    Science.gov (United States)

    Hirumi, Atsusi; Appelman, Bob; Rieber, Lloyd; Van Eck, Richard

    2010-01-01

    Like many rapidly growing industries, advances in video game technology are far outpacing research on its design and effectiveness. Relatively little is understood about how to apply what we know about teaching and learning to optimize game-based learning. For the most part, instructional designers know little about game development and video game…

  2. ESL Instruction and Adults with Learning Disabilities. ERIC Digest.

    Science.gov (United States)

    Schwarz, Robin; Terrill, Lynda

    This digest reviews what is known about adult English-as-a-Second-Language (ESL) learners and learning disabilities, suggests ways to identify and assess ESL adults who may have learning disabilities, and offers practical methods for both instruction and teacher training. Topics covered in some detail include identifying and diagnosing learning…

  3. Computer-based learning: games as an instructional strategy.

    Science.gov (United States)

    Blake, J; Goodman, J

    1999-01-01

    Games are a creative teaching strategy that enhances learning and problem solving. Gaming strategies are being used by the authors to make learning interesting, stimulating and fun. This article focuses on the development and implementation of computer games as an instructional strategy. Positive outcomes have resulted from the use of games in the classroom.

  4. Engaging in vocabulary learning in science: the promise of multimodal instruction

    Science.gov (United States)

    Townsend, Dianna; Brock, Cynthia; Morrison, Jennifer D.

    2018-02-01

    To a science 'outsider', science language often appears unnecessarily technical and dense. However, scientific language is typically used with the goal of being concise and precise, which allows those who regularly participate in scientific discourse communities to learn from each other and build upon existing scientific knowledge. One essential component of science language is the academic vocabulary that characterises it. This mixed-methods study investigates middle school students' (N = 59) growth in academic vocabulary as it relates to their teacher's instructional practices that supported academic language development. Students made significant gains in their production of general academic words, t(57) = 2.32, p = .024 and of discipline-specific science words, t(57) = 3.01, p = .004 in science writing. Results from the qualitative strand of this inquiry contextualised the students' learning of academic vocabulary as it relates to their teacher's instructional practices and intentions as well as the students' perceptions of their learning environment. These qualitative findings reveal that both the students and their teacher articulated that the teacher's intentional use of resources supported students' academic vocabulary growth. Implications for research and instruction with science language are shared.

  5. ANALYZE CRITICAL THINKING SKILLS AND SCIENTIFIC ATTITUDE IN PHYSICS LEARNING USED INQUIRY TRAINING AND DIRECT INSTRUCTION LEARNING MODEL

    Directory of Open Access Journals (Sweden)

    Dede Parsaoran Damanik

    2013-06-01

    Full Text Available This study was aimed to determine the differences: (1 the difference of critical thinking skills of students' that using Inquiry Training and Direct Instruction. (2 The difference of critical thinking skills among students who at high scientific attitude and students who at low scientific attitude. (3 To see if there is interaction between inquiry learning model of the scientific attitude students' to increase the ability to critical thinking. This is a quasi experimental research. Which students of private junior high school Two Raya Kahean District Simalungun. Population choose random sample of each class. Instrument used consisted of: (1 test the scientific attitude of students through a questionnaire with 25 statements questionnaire number (2 test the critical thinking skills in the form of descriptions by 9 questions. The data were analyzed according to ANAVA. It showed that: (1 There are differences in students' critical thinking of skills achievement Inquiry Training model and Direct Instruction model, (2 there was a difference of students' critical thinking in scientific attitude at high is better than who thought there is a difference of students' critical thinking in scientific attitude at low. (3 There was no interaction between Inquiry Training model and Direct Instruction with the scientific attitude students' to increase student’s critical thinking of skills.

  6. Employing Augmented-Reality-Embedded Instruction to Disperse the Imparities of Individual Differences in Earth Science Learning

    Science.gov (United States)

    Chen, Cheng-ping; Wang, Chang-Hwa

    2015-12-01

    Studies have proven that merging hands-on and online learning can result in an enhanced experience in learning science. In contrast to traditional online learning, multiple in-classroom activities may be involved in an augmented-reality (AR)-embedded e-learning process and thus could reduce the effects of individual differences. Using a three-stage AR-embedded instructional process, we conducted an experiment to investigate the influences of individual differences on learning earth science phenomena of "day, night, and seasons" for junior highs. The mixed-methods sequential explanatory design was employed. In the quantitative phase, factors of learning styles and ICT competences were examined alongside with the overall learning achievement. Independent t tests and ANCOVAs were employed to achieve inferential statistics. The results showed that overall learning achievement was significant for the AR-embedded instruction. Nevertheless, neither of the two learner factors exhibited significant effect on learning achievement. In the qualitative phase, we analyzed student interview records, and a wide variation on student's preferred instructional stages were revealed. These findings could provide an alternative rationale for developing ICT-supported instruction, as our three-stage AR-embedded comprehensive e-learning scheme could enhance instruction adaptiveness to disperse the imparities of individual differences between learners.

  7. Mathematical Problem Solving Ability of Junior High School Students through Ang’s Framework for Mathematical Modelling Instruction

    Science.gov (United States)

    Fasni, N.; Turmudi, T.; Kusnandi, K.

    2017-09-01

    This research background of this research is the importance of student problem solving abilities. The purpose of this study is to find out whether there are differences in the ability to solve mathematical problems between students who have learned mathematics using Ang’s Framework for Mathematical Modelling Instruction (AFFMMI) and students who have learned using scientific approach (SA). The method used in this research is a quasi-experimental method with pretest-postest control group design. Data analysis of mathematical problem solving ability using Indepent Sample Test. The results showed that there was a difference in the ability to solve mathematical problems between students who received learning with Ang’s Framework for Mathematical Modelling Instruction and students who received learning with a scientific approach. AFFMMI focuses on mathematical modeling. This modeling allows students to solve problems. The use of AFFMMI is able to improve the solving ability.

  8. Attitudes of health care students about computer-aided neuroanatomy instruction.

    Science.gov (United States)

    McKeough, D Michael; Bagatell, Nancy

    2009-01-01

    This study examined students' attitudes toward computer-aided instruction (CAI), specifically neuroanatomy learning modules, to assess which components were primary in establishing these attitudes and to discuss the implications of these attitudes for successfully incorporating CAI in the preparation of health care providers. Seventy-seven masters degree, entry-level, health care professional students matriculated in an introductory neuroanatomy course volunteered as subjects for this study. Students independently reviewed the modules as supplements to lecture and completed a survey to evaluate teaching effectiveness. Responses to survey statements were compared across the learning modules to determine if students viewed the modules differently. Responses to individual survey statements were averaged to measure the strength of agreement or disagreement with the statement. Responses to open-ended questions were theme coded, and frequencies and percentages were calculated for each. Students saw no differences between the learning modules. Students perceived the learning modules as valuable; they enjoyed using the modules but did not prefer CAI over traditional lecture format. The modules were useful in learning or reinforcing neuroanatomical concepts and improving clinical problem-solving skills. Students reported that the visual representation of the neuroanatomical systems, computer animation, ability to control the use of the modules, and navigational fidelity were key factors in determining attitudes. The computer-based learning modules examined in this study were effective as adjuncts to lecture in helping entry-level health care students learn and make clinical applications of neuroanatomy information.

  9. Student Modeling and Machine Learning

    OpenAIRE

    Sison , Raymund; Shimura , Masamichi

    1998-01-01

    After identifying essential student modeling issues and machine learning approaches, this paper examines how machine learning techniques have been used to automate the construction of student models as well as the background knowledge necessary for student modeling. In the process, the paper sheds light on the difficulty, suitability and potential of using machine learning for student modeling processes, and, to a lesser extent, the potential of using student modeling techniques in machine le...

  10. Active-learning versus teacher-centered instruction for learning acids and bases

    Science.gov (United States)

    Acar Sesen, Burcin; Tarhan, Leman

    2011-07-01

    Background and purpose: Active-learning as a student-centered learning process has begun to take more interest in constructing scientific knowledge. For this reason, this study aimed to investigate the effectiveness of active-learning implementation on high-school students' understanding of 'acids and bases'. Sample The sample of this study was 45 high-school students (average age 17 years) from two different classes, which were randomly assigned to the experimental (n = 21) and control groups (n = 25), in a high school in Turkey. Design and methods A pre-test consisting of 25 items was applied to both experimental and control groups before the treatment in order to identify student prerequisite knowledge about their proficiency for learning 'acids and bases'. A one-way analysis of variance (ANOVA) was conducted to compare the pre-test scores for groups and no significant difference was found between experimental (ME = 40.14) and control groups (MC = 41.92) in terms of mean scores (F 1,43 = 2.66, p > 0.05). The experimental group was taught using an active-learning curriculum developed by the authors and the control group was taught using traditional course content based on teacher-centered instruction. After the implementation, 'Acids and Bases Achievement Test' scores were collected for both groups. Results ANOVA results showed that students' 'Acids and Bases Achievement Test' post-test scores differed significantly in terms of groups (F 1,43 = 102.53; p acid and base theories'; 'metal and non-metal oxides'; 'acid and base strengths'; 'neutralization'; 'pH and pOH'; 'hydrolysis'; 'acid-base equilibrium'; 'buffers'; 'indicators'; and 'titration'. Based on the achievement test and individual interview results, it was found that high-school students in the experimental group had fewer misconceptions and understood the concepts more meaningfully than students in control group. Conclusion The study revealed that active-learning implementation is more effective at

  11. Educational Modelling Language and Learning Design: new challenges for instructional re-usability and personalized learning

    NARCIS (Netherlands)

    Hummel, Hans; Manderveld, Jocelyn; Tattersall, Colin; Koper, Rob

    2003-01-01

    Published: Hummel, H. G. K., Manderveld, J. M., Tattersall, C.,& Koper, E. J. R. (2004). Educational Modelling Language: new challenges for instructional re-usability and personalized learning. International Journal of Learning Technology, 1, 1, 110-111.

  12. The Effect of the Instructional Media Based on Lecture Video and Slide Synchronization System on Statistics Learning Achievement

    Directory of Open Access Journals (Sweden)

    Partha Sindu I Gede

    2018-01-01

    Full Text Available The purpose of this study was to determine the effect of the use of the instructional media based on lecture video and slide synchronization system on Statistics learning achievement of the students of PTI department . The benefit of this research is to help lecturers in the instructional process i to improve student's learning achievements that lead to better students’ learning outcomes. Students can use instructional media which is created from the lecture video and slide synchronization system to support more interactive self-learning activities. Students can conduct learning activities more efficiently and conductively because synchronized lecture video and slide can assist students in the learning process. The population of this research was all students of semester VI (six majoring in Informatics Engineering Education. The sample of the research was the students of class VI B and VI D of the academic year 2016/2017. The type of research used in this study was quasi-experiment. The research design used was post test only with non equivalent control group design. The result of this research concluded that there was a significant influence in the application of learning media based on lectures video and slide synchronization system on statistics learning result on PTI department.

  13. Assessment of Secondary School Students' Awareness, Knowledge and Attitudes to Environmental Pollution Issues in the Mining Regions of South Africa: Implications for Instruction and Learning

    Science.gov (United States)

    Olufemi, Adejoke Christianah; Mji, Andile; Mukhola, Murembiwa S.

    2016-01-01

    In this paper, we compared the levels of awareness, knowledge and attitudes (AKA) about environmental pollution of secondary school students from two South African provinces. The purpose was to determine the levels of AKA between students living under different environmental conditions. These two groups were students from a coal-mining province…

  14. The value of differentiated instruction in the inclusion of students with special needs/ disabilities in mainstream schools

    Directory of Open Access Journals (Sweden)

    Strogilos Vasilis

    2018-01-01

    Full Text Available The aim of this presentation is to analyse the current international policies on inclusion and to discuss the value and use of differentiated instruction as a means to the inclusion of students with special needs/ disabilities in mainstream settings. The movement to inclusion requires teachers to create inclusive learning environments, which would encourage the use of practices that would benefit all students. In this respect, differentiated instruction has rapidly evolved as a teaching approach to meet the diverse and heterogeneous needs of students with special needs/ disabilities in mainstream classrooms. Modifying and adjusting instruction to allow all students in a classroom to access the general education curriculum is at the heart of inclusive education. In this presentation, I shall discuss the development of differentiated instruction as a means to inclusion for students with special needs/ disabilities in mainstream classrooms. Information will be provided with regard to the main principles of DI as well as the basic criteria in designing individualized adaptations for these students. In addition to this, I will review the factors which influence the development of differentiated instruction based on research findings. Finally, I will argue that differentiated instruction provides a learning environment which takes into consideration the individual characteristics of students and, as such, is a useful approach for the inclusion of students with special needs/ disabilities in mainstream settings.

  15. STUDENTS’ PERCEPTIONS OF THE CONSTRUCTIVIST INSTRUCTIONAL METHODS IN A TEACHING AND LEARNING COURSE

    Directory of Open Access Journals (Sweden)

    Meri Fuji Siahaan

    2017-10-01

    Full Text Available Constructivism is defined as building one’s own understanding. Constructivist instructional method requires that teacher should not be the one who informs but who facilitates the students learning. The purpose of this study is to obtain the students’ perceptions on the implementation of constructivist instructional methods in Teaching and Learning course. A survey research methodology was used with first semester students who were taking teaching and learning course as the subjects of this study. Methods of collecting data were questionnaires with open ended questions, deep interview and documentation. A qualitative analysis technique was performed on data from the survey instrument and the interview to answer 4 research questions. A descriptive analysis technique was performed on data to answer 1 research question from the survey instrument and documents. The data analysis revealed that constructivism instructional methods were clearly experienced when they were required to answer a lot of probing questions, had discussion in the classroom, had Facebook online discussions with clear guidance to do so, created ted talks and debating.The study implies that the constructivist instructional methods experienced by the students in the class help them to better understand the constructivism theory and its implications.

  16. Cultural dimensions of learning: Addressing the challenges of multicultural instruction

    Directory of Open Access Journals (Sweden)

    Patrick Parrish

    2010-05-01

    Full Text Available The growing multicultural nature of education and training environments makes it critical that instructors and instructional designers, especially those working in online learning environments, develop skills to deliver culturally sensitive and culturally adaptive instruction. This article explores research into cultural differences to identify those dimensions of culture that are most likely to impact instructional situations. It presents these in the cultural dimensions of learning framework (CDLF, which describes a set of eight cultural parameters regarding social relationships, epistemological beliefs, and temporal perceptions, and illustrates their spectrums of variability as they might be exhibited in instructional situations. The article also explores the literature on instructional design and culture for guidelines on addressing the cross-cultural challenges faced by instructional providers. It suggests that these challenges can be overcome through increased awareness, culturally sensitive communication, modified instructional design processes, and efforts to accommodate the most critical cultural differences. Finally, it describes the use of the CDLF questionnaire as a tool to illuminate the range of preferences existing among learners and to discover the potential range of strategies and tactics that might be useful for a given set of learners.

  17. High school students' implicit theories of what facilitates science learning

    Science.gov (United States)

    Carlton Parsons, Eileen; Miles, Rhea; Petersen, Michael

    2011-11-01

    Background: Research has primarily concentrated on adults' implicit theories about high quality science education for all students. Little work has considered the students' perspective. This study investigated high school students' implicit theories about what helped them learn science. Purpose: This study addressed (1) What characterizes high school students' implicit theories of what facilitates their learning of science?; (2) With respect to students' self-classifications as African American or European American and female or male, do differences exist in the students' implicit theories? Sample, design and methods: Students in an urban high school located in south-eastern United States were surveyed in 2006 about their thoughts on what helps them learn science. To confirm or disconfirm any differences, data from two different samples were analyzed. Responses of 112 African American and 118 European American students and responses from 297 European American students comprised the data for sample one and two, respectively. Results: Seven categories emerged from the deductive and inductive analyses of data: personal responsibility, learning arrangements, interest and knowledge, communication, student mastery, environmental responsiveness, and instructional strategies. Instructional strategies captured 82% and 80% of the data from sample one and two, respectively; consequently, this category was further subjected to Mann-Whitney statistical analysis at p ethnic differences. Significant differences did not exist for ethnicity but differences between females and males in sample one and sample two emerged. Conclusions: African American and European American students' implicit theories about instructional strategies that facilitated their science learning did not significantly differ but female and male students' implicit theories about instructional strategies that helped them learn science significantly differed. Because students attend and respond to what they think

  18. Culturally Responsive Social Skill Instruction for Latino Male Students

    Science.gov (United States)

    Lo, Ya-yu; Correa, Vivian I.; Anderson, Adrienne L.

    2015-01-01

    Cross-cultural friendships and peer interactions are important skills for Latino students to become socially adjusted in U.S. schools. Culturally responsive social skill instruction allows educators to teach essential social skills while attending to the native culture and personal experiences of the students. The present study examined the…

  19. Exploring Non-Instructional Factors in Student Evaluations

    Science.gov (United States)

    Ali, Holi Ibrahim Holi; Al Ajmi, Ahmed Ali Saleh

    2013-01-01

    The use of student ratings to measure instructors' teaching performance and effectiveness in tertiary education has been an important but controversial tool in the improvement of teaching quality during the past few decades. This is an attempt to explore non-instructional factors of student evaluations by discussing and reviewing relevant…

  20. Providing Business English Instruction: Thai Instructors' Practices and Students' Perceptions

    Science.gov (United States)

    Pratoomrat, Panadda; Rajprasit, Krich

    2014-01-01

    The present study aimed to examine how Business English courses are conducted in the Thai Higher Education, and to investigate students' perceptions toward the instructional management of the courses in their universities. The participants were four instructors, and one hundred and forty students enrolling in the courses of four universities in…

  1. Does Gender Influence Learning Style Preferences of First-Year Medical Students?

    Science.gov (United States)

    Slater, Jill A.; Lujan, Heidi L.; DiCarlo, Stephen E.

    2007-01-01

    Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences…

  2. Effectiveness of Blended Learning and Elearning Modes of Instruction on the Performance of Undergraduates in Kwara State, Nigeria

    Science.gov (United States)

    Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Ogunlade, O. Olufunmilola; Osunlade, Olourotimi Rufus

    2017-01-01

    This study investigated the effectiveness of blended learning and E-learning modes of instruction on the performance of undergraduates in Kwara State, Nigeria. It also determined if the student performance would vary with gender. Quasi experimental that employs pretest, posttest, control group design was adopted for this study. This involves three…

  3. Bridging Faith, Languages and Learning in London: A Faith Teacher Reflects upon Pedagogy in Religious Instruction Classes

    Science.gov (United States)

    Lytra, Vally; Gregory, Eve; Ilankuberan, Arani

    2016-01-01

    In this article, we examine a faith teacher's reflections on faith literacy teaching and learning and how they shaped his pedagogy in the context of Hindu/Saiva religious instruction classes for students of Sri Lankan Tamil heritage. The data are part of a larger multi-site three-year team ethnography of children's faith literacy learning in…

  4. An impoverished machine: challenges to human learning and instructional technology.

    Science.gov (United States)

    Taraban, Roman

    2008-08-01

    Many of the limitations to human learning and processing identified by cognitive psychologists over the last 50 years still hold true, including computational constraints, low learning rates, and unreliable processing. Instructional technology can be used in classrooms and in other learning contexts to address these limitations to learning. However, creating technological innovations is not enough. As part of psychological science, the development and assessment of instructional systems should be guided by theories and practices within the discipline. The technology we develop should become an object of research like other phenomena that are studied. In the present article, I present an informal account of my own work in assessing instructional technology for engineering thermodynamics to show not only the benefits, but also the limitations, in studying the technology we create. I conclude by considering several ways of advancing the development of instructional technology within the SCiP community, including interdisciplinary research and envisioning learning contexts that differ radically from traditional learning focused on lectures and testing.

  5. Teaching Science Through the Language of Students in Technology-Enhanced Instruction

    Science.gov (United States)

    Ryoo, Kihyun

    2015-02-01

    This study examines whether and how tapping into students' everyday language in a web-based learning environment can improve all students' science learning in linguistically heterogeneous classrooms. A total of 220 fifth-grade English Language Learners (ELLs) and their non-ELL peers were assigned to either an everyday English approach condition or a textbook approach condition, and completed technology-enhanced instruction focusing on respiration and photosynthesis. Students in the everyday English approach condition were taught the concepts in everyday, conversational English before content-specific scientific terms were introduced, while students in the textbook approach condition were taught the same concepts and vocabulary simultaneously. The results show that the everyday English approach was significantly more effective in helping both ELLs and non-ELL students develop a coherent understanding of abstract concepts related to photosynthesis and respiration. Students in the everyday English approach condition were also better able to link content-specific terms to their understanding of the concepts. These findings show the potential advantage of using students' everyday English as a resource to make science more accessible to linguistically diverse students in mainstream classrooms. By integrating students' everyday language in science instruction, it is possible for all students including ELLs to acquire both the content and language of science.

  6. Addressing Information Literacy through Student-Centered Learning

    Science.gov (United States)

    Bond, Paul

    2016-01-01

    This case study describes several courses that resulted from a teaching partnership between an instructional technologist/professor and a librarian that evolved over several semesters, and the information literacy implications of the course formats. In order to increase student engagement, active learning and inquiry-based learning techniques were…

  7. Motivation of Students for Learning English in Rwandan Schools

    Science.gov (United States)

    Takahashi, Tomoharu

    2018-01-01

    Since Rwanda decided that from 2009 English will be the sole medium of instruction from upper level primary school onwards, motivation for learning English has become an especially important issue. Therefore this study investigated motivation for Rwandan primary and secondary school students to learn English. The study was carried out in Nyagatare…

  8. The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom

    Science.gov (United States)

    Tran, Van Dat; Lewis, Ramon

    2012-01-01

    As a part of an experimental study on the effects of jigsaw learning on Vietnamese tertiary students' achievement and knowledge retention, students' attitudes towards six weeks of this kind of instruction were assessed. As noted in our previous report, students in the experimental group (N = 40), who perceived their instruction as more cooperative…

  9. Automotive Mechanics. Student Learning Guides.

    Science.gov (United States)

    Ridge Vocational-Technical Center, Winter Haven, FL.

    These 33 learning guides are self-instructional packets for 33 tasks identified as essential for performance on an entry-level job in automotive mechanics. Each guide is based on a terminal performance objective (task) and 1-9 enabling objectives. For each enabliing objective, some or all of these materials may be presented: learning steps…

  10. The Impact of Peer Instruction on College Students' Beliefs about Physics and Conceptual Understanding of Electricity and Magnetism

    Science.gov (United States)

    Gok, Tolga

    2012-01-01

    The purpose of this study is to assess students' conceptual learning of electricity and magnetism and examine how these conceptions, beliefs about physics, and quantitative problem-solving skills would change after peer instruction (PI). The Conceptual Survey of Electricity and Magnetism (CSEM), Colorado Learning Attitudes about Science Survey…

  11. Mathematics Beliefs, Instructional Strategies, and Algebra Achievement of Adolescent Students in Japan: Results from the TIMSS 1999 Assessment

    Science.gov (United States)

    House, J. Daniel

    2006-01-01

    An important area for the application of instructional design is the development of effective teaching strategies for mathematics. Activities that include the use of computers, cooperative learning, and active learning materials are associated with mathematics achievement. Student self-beliefs are also significantly related to mathematics…

  12. Technology-enhanced instruction in learning world languages: The Middlebury interactive learning program

    Directory of Open Access Journals (Sweden)

    Cynthia Lake

    2015-03-01

    Full Text Available Middlebury Interactive Language (MIL programs are designed to teach world language courses using blended and online learning for students in kindergarten through grade 12. Middlebury Interactive courses start with fundamental building blocks in four key areas of world-language study: listening comprehension, speaking, reading, and writing. As students progress through the course levels, they deepen their understanding of the target language, continuing to focus on the three modes of communication: interpretive, interpersonal, and presentational. The extensive use of authentic materials (video, audio, images, or texts is intended to provide a contextualized and interactive presentation of the vocabulary and the linguistic structures. In the present paper, we describe the MIL program and the results of a mixed-methods survey and case-study evaluation of its implementation in a broad sample of schools. Technology application is examined with regard to MIL instructional strategies and the present evaluation approach relative to those employed in the literature.

  13. Laparoscopy Instructional Videos: The Effect of Preoperative Compared With Intraoperative Use on Learning Curves.

    Science.gov (United States)

    Broekema, Theo H; Talsma, Aaldert K; Wevers, Kevin P; Pierie, Jean-Pierre E N

    Previous studies have shown that the use of intraoperative instructional videos has a positive effect on learning laparoscopic procedures. This study investigated the effect of the timing of the instructional videos on learning curves in laparoscopic skills training. After completing a basic skills course on a virtual reality simulator, medical students and residents with less than 1 hour experience using laparoscopic instruments were randomized into 2 groups. Using an instructional video either preoperatively or intraoperatively, both groups then performed 4 repetitions of a standardized task on the TrEndo augmented reality. With the TrEndo, 9 motion analysis parameters (MAPs) were recorded for each session (4 MAPs for each hand and time). These were the primary outcome measurements for performance. The time spent watching the instructional video was also recorded. Improvement in performance was studied within and between groups. Medical Center Leeuwarden, a secondary care hospital located in Leeuwarden, The Netherlands. Right-hand dominant medical student and residents with more than 1 hour experience operating any kind of laparoscopic instruments were participated. A total of 23 persons entered the study, of which 21 completed the study course. In both groups, at least 5 of 9 MAPs showed significant improvements between repetition 1 and 4. When both groups were compared after completion of repetition 4, no significant differences in improvement were detected. The intraoperative group showed significant improvement in 3 MAPs of the left-nondominant-hand, compared with one MAP for the preoperative group. No significant differences in learning curves could be detected between the subjects who used intraoperative instructional videos and those who used preoperative instructional videos. Intraoperative video instruction may result in improved dexterity of the nondominant hand. Copyright © 2016 Association of Program Directors in Surgery. Published by Elsevier Inc

  14. THE EFFECTIVENESS OF USING PHONICS INSTRUCTION AND STORYBOOKS IN ENGLISH READING CLASSES TO IMPROVE STUDENT PARTICIPATION

    Directory of Open Access Journals (Sweden)

    Naning Tri Wahyuni

    2016-08-01

    Full Text Available The purpose of this study is to examine the effectiveness of instructional methods based on phonics instruction in reading classes to improve students participation therefore they can develop to their maximum potential. Using qualitative tools of observation, documentation and interview, this research was focusing the inquiry on investigating students’ reception to the phonics instruction model, observing their participation in the classroom activities, also investigating instructional methods which attract students to more actively contribute in learning activities. The finding shows that the reception of students to the model was good and they showed much eagerness in following the program. Further investigation revealed that students keen to participate more in the classroom activities especially in certain activities with the use of sound sheets, sound book, flash card sheets, word box sheets, songs, games and storybooks. However, there were two challenges identified during 16 weeks running the study; the lack of teachers’ skill in delivering this method efficiently also the limited collection of English story books in school. Hence, to improve the effectiveness of the use of phonics instruction in reading classroom, firstly, training for teachers would be needed to deliver the method effectively, secondly, considering the fact that school still have limited collection of English story books or any English books, the collaboration with government agencies or other promising bodies could be done to help in providing more collection of storybooks in school.

  15. Using Service-Learning to Educate Students about Stakeholder Involvement

    Directory of Open Access Journals (Sweden)

    Beth Walter Honadle

    2012-04-01

    Full Text Available Using Lee’s definition of service-learning as “an instructional method in which students learn course content by actively participating in thoughtfully organized service experiences related to that content”, this article offers a case of action-oriented service- learning. It shows one way to combine traditional teaching methods with an action-oriented approach to service-learning that benefits both the community and imparts critical know-how into the education of planning students. Through service-learning students acquire valuable skills and also increase their competence as practitioners and increase their confidence in their field in a way that nurtures their abilities and provides minimal risk to the clientele because the students are working under the guidance of faculty. As previous research from diverse fields have shown, service-learning benefits the students and the groups they encounter through their projects. KEYWORDSservice-learning, civic engagement, community development

  16. The Effect of the 5E Instructional Model Enriched with Cooperative Learning and Animations on Seventh-Grade Students' Academic Achievement and Scientific Attitudes

    Science.gov (United States)

    Dasdemir, Ikramettin

    2016-01-01

    The aim of this research is to determine the effect of the different teaching methods, on seventh-grade students' academic achievement and scientific attitudes. The research was carried out using quasi-experimental methods. The research sample consisted of 84 seventh grade students studying in three different classes. One of these classes an…

  17. What Spelling Tells Us about the Orthographic Development and Word Study Instruction with Emergent Bilingual Secondary Students

    Science.gov (United States)

    Kiernan, Darl; Bear, Donald R.

    2018-01-01

    Educators need ways to assess orthographic knowledge and differentiate word study instruction for secondary, emergent bilingual learners. In this study, the spelling of 199 students in grades 7-12 across eight features and four spelling stages was examined to understand students' orthographic development; all but two were learning Spanish and…

  18. An Examination of the Instruction Provided in Australian Essay Guides for Students' Development of a Critical Viewpoint

    Science.gov (United States)

    Hammer, Sara

    2017-01-01

    The argumentative essay has endured as a popular form of university assessment, yet students still struggle to meet key intended learning outcomes, such as those associated with critical thinking. This paper presents the results of a study that examines the instruction provided by Australian essay writing guides to support students' development of…

  19. Forum: Interpersonal Communication in Instructional Settings. The Instructor-Student Relationship as an Alternative Form of Superior-Subordinate Relationship

    Science.gov (United States)

    Myers, Scott A.

    2017-01-01

    In this brief forum article, the author suggests studying the instructor-student relationship as a superior-subordinate relationship offers an alternative way to view how student learning occurs in the college classroom, and can provide instructional communication researchers with the opportunity to explore how structural and institutional…

  20. Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial.

    Science.gov (United States)

    Peine, Arne; Kabino, Klaus; Spreckelsen, Cord

    2016-06-03

    Modernised medical curricula in Germany (so called "reformed study programs") rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars. This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction. In a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment. Of 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p learning group, whose self-assessment improved by 2.36. The study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.

  1. An Investigation of the Impact of Instructional Fading Using Completion Problems on Student Performance in Principles of Accounting Instruction

    Science.gov (United States)

    Kingry, Mary Ann

    2012-01-01

    The effects of instructional fading using completion problems on student performance were investigated in this study. Instructional fading is the gradual withdrawal of the amount of assistance provided to the student and was accomplished in this study using completion problems. They were used to gradually transition the student from completely…

  2. Connecting Inspiration with Information: Studio Art Students and Information Literacy Instruction

    Directory of Open Access Journals (Sweden)

    Katie Greer

    2015-06-01

    Full Text Available This article discusses the partnership between the library and the studio art faculty at [Institution name], that led to the integration of information literacy instruction into the studio art curriculum. The author outlines the importance of information literacy to artistic practice and student success, and discusses the program of instruction and learning outcomes. Early assessment of student needs and the program’s effectiveness, using both citation analysis and anecdotal feedback, reveals that the program has contributed to the maturation of student research and inquiry skills, and positively affected the relationship between the department and the library, and provides preliminary conclusions about undergraduate studio art information behaviors. An ongoing further program of study to more fully describe the information needs of undergraduate studio art students is also outlined.

  3. Socioscientific Issues-Based Instruction: An Investigation of Agriscience Students' Content Knowledge Based on Student Variables

    Science.gov (United States)

    Shoulders, Catherine W.; Myers, Brian E.

    2013-01-01

    Numerous researchers in science education have reported student improvement in areas of scientific literacy resulting from socioscientific issues (SSI)-based instruction. The purpose of this study was to describe student agriscience content knowledge following a six-week SSI-based instructional unit focusing on the introduction of cultured meat…

  4. Learning and instruction with computer simulations

    NARCIS (Netherlands)

    de Jong, Anthonius J.M.

    1991-01-01

    The present volume presents the results of an inventory of elements of such a computer learning environment. This inventory was conducted within a DELTA project called SIMULATE. In the project a learning environment that provides intelligent support to learners and that has a simulation as its

  5. The Effects of a Flipped Classroom Model of Instruction on Students' Performance and Attitudes Towards Chemistry

    Science.gov (United States)

    Olakanmi, Eunice Eyitayo

    2017-02-01

    This study establishes the effects of a flipped classroom model of instruction on academic performance and attitudes of 66 first-year secondary school students towards chemistry. A pre-test and post-test experimental design was employed to assign students randomly into either the experimental or control group. In order to assess the suitability of using flipped model of instruction, students were divided in two groups. For the first group called the experimental group, a "flipped classroom" was used in which the students were given video lessons and reading materials, before the class to be revised at home. On the other hand, the second group followed traditional methodology, and it was used as control. The rate of reaction knowledge test and the chemistry attitude scale were administered. In addition, the researcher documented classroom observations, experiences, thoughts and insights regarding the intervention in a journal on a daily basis in order to enrich the data. Students were interviewed at the end of the research in order to enrich the qualitative data also. Findings from this study reveal that the flipped instruction model facilitates a shift in students' conceptual understanding of the rate of chemical reaction significantly more than the control condition. Positive significant differences were found on all assessments with the flipped class students performing higher on average. Students in the flipped classroom model condition benefited by preparing for the lesson before the classes and had the opportunity to interact with peers and the teacher during the learning processes in the classroom. The findings support the notion that teachers should be trained or retrained on how to incorporate the flipped classroom model into their teaching and learning processes because it encourages students to be directly involved and active in the learning.

  6. Identifying Instructional Strategies Used to Design Mobile Learning in a Corporate Setting

    Science.gov (United States)

    Jackson-Butler, Uletta

    2016-01-01

    The purpose of this qualitative embedded multiple case study was to describe what instructional strategies corporate instructional designers were using to design mobile learning and to understand from their experiences which instructional strategies they believed enhance learning. Participants were five instructional designers who were actively…

  7. Software Engineering Design Principles Applied to Instructional Design: What Can We Learn from Our Sister Discipline?

    Science.gov (United States)

    Adnan, Nor Hafizah; Ritzhaupt, Albert D.

    2018-01-01

    The failure of many instructional design initiatives is often attributed to poor instructional design. Current instructional design models do not provide much insight into design processes for creating e-learning instructional solutions. Given the similarities between the fields of instructional design and software engineering, instructional…

  8. Student Use of Library Research Guides Following Library Instruction

    Directory of Open Access Journals (Sweden)

    Mardi Mahaffy

    2013-02-01

    Full Text Available Librarians often provide students who attend one-shot library instruction sessions with research guides they can refer to once class is over. These guides, whether in paper or electronic form, serve to remind the students of key points and resources addressed during the session. It is unclear, though, if and how students refer to these guides once leaving the classroom. This article reports on the results of two focus groups made up of students who attended a basic library instruction session as part of a survey art course. The students shared how they used a paper and electronic research guide, delivered via LibGuides, and what they would like research guides to contain. The article also suggests directions for further research on the topic.

  9. Student Learning-Game Designs

    DEFF Research Database (Denmark)

    Weitze, Charlotte Lærke

    2016-01-01

    This article presents new knowledge about how students can implement learning and game elements into analogue and digital learning games as a means of learning and teaching curriculum‐based subject matter. The purpose of the analysis is to identify what learning‐game design elements were used...... in four learning games created by students, to investigate how these elements were em83 ployed, to determine what learning trajectories emerged in the two digital game tools and to offer reflections and suggestions regarding the learning processes students experienced when building the various learning...... trajectories for specific learning goals into the digital games. The article examines how specific features in the two digital game tools, Scratch and RGBMaker, afford creation of learning trajectories in various ways, enabling deep learning and gameplay processes for the players of the games. According...

  10. Balancing High Quality Subject-Matter Instruction with Positive Teacher-Student Relations in the Middle Grades: Effects of Departmentalization, Tracking and Block Scheduling on Learning Environments. Report No. 15.

    Science.gov (United States)

    McPartland, James M.

    This study tests the general hypothesis that there is no single best way to organize a middle school to meet the variety of needs of early adolescent students. Using data from a sample of 433 schools in the Pennsylvania Educational Quality Assessment, it examines the effects of self-contained classroom instruction and departmentalization on two…

  11. Sport Education and Direct Instruction Units: Comparison of Student Knowledge Development in Athletics

    Science.gov (United States)

    Pereira, José; Araújo, Rui; Farias, Cláudio; Bessa, Cristiana; Mesquita, Isabel

    2016-01-01

    This study conducted a comparative analysis of students’ knowledge development on athletics in Sport Education and in a Direct Instruction unit taking into account sex and initial skill level. The participants were an experienced Physical Education teacher and two sixth-grade classes totaling 47 students (25 boys and 22 girls). Each class was randomly placed in either Sport Education or Direct Instruction classes and participated in 20, 45-minutes lessons focused on shot put, hurdles and triple jump. Knowledge on athletics was assessed through a 25-items written and video-based test. The inter-group differences and improvements across time in the knowledge test were analyzed through the Mann-Whitney and Wilcoxon tests, respectively. There were significant knowledge improvements in both instructional approaches irrespective of students’ gender and skill level. In Direct Instruction, the type of task organization, the high rates of repetition of movement patterns and feedback by the teacher were beneficial to student learning. In Sport Education, the autonomy granted to students in the control of the pace of task transitions by making on-going judgments on achievement of performance criteria, implicated students affectively and cognitively with the learning content. It was further supported that several models and teaching strategies should be taken into consideration when teaching Physical Education. Different approaches should be perceived as alternatives and teachers should retain the best in each according with the moment in the unit, student developmental stage, and the specific learning objectives in the task. Key points The results in this study showed that regardless of students’ sex, both DI and SE were efficient in the promotion of improvements in students’ content knowledge of athletics. Both boys and girls improved from the pre-test to the post-test in SE and DI. SE was particularly beneficial to lower skill-level. On the contrary, in the DI unit

  12. 76 FR 34068 - Advisory Commission on Accessible Instructional Materials in Postsecondary Education for Students...

    Science.gov (United States)

    2011-06-10

    ... DEPARTMENT OF EDUCATION Advisory Commission on Accessible Instructional Materials in Postsecondary... Commission on Accessible Instructional Materials in Postsecondary Education for Students with Disabilities... or by mail to Advisory Commission on Accessible Instructional Materials in Postsecondary Education...

  13. Improving critical thinking : Effects of dispositions and instructions oneconomics students' reasoning skills

    NARCIS (Netherlands)

    Heijltjes, Anita; van Gog, Tamara; Leppink, Jimmie; Paas, Fred

    2014-01-01

    This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (. N=. 183) were exposed to one of four conditions: critical thinking instruction, critical thinking instruction with self-explanation

  14. Improving students' critical thinking : Empirical support for explicit instructions combined with practice

    NARCIS (Netherlands)

    Heijltjes, Anita; Van Gog, Tamara|info:eu-repo/dai/nl/294304975; Paas, Fred

    2014-01-01

    This experiment investigated the impact of different types of critical thinking instruction and dispositions on bias in economics students' (N=141) reasoning performance. The following conditions were compared: (A) implicit instruction; (B) implicit instruction with practice; (C) implicit

  15. Effects of Cooperative and Individualistic Instructional Strategies On ...

    African Journals Online (AJOL)

    Administrator

    instructional strategies on students' problem solving abilities in secondary school chemistry ... individualistic instructional strategy and conventional teaching method. ..... solving abilities are best enhanced by cooperative learning environment.

  16. Effects of Didactic Instruction and Test-Enhanced Learning in a Nursing Review Course.

    Science.gov (United States)

    Tu, Yu-Ching; Lin, Yi-Jung; Lee, Jonathan W; Fan, Lir-Wan

    2017-11-01

    Determining the most effective approach for students' successful academic performance and achievement on the national licensure examination for RNs is important to nursing education and practice. A quasi-experimental design was used to compare didactic instruction and test-enhanced learning among nursing students divided into two fundamental nursing review courses in their final semester. Students in each course were subdivided into low-, intermediate-, and high-score groups based on their first examination scores. Mixed model of repeated measure and two-way analysis of variance were applied to evaluate students' academic results and both teaching approaches. Intermediate-scoring students' performances improved more through didactic instruction, whereas low-scoring students' performances improved more through test-enhanced learning. Each method had differing effects on individual subgroups within the different performance level groups of their classes, which points to the importance of considering both the didactic and test-enhanced learning approaches. [J Nurs Educ. 2017;56(11):683-687.]. Copyright 2017, SLACK Incorporated.

  17. Enhancing Instruction through Constructivism, Cooperative Learning, and Cloud Computing

    Science.gov (United States)

    Denton, David W.

    2012-01-01

    Cloud computing technologies, such as Google Docs and Microsoft Office Live, have the potential to enhance instructional methods predicated on constructivism and cooperative learning. Cloud-based application features like file sharing and online publishing are prompting departments of education across the nation to adopt these technologies.…

  18. Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program: How Three Schools Integrated Early Childhood Strategies into School Turnaround Efforts to Improve Instruction for All Students

    Science.gov (United States)

    Connors-Tadros, Lori; Dunn, Lenay; Martella, Jana; McCauley, Carlas

    2015-01-01

    A significant body of research shows that achievement gaps evident in persistently low-performing schools, in many instances, manifest prior to children entering kindergarten. High-quality early learning programs have proven to demonstrate positive effects on closing academic gaps both for individual children and in the aggregate for the school.…

  19. Computer-Mediated Intersensory Learning Model for Students with Learning Disabilities

    Science.gov (United States)

    Seok, Soonhwa; DaCosta, Boaventura; Kinsell, Carolyn; Poggio, John C.; Meyen, Edward L.

    2010-01-01

    This article proposes a computer-mediated intersensory learning model as an alternative to traditional instructional approaches for students with learning disabilities (LDs) in the inclusive classroom. Predominant practices of classroom inclusion today reflect the six principles of zero reject, nondiscriminatory evaluation, appropriate education,…

  20. Best practices for measuring students' attitudes toward learning science.

    Science.gov (United States)

    Lovelace, Matthew; Brickman, Peggy

    2013-01-01

    Science educators often characterize the degree to which tests measure different facets of college students' learning, such as knowing, applying, and problem solving. A casual survey of scholarship of teaching and learning research studies reveals that many educators also measure how students' attitudes influence their learning. Students' science attitudes refer to their positive or negative feelings and predispositions to learn science. Science educators use attitude measures, in conjunction with learning measures, to inform the conclusions they draw about the efficacy of their instructional interventions. The measurement of students' attitudes poses similar but distinct challenges as compared with measurement of learning, such as determining validity and reliability of instruments and selecting appropriate methods for conducting statistical analyses. In this review, we will describe techniques commonly used to quantify students' attitudes toward science. We will also discuss best practices for the analysis and interpretation of attitude data.

  1. Learning from instructional explanations: effects of prompts based on the active-constructive-interactive framework.

    Science.gov (United States)

    Roelle, Julian; Müller, Claudia; Roelle, Detlev; Berthold, Kirsten

    2015-01-01

    Although instructional explanations are commonly provided when learners are introduced to new content, they often fail because they are not integrated into effective learning activities. The recently introduced active-constructive-interactive framework posits an effectiveness hierarchy in which interactive learning activities are at the top; these are then followed by constructive and active learning activities, respectively. Against this background, we combined instructional explanations with different types of prompts that were designed to elicit these learning activities and tested the central predictions of the active-constructive-interactive framework. In Experiment 1, N = 83 students were randomly assigned to one of four combinations of instructional explanations and prompts. To test the active learning hypothesis, the learners received either (1) complete explanations and engaging prompts designed to elicit active activities or (2) explanations that were reduced by inferences and inference prompts designed to engage learners in constructing the withheld information. Furthermore, in order to explore how interactive learning activities can be elicited, we gave the learners who had difficulties in constructing the prompted inferences adapted remedial explanations with either (3) unspecific engaging prompts or (4) revision prompts. In support of the active learning hypothesis, we found that the learners who received reduced explanations and inference prompts outperformed the learners who received complete explanations and engaging prompts. Moreover, revision prompts were more effective in eliciting interactive learning activities than engaging prompts. In Experiment 2, N = 40 students were randomly assigned to either (1) a reduced explanations and inference prompts or (2) a reduced explanations and inference prompts plus adapted remedial explanations and revision prompts condition. In support of the constructive learning hypothesis, the learners who received

  2. The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

    Directory of Open Access Journals (Sweden)

    Kevin R. Clark

    2015-01-01

    Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

  3. Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest and Participation in Learning Communication

    Science.gov (United States)

    Dohn, Niels Bonderup; Dohn, Nina Bonderup

    2017-01-01

    The sciences are often perceived by students as irrelevant as they do not see the content of science as related to their daily lives. Web 2.0-mediated activities are characterized by user-driven content production, collaboration, and multi-way communication. It has been proposed that employing Web 2.0 in educational activities will promote richer…

  4. The Impact of Different Instructional Strategies on Students' Understanding about the Cell Cycle in a General Education Biology Course

    Science.gov (United States)

    Krishnamurthy, Sanjana

    This study investigated the impact of different instructional strategies on students' understanding about the cell cycle in a general education biology course. Although several studies have documented gains in students' cell cycle understanding after instruction, these studies generally use only one instructional method, often without a comparison group. The goal of this study was to learn more about students' misconceptions about the cell cycle and how those ideas change after three different evidence-based learning experiences in undergraduate general education. Undergraduate students in six laboratory sections (n = 24; N = 144) in a large public institution in the western United States were surveyed pre- and post-instruction using a 14-item valid and reliable survey of cell cycle knowledge. Cronbach's alpha for the standard scoring convention was 0.264 and for the alternate scoring convention was 0.360, documenting serious problems with inconsistent validity and reliability of the survey. Operating as though the findings are at least a proxy for actual cell cycle knowledge, score comparisons by groups of interest were explored, including pre- and post-instruction differences among demographic groups of interest and three instructional settings: a bead modeling activity, a role-playing game, and 5E instructional strategy. No significant differences were found across groups of interest or by strategy, but some significant item-level differences were found. Implications and discussion of these shifts is noted in lieu of the literature.

  5. Student performance on conceptual questions: Does instruction matter?

    Science.gov (United States)

    Heron, Paula R. L.

    2013-01-01

    As part of the tutorial component of introductory calculus-based physics at the University of Washington, students take weekly pretests that consist of conceptual questions. Pretests are so named because they precede each tutorial, but they are frequently administered after lecture instruction. Many variables associated with class composition and prior instruction (if any) could, in principle, affect student performance on these questions. Nonetheless, the results are often found to be "essentially the same" in all classes. With data available from a large number of classes, it is possible to characterize the typical variation quantitatively. In this paper three questions for which we have accumulated thousands of responses, from dozens of classes representing different conditions with respect to the textbook in use, the amount of prior instruction, etc., serve as examples. For each question, we examine the variation in student performance across all classes. We also compare subsets categorized according to the amount of relevant prior instruction each class had received. A preliminary analysis suggests that the variation in performance is essentially random. No statistically significant difference is observed between results obtained before relevant instruction begins and after it has been completed. The results provide evidence that exposure to concepts in lecture and textbook is not sufficient to ensure an improvement in performance on questions that require qualitative reasoning.

  6. A case study of secondary teachers facilitating a historical problem-based learning instructional unit

    Science.gov (United States)

    Pecore, John L.

    Current curriculum trends promote inquiry-based student-centered strategies as a way to foster critical thinking and learning. Problem-based learning (PBL), a type of inquiry focusing on an issue or "problem," is an instructional approach taught on the basis that science reform efforts increase scientific literacy. PBL is a constructivist approach to learning real life problems where understanding is a function of content, context, experiences, and learner goals; historical PBL situates the lesson in a historical context and provides opportunities for teaching NOS concepts. While much research exists on the benefits of historical PBL to student learning in general, more research is warranted on how teachers implement PBL in the secondary science curriculum. The purpose of this study was to examine the classroom-learning environment of four science teachers implementing a historical PBL instructional unit to identify the teachers' understandings, successes and obstacles. By identifying teachers' possible achievements and barriers with implementing a constructivist philosophy when executing historical PBL, educators and curriculum designers may improve alignment of the learning environment to constructivist principles. A qualitative interpretive case study guided this research study. The four participants of this study were purposefully and conveniently selected from biology teachers with at least three years of teaching experience, degrees in education, State Licensure, and completion of a PBL workshop. Data collection consisted of pre and post questionnaires, structured interviews, a card sort activity in which participants categorized instructional outcomes, and participant observations. Results indicated that the four teachers assimilated reform-based constructivist practices to fit within their preexisting routines and highlighted the importance of incorporating teachers' current systems into reform-based teacher instruction. While participating teachers

  7. Promoting student case creation to enhance instruction of clinical reasoning skills: a pilot feasibility study.

    Science.gov (United States)

    Chandrasekar, Hamsika; Gesundheit, Neil; Nevins, Andrew B; Pompei, Peter; Bruce, Janine; Merrell, Sylvia Bereknyei

    2018-01-01

    It is a common educational practice for medical students to engage in case-based learning (CBL) exercises by working through clinical cases that have been developed by faculty. While such faculty-developed exercises have educational strengths, there are at least two major drawbacks to learning by this method: the number and diversity of cases is often limited; and students decrease their engagement with CBL cases as they grow accustomed to the teaching method. We sought to explore whether student case creation can address both of these limitations. We also compared student case creation to traditional clinical reasoning sessions in regard to tutorial group effectiveness, perceived gains in clinical reasoning, and quality of student-faculty interaction. Ten first-year medical students participated in a feasibility study wherein they worked in small groups to develop their own patient case around a preassigned diagnosis. Faculty provided feedback on case quality afterwards. Students completed pre- and post-self-assessment surveys. Students and faculty also participated in separate focus groups to compare their case creation experience to traditional CBL sessions. Students reported high levels of team engagement and peer learning, as well as increased ownership over case content and understanding of clinical reasoning nuances. However, students also reported decreases in student-faculty interaction and the use of visual aids ( P study suggest that student-generated cases can be a valuable adjunct to traditional clinical reasoning instruction by increasing content ownership, encouraging student-directed learning, and providing opportunities to explore clinical nuances. However, these gains may reduce student-faculty interaction. Future studies may be able to identify an improved model of faculty participation, the ideal timing for incorporation of this method in a medical curriculum, and a more rigorous assessment of the impact of student case creation on the

  8. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  9. Assessing Instructional Modalities: Individualized Treatment Effects for Personalized Learning

    Science.gov (United States)

    Beemer, Joshua; Spoon, Kelly; Fan, Juanjuan; Stronach, Jeanne; Frazee, James P.; Bohonak, Andrew J.; Levine, Richard A.

    2018-01-01

    Estimating the efficacy of different instructional modalities, techniques, and interventions is challenging because teaching style covaries with instructor, and the typical student only takes a course once. We introduce the individualized treatment effect (ITE) from analyses of personalized medicine as a means to quantify individual student…

  10. Using assistive technology adaptations to include students with learning disabilities in cooperative learning activities.

    Science.gov (United States)

    Bryant, D P; Bryant, B R

    1998-01-01

    Cooperative learning (CL) is a common instructional arrangement that is used by classroom teachers to foster academic achievement and social acceptance of students with and without learning disabilities. Cooperative learning is appealing to classroom teachers because it can provide an opportunity for more instruction and feedback by peers than can be provided by teachers to individual students who require extra assistance. Recent studies suggest that students with LD may need adaptations during cooperative learning activities. The use of assistive technology adaptations may be necessary to help some students with LD compensate for their specific learning difficulties so that they can engage more readily in cooperative learning activities. A process for integrating technology adaptations into cooperative learning activities is discussed in terms of three components: selecting adaptations, monitoring the use of the adaptations during cooperative learning activities, and evaluating the adaptations' effectiveness. The article concludes with comments regarding barriers to and support systems for technology integration, technology and effective instructional practices, and the need to consider technology adaptations for students who have learning disabilities.

  11. A comparative study of students' track and field technical performance in sport education and in a direct instruction approach.

    Science.gov (United States)

    Pereira, José; Hastie, Peter; Araújo, Rui; Farias, Cláudio; Rolim, Ramiro; Mesquita, Isabel

    2015-03-01

    This study examined students' technical performances improvements in three track and field events (hurdles, shot put, and long jump) following either a Sport Education season or a Direct Instruction unit. An experienced Physical Education teacher taught two classes totalling 47 sixth-grade students (25 boys and 22 girls, aged between 10 and 13 years old) in 20, 45-minute lessons over 10 weeks. The students' technical performances were analysed and evaluated through systematic observation of videos. The Wilcoxon signed-rank test was used to compare scores at three time points (pre-test, post-test and retention), and the Mann-Whitney U test was used to examine the differences within each instructional model at each assessment moment, as well as by gender and skill level. The impact of each instructional model in student learning was markedly distinct. While in Sport Education students of both genders and skill levels improved significantly in all events, in Direct Instruction, evidence of significant improvements was limited to boys and students of higher skill level. Key pointsThe impact of each teaching approach in student learning was distinct. While in Sport Education the technical performance improvements spread throughout students of both genders and skill levels, in Direct Instruction significant improvements were exclusive to boys and students of higher skill level.The extended analysis in the current study, taking into account student gender and skill level, permitted a more comprehensive measure of the learning impact of the two approaches. More sophisticated analyses of the tasks and instructional strategies of each approach are encouraged.

  12. You Are Not Logged In: Context and Interpersonal Meaning of Instructions and Links in a typical Learning Management System

    Directory of Open Access Journals (Sweden)

    Hakeem Olafemi Ogunmuyiwa

    2016-11-01

    Full Text Available It is common knowledge that the incorporation of Learning Management Systems (LMS in ESL/EFL instruction has enhanced learners understanding of the language just as it has helped teachers in monitoring students’ progress. However, the use of these eLearning platforms can be quite challenging for EFL learners who are yet to be proficient in the English language. This is because all course information and instructions are offered in the language. Following the notion of context and language metafunctions by Halliday (1985 and his followers, analysis of some linguistic expressions in typical learning management systems is conducted. I show how context and interpersonal meanings are established, and how they can enhance learners’ comprehension of information and instructions. The linguistic expressions used as data are sourced from student-specific pages of the web-based Learning Management System (Blackboard and the Modular Object-Oriented Dynamic Learning Environment (Moodle as adapted in colleges and institutes in Saudi Arabia.

  13. The use of scientific direct instruction model with video learning of ethnoscience to improve students’ critical thinking skills

    Science.gov (United States)

    Sudarmin, S.; Mursiti, S.; Asih, A. G.

    2018-04-01

    In this disruption era, students are encouraged to develop critical thinking skills and important cultural conservation characters. Student's thinking skill in chemistry learning has not been developed because learning chemistry in schools still uses teacher-centered, lecture method, is less interesting and does not utilize local culture as a learning resource. The purpose of this research is to know the influence of the application of direct Instruction (DI) model with video learning of ethnoscience on the improvement of students’ critical thinking skills. This study was experimental research. The population was the students from class XI MIPA MA Negeri Gombong with the sample chosen by purposive random sampling. The material of local wisdom as the study of ethnosciences which was the focus of the research was the production of genting, dawet, lanting, and sempor reservoirs which is integrated with colloidal chemical contents. The learning video of ethnoscience before being applied was validated by experts. Students’ critical thinking skills were revealed through the concept of conceptualizing test instruments. The data analysis technique used was the test of proportion and Kolmogorov-Smirnov test. The results of this study suggested that the experimental class that was treated by scientific direct instruction model with the learning video of ethnoscience shows cognitive learning and critical thinking which were better than the control class. Besides, the students indicated their interest in the application of scientific direct instruction model with ethnoscience learning video.

  14. How do openers contribute to student learning?

    Directory of Open Access Journals (Sweden)

    Amber Zertuche

    2012-11-01

    Full Text Available Openers, or brief activities that initiate a class, routinely take up classroom time each day yet little is known about how to design these activities so they contribute to student learning. This study uses technology-enhanced learning environments to explore new opportunities to transform Openers from potentially busy work to knowledge generating activities. This study compares the impact of teacher-designed Openers, Opener designs based on recent research emphasizing knowledge integration, and no Opener for an 8th grade technology-enhanced inquiry science investigation. Results suggest that students who participate in a researcher-designed Opener are more likely to revisit and refine their work, and to make significant learning gains, than students who do not participate in an Opener. Students make the greatest gains when they revisit key evidence in the technology-enhanced curriculum unit prior to revision. Engaging students in processes that promote knowledge integration during the Opener motivate students to revise their ideas. The results suggest design principles for Openers in technology-enhanced instruction.

  15. Distance Learning Delivery Systems: Instructional Options.

    Science.gov (United States)

    Steele, Ray L.

    1993-01-01

    Discusses the availability of satellite and cable programing to provide distance education opportunities in school districts. Various delivery systems are described, including telephones with speakers, personal computers, and satellite dishes; and a sidebar provides a directory of distance learning opportunities, including telecommunications…

  16. Error Tendencies in Processing Student Feedback for Instructional Decision Making.

    Science.gov (United States)

    Schermerhorn, John R., Jr.; And Others

    1985-01-01

    Seeks to assist instructors in recognizing two basic errors that can occur in processing student evaluation data on instructional development efforts; offers a research framework for future investigations of the error tendencies and related issues; and suggests ways in which instructors can confront and manage error tendencies in practice. (MBR)

  17. Effect of differentiated instructional strategies on students' retention ...

    African Journals Online (AJOL)

    The effect of differentiated instructional strategies on students' retention in geometry in senior secondary schools was examined. The study employed experimental research design of pretest, posttest control group. The area of this study is Abuja Municipal Area Council, the Federal Capital Territory. The target population ...

  18. Student Perceptions of Instructional Methods towards Alternative Energy Education

    Science.gov (United States)

    Sallee, Clayton W.; Edgar, Don W.; Johnson, Donald M.

    2013-01-01

    The effectiveness of different methods of instruction has been discussed since the early years of formal education systems. Lecture has been deemed the most common method of presenting information to students (Kindsvatter, Wilen, & Ishler, 1992; Waldron & Moore, 1991) and the demonstration method has been symbolized as the most effective…

  19. Reading Fluency Instruction for Students at Risk for Reading Failure

    Science.gov (United States)

    Ring, Jeremiah J.; Barefoot, Lexie C.; Avrit, Karen J.; Brown, Sasha A.; Black, Jeffrey L.

    2013-01-01

    The important role of reading fluency in the comprehension and motivation of readers is well documented. Two reading rate intervention programs were compared in a cluster-randomized clinical trial of students who were considered at-risk for reading failure. One program focused instruction at the word level; the second program focused instruction…

  20. Improving Students' Attitudes toward Science Using Instructional Congruence

    Science.gov (United States)

    Zain, Ahmad Nurulazam Md; Samsudin, Mohd Ali; Rohandi, Robertus; Jusoh, Azman

    2010-01-01

    The objective of this study was to improve students' attitudes toward science using instructional congruence. The study was conducted in Malaysia, in three low-performing secondary schools in the state of Penang. Data collected with an Attitudes in Science instrument were analysed using Rasch modeling. Qualitative data based on the reflections of…