WorldWideScience

Sample records for level teaching suggesting

  1. Suggestions for English Culture Teaching in High School

    Institute of Scientific and Technical Information of China (English)

    Cai Hongjuan

    2016-01-01

    With the implementation of the new High School English Curriculum Standards, more and more people have realized the importance of English culture teaching. To realize the goals of English teaching, teachers should cultivate students' culture awareness and develop their intercultural communicative competence. But in the actual teaching, culture teaching did not get real implementation. So the author puts forwards some suggestions for English culture teaching in high school.

  2. The Analysis of Curriculum Development Studies Which are Applied For Effective Science Teaching at Primary Level in Turkey and Suggestions to Problems Encountered

    OpenAIRE

    Rahmi YAĞBASAN; Murat DEMİRBAŞ

    2005-01-01

    In this study, curriculum development studies for effective science teaching were analyzed in Turkey, solution suggestions were made by determining the confronted problems. The studies for curriculum analysis toward science teaching were done by covering applications of modern science teaching started in 1970s, curriculum of science teaching made in 1990s and applications of science teaching curriculum put into practice in 2000. It was determined that new science teaching studies that will be...

  3. Explicit grammar teaching in EAL classrooms: Suggestions from ...

    African Journals Online (AJOL)

    The development of the subject English Additional Language (EAL) to serve as a strong support subject in explicitly teaching learners the grammar of English is suggested as an interim solution to the effects of the non-implementation of the 1997 South African Language in Education Policy. To identify specific grammatical ...

  4. Studies and Suggestions on English Vocabulary Teaching and Learning

    Science.gov (United States)

    Zheng, Shigao

    2012-01-01

    To improve vocabulary learning and teaching in ELT settings, two questionnaires are designed and directed to more than 100 students and teachers in one of China's key universities. The findings suggest that an enhanced awareness of cultural difference, metaphorical competence, and learners' autonomy in vocabulary acquisition will effectively…

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

    Science.gov (United States)

    Atkin, Keith

    2015-01-01

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

  6. Fundamentals of teaching mathematics at university level

    CERN Document Server

    Baumslag, Benjamin

    2000-01-01

    This unique book presents a personal and global approach to teaching mathematics at university level. It is impressively broad in its scope, and thought-provoking in its advice. The author writes with a love of his subject and the benefit of a long and varied career. He compares and contrasts various educational systems and philosophies. Furthermore, by constantly drawing on his own experiences and those of his colleagues, he offers useful suggestions on how teachers can respond to the problems they face. This book will interest educationalists, policy advisers, administrators, lecturers, and

  7. Enhancing Middle-Level General Music: Suggestions from the Literature

    Science.gov (United States)

    Gerrity, Kevin W.

    2009-01-01

    In his book "Teaching Music in the Secondary Schools," Charles Hoffer reported a lack of consensus among music educators when considering the essential components of a middle-level general music course. Today, this condition persists. The increasingly diverse nature of students and schools makes a singular, model curriculum for middle-level…

  8. Teaching Astrophysics to Upper Level Undergraduates

    Science.gov (United States)

    Van Dorn Bradt, Hale

    2010-03-01

    A Socratic peer-instruction method for teaching upper level undergraduates is presented. Basically, the instructor sits with the students and guides their presentations of the material. My two textbooks* (on display) as well as many others are amenable to this type of teaching. *Astronomy Methods - A Physical Approach to Astronomical Observations (CUP 2004) *Astrophysics Processes-The Physics of Astronomical Phenomena (CUP 2008)

  9. Exploring Teacher Beliefs in Teaching EAP at Low Proficiency Levels

    Science.gov (United States)

    Alexander, Olwyn

    2012-01-01

    Teaching English for Academic Purposes (EAP) requires teachers experienced in Communicative Language Teaching (CLT) to acquire additional skills, abilities and approaches. Beliefs about CLT teaching may not be appropriate for teaching EAP, especially to low level learners. Making teachers aware of their beliefs is the first step in helping them to…

  10. Essential Cultural Information and Suggestions for Teaching It in German Business Courses.

    Science.gov (United States)

    Gerulaitis, Renate

    A course in German for business on the college level must engage in cross-cultural training as well as teach specialized vocabulary and conversational German for international business dealings. Materials and methods for such a course are described. Some generally untapped sources for material on corporate culture that are suited for use in the…

  11. Syllabus Development Studies in Turkey and in the World for Teaching Arabic as a Foreign Language - Some Suggestion for Teaching Arabic in Primary Schools in Turkey

    Directory of Open Access Journals (Sweden)

    Murat ÖZCAN

    2015-08-01

    Full Text Available The importance of Arabic in Turkey and in the world is rising in the last years because of some developments in Middle East. Beside this, Arabic is the language o f Holy Quran and hadiths. As it is known the non - Arab, Muslims need to learn this language in order to understand their religion. After all, of these needs, some countries opened some courses for teaching Arabic. In addition , people started to write some new materials for teaching Arabic in these courses as a foreign language. In Turkey, there are Arabic lessons in intermediate, middle and high school periods. The Education Ministry is publishing syllabus for these lessons. A s Turkey, some countries are teaching Arabic as a foreign language in their schools. In this paper, we tried to analyze the similarities and differences between the syllabuses of these countries and Turkey for teaching Arabic as a foreign language. At the end of the analyze we suggested some suggestions for teaching Arabic in primary schools in Turkey.

  12. Bryophytes as Teaching Materials on the Textbook of Botany (The Latter Term of Meiji to the Beginning of Showa) and Suggestions for Development of New Teaching Material

    OpenAIRE

    Sato, Takayuki; Muko, Heiwa; Ohshika, Kiyoyuki

    2007-01-01

    Bryophytes have some characteristics as teaching material, but it is very difficult to use them in secondary education. Nevertheless, from the latter term of Meiji to the beginning of Showa, there are many teaching materials for natural history.Therefore, we analyzed teaching materials on the textbook of botany that was published at the period, take suggestions for newly development of teaching material. We analyzed composition of textbooks and species of Bryophytes, and compared them to a ma...

  13. English Preservice Teaching: Problems and Suggested Solutions

    Science.gov (United States)

    Naeem, Marwa Ahmed Refat

    2014-01-01

    The present study investigated the problems faced by Egyptian EFL prospective teachers during their first encounter with preservice teaching. The sample for the study included 135 prospective EFL teachers trained in five preparatory (middle) schools in Kafr El-Sheikh city, Egypt. At the end of their first year training course, the prospective…

  14. Teaching Badminton Based on Student Skill Levels

    Science.gov (United States)

    Wang, Jianyu; Moffit, Jeff

    2009-01-01

    Badminton has been identified as a lifelong activity. It is an inexpensive sport and everyone--children, seniors, and individuals with disabilities--can reach a level of enjoyment in the game after mastering basic skills and tactics. In teaching badminton, teachers need to understand how students develop game play ability from a low level to an…

  15. TEACHING OBJECT ORIENTED PROGRAMMING AT THE INTRODUCTORY LEVEL

    OpenAIRE

    OKUR , Prof.Dr. Mehmet C.

    2006-01-01

    Teaching object oriented programming has become a rapidly expanding preference at various educational environments. However, teachers usually experience problems when introducing object oriented concepts and programming to beginners. How to teach the fundamentals of object oriented programming at an introductory level course is still a common subject for debate. In this paper, an evaluation of these problems is presented and some possible approaches for improving the quality and success of su...

  16. EVALUATING THE EFFECTIVENESS OF TEACHING METHODS USED FOR GCE AND SSC LEVELS

    OpenAIRE

    Bhatti, Muhammad Safdar; Mukhtar, Rafia; Bajwa, Shahla

    2017-01-01

    Thepresent research focuses on comparative study of the Secondary SchoolCertificate (SSC) and the General Certificate of Education-Ordinary level(GCE-O level) English language course to trace out the problems andshortcomings of the curriculum objectives and teaching methods. The objectivesof the study were to analyze the objectives of teaching English of SSC and GCEO-level to critically review the teaching methodologies of both the courses.The population of the study comprised of all the teac...

  17. The Integrated Multi-Level Bilingual Teaching of "Social Research Methods"

    Science.gov (United States)

    Zhu, Yanhan; Ye, Jian

    2012-01-01

    "Social Research Methods," as a methodology course, combines theories and practices closely. Based on the synergy theory, this paper tries to establish an integrated multi-level bilingual teaching mode. Starting from the transformation of teaching concepts, we should integrate interactions, experiences, and researches together and focus…

  18. Teaching/learning strategies for the essentials of baccalaureate nursing education for entry-level community/public health nursing.

    Science.gov (United States)

    Callen, Bonnie; Smith, Claudia M; Joyce, Barbara; Lutz, Jayne; Brown-Schott, Nancy; Block, Derryl

    2013-01-01

    The purpose of this article is to describe teaching/learning strategies for each of the 15 Essentials of Baccalaureate Nursing Education for Entry-Level Community/Public Health Nursing (ACHNE, 2009). Carper's ways of knowing serve as foundations for creating classroom and clinical experiences that focus on clinical action with community as client. Each community/public health essential is defined with relevance to community/public health nursing practice. Five teaching/learning strategies have been delineated for each essential with suggestions of teaching resources and/or target population application. Teaching/learning strategies that focus on community as client, population health, and the essential knowledge and competencies of C/PH nursing will help ensure preparation of baccalaureate prepared nurses with knowledge and skills to improve the health of populations. © 2013 Wiley Periodicals, Inc.

  19. Aspirations for a Master's-Level Teaching Profession in England

    Science.gov (United States)

    Thomas, Lorraine

    2016-01-01

    This research investigates aspirations for a master's-level teaching profession in England, providing key stakeholder perceptions in one densely populated region within a multiple case study. Although this intended move to a master's-level profession represented a major shift in teachers' professional development in England, only limited…

  20. Integrative curriculum reform, domain dependent knowing, and teachers` epistemological theories: Implications for middle-level teaching

    Energy Technology Data Exchange (ETDEWEB)

    Powell, R.R. [Texas Tech Univ., Lubbock, TX (United States). College of Education

    1998-12-01

    Integrative curriculum as both a theoretical construct and a practical reality, and as a theme-based, problem-centered, democratic way of schooling, is becoming more widely considered as a feasible alternative to traditional middle-level curricula. Importantly for teaching and learning, domain dependence requires teachers to view one area of knowledge as fully interdependent with other areas of knowledge during the learning process. This requires teachers to adopt personal epistemological theories that reflect integrative, domain dependent knowing. This study explored what happened when teachers from highly traditional domain independent school settings encountered an ambitious college-level curriculum project that was designed to help the teachers understand the potential that integrative, domain dependent teaching holds for precollege settings. This study asked: What influence does an integrative, domain dependent curriculum project have on teachers` domain independent, epistemological theories for teaching and learning? Finding an answer to this question is essential if we, as an educational community, are to understand how integrative curriculum theory is transformed by teachers into systemic curriculum reform. The results suggest that the integrative curriculum project that teachers participated in did not explicitly alter their classroom practices in a wholesale manner. Personal epistemological theories of teachers collectively precluded teachers from making any wholesale changes in their individual classroom teaching. However, teachers became aware of integrative curriculum as an alternative, and they expressed interest in infusing integrative practices into their classrooms as opportunities arise.

  1. Change in self-assessed comfort level of first-year pharmacy students as an alternative approach to measure teaching effectiveness and learning outcomes.

    Science.gov (United States)

    Oelschlaeger, Peter

    2017-05-01

    Objective measures for assessing teaching effectiveness and learning outcomes in the pharmacy curriculum are needed for improving quality of instruction and faculty development. The purpose of this article is to introduce a new teaching assessment method that focuses on self-assessed change in student comfort with the topics taught rather than evaluation of the instructor and to evaluate its performance in comparison to conventional student evaluations of teaching (SET). Six successive cohorts of first-year pharmacy students were surveyed regarding their comfort level at the beginning and end of a 10-week pharmacology course. The change in self-assessed comfort level (ΔSACL) was interpreted as the amount of learning that occurred. This indicator was compared to ratings of a statement from SET designed to obtain the same information. An increasing ΔSACL suggests an increase in learning over time. Differences were observed between ΔSACL and corresponding results from SET, suggesting that there could be extrinsic factors influencing the results. The use of ΔSACL could provide an alternative or complementary approach to assess teaching effectiveness that focuses less on the instructor and more on the actual student learning outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.

  2. [Level of teaching competence at the Undergraduate Medical Internship of UNAM's Faculty of Medicine].

    Science.gov (United States)

    Martínez-González, Adrián; Lifshitz-Guinzberg, Alberto; González-Quintanilla, Eduardo; Monterrosas-Rojas, Ana María; Flores-Hernández, Fernando; Gatica-Lara, Florina; Martínez-Franco, Adrián Israel; Sánchez-Mendiola, Melchor

    2017-01-01

    There is no systematic evaluation of teaching performance in the clinical area at UNAM Faculty of Medicine. The study purpose is to assess the teaching competence level in the Undergraduate Medical Internship (UMI). The paper describes the process of psychometric validity for the instrument designed to evaluate teaching competence in the UMI. This instrument was constructed from two previously developed instruments. The final version with 54 items in a Likert scale was studied with exploratory factorial analysis. Four dimensions were obtained: Solution of clinical problems, Psychopedagogy, Mentoring, and Evaluation. The instrument had a reliability of 0.994, with an explained variance of 77.75%. To evaluate the teaching competence level, we administered 844 questionnaires to a sample of students with a response rate of 89%. We obtained an overall global score of 89.4 ± 9.6 (mean ± SD). The dimension Solution of clinical problems was the one with a greater value, in contrast with the dimension of Evaluation, which had a lower score. The teachers of the UMI are considered educators with high level of teaching competence, according to the perceptions of the undergraduate internal doctors. The evaluation of teaching competence level is very important for institutions that look for the continuous professional development of its faculty.

  3. How diverse are physics instructors’ attitudes and approaches to teaching undergraduate level quantum mechanics?

    International Nuclear Information System (INIS)

    Siddiqui, Shabnam; Singh, Chandralekha

    2017-01-01

    Understanding instructors’ attitudes and approaches to teaching undergraduate-level quantum mechanics can be helpful in developing effective instructional tools to help students learn quantum mechanics. Here we discuss the findings from a survey in which 12 university faculty members reflected on various issues related to undergraduate-level quantum mechanics teaching and learning. Topics included faculty members’ thoughts on the goals of a college quantum mechanics course, general challenges in teaching the subject matter, students’ preparation for the course, views about foundational issues and the difficulty in teaching certain topics, reflection on their own learning of quantum mechanics when they were students versus how they teach it to their students and the extent to which they incorporate contemporary topics into their courses. The findings related to instructors’ attitudes and approaches discussed here can be useful in improving teaching and learning of quantum mechanics. (paper)

  4. Teaching Groups as Foci for Evaluating Performance in Cost-Effectiveness of GCE Advanced Level Provision: Some Practical Methodological Innovations.

    Science.gov (United States)

    Fielding, Antony

    2002-01-01

    Analyzes subject teaching-group effectiveness in English and Welsh General Certification of Education (GCE) Advanced Level prior to a linking to resources; suggests cross-classified multilevel models with weighted random effects for disentangling student, group, and teacher effects; finds that teacher effects are considerable, but cannot find…

  5. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    Directory of Open Access Journals (Sweden)

    Anthony Milanowski

    2003-12-01

    Full Text Available In an exploratory study (Note 1 of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An annual starting salary 45% above the local average would attract 48% of the sophomore students and 37% of the juniors. Focus group results suggested that low pay was an important reason for not considering K-12 teaching, but that perceived job demands and abilities and interests were also important reasons for not being attracted to a teaching career.

  6. Immigration beyond Ellis Island: Suggestions for Teaching about Immigration in the Now

    Science.gov (United States)

    Hossain, Kazi I.

    2014-01-01

    America's history books abound with stories of immigrants who contributed to the development of this country. In terms of social studies curriculum, all states require schools to teach about immigration. However, the question is how to teach this topic in a manner that will give students--elementary through high school--a better understanding of…

  7. Twelve Tips for teaching medical professionalism at all levels of medical education.

    Science.gov (United States)

    Al-Eraky, Mohamed Mostafa

    2015-01-01

    Review of studies published in medical education journals over the last decade reveals that teaching medical professionalism is essential, yet challenging. According to a recent Best Evidence in Medical Education (BEME) guide, there is no consensus on a theoretical or practical model to integrate the teaching of professionalism into medical education. The aim of this article is to outline a practical manual for teaching professionalism at all levels of medical education. Drawing from research literature and author's experience, Twelve Tips are listed and organised in four clusters with relevance to (1) the context, (2) the teachers, (3) the curriculum, and (4) the networking. With a better understanding of the guiding educational principles for teaching medical professionalism, medical educators will be able to teach one of the most challenging constructs in medical education.

  8. Some Live Issues of the Physics Teaching in all the School Levels

    Science.gov (United States)

    Mico, Silvana; Mandili, Jorgo

    2010-01-01

    In many countries the levels of social and economic development are also the determinants of education policies. During the last 10 years Albania had new developments in social and economic environment, but the education policies has remain the same or have been almost insignificantly enhanced. It isn't our intention discussing these policies, but just expressing some considerations according to the most recent experience and our vision. These considerations regard the teaching physics quality in all the school levels. It's truth that students have serious difficulty in understanding physics. We have tried to understand why this happens and how we can help them? In this paper we identify some teaching and learning problems and argue importance of using of educational philosophy, cognitive theory and pedagogical research to change our teaching of physics.

  9. Teaching English Idioms through Mnemonic Devices at SSC Level in Pakistan

    Directory of Open Access Journals (Sweden)

    Sidra Mahmood

    2014-03-01

    Full Text Available This research dealt with teaching English idioms through mnemonic devices at SSC level in a school in pakistan. As the students in Pakistan, especially at SSC level, have a habit to learn idioms by rote and face many problems due the technique, the problem was selected for the investigation. Needs Analysis Questionnaire was used to determine the needs and problems faced by the students and their expectations for solution to the problem. Understanding the problems faced by the students in English idioms, an alternative methodology was selected in the form of mnemonic devices and the selected students were taught using the methodology to test its effectiveness in not only teaching English idioms but also making learning motivating, interesting and learner-involving. A post-test was given to understand the effect (if any of the selected alternative method of mnemonics and it was observed that teaching English idioms through mnemonic devices not only helped the learners but also helped in sharpening their memory.

  10. A Comparison between the Effect of Cooperative Learning Teaching Method and Lecture Teaching Method on Students' Learning and Satisfaction Level

    Science.gov (United States)

    Mohammadjani, Farzad; Tonkaboni, Forouzan

    2015-01-01

    The aim of the present research is to investigate a comparison between the effect of cooperative learning teaching method and lecture teaching method on students' learning and satisfaction level. The research population consisted of all the fourth grade elementary school students of educational district 4 in Shiraz. The statistical population…

  11. The learner’s perspective in GP teaching practices with multi-level learners: a qualitative study

    Science.gov (United States)

    2014-01-01

    Background Medical students, junior hospital doctors on rotation and general practice (GP) registrars are undertaking their training in clinical general practices in increasing numbers in Australia. Some practices have four levels of learner. This study aimed to explore how multi-level teaching (also called vertical integration of GP education and training) is occurring in clinical general practice and the impact of such teaching on the learner. Methods A qualitative research methodology was used with face-to-face, semi-structured interviews of medical students, junior hospital doctors, GP registrars and GP teachers in eight training practices in the region that taught all levels of learners. Interviews were audio-recorded and transcribed. Qualitative analysis was conducted using thematic analysis techniques aided by the use of the software package N-Vivo 9. Primary themes were identified and categorised by the co-investigators. Results 52 interviews were completed and analysed. Themes were identified relating to both the practice learning environment and teaching methods used. A practice environment where there is a strong teaching culture, enjoyment of learning, and flexible learning methods, as well as learning spaces and organised teaching arrangements, all contribute to positive learning from a learners’ perspective. Learners identified a number of innovative teaching methods and viewed them as positive. These included multi-level learner group tutorials in the practice, being taught by a team of teachers, including GP registrars and other health professionals, and access to a supernumerary GP supervisor (also termed “GP consultant teacher”). Other teaching methods that were viewed positively were parallel consulting, informal learning and rural hospital context integrated learning. Conclusions Vertical integration of GP education and training generally impacted positively on all levels of learner. This research has provided further evidence about the

  12. [Noise level in a care and teaching hospital institution].

    Science.gov (United States)

    Mendoza-Sánchez, R S; Roque-Sánchez, R H; Moncada-González, B

    1996-01-01

    Noise in the environment is increasing over the years. Disturbances produced by noise are varied, some lead to serious health consequences. Noise level was registered in a teaching hospital. Levels in the wards were between 50 and 59 dB. In the Intensive Care Unit, main hallways and outpatients department levels were higher than 59 dB. Isolated peaks up to 90.0 dB (Pediatrics) were detected. The noise level recommended for a hospital is under 50.0 dB. We found that the principal source of noise came from the medical and nursing staff.

  13. Using humour in teaching English as a foreign language at more advanced levels

    Directory of Open Access Journals (Sweden)

    Prodanović-Stankić Diana

    2011-01-01

    Full Text Available The unique properties of humour make it a valuable tool in the process of teaching and acquiring English as a foreign language, especially when more advanced courses at the university level are concerned. In the first place, using humour based on language play (involving different aspects of linguistic structure in a variety of teaching materials can be very beneficial to helping students improve their ability with language structures. Moreover, it is important that students develop an awareness of humour that is related to culture in order to achieve better command of English. In order to determine the effect humour has on students’ level of attainment, a small-scale study was conducted at the English Department, University of Novi Sad in the course Integrated Language Skills. In the study, humour was used both as a tool, to improve the learning environment, and as a resource for teaching new vocabulary or revising grammatical structures. The results of the study indicate that humour can be applied to teaching a foreign language and improving students’ proficiency level. Moreover, using humour both as a tool and as a resource affected students’ motivation and willingness to study.

  14. Teaching with Games: Online Resources and Examples for Entry Level Courses

    Science.gov (United States)

    Teed, R.; Manduca, C.

    2004-12-01

    Using games to teach introductory geoscience can motivate students to enthusiastically learn material that they might otherwise condemn as "boring". A good educational game is one that immerses the players in the material and engages them for as long as it takes to master that material. There are some good geoscience games already available, but instructors can also create their own, suitable to their students and the content that they are teaching. Game-Based Learning is a module on the Starting Point website for faculty teaching entry level geosciences. It assists faculty in using games in their teaching by providing a description of the features of game-based learning, why you would use it, how to use games to teach geoscience, examples, and references. Other issues discussed include the development of video games for teaching, having your students create educational games, what makes a good game, handling competition in the classroom, and grading. The examples include descriptions of and rules for a GPS treasure hunt, a geology quiz show, and an earthquake game, as well as links to several online geological video games, and advice on how to design a paleontology board game. Starting Point is intended to help both experienced faculty and new instructors meet the challenge of teaching introductory geoscience classes, including environmental science and oceanography as well as more traditional geology classes. For many students, these classes are both the first and the last college-level science class that they will ever take. They need to learn enough about the Earth in that one class to sustain them for many decades as voters, consumers, and sometimes even as teachers. Starting Point is produced by a group of authors working with the Science Education Resource Center. It contains dozens of detailed examples categorized by geoscience topic with advice about using them and assessing learning. Each example is linked to one of many modules, such as Game

  15. Internet Addiction Levels and Problem-Solving Skills in the Teaching Profession: An Investigation

    Science.gov (United States)

    Ibili, Emin

    2017-01-01

    In this research, the relationship between Internet addiction levels among teaching candidates and their problem-solving aptitude and self-efficacy perceptions towards the teaching profession was investigated. In addition, the effects of gender, department, Internet use and sporting habits on the Internet addiction, problem-solving skills and…

  16. Teaching Intracultural and Intercultural Communication: A Critique and Suggested Method.

    Science.gov (United States)

    DeVoss, Danielle; Jasken, Julia; Hayden, Dawn

    2002-01-01

    Summarizes recent literature about the importance of paying attention to intercultural communication. Analyzes the productive approaches in popular business and technical communication textbooks. Presents five challenges for business and technical communication teachers to consider. Includes teaching modules that address these challenges. Notes…

  17. Teaching About Economics.

    Science.gov (United States)

    Paine, Carolyn; Arnold, Anne Jurmu

    1983-01-01

    A teaching unit on economics discusses basic background information, suggests classroom activities, and lists sources of instructional resources. Reproducible masters for two instructional levels are included and introduce economics law and basic financial management. (FG)

  18. Teaching Directed Numbers at Secondary School Level. Series of Caribbean Volunteer Publications, No. 7.

    Science.gov (United States)

    Voluntary Services Overseas, Castries (St. Lucia).

    This book is a collection of teaching strategies and activities for teachers of secondary mathematics. This volume is the product of a workshop that focused on student understanding of directed numbers. Suggested teaching methods include introducing the number concept, using a number line, number strips, monograms, bottle top addition and…

  19. What Does Research Suggest about the Teaching and Learning of Introductory Statistics at the College Level? A Review of the Literature

    Science.gov (United States)

    Zieffler, Andrew; Garfield, Joan; Alt, Shirley; Dupuis, Danielle; Holleque, Kristine; Chang, Beng

    2008-01-01

    Since the first studies on the teaching and learning of statistics appeared in the research literature, the scholarship in this area has grown dramatically. Given the diversity of disciplines, methodology, and orientation of the studies that may be classified as "statistics education research," summarizing and critiquing this body of work for…

  20. The effect of different levels of constructive teaching practices on teacher question asking behaviors

    Science.gov (United States)

    Erdogan, Ibrahim

    The purposes of the study were: (1) to examine the effectiveness of the Iowa Chautauqua Professional Development Program (ICPDP) in moving elementary science teachers toward the use of more constructive teaching practices and (2) to investigate the effectiveness of different levels of teaching practices, especially in terms of a sample of teachers achieving "expert" state at the end of program compared with some attaining only with "competent" level. The variables considered were their perceptions of their own classroom practices, stated philosophy of teaching and learning, and their actual classroom practices and question asking behaviors observed via videotape recording. Structured questionnaires, focus group interviews, teacher reflections, and examination of lesson modules were used to collect data from thirty-three K-5 in-service teachers who were involved in a one-year ICPDP. Qualitative and quantitative analyses of data revealed that: (1) Teacher perceptions regarding their teaching and learning, and their actual teaching practices in classroom in terms of constructivist approaches were significantly changed after participation in the ICPDP. (2) Teacher perceptions of their classroom practices and stated philosophies of teaching and learning have a great affect on their actual practices that can be observed. (3) Teacher stated philosophies of teaching and learning significantly influence the quantity and quality of their use of questions in their classrooms. (4) The "expert" teachers accept students' alternative answers and deliberately ask high cognitive level questions that enable students to think critically and to guide them based on what the students are thinking. Alternatively, the "competent" teachers do not follow student responses and used questions which do not help students to understand their current level of understanding nor encourage students to reflect on their own thinking. (5) The role of "expert" teacher is more geared toward challenging

  1. Student-Centred Teaching Strategies by Gender, Grade Level, and Teacher’s Self-Concept in Mexico

    Directory of Open Access Journals (Sweden)

    PEDRO SÁNCHEZ-ESCOBEDO

    2018-05-01

    Full Text Available This study examined the student-centred teaching strategies of Mexican teachers by gender, grade level, and self-concept as an instructor. A conventional sample of 573 teachers from diverse school settings in the state of Yucatan in Mexico responded to a paper and pencil questionnaire. Results indicated, in general, that teachers prioritized classroom management and independent learning activities, in contrast with teaching strategies emphasized by policies and teacher´s training programs in the country, such as cooperative learning, differentiation, or promoting critical thinking. There were some gender and grade level differences. In general, female teachers promoted more independent activities than males. As expected, primary school teachers were more concerned with using differentiation teaching strategies than secondary education teachers, considering the greatest variance in younger students. Teachers self-concept had differential effects. Whilst self-efficacy feelings had no influence in the use of specific student-centred teaching strategies, high self-esteem teachers used more student-centred teaching strategies. The importance of asking teachers what they did, and how they felt as teachers was argued in light of results. Future research avenues regarding self-concept and teaching strategies are posited.

  2. Educational Administrators’ Technological Leadership Efficacy and Perceptions towards Implementation Levels of Teaching and Learning Activities

    Directory of Open Access Journals (Sweden)

    Fatih ULUKAYA

    2017-12-01

    Full Text Available The aim of this study is to identify the educational administrators’ technological leadership efficacy (TLE and perceptions towards implementation levels of teaching and learning activities (ITLA, and then to present the contribution of the TLE as a predictor of the ITLA. We collected data from 112 educational administrators who are working in Tokat. According to the results of this study, educational administrators’ TLE level was “adequate” for only Digital age learning culture, for the other factors and the total of the TLE levels were “intermediate” level. According to ITLA results, all the sub-factors and total of the scale were “strongly agree” level. The technological leadership efficacy and perceptions towards implementation levels of teaching and learning activities differ according to educational administrators’ age, school type and working in town/city. There is a positive, medium level and significant correlation between educational administrators’ total scores of the TLE and ITLA. A simple linear regression was calculated to predict administrators’ perceptions towards implementation levels of teaching and learning activities based on their technological leadership efficacy, and TLE explains only 29% of the variation in ITLA.

  3. Hopelessness Levels of Candidate Students of Physical Education and Sports Teaching Department and Their Attitudes Towards Teaching Profession

    Directory of Open Access Journals (Sweden)

    Serdar BAYRAKDAROĞLU

    2015-08-01

    Full Text Available The aim of this study is to investigate the relationship between the professional attitudes towards teaching profession and hopelessness levels of the students taking the special talent test for pyhsi cal education and sports academy in terms of several variables. 244 students ,who came to apply to the Special Talent Tes t of University of Gumushane in the year 2014, attended to the study. “Beck Hopelessness Scale” and “ Attitude Scale Towards Profe ssion of Teaching ” have been used in the scope of the study. The data to be used in the study and collected by data collec tion tools have been subjected to descriptive and relational statistical processes in line with the objectives of the study. In order to interpret the findings of the study, One - way Analysis of Variance, Mann - Whitney U and Kruscal Wallis H Tests have been used. According to the results of the study , it has been found out that there is no significant difference between the attitudes towards the profession of teaching and hopelessness levels in terms of ; age (Attitude; F 240= 1.833, P=.142, H opelessness; F 240= .184, P=.907, family income level (Attitude; F 240= 509, P=.729, Hopelessness; F 240= .891, p=.470, prospective preferences (Attitude; U=991.000, p=.456, Hopelessness; U=928.500, P=.286, and the training applied for the special talent test (Attitude; X 2 =4.786, P=.310, Hopelessness; X 2 = 4.342,P= .362.

  4. School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

    Directory of Open Access Journals (Sweden)

    Manas Ranjan Panigrahi

    2014-07-01

    Full Text Available The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers’ performance and Students’ performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V, to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching.

  5. ACHIEVEMENT LEVEL OF TEACHING SKILLS IN THE CONCLUSION PROFORDEMS ITSON AND IMPACT ON SOCIETY

    Directory of Open Access Journals (Sweden)

    Erika Nallely López-Lugo

    2015-07-01

    Full Text Available The Teacher Training Program of Higher Education Media (PROFORDEMS, aims to contribute to the educational profile in skills development. This study aims to determine the level of achievement reached graduates considered teachers regarding teaching skills training process to conclude the paragraph after performing the analysis of as it impacts on society. The method was quantitative, applied for UN compound instrument teaching skills and attributes, with Likert scale Establishing the four levels of Tobon, 76 graduate teachers of the seventh generation of the Technological Institute of Sonora, of which Were Significantly of the headquarters of Navojoa and Obregón, Navojoa Being 47 with the participation of 20 women and 27 men, regarding Obregon Participants were 17 women and 12 men. Were the results satisfactory, over 65% of graduates found in the teachers considered autonomous and strategic levels, competition four is the one that obtained the lowest percentage. To conclude that the PROFORMDES contributes to teaching skills.

  6. The Relationship between Alienation Levels of Physical Education Teacher Candidates and Their Attitudes towards the Teaching Profession

    Science.gov (United States)

    Erbas, Mustafa Kayihan

    2014-01-01

    This study aimed to determine the alienation levels and attitudes of physical education teacher candidates towards the teaching profession and identify the relationship between their alienation levels and their attitudes towards teaching. The study group consisted of 695 teacher candidates studying in physical education and sports teaching…

  7. Teaching Teaching & Understanding Understanding

    DEFF Research Database (Denmark)

    2006-01-01

    "Teaching Teaching & Understanding Understanding" is a 19-minute award-winning short-film about teaching at university and higher-level educational institutions. It is based on the "Constructive Alignment" theory developed by Prof. John Biggs. The film delivers a foundation for understanding what...

  8. Diversity management teaching at bachelor level

    DEFF Research Database (Denmark)

    Singla, Rashmi; Birk Jensen, Inger

    EFPA35 Cultural and Ethnic Diversity - How European Psychologists Can Meet the Challenges Chair: Ulrike de Ponte, University of Applied Sciences Regensburg, Regensburg, Germany Discussant: Bruna Zani, University of Bologna, Bologna, Italy 11:15 - 12:45EFPA35.1 How European Psychologists Can Meet...... the Challenges of Ethnic and Religious Diversity: Ethical Guidelines, Sensitive Competences and Practices with MGF Carla Moleiro, Instituto Universitǭrio de Lisboa 11:15 - 12:45EFPA35.2 Semiotic analysis of work-motivation theories: Might there be identified an ideological bias? Luděk Kolman, Czech University...... This interactive paper presents a model for teaching diversity management to bachelor students. The increasing diversity and inequality in European societies affects work places at all levels, especially the organizational. Recognition and celebration of workforce diversity is combined with the phenomenon...

  9. Nature of Science Progression in School Year 1-9: a Case Study of Teachers' Suggestions and Rationales

    Science.gov (United States)

    Leden, Lotta; Hansson, Lena

    2017-07-01

    The inclusion of nature of science (NOS) in science education has for a long time been regarded as crucial. There is, however, a lack of research on appropriate NOS aspects for different educational levels. An even more neglected area of research is that focusing on teachers' perspectives on NOS teaching at different levels. The aim of this article is to examine NOS progression in the light of teachers' suggestions and rationales. In order to obtain teachers' informed perspectives, we chose to involve six teachers (teaching grades 1-9) in a 3-year research project. They took part in focus group discussions about NOS and NOS teaching as well as implemented jointly planned NOS teaching sessions. Data that this article builds on was collected at the end of the project. The teachers' suggestions for NOS progression often relied on adding more NOS issues at every stage, thereby creating the foundations of a broader but not necessarily deeper understanding of NOS. Five rationales, for if/when specific NOS issues are appropriate to introduce, emerged from the analysis of the teacher discussions. Some of these rationales, including practice makes perfect and increasing levels of depth can potentially accommodate room for many NOS issues in the science classroom, while maturity and experience instead has a restricting effect on NOS teaching. Also, choice of context and teaching approaches play an important role in teachers' rationales for whether specific NOS issues should be included or not at different stages. The article discusses the implications for teacher education and professional development.

  10. Teaching a Global Sociology: Suggestions for Globalizing the U.S. Curriculum

    Science.gov (United States)

    Sohoni, Deenesh; Petrovic, Misha

    2010-01-01

    Increasingly, educators have called on colleges and universities to prepare their students for a more interdependent world. While sociology has begun to heed the message to globalize the curriculum, efforts to implement relevant teaching practices are hampered by lack of consensus on what "internationalizing" or "globalizing" the classroom…

  11. Analysis of effects of extension teaching methods on farmers' level of ...

    African Journals Online (AJOL)

    This study analyzed the effects of extension teaching methods used by Ogun State (Nigeria) Agricultural Development Programme's extension agents on farmers' level of production in maize and cassava. The sample included 210 randomly selected farmers, comprising adopters and non-adopters of introduced agricultural ...

  12. First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

    Science.gov (United States)

    Abry, Tashia; Granger, Kristen L; Bryce, Crystal I; Taylor, Michelle; Swanson, Jodi; Bradley, Robert H

    2018-05-24

    Using data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development and a model-building approach, the authors examined direct and indirect associations between first-grade (G1) classroom-level adversity (CLA), G1 teaching practices, and student (N = 1,073; M = 6.64 years; 49% girls; 82% White) academic skills and executive functioning in G1 and third grades (G3). Teachers reported the prevalence of adversity among their students (e.g., poor home/family life, poor academic/social readiness). Observers rated G1 teaching practices: teachers' classroom management, controlling instruction, and amount of academic instruction (classroom observation system). Children completed literacy and math assessments at 54 months, G1, and G3 (Woodcock Johnson Letter-Word Identification and Applied Problems), and executive functioning at G1 and G3 (Tower of Hanoi). Direct associations emerged between CLA and controlling instruction (positive), classroom management, and academic instruction (both negative). In addition, CLA was related to G1 literacy (but not math) directly and indirectly via classroom management (negatively) and controlling instruction (positively). The addition of G3 outcomes revealed a negative direct longitudinal association between CLA and G3 executive functioning, and indirect associations with G3 literacy and math through G1 teaching practices and literacy. Results support the notion that collective student characteristics influence student outcomes in part through teaching practices and suggest that teachers and students may benefit from the diffusion of high-adversity classroom compositions when possible. Moreover, in high-adversity classrooms teachers and students may benefit from supports targeting classroom management and foundational student competencies. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

  13. The Science of Human Interaction and Teaching

    Science.gov (United States)

    Yano, Kazuo

    2013-01-01

    There is a missing link between our understanding of teaching as high-level social phenomenon and teaching as a physiological phenomenon of brain activity. We suggest that the science of human interaction is the missing link. Using over one-million days of human-behavior data, we have discovered that "collective activenes" (CA), which indicates…

  14. Teachers' level of ICT integration in teaching and learning: A survey in Malaysian private preschool

    Science.gov (United States)

    Kamaruddin, Kamarulzaman; Abdullah, Che Anuar Che; Idris, Mohd Noor; Nawi, Mohd Nasrun Mohd

    2017-10-01

    The purpose of this study is to investigate the level of ICT integration in teaching and learning in private preschool in Malaysia. A total 61 teachers from 10 private preschools in the district of Mualim in the state of Perak Malaysia were randomly chosen in this survey research. The findings revealed that most of the teachers were knowledgeable about the educational ICT application. However, the findings revealed that the teachers' level of ICT integration is still at the low level. This is based on the results of a study that most of the teachers are normal users and ICT application was used for their own work rather than using it in their teaching and learning in the classroom. In addition, the findings indicated that teachers' awareness towards the important of ICT in teaching and learning is not encouraging and this issue is related to the training provided, equipment and time constraints that hinder the integration of ICT.

  15. TEACHING WRITING USING THINK-PAIR-SHARE VIEWED FROM STUDENTS’ LEVEL OF RISK-TAKING

    Directory of Open Access Journals (Sweden)

    Ningtyas Orilina Argawati

    2017-12-01

    Full Text Available Writing is considered as the most difficult skill to master compared with the other skills because it involves many language elements such as content, organization, vocabulary, grammar and mechanics. The research examines the effect of two independent variables (Think-Pair-Share and Direct instruction method on dependent variable (Writing Descriptive skill. The samples were class A1 2016 as the experimental class and A3 2016 as the control class. Each class consisted of 32 students. The instruments used covered the risk-taking’s questionnaire and writing test. Before applying the questionnaire of risk-taking, it was tried out to class A2 2016 to find out the validity and the reliability of the instrument. Meanwhile, before conducting the writing test, it needs to test the readability of the writing instruction. The treatment was conducted in eight meetings, and the 9th meeting was allocated for the post-test. The data were then analyzed using ANOVA and Tukey test. From the analysis, it reveals that: (1 Think-Pair-Share is significantly different from direct instruction method to teach writing; (2 the students with high level of risk-taking have better writing than those with low level of risk-taking; and (3 there is an interaction between teaching methods and the students’ level of risk-taking. Even though Think-Pair-Share is effective to teach writing, teachers must consider about the students’ condition, in this case their level of risk-taking.

  16. METHODS OF TEACHING ISLAMIC FIQH

    OpenAIRE

    Muhammad Jarir

    2013-01-01

    This paper examined the most important methods used in the teaching of Islamic fiqh at the university level. The paper identified two types of methods and highlighted their advantages and disadvantages. The study particularly highlighted the Islamic perception of the methods and the optimal characteristics of a fiqh instructor. The paper concluded with a number of suggestion and recommendation that’s my correct the course of university teaching of Islamic fiqh. The paper mainly calls for the ...

  17. The Teaching Processes of Prospective Science Teachers with Different Levels of Science-Teaching Self-Efficacy Belief

    Science.gov (United States)

    Saka, Mehpare; Bayram, Hale; Kabapinar, Filiz

    2016-01-01

    The concept of self-efficacy, which is an important variable in the teaching process, and how it reflects on teaching have recently been the focus of attention. Therefore, this study deals with the relationship between the science-teaching self-efficacy beliefs of prospective science teachers and their teaching practices. It was conducted with…

  18. Nuclear science teaching

    International Nuclear Information System (INIS)

    1968-01-01

    A Panel of Experts on Nuclear Science Teaching met in Bangkok from 15 to 23 July 1968 to review the present status of an need for teaching of topics related to nuclear science at the secondary and early university level including teacher training, and to suggest appropriate ways of introducing these topics into the science curricula. This report contains the contributions of the members of the Panel, together with the general conclusions and recommendations for the development of school and early university curricula and training programs, for the improvement of teaching materials and for the safest possible handing of radioactive materials in school and university laboratories. It is hoped that the report will be of use to all nuclear scientists and science educators concerned with modernizing their science courses by introducing suitable topics and experiments in nuclear science

  19. University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

    Science.gov (United States)

    Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

    2017-01-01

    This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching.…

  20. Teaching at higher levels

    Science.gov (United States)

    1998-11-01

    Undergraduate physics programmes for the 21st century were under discussion at a recent event held in Arlington, USA, open to two or three members of the physics faculties of universities from across the whole country. The conference was organized by the American Association of Physics Teachers with co-sponsorship from the American Institute of Physics, the American Physical Society and Project Kaleidoscope. Among the various aims were to learn about physics departments that have successfully revitalized their undergraduate physics programmes with innovative introductory physics courses and multi-track majors programmes. Engineers and life scientists were to be asked directly how physics programmes can better serve their students, and business leaders would be speaking on how physics departments can help to prepare their students for the diverse careers that they will eventually follow. It was planned to highlight ways that departments could fulfil their responsibilities towards trainee teachers, to identify the resources needed for revitalizing a department's programme, and to develop guidelines and recommendations for a funding programme to support collaborative efforts among physics departments for carrying out the enhancements required. More details about the conference can be found on the AAPT website (see http://www.aapt.org/programs/rupc.html). Meanwhile the UK's Higher Education Funding Council has proposed a two-pronged approach to the promotion of high quality teaching and learning, as well as widening participation in higher education from 1999-2000. A total of £60m should be available to support these initiatives by the year 2001-2002. As part of this scheme the Council will invite bids from institutions to support individual academics in enhancing learning and teaching, as well as in recognition of individual excellence. As with research grants, such awards would enable staff to pursue activities such as the development of teaching materials

  1. The Application of Question Levels in the Teaching of Year One Primary School Students

    Science.gov (United States)

    Sulaiman, Tajularipin; Noordin, Nooreen

    2005-01-01

    The purpose of this research was to examine the extent to which teachers use question levels in the teaching of investigation skills. Six question levels based on Bloom's Taxonomy (1956) were examined in this study which included knowledge, comprehension, application, analysis, synthesis, evaluation and affective as well (Ghazali Mustapha, 1998).…

  2. Resilience of Science Teaching Philosophies and Practice in Early Career Primary Teaching Graduates

    Science.gov (United States)

    Bartholomew, Rex; Anderson, Dayle; Moeed, Azra

    2012-01-01

    There has been recent concern over the variable quality of science teaching in New Zealand primary schools. One reason suggested has been the relatively low levels of science education components in initial teacher education (ITE) programmes. This paper follows a cohort of recent teacher graduates from a science education course in their ITE…

  3. Teaching Engineering at First Degree Level in the UK.

    Science.gov (United States)

    Foster, Peter J.

    1999-01-01

    Presents an approach to the teaching of engineering that uses the ideas about the teaching of academic subject matter developed by D. Ausubel. Identifies a threat to higher education in the lack of knowledge of the relationship between research and teaching in engineering and science and remarks on the absence of a corpus of work related to…

  4. Institutional Services for Teaching Improvement

    Science.gov (United States)

    Lindquist, Jack

    1975-01-01

    A teaching improvement program is suggested that is based on four models now in use. Designed for individual, departmental, and institutional levels it includes diagnosis, help with problem-identification, linkage to new information, involvement of authorities, increase in organizational health, support for implementation, and more diagnosis. (JT)

  5. Constructivist and Behaviorist Approaches: Development and Initial Evaluation of a Teaching Practice Scale for Introductory Statistics at the College Level

    Directory of Open Access Journals (Sweden)

    Rossi A. Hassad

    2011-07-01

    Full Text Available This study examined the teaching practices of 227 college instructors of introductory statistics from the health and behavioral sciences. Using primarily multidimensional scaling (MDS techniques, a two-dimensional, 10-item teaching-practice scale, TISS (Teaching of Introductory Statistics Scale, was developed. The two dimensions (subscales are characterized as constructivist and behaviorist; they are orthogonal. Criterion validity of the TISS was established in relation to instructors’ attitude toward teaching, and acceptable levels of reliability were obtained. A significantly higher level of behaviorist practice (less reform-oriented was reported by instructors from the U.S., as well as instructors with academic degrees in mathematics and engineering, whereas those with membership in professional organizations, tended to be more reform-oriented (or constructivist. The TISS, thought to be the first of its kind, will allow the statistics education community to empirically assess and describe the pedagogical approach (teaching practice of instructors of introductory statistics in the health and behavioral sciences, at the college level, and determine what learning outcomes result from the different teaching-practice orientations. Further research is required in order to be conclusive about the structural and psychometric properties of this scale, including its stability over time.

  6. School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

    Science.gov (United States)

    Panigrahi, Manas Ranjan

    2014-01-01

    The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head…

  7. Metacognition and L2 listening. Observation of university-level teaching practices

    Directory of Open Access Journals (Sweden)

    Jaqueline Hernandez Wilson

    2016-01-01

    Full Text Available Theoretical and empirical research offers support for explicit instruction on metacognition and cognitive strategies as an effective way to improve L2 listening skills. This study is aimed at identifying whether both metacognition and cognitive strategies are worked on in a university-level French class on a daily basis. A second-year French-class teacher and his students (n=26 were observed during five listening-based sessions over a semester. Quantitative data was collected with regard to six dimensions of explicit metacognitive instruction of listening skills, using a teacher self-evaluation questionnaire, a student questionnaire and a structured observation. The results reveal implicit cognitive work during the pre-, while- and post-listening teaching stages. Nonetheless, strategy assessment, and the explicit teaching of metacognitive strategies for planning, monitoring, controlling and problem identifying, both remain controversial.

  8. Case Study of Chinese College Students’ Attitudes Toward Only English-Medium Teaching in EFL Classrooms

    Directory of Open Access Journals (Sweden)

    Sun Yue

    2015-04-01

    Full Text Available Facing the current situation that Chinese students are poor in English productive ability, the mode of only English-medium teaching is put forward to completely improve students’ English abilities and comprehensive competence by creating second language acquisition atmosphere. Since few studies have been conducted on students’ attitudes toward only English-medium teaching in ELT classrooms especially from the perspective of students themselves, this paper, through questionnaires and interviews, focuses on students’ attitudes to figure out their preferences, evaluations and suggestions of teaching modes, and further discusses the practical application of only English-medium teaching in EFL classrooms from five respects: teaching purpose, course design, teacher’ qualification, students’ language level and teaching effect. It is concluded that only English-medium teaching is not of popularity among students giving their own English levels and the advancement of only English-medium teaching quality depends on the qualified teachers and suitable courses.  Keywords: English teaching, Teaching effect, Teacher qualification, Students’ language level, Course design

  9. Approaches to teaching primary level mathematics

    Directory of Open Access Journals (Sweden)

    Caroline Long

    2014-12-01

    Full Text Available In this article we explore approaches to curriculum in the primary school in order to map and manage the omissions implicit in the current unfolding of the Curriculum and Assessment Policy Statement for mathematics. The focus of school-based research has been on curriculum coverage and cognitive depth. To address the challenges of teaching mathematics from the perspective of the learner, we ask whether the learners engage with the subject in such a way that they build foundations for more advanced mathematics. We firstly discuss three approaches that inform the teaching of mathematics in the primary school and which may be taken singly or in conjunction into organising the curriculum: the topics approach, the process approach, and the conceptual fields approach. Each of the approaches is described and evaluated by presenting both their advantages and disadvantages. We then expand on the conceptual fields approach by means of an illustrative example. The planning of an instructional design integrates both a topics and a process approach into a conceptual fields approach. To address conceptual depth within this approach, we draw on five dimensions required for understanding a mathematical concept. In conclusion, we reflect on an approach to curriculum development that draws on the integrated theory of conceptual fields to support teachers and learners in the quest for improved teaching and learning.

  10. Integrating Multiple Teaching Methods into a General Chemistry Classroom

    Science.gov (United States)

    Francisco, Joseph S.; Nicoll, Gayle; Trautmann, Marcella

    1998-02-01

    In addition to the traditional lecture format, three other teaching strategies (class discussions, concept maps, and cooperative learning) were incorporated into a freshman level general chemistry course. Student perceptions of their involvement in each of the teaching methods, as well as their perceptions of the utility of each method were used to assess the effectiveness of the integration of the teaching strategies as received by the students. Results suggest that each strategy serves a unique purpose for the students and increased student involvement in the course. These results indicate that the multiple teaching strategies were well received by the students and that all teaching strategies are necessary for students to get the most out of the course.

  11. Integrating Research-Informed Teaching within an Undergraduate Level 4 (Year 1) Diagnostic Radiography Curriculum: A Pilot Study

    Science.gov (United States)

    Higgins, Robert; Hogg, Peter; Robinson, Leslie

    2013-01-01

    This article discusses the piloting and evaluation of the Research-informed Teaching experience (RiTe) project. The aim of RiTe was to link teaching and learning with research within an undergraduate diagnostic radiography curriculum. A preliminary pilot study of RiTe was undertaken with a group of level 4 (year 1) volunteer BSc (Hons) diagnostic…

  12. Novice nurse educator entry-level competency to teach: a national study.

    Science.gov (United States)

    Poindexter, Kathleen

    2013-10-01

    Expert nurse clinicians who are transitioning into academic positions after successful clinical careers often find they are unprepared to assume their new educator roles. Although nursing clinical expertise may be a necessary expectation, this knowledge is not sufficient to assume a nurse educator position. The purpose of this study was to identify essential entry-level nurse educator competencies, as reported by nurse administrators of accredited prelicensure nursing programs in the United States. Responses were categorized according to the type of academic institution housing the prelicensure nursing program and type of entry-level nurse educator position. A total of 374 program administrators representing 48 states participated, for a 44% response rate. The results indicate that administrators expect entry-level nurse educators to acquire teaching competencies prior to obtaining an entry-level position. Expected proficiency levels of competencies differed based on the position type and the academic setting. Copyright 2013, SLACK Incorporated.

  13. A top-down approach in control engineering third-level teaching: The case of hydrogen-generation

    Science.gov (United States)

    Setiawan, Eko; Habibi, M. Afnan; Fall, Cheikh; Hodaka, Ichijo

    2017-09-01

    This paper presents a top-down approach in control engineering third-level teaching. The paper shows the control engineering solution for the issue of practical implementation in order to motivate students. The proposed strategy only focuses on one technique of control engineering to lead student correctly. The proposed teaching steps are 1) defining the problem, 2) listing of acquired knowledge or required skill, 3) selecting of one control engineering technique, 4) arrangement the order of teaching: problem introduction, implementation of control engineering technique, explanation of system block diagram, model derivation, controller design, and 5) enrichment knowledge by the other control techniques. The approach presented highlights hardware implementation and the use of software simulation as a self-learning tool for students.

  14. Interactive Whiteboards and Computer Games at Highschool Level: Digital Resources for Enhancing Reflection in Teaching and Learning

    DEFF Research Database (Denmark)

    Sorensen, Elsebeth Korsgaard; Poulsen, Mathias; Houmann, Rita

    The general potential of computer games for teaching and learning is becoming widely recognized. In particular, within the application contexts of primary and lower secondary education, the relevance and value and computer games seem more accepted, and the possibility and willingness to incorporate...... computer games as a possible resource at the level of other educational resources seem more frequent. For some reason, however, to apply computer games in processes of teaching and learning at the high school level, seems an almost non-existent event. This paper reports on study of incorporating...... the learning game “Global Conflicts: Latin America” as a resource into the teaching and learning of a course involving the two subjects “English language learning” and “Social studies” at the final year in a Danish high school. The study adapts an explorative research design approach and investigates...

  15. Teaching Business Ethics or Teaching Business Ethically?

    Science.gov (United States)

    Stablein, Ralph

    2003-01-01

    Notes that one of the most important contexts for ethical decision-making is the nature and operation of "contemporary capitalisms." Suggests that rather than issuing a call for teaching business ethics, the author emphasizes the need for more ethical business teaching. (SG)

  16. Teaching Old French Literature to Undergraduates.

    Science.gov (United States)

    Stewart, Harry E.

    As a prelude to graduate-level work for French majors, medieval studies are proposed for undergraduate students. Problems inherent in the establishment of the undergraduate program are identified with some suggested solutions. Concepts related to historical grammar, teaching materials, literature, and linguistics are developed. A logical course…

  17. An Overview of Teaching Listening in Islamic Tertiary Level of Education

    Directory of Open Access Journals (Sweden)

    Andang Saehu

    2016-12-01

    Full Text Available The ultimate aim of this paper is to depict listening activities in teaching Basic Listening designed by lecturers in an EFL classroom observation of Islamic tertiary level of education in Indonesia. Qualitative methods, used to collect and analyze data gained from observation and interview. The result showed that the lecturer designed various activities in teaching Basic Listening in the EFL class, which they were set up in three stages: pre-listening, while-listening, and post-listening. The activities in the pre-listening were aimed at generating students’ interest, activating student’s prior knowledge, and trying to anticipate any difficult vocabularies.  The while-listening stage is to invite students to be involved at listening through various physical movements, such as story telling, dialogue, listening to songs, and drama. The post-listening stage is to internalize what they have heard with other language skills and to check students’ comprehension. 

  18. Integration Of Innovative Technologies And Affective Teaching amp Learning In Programming Courses

    Directory of Open Access Journals (Sweden)

    Alvin Prasad

    2015-08-01

    Full Text Available Abstract Technology has been integral component in the teaching and learning process in this millennium. In this review paper we evaluate the different technologies which are used to currently facilitate the teaching and learning of computer programming courses. The aim is to identify problems or gaps in technology usage in the learning environment and suggest affective solutions for technology integration into programming courses at the University levels in the future. We believe that with the inclusion of suggested innovative technologies and affective solutions in programming courses teaching and learning will be attractive and best for the programming industry.

  19. The Effect of Maternal Teaching Talk on Children's Emergent Literacy as a Function of Type of Activity and Maternal Education Level

    Science.gov (United States)

    Korat, Ofra

    2009-01-01

    This study examined the extent to which maternal education affects mothers' teaching talk level as a function of activity (book reading vs. looking at a family photo album), and the contribution of maternal teaching talk level during these activities to 88 five- to six-year old children's emergent literacy. Videotaped mother-child interactions…

  20. Internet Access, Use and Sharing Levels among Students during the Teaching-Learning Process

    Science.gov (United States)

    Tutkun, Omer F.

    2011-01-01

    The purpose of this study was to determine the awareness among students and levels regarding student access, use, and knowledge sharing during the teaching-learning process. The triangulation method was utilized in this study. The population of the research universe was 21,747. The student sample population was 1,292. Two different data collection…

  1. Investigation of a Chaotic Double Pendulum in the Basic Level Physics Teaching Laboratory

    Science.gov (United States)

    Vanko, Peter

    2007-01-01

    First-year physics students at the Technical University of Budapest carry out a wide range of measurements in the Basic Level Physics Teaching Laboratory. One of the most exciting experiments is the investigation of a chaotic double pendulum by a V-scope, a powerful three-dimensional motion tracking system. After a brief introduction to the…

  2. The Teaching of Controversial Issues during Elementary-Level History Instruction: Greek-Cypriot Teachers' Perceptions and Emotions

    Science.gov (United States)

    Zembylas, Michalinos; Kambani, Froso

    2012-01-01

    This article reports on a phenomenological study of 18 Greek-Cypriot teachers' perceptions and emotions in relation to the teaching of controversial issues during elementary-level history instruction. Findings indicate that although participating teachers see the general value of this approach at the elementary school level, they become less…

  3. Combining Geography, Math, and Science to Teach Climate Change and Sea Level Rise

    Science.gov (United States)

    Oldakowski, Ray; Johnson, Ashley

    2018-01-01

    This study examines the effectiveness of integrating geography into existing math and science curriculum to teach climate change and sea level rise. The desired outcome is to improve student performance in all three subjects. A sample of 120 fifth graders from three schools were taught the integrated curriculum over a period of two to three weeks.…

  4. Using the QUAIT Model to Effectively Teach Research Methods Curriculum to Master's-Level Students

    Science.gov (United States)

    Hamilton, Nancy J.; Gitchel, Dent

    2017-01-01

    Purpose: To apply Slavin's model of effective instruction to teaching research methods to master's-level students. Methods: Barriers to the scientist-practitioner model (student research experience, confidence, and utility value pertaining to research methods as well as faculty research and pedagogical incompetencies) are discussed. Results: The…

  5. Pre-Service Teachers' Knowledge and Teaching Comfort Levels for Agricultural Science and Technology Objectives

    Science.gov (United States)

    Wingenbach, Gary J.; White, Judith McIntosh; Degenhart, Shannon; Pannkuk, Tim; Kujawski, Jenna

    2007-01-01

    Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their…

  6. Teaching of Moral Values in Geography.

    Science.gov (United States)

    Hall, Robin

    1983-01-01

    A framework for teaching morality within subject areas (specifically, geography) at the college level is proposed. The author suggests that rationality is the basis for substantive principles of morality; one can identify good reasons as opposed to poor ones. Examples of tensions that exist between geographical and moral education are provided.…

  7. An investigation of communication patterns and strategies between international teaching assistants and undergraduate students in university-level science labs

    Science.gov (United States)

    Gourlay, Barbara Elas

    This research project investigates communication between international teaching assistants and their undergraduate students in university-level chemistry labs. During the fall semester, introductory-level chemistry lab sections of three experienced non-native speaking teaching assistants and their undergraduate students were observed. Digital audio and video recordings documented fifteen hours of lab communication, focusing on the activities and interactions in the first hour of the chemistry laboratory sessions. In follow-up one-on-one semi-structured interviews, the participants (undergraduates, teaching assistants, and faculty member) reviewed interactions and responded to a 10-item, 7-point Likert-scaled interview. Interactions were classified into success categories based on participants' opinions. Quantitative and qualitative data from the observations and interviews guided the analysis of the laboratory interactions, which examined patterns of conversational listening. Analysis of laboratory communication reveals that undergraduates initiated nearly two-thirds of laboratory communication, with three-fourths of interactions less than 30 seconds in duration. Issues of gender and topics of interaction activity were also explored. Interview data identified that successful undergraduate-teaching assistant communication in interactive science labs depends on teaching assistant listening comprehension skills to interpret and respond successfully to undergraduate questions. Successful communication in the chemistry lab depended on the coordination of visual and verbal sources of information. Teaching assistant responses that included explanations and elaborations were also seen as positive features in the communicative exchanges. Interaction analysis focusing on the listening comprehension demands placed on international teaching assistants revealed that undergraduate-initiated questions often employ deixis (exophoric reference), requiring teaching assistants to

  8. Literature Teaching in ELT

    Institute of Scientific and Technical Information of China (English)

    2007-01-01

    To show the importance of literature teaching in English language teaching (ELT),this paper explores the relations between language, culture and literature,examines the present problems in literature teaching and possible solutions are suggested as well.

  9. Techniques for motivating students to write, for teaching writing and for systematizing writing assessment

    OpenAIRE

    Küçükal, Şerife

    1990-01-01

    Ankara : Faculty of Letters and the Institute of Economics and Social Science of Bilkent Univ., 1990. Thesis (Master's) -- Bilkent University, 1990. Includes bibliographical references. The purpose of this study is to investigate the suggestions that experts in the field of teaching composition have for motivating students to write, teaching writing and assessing writing and the ways that these suggestions could be used in Turkish EFL Hazirlik classes for elementary level students. ...

  10. Aspects on Teaching/Learning with Object Oriented Programming for Entry Level Courses of Engineering.

    Science.gov (United States)

    de Oliveira, Clara Amelia; Conte, Marcos Fernando; Riso, Bernardo Goncalves

    This work presents a proposal for Teaching/Learning, on Object Oriented Programming for Entry Level Courses of Engineering and Computer Science, on University. The philosophy of Object Oriented Programming comes as a new pattern of solution for problems, where flexibility and reusability appears over the simple data structure and sequential…

  11. Evaluating and Redesigning Teaching Learning Sequences at the Introductory Physics Level

    Science.gov (United States)

    Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

    2017-01-01

    In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed…

  12. The Relationship between Pre-Service Teachers' Lifelong Learning Tendencies and Teaching Profession Anxiety Levels

    Science.gov (United States)

    Özen, Rasit; Öztürk, Duygu Saniye

    2016-01-01

    The present study aims to examine the relationship between pre-service teachers' lifelong learning tendencies and teaching profession anxiety levels with respect to certain variables (their gender and subject area) and is designed as a survey study. The fourth year pre-service teachers (n=455) in the spring semester of the 2015-2016 academic year…

  13. Teaching vocabulary to elementary level students learning Russian as a foreign language: topic "My family and I"

    OpenAIRE

    Vesnina, L. E.

    2017-01-01

    The article describes a lesson "My Family and I" for elementary level students learning Russian as a foreign language. This topic is the first in the academic subject Russian Vocabulary. The article sums up the experience of teaching this subject to Chinese students learning Russian at the Ural State Pedagogical University. The content and the aims of the lesson "My Family and I", as well as the subject Russian Vocabulary, are based on the communicative approach to teaching Russian as a forei...

  14. The Socratic Method and Levels of Questioning.

    Science.gov (United States)

    Watson, Karilee

    1980-01-01

    Determines if instruction in the Socratic method would increase higher level questioning during peer teaching experiences in teacher education programs. Raters, using the higher order questioning strategy, evaluated 14 students. A significant increase in higher level questions being asked suggests the Socratic Method may be useful. (Author)

  15. Top-level categories of constitutively organized material entities--suggestions for a formal top-level ontology.

    Directory of Open Access Journals (Sweden)

    Lars Vogt

    2011-04-01

    Full Text Available Application oriented ontologies are important for reliably communicating and managing data in databases. Unfortunately, they often differ in the definitions they use and thus do not live up to their potential. This problem can be reduced when using a standardized and ontologically consistent template for the top-level categories from a top-level formal foundational ontology. This would support ontological consistency within application oriented ontologies and compatibility between them. The Basic Formal Ontology (BFO is such a foundational ontology for the biomedical domain that has been developed following the single inheritance policy. It provides the top-level template within the Open Biological and Biomedical Ontologies Foundry. If it wants to live up to its expected role, its three top-level categories of material entity (i.e., 'object', 'fiat object part', 'object aggregate' must be exhaustive, i.e. every concrete material entity must instantiate exactly one of them.By systematically evaluating all possible basic configurations of material building blocks we show that BFO's top-level categories of material entity are not exhaustive. We provide examples from biology and everyday life that demonstrate the necessity for two additional categories: 'fiat object part aggregate' and 'object with fiat object part aggregate'. By distinguishing topological coherence, topological adherence, and metric proximity we furthermore provide a differentiation of clusters and groups as two distinct subcategories for each of the three categories of material entity aggregates, resulting in six additional subcategories of material entity.We suggest extending BFO to incorporate two additional categories of material entity as well as two subcategories for each of the three categories of material entity aggregates. With these additions, BFO would exhaustively cover all top-level types of material entity that application oriented ontologies may use as templates. Our

  16. Definition of a focus of reading and writing teaching in the process from preparatory to primary level at school

    Directory of Open Access Journals (Sweden)

    Rudy Doria Correa

    2014-08-01

    Full Text Available This paper shows the results of a research exercise in order to define an approach of reading and writing’s teaching and learning in the process from preparatory to primary education in Asodesi’s school in the city of Monteria - Córdoba. This experience is a part of the investigation “classroom projects: an experience of action research in language teaching at school”, theoretically oriented from the study of various approaches about teaching reading and writing early, with a qualitative methodology (IA, by forming a study group work (SGW, within which teachers reflect on their teaching practices, in order to improve and transform them. The main results are: the definition of a comprehensive approach of teaching reading and writing, linked to the goals of training offered in classroom projects in primary and secondary levels and the development of skills incomprehension and textual production. 

  17. Relationship between critical thinking disposition and teaching efficacy among special education integration program teachers in Malaysia

    Science.gov (United States)

    Sulaiman, Tajularipin; a/l Kuppusamy, Suresh Kumar; Ayub, Ahmad Fauzi Mohd; Rahim, Suzieleez Syrene Abdul

    2017-01-01

    This study aims to assess the level of critical thinking disposition and teaching efficacy among the Special Education Integration Programme (SEIP) teachers in Negeri Sembilan, Malaysia. The level of critical thinking dispositions and teaching efficacy in the SEIP were compared based on teaching experience and gender. The study also examined the relationship between critical thinking disposition and teaching efficacy at SEIP. The research adopted a quantitative survey approach. A total of 190 primary school teachers from the SEIP in Negeri Sembilan were selected using proportional sampling method. The instrument used in this study comprised of three sections; demography, critical thinking disposition and teaching efficacy. Descriptive and inferential statistics were used in the analysis. Analysis shows that the respondents have a moderate level of critical thinking disposition (M = 2.99, S.D = 0.160) and teaching efficacy (M = 3.01 S.D. = 0.128) was at a high level. For teaching experience, the analysis showed that thinking disposition of novice teachers (mean = 2.52, SD = .503) are significantly higher than experienced teachers (mean = 2.35, SD = .481, t = 2.244, p critical thinking disposition and teaching efficacy. Findings also indicated that there is a significant positive moderate relationship (r = .477) between critical thinking disposition and teaching efficacy among SEIP teachers. This study suggests that critical thinking disposition and teaching efficacy play an important role to enhance the performance of SEIP teachers.

  18. The Use of Thought Experiments in Teaching Physics to Upper Secondary-Level Students: Two Examples from the Theory of Relativity

    Science.gov (United States)

    Velentzas, Athanasios; Halkia, Krystallia

    2013-01-01

    The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called "Einstein's elevator" and "Einstein's train" can function as tools in teaching basic concepts of the…

  19. Near-peer teaching in clinical neuroanatomy.

    Science.gov (United States)

    Hall, Samuel; Lewis, Michael; Border, Scott; Powell, Matthew

    2013-08-01

    Near-peer teaching involves students being taught by more senior students and draws on their similar knowledge base and shared experiences. It has been used previously for teaching gross anatomy, but has not yet been reported specifically for neuroanatomy. At the University of Southampton there is no formal neuroanatomy teaching during the clinical years, and so a near-peer teaching programme was developed to support students, learning in between attending their clinical attachments. A series of seven sessions were organised and delivered by two medical students throughout the 2010/11 academic year, and each session was evaluated by using participant feedback forms. Sixty feedback forms were returned by the students, giving an average rating for the overall quality of the sessions of 4.3 out of 5.0. There was an 18 per cent increase in the student's perceived level of knowledge (p peer teaching sessions. The most common feedback received from our students related to the availability of handouts and expressions of gratitude. The results from this teaching development support the use of near-peer teaching in neuroanatomy. In this article we provide some evidence to suggest that students feel more confident with neuroanatomy after attending these sessions, and describe some unique advantages of this teaching programme over sessions led by faculty staff. The wider benefits to both faculty staff and student teachers are also considered. © 2013 John Wiley & Sons Ltd.

  20. A Review of Research on the Teaching and Learning of Thermodynamics at the University Level

    Science.gov (United States)

    Bain, Kinsey; Moon, Alena; Mack, Michael R.; Towns, Marcy H.

    2014-01-01

    We review previous research on the teaching and learning of thermodynamics in upper-level, undergraduate settings. As chemistry education researchers we use physical chemistry as a context for understanding the literature. During our synthesis four themes of research emerged: factors that influence student success in learning thermodynamics,…

  1. University-Level Teaching of Anthropogenic Global Climate Change (AGCC) via Student Inquiry

    Science.gov (United States)

    Bush, Drew; Sieber, Renee; Seiler, Gale; Chandler, Mark

    2017-01-01

    This paper reviews university-level efforts to improve understanding of anthropogenic global climate change (AGCC) through curricula that enable student scientific inquiry. We examined 152 refereed publications and proceedings from academic conferences and selected 26 cases of inquiry learning that overcome specific challenges to AGCC teaching. This review identifies both the strengths and weaknesses of each of these case studies. It is the first to go beyond examining the impact of specific inquiry instructional approaches to offer a synthesis of cases. We find that inquiry teaching can succeed by concretising scientific processes, providing access to global data and evidence, imparting critical and higher order thinking about AGCC science policy and contextualising learning with places and scientific facts. We recommend educational researchers and scientists collaborate to create and refine curricula that utilise geospatial technologies, climate models and communication technologies to bring students into contact with scientists, climate data and authentic AGCC research processes. Many available science education technologies and curricula also require further research to maximise trade-offs between implementation and training costs and their educational value.

  2. METHODS OF TEACHING ISLAMIC FIQH

    Directory of Open Access Journals (Sweden)

    Muhammad Jarir

    2013-07-01

    Full Text Available This paper examined the most important methods used in the teaching of Islamic fiqh at the university level. The paper identified two types of methods and highlighted their advantages and disadvantages. The study particularly highlighted the Islamic perception of the methods and the optimal characteristics of a fiqh instructor. The paper concluded with a number of suggestion and recommendation that’s my correct the course of university teaching of Islamic fiqh. The paper mainly calls for the need to diagnose the causes of students’ weaknesses in this field and to find solutions to these causes.Copyright © 2013 by Al-Ta'lim All right reservedDOI: 10.15548/jt.v20i2.36

  3. Understanding the Role of Teaching Materials in a Beginners’ Level English as a Foreign Language Course: A Case Study

    Directory of Open Access Journals (Sweden)

    Elio Jesús Cruz Rondón

    2016-07-01

    Full Text Available Learning a foreign language may be a challenge for most people due to differences in the form and structure between one’s mother tongue and a new one. However, there are some tools that facilitate the teaching and learning of a foreign language, for instance, new applications for digital devices, video blogs, educational platforms, and teaching materials. Therefore, this case study aims at understanding the role of teaching materials among beginners’ level students learning English as a foreign language. After conducting five non-participant classroom observations and nine semi-structured interviews, we found that the way the teacher implemented a pedagogical intervention by integrating the four language skills, promoting interactive learning through the use of online resources, and using the course book led to a global English teaching and learning process.

  4. Debate: a strategy for teaching critical thinking.

    Science.gov (United States)

    Bell, E A

    1991-01-01

    Nurses in advanced practice require high-level critical thinking skills. Two elements of critical thinking are discovery and justification. The process of justification is focused on argumentation skills. Using the debate process to analyze, critique, and construct arguments may be an effective teaching-learning technique. Suggestions for the use of debate in graduate nursing curricula are included.

  5. Servant teaching: the power and promise for nursing education.

    Science.gov (United States)

    Robinson, F Patrick

    2009-01-01

    The best theoretical or practical approaches to achieving learning outcomes in nursing likely depend on multiple variables, including instructor-related variables. This paper explores one such variable and its potential impact on learning. Application of the principles inherent in servant leadership to teaching/learning in nursing education is suggested as a way to produce professional nurses who are willing and able to transform the health care environment to achieve higher levels of quality and safety. Thus, the concept of servant teaching is introduced with discussion of the following principles and their application to teaching in nursing: judicious use of power, listening and empathy, willingness to change, reflection and contemplation, collaboration and consensus, service learning, healing, conceptualization, stewardship, building community, and commitment to the growth of people. Faculty colleagues are invited to explore the use of servant teaching and its potential for nursing education.

  6. Integrative teaching

    NARCIS (Netherlands)

    Harris, Robert; Smids, Annejoke; Kors, Ninja

    2007-01-01

    This is an article about the integration of instrumental teaching, aural skills and keyboard skills and music theory at the pre-tertiary level. Team teaching and discipline crossover offer a possible solution to students’ inability to apply skills taught by specialists in separate fields. A personal

  7. Using the Ultimatum Game to Teach Economic Theories of Relationship Maintenance to A-Level Students

    Science.gov (United States)

    Knight, Simon

    2011-01-01

    When teaching at A-level, educators often present a model of psychology that does not extend beyond the confines of the specification. However, sometimes not only is it possible to provide insight into other areas of psychology, it provides a novel way of understanding a concept included in the specification itself. By extending student's…

  8. EXAMINATION OF PRE-SERVICE TEACHERS' ANXIETY LEVELS ABOUT TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Ferhat Karakaya

    2017-04-01

    Full Text Available In this research, it was aimed to determine the levels of occupational anxiety of pre-service teachers' who read science and primary school teacher programs according to various variables. In this research a questionnaire developed by Köklükaya and Yıldırım (2016 which has validity and reliability analyzes was used. Anxiety Scale for Teaching Profession (ASTP was used. The research was carried out with 266 prospective teachers who were educated at Kahramanmaras Sütcü Imam University in the academic year of 2015-2016. Independent t test, one way analysis of variance (ANOVA, Mann-Whitney U test, Kruskal- Wallis analysis and Tukey significance test were used to determine the statistical significa nce of the obtained data in the research using relational screening model. According to research findings, it was determined that there was no significant difference (p <.05 in the level of vocational anxiety among the teacher candidates according to the degree of willingness to choose the department, grade level and academic achievement score. According to the gender variable, there was no significant difference in the pre-service teachers' who read in the department of primary school teachers', and it was found that the science teachers' professional anxiety levels had a significant difference according to the gender variable.

  9. Materials and Techniques for Teaching the Esperanto Language in the Elementary Grades [and] 1996 Packet for Teachers.

    Science.gov (United States)

    Jones, Kent

    Materials presented here include a variety of resources for teachers of Esperanto: a brief guide to Esperanto teaching, including suggested teacher qualifications, a listing of instructional materials and resources, including serials, with details of publication, activities in preparation for teaching, grade-level class activities, notes on…

  10. Effects of Counselor Facilitative Level on Client Suggestibility

    Science.gov (United States)

    Murphy, Harry B.; Rowe, Wayne

    1977-01-01

    University students (N=48) were individually tested for suggestibility in one of three conditions. Results indicated subjects of higher rated experimenters would demonstrate more suggestibility than subjects of lower rated experimenters. Results did not indicate that subject interaction with lower rated experimenters would elicit less…

  11. Suggestion, hypnosis and hypnotherapy: a survey of use, knowledge and attitudes of anaesthetists.

    Science.gov (United States)

    Coldrey, J C; Cyna, A M

    2004-10-01

    Clinical hypnosis is a skill of using words and gestures (frequently called suggestions) in particular ways to achieve specific outcomes. It is being increasingly recognised as a useful intervention for managing a range of symptoms, especially pain and anxiety. We surveyed all 317 South Australian Fellows and trainees registered with ANZCA to determine their use, knowledge of, and attitudes towards positive suggestion, hypnosis and hypnotherapy in their anaesthesia practice. The response rate was 218 anaesthetists (69%). The majority of respondents (63%) rated their level of knowledge on this topic as below average. Forty-eight per cent of respondents indicated that there was a role for hypnotherapy in clinical anaesthesia, particularly in areas seen as traditional targets for the modality, i.e. pain and anxiety states. Nearly half of the anaesthetists supported the use of hypnotherapy and positive suggestions within clinical anaesthesia. Those respondents who had experience of clinical hypnotherapy were more likely to support hypnosis teaching at undergraduate or postgraduate level when compared with those with no experience.

  12. Reasoning about Magnetism at the Microscopic Level

    Science.gov (United States)

    Cheng, Meng-Fei; Cheng, Yufang; Hung, Shuo-Hsien

    2014-01-01

    Based on our experience of teaching physics in middle and senior secondary school, we have found that students have difficulty in reasoning at the microscopic level. Their reasoning is limited to the observational level so they have problems in developing scientific models of magnetism. Here, we suggest several practical activities and the use of…

  13. Task-Based Language Teaching for Beginner-Level Learners of L2 French: An Exploratory Study

    Science.gov (United States)

    Erlam, Rosemary; Ellis, Rod

    2018-01-01

    This study investigated the effect of input-based tasks on the acquisition of vocabulary and grammar by beginner-level learners of L2 French and reported the introduction of task-based teaching as an innovation in a state secondary school. The experimental group (n = 19) completed a series of focused input-based language tasks, taught by their…

  14. Effectiveness of E-Content Package on Teaching IUPAC Nomenclature of Organic Chemistry at Undergraduate Level

    Science.gov (United States)

    Devendiran, G.; Vakkil, M.

    2017-01-01

    This study attempts to discover the effectiveness of an e-content package when teaching IUPAC nomenclature of organic chemistry at the undergraduate level. The study consisted of a Pre-test-Post-test Non Equivalent Groups Design, and the sample of 71 (n = 71) students were drawn from two colleges. The overall study was divided into two groups, an…

  15. Development of a microlesson in teaching energy levels of atoms

    Science.gov (United States)

    Rodriguez, Cherilyn A.; Buan, Amelia T.

    2018-01-01

    Energy levels of atoms is one of the difficult topics in understanding atomic structure of matter. It appears tobe abstract, theoretical and needs visual representation and images. Hence, in this study a microlesson in teaching the high school chemistry concept on the energy levels of atoms is developed and validated. The researchers utilized backward curriculum design in planning the microlesson to meet the standards of the science K-12 curriculum. The planning process of the microlesson involved a) Identifying the learning competencies in K-12 science curriculum b) write learning objectives c) planning of assessment tools d) making a storyboard e) designing the microlesson and validate and revise the microlesson. The microlesson made use of varied resources in the internet from which the students accessed and collected information about energy levels of atoms. Working in groups, the students synthesized the information on how and why fireworks produce various colors of light through a post card. Findings of the study showed that there was an increase of achievement in learning the content and the students were highly motivated to learn chemistry. Furthermore, the students perceived that the microlesson helped them to understand the chemistry concept through the use of appropriate multimedia activities.

  16. Suggestibility and suggestive modulation of the Stroop effect.

    Science.gov (United States)

    Kirsch, Irving

    2011-06-01

    Although the induction of a hypnotic state does not seem necessary for suggestive modulation of the Stroop effect, this important phenomenon has seemed to be dependent on the subject's level of hypnotic suggestibility. Raz and Campbell's (2011) study indicates that suggestion can modulate the Stroop effect substantially in very low suggestible subjects, as well as in those who are highly suggestible. This finding casts doubt on the presumed mechanism by which suggestive modulation is brought about. Research aimed at uncovering the means by which low suggestible individuals are able to modulate the Stroop effect would be welcome, as would assessment of this effect in moderately suggestible people. Copyright © 2010 Elsevier Inc. All rights reserved.

  17. Undergraduate radiology education in private and public teaching hospitals in Karachi, Pakistan: teaching duties, methodologies, and rewards

    Science.gov (United States)

    Nadeem, Naila; Khawaja, Ranish Deedar Ali; Beg, Madiha; Naeem, Muhammad; Majid, Zain

    2013-01-01

    Background In an integrated method of education, medical students are introduced to radiology in their preclinical years. However, no study has been conducted in Pakistan to demonstrate an academic framework of medical radiology education at an undergraduate level. Therefore, we aimed to document and compare the current level of teaching duties, teaching methodologies, and teaching rewards among radiologists and residents in private and public teaching hospitals in Karachi, Pakistan. Methods A survey was conducted among 121 radiologists and residents in two private and two public teaching hospitals in Karachi, Pakistan. Radiologists who were nationally registered with the Pakistan Medical and Dental Council either part-time or full-time were included. Radiology residents and fellows who were nationally registered with the Pakistan Medical and Dental Council were also included. Self-administered questionnaires addressing teaching duties, methods, and rewards were collected from 95 participants. Results The overall response rate was 78.51% (95/121). All of the radiologists were involved in teaching residents and medical students, but only 36% reported formal training in teaching skills. Although most of the respondents (76%) agreed that medical students appeared enthusiastic about learning radiology, the time spent on teaching medical students was less than five hours per week annually (82%). Only 37% of the respondents preferred dedicated clerkships over distributed clerkships (41%). The most common preferred teaching methodology overall was one-on-one interaction. Tutorials, teaching rounds, and problem-based learning sessions were less favored by radiologists than by residents. Teaching via radiology films (86%) was the most frequent mode of instruction. Salary (59%) was the most commonly cited teaching reward. The majority of respondents (88%) were not satisfied with their current level of teaching rewards. Conclusion All radiologists and residents working in an

  18. TEXTBOOK ANALYSIS IN THE SERVICE OF CHEMISTRY TEACHING

    Directory of Open Access Journals (Sweden)

    Aija Ahtineva

    2005-06-01

    Full Text Available The authors of textbooks have their own visions of contents and teaching methods, which should lead to a high level of scientific thinking. However, the textbook alone does not guarantee good results because the personal and social relationships between the teacher and students have a major influence on teaching and learning. Therefore, the teacher’s study of the textbook before teaching facilitates the teaching process. This paper suggests one method of textbook analysis. In the analysis, one upper secondary level course of chemistry instruction involved the use of a learning strategy: classification of the central concepts and a classification of activities based on task difficulty. The study also attempted to find out the goodness of fit between the national curriculum and the textbook chemistry course. The national objectives concerned the content of knowledge, social significance, emphasis on experimental chemistry, and inspiring students for further study. The majority of the textbook tasks fall into higher order categories characterized by knowledge structures assuming application of knowledge or making inferences. Good textbook activities also have social significance, and a number of experimental tasks are included. The textbook quality is further enhanced by up-to-date content. All of the above qualities are related to high study motivation.

  19. Low Level Evidence Suggests That Librarian-Led Instruction in Evidence Based Practice is Effective Regardless of Instructional Model

    Directory of Open Access Journals (Sweden)

    Lindsay J. Alcock

    2017-06-01

    studies which included descriptive statistics and many also included inferential statistics intended to show significance. Differences between groups were assessed with parametric measures in 9 studies and non-parametric measures in 15 studies. Good to high statistical significance on at least 1 measurement was achieved in 23 studies. Given the absence of effect sizes, the level of differences between study groups could not be determined. Conclusion – Numerous pedagogical methods are used in librarian-led instruction in evidence based practice. However, there is a paucity of high level evidence and the literature suggests that no instructional method is demonstrated to be more effective than another.

  20. A Research about the Level of Using Language Teaching Methods and Its Effect on Some Variables: In Turkey

    Science.gov (United States)

    Okmen, Burcu; Kilic, Abdurrahman

    2016-01-01

    The aim of this research is to define language teaching methods used by English teachers in Turkey and their usage level and to define if the level of usage changes according to gender, seniority and graduated school types. The research group consisted of 95 English teachers who study in secondary school in Duzce in 2013-2014. Survey method was…

  1. INTERNET TOOLS IN EDUCATION AT DIFFERENT LEVELS OF TEACHING

    Directory of Open Access Journals (Sweden)

    Dorota Wójcicka-Migasiuk

    2014-11-01

    Full Text Available Modern education opens up broad prospects for the use of the Internet and its applications. Global computer network helps us to cross all limits allowed for the development and transfer of knowledge and to stimulate and create personal skills. Time and distance are no longer an obstacle. Recently, it has also been popularized in the use of online tools for professional work and intellectual and to the education at all levels of education. In this way, teachers are able to adapt teaching tools to the students’ individual needs. Moreover, the aspects of graphical visualization can be more efficient and interesting for students from previously used resources. This paper presents various methods of the Internet in education, and in particular the use of software to solve advanced problems in the art, for example, to calculate transient states. These tools are not only used for training skills or to solve specific tasks but also to shape attitudes and social behavior.

  2. A Program to Teach Programming.

    Science.gov (United States)

    Fenichel, Robert R.; And Others

    1969-01-01

    The TEACH system was developed to provide inexpensive, effective, virtually instructorless instruction in programing. The TEACH system employed an interactive language, UNCL. Two full sections of the TEACH course were taught. The results of this experience suggested ways in which the research and development effort on the system should be…

  3. Teaching Behavioral Modeling and Simulation Techniques for Power Electronics Courses

    Science.gov (United States)

    Abramovitz, A.

    2011-01-01

    This paper suggests a pedagogical approach to teaching the subject of behavioral modeling of switch-mode power electronics systems through simulation by general-purpose electronic circuit simulators. The methodology is oriented toward electrical engineering (EE) students at the undergraduate level, enrolled in courses such as "Power…

  4. Teaching Participatory Design

    DEFF Research Database (Denmark)

    Kensing, Finn; Bødker, Keld; Simonsen, Jesper

    2004-01-01

    This full-day invitational pre-conference workshop is devoted to sharing experiences from teaching PD methods, approaches, issues and concerns to students and practitioners. Our experiences stem from teaching and coaching IT practitioners as well as students studying computer science or IT. However......, people with experiences gained from working with other professions are also welcome. Short presentations from each of the participants form the starting point of the discussion to which most of the time will be devoted. The intend is not to suggest the way of teaching PD, rather we hope that each...... participant will receive valuable inspiration to help improve his or her own teaching....

  5. Pre-service elementary science teaching self-efficacy and teaching practices: A mixed-methods, dual-phase, embedded case study

    Science.gov (United States)

    Sangueza, Cheryl Ramirez

    This mixed-method, dual-phase, embedded-case study employed the Social Cognitive Theory and the construct of self-efficacy to examine the contributors to science teaching self-efficacy and science teaching practices across different levels of efficacy in six pre-service elementary teachers during their science methods course and student teaching experiences. Data sources included the Science Teaching Efficacy Belief Instrument (STEBI-B) for pre-service teachers, questionnaires, journals, reflections, student teaching lesson observations, and lesson debriefing notes. Results from the STEBI-B show that all participants measured an increase in efficacy throughout the study. The ANOVA analysis of the STEBI-B revealed a statistically significant increase in level of efficacy during methods course, student teaching, and from the beginning of the study to the end. Of interest in this study was the examination of the participants' science teaching practices across different levels of efficacy. Results of this analysis revealed how the pre-service elementary teachers in this study contextualized their experiences in learning to teach science and its influences on their science teaching practices. Key implications involves the value in exploring how pre-service teachers interpret their learning to teach experiences and how their interpretations influence the development of their science teaching practices.

  6. Statistics Graduate Teaching Assistants' Beliefs, Practices and Preparation for Teaching Introductory Statistics

    Science.gov (United States)

    Justice, Nicola; Zieffler, Andrew; Garfield, Joan

    2017-01-01

    Graduate teaching assistants (GTAs) are responsible for the instruction of many statistics courses offered at the university level, yet little is known about these students' preparation for teaching, their beliefs about how introductory statistics should be taught, or the pedagogical practices of the courses they teach. An online survey to examine…

  7. Creativity in Language Teaching

    Science.gov (United States)

    Richards, Jack C.

    2013-01-01

    One quality among the many that characterize effective teachers is the ability to bring a creative disposition to teaching. In second language teaching, creativity has also been linked to levels of attainment in language learning. Many of the language tasks favored by contemporary language teaching methods are believed to release creativity in…

  8. Prospective Secondary Mathematics Teachers' Reflections on Teaching after Their First Teaching Experience

    Science.gov (United States)

    Yazgan-Sag, Gönül; Emre-Akdogan, Elçin; Argün, Ziya

    2016-01-01

    The aim of our study was to examine prospective secondary mathematics teachers' reflections about teaching after their first teaching experience. We carried out five interviews during the two semesters with four Turkish prospective secondary mathematics teachers. The data analysis suggests that prospective secondary mathematics teachers'…

  9. Co-Teaching in the College Classroom

    Science.gov (United States)

    Smith, Katherine K.; Winn, Vanessa G.

    2017-01-01

    This paper serves as a phenomenological reflection about the meaning of a co-teaching experience at the college level for two graduate teaching assistants. When two teachers combine planning and teaching efforts it is called co-teaching. As a pedagogical method for both instructors and students, co-teaching was beneficial because it modeled a…

  10. Evaluating and redesigning teaching learning sequences at the introductory physics level

    Science.gov (United States)

    Guisasola, Jenaro; Zuza, Kristina; Ametller, Jaume; Gutierrez-Berraondo, José

    2017-12-01

    In this paper we put forward a proposal for the design and evaluation of teaching and learning sequences in upper secondary school and university. We will connect our proposal with relevant contributions on the design of teaching sequences, ground it on the design-based research methodology, and discuss how teaching and learning sequences designed according to our proposal relate to learning progressions. An iterative methodology for evaluating and redesigning the teaching and learning sequence (TLS) is presented. The proposed assessment strategy focuses on three aspects: (a) evaluation of the activities of the TLS, (b) evaluation of learning achieved by students in relation to the intended objectives, and (c) a document for gathering the difficulties found when implementing the TLS to serve as a guide to teachers. Discussion of this guide with external teachers provides feedback used for the TLS redesign. The context of our implementation and evaluation is an innovative calculus-based physics course for first-year engineering and science degree students at the University of the Basque Country.

  11. Business English and Business French:a comparative analysis of teaching strategies and firms' needs.

    OpenAIRE

    BENZO, VERONICA; DI GREGORIO, GIUSEPPINA

    2016-01-01

    Following T. Dudley-Evans’ suggestions, in order to analyse languages for specific purposes, it is possible to argue that present teaching experience is characterized by certain common aspects, such as teachers’ insufficient extra-linguistic knowledge; lack of adequate teaching materials; learners’ different levels of linguistic competence and lack of motivation. Futhermore, Business Languages imply an additional aspect to be investigated, a sort of ‘side effect’: rapid changes in the market ...

  12. Teaching Speech Acts

    Directory of Open Access Journals (Sweden)

    Teaching Speech Acts

    2007-01-01

    Full Text Available In this paper I argue that pragmatic ability must become part of what we teach in the classroom if we are to realize the goals of communicative competence for our students. I review the research on pragmatics, especially those articles that point to the effectiveness of teaching pragmatics in an explicit manner, and those that posit methods for teaching. I also note two areas of scholarship that address classroom needs—the use of authentic data and appropriate assessment tools. The essay concludes with a summary of my own experience teaching speech acts in an advanced-level Portuguese class.

  13. An Exploration of the Pay Levels Needed to Attract Students with Mathematics, Science and Technology Skills to a Career in K-12 Teaching

    OpenAIRE

    Anthony Milanowski

    2003-01-01

    In an exploratory study (Note 1) of the role of salary level and other factors in motivating undergraduate math, science, and technology majors to consider a career as a K-12 teacher, the salary level students said would motivate them to consider a career in teaching was related to the salary expected in their chosen non-teaching occupation, but not to three of the Big 5 personality dimensions of extroversion, agreeableness, and openness, nor concern for others or career risk aversion. An ann...

  14. Teaching Reconsidered: Exploring the Teaching Experiences of Student Affairs Professionals in the College Classroom

    Directory of Open Access Journals (Sweden)

    Ramona Meraz Lewis

    2016-11-01

    Full Text Available Aim/Purpose\tThe purpose of this study was to explore the experiences of student affairs professionals who teach in a variety of college classroom settings. Background\tIncreasingly, student affairs professionals are serving in teaching roles inside the college classroom; yet, there are few empirical studies that explore that teaching role or the impacts of that teaching experience. Because there are so few studies, we know little of the impacts of these experiences on the individual, the institution, or students. Methodology\tThis qualitative study explores the experiences of student affairs professionals who also teach in a variety of campus and classroom settings. The 12 participants from 11 different institutions ranged in years of service in the profession from six to 40 years. They taught an array of undergraduate and graduate courses including first-year experience and career courses, general education courses, and courses in higher education graduate programs. Participants share insights on how their training as student affairs professionals impacts them in their roles as college teachers. Findings\tThe findings are categorized into two broad themes: the impacts of practice on teaching and the impacts of teaching on practice. Additionally, participants share how their teaching experiences enhanced their awareness of the academic culture of the academy, enriched their understanding of students, and improved collaborations across their campuses. Future Research\tOur research addresses the gap in the literature by providing a number of considerations on how formal teaching and student affairs practice have a recursive relationship. Future research might explore how teaching at the undergraduate level may differ from teaching at the graduate level. Future research, should explore in what, if any, ways the number of years teaching influences how professionals approach teaching. Future research on teaching might also explore the experiences of

  15. Interplay between research and teaching from the perspective of mathematicians

    DEFF Research Database (Denmark)

    Winsløw, Carl; Madsen, Lene Møller

    2008-01-01

    In this paper, we examine the relation between teaching and research on mathematics in universities. We suggest that this relation can be fruitfully examined from the perspective of mathematicians' praxeologies (organisations of didactical and mathematical practice). We illustrate the approach...... with data from an interview study involving five top-level mathematicians....

  16. Teaching Introductory Upper-Level Religion and Theology Classes

    Science.gov (United States)

    Clingerman, Forrest; O'Brien, Kevin J.

    2015-01-01

    The undergraduate study of religion is predominantly undertaken by non-majors who are meeting a general education requirement. This means that, while curricular discussions make important distinctions between the work of lower- and upper-division courses, many religion and theology faculty are teaching hybrid courses that we call…

  17. On faculty development of STEM inclusive teaching practices.

    Science.gov (United States)

    Dewsbury, Bryan M

    2017-10-02

    Faculty development of inclusive teaching practices has become more common in response to significant differences in STEM student retention between underrepresented minorities in the USA and students from other ethnic groups. Approaches to solve this have shifted from focusing on student deficits to changing campus culture, including the mindsets of instructors who teach STEM courses. In this article, I argue that based on the literature informing the conceptual frameworks used for faculty development in inclusive teaching, faculty developers should reframe the message of their workshops to focus participants more on the scope of the journey, and shift the direction of overall efforts some to redevelop pedagogical training at the graduate and postdoc levels. Informed by historical as well as recent theories on the role of higher education to society, I highlight the areas of the literature that can effectively inform our current approaches to inclusion. I also briefly review the reasons why this approach is needed, and include suggestions for new faculty development approaches for long-term sustainable change in STEM inclusive education at the postsecondary level. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  18. Science teachers' knowledge, beliefs, values, and concerns of teaching through inquiry

    Science.gov (United States)

    Assiri, Yahya Ibrahim

    the level of teaching experience between groups: (6-10) years and (11-15) years, and (16- more) and (11-15) years. In addition, the implications and suggestions for future research were provided to enhance teaching science through inquiry.

  19. Incidence and risk factors of workplace violence against nurses in a Chinese top-level teaching hospital: A cross-sectional study.

    Science.gov (United States)

    Chen, Xiaoming; Lv, Ming; Wang, Min; Wang, Xiufeng; Liu, Junyan; Zheng, Nan; Liu, Chunlan

    2018-04-01

    To investigate the incidence of workplace violence involving nurses and to identify related risk factors in a high-quality Chinese teaching hospital. A cross-sectional study design was used. The final sample comprised responses from 1831 registered nurses collected with a whole-hospital survey from June 1 to June 15, 2016. The demographic characteristics of the nurses who had experienced any form of violence were collected, and logistic regression analysis was applied to evaluate the risk factors for nurses related to workplace violence. Out of the total number of nurses surveyed, 904 (49.4%) nurses reported having experienced any type of violence in the past year. The frequencies of exposure to physical and non-physical violence were 6.3% (116) and 49.0% (897), respectively. All the incidence rates of violence were lower than those of other studies based on regional hospitals in China and were at the same level found in developed countries and districts. Binary logistic regression analysis revealed that nurses at levels 2 to 4 and female nurses in clinical departments were the most vulnerable to non-physical violence. For physical violence, the two independent risk factors were working in an emergency department and having 6-10 years of work experience. Workplace violence directly threatens nurses from high-quality Chinese teaching hospitals. However, the incidence of WPV against nurses in this teaching hospital was better than that in regional hospitals. This study also provides reference material to identify areas where nurses encounter relatively high levels of workplace violence in high-quality Chinese teaching hospitals. Copyright © 2018 Elsevier Inc. All rights reserved.

  20. Mathematics understanding and anxiety in collaborative teaching

    Science.gov (United States)

    Ansari, B. I.; Wahyu, N.

    2017-12-01

    This study aims to examine students’ mathematical understanding and anxiety using collaborative teaching. The sample consists of 51 students in the 7th-grade of MTs N Jeureula, one of the Islamic public junior high schools in Jeureula, Aceh, Indonesia. A test of mathematics understanding was administered to the students twice during the period of two months. The result suggests that there is a significant increase in mathematical understanding in the pre-test and post-test. We categorized the students into the high, intermediate, and low level of prior mathematics knowledge. In the high-level prior knowledge, there is no difference of mathematical understanding between the experiment and control group. Meanwhile, in the intermediate and low level of prior knowledge, there is a significant difference of mathematical understanding between the experiment and control group. The mathematics anxiety is at an intermediate level in the experiment class and at a high level in the control group. There is no interaction between the learning model and the students’ prior knowledge towards the mathematical understanding, but there are interactions towards the mathematics anxiety. It indicates that the collaborative teaching model and the students’ prior knowledge do not simultaneously impacts on the mathematics understanding but the mathematics anxiety.

  1. Small Business Management. Part I, A Suggested Course Outline.

    Science.gov (United States)

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

    In this curriculum guide on small business management, lessons (including specific course content and teaching suggestions) are developed around general traits and practices conducive to success in small businesses, loans and other sources of capital, budgeting and planning, recordkeeping, marketing and selling, advertising and sales promotion,…

  2. Teaching Pop Songs: Reflections and Recommendations.

    Science.gov (United States)

    Barbieri, Richard E.

    This paper presents a rationale for using popular music in the classroom and provides suggestions for teaching popular music lyrics in the poetry class. The question of whether pop music is an end in itself or a means to understanding traditional literature is also addressed. It is suggested that the teaching of the poetry of rock can be…

  3. Research on teaching and learning in Physics and Chemistry in NorDiNa Papers

    Directory of Open Access Journals (Sweden)

    Päivi Kinnunen

    2016-04-01

    Full Text Available This article provides an overview of teaching and learning processes in research on physics and chemistry education published in NorDiNa 2005–2013. Using the didactic triangle as our theoretical framework we developed a typology to analyse the data and used this to categorise 89 related research papers, from all levels of education (primary, secondary and tertiary. The results suggest that students’ characteristics, their understanding of the content and learning outcomes are studied frequently. In contrast, science teachers are studied much less. Most papers reported studies that had been done at the teaching organisation level. Course level studies and society level studies were also frequent. However, international level studies were few in this data pool. We conclude by discussing less popular research topics in the science education field.

  4. Characterization of mathematics instructional practises for prospective elementary teachers with varying levels of self-efficacy in classroom management and mathematics teaching

    Science.gov (United States)

    Lee, Carrie W.; Walkowiak, Temple A.; Nietfeld, John L.

    2017-03-01

    The purpose of this study was to investigate the relationship between prospective teachers' (PTs) instructional practises and their efficacy beliefs in classroom management and mathematics teaching. A sequential, explanatory mixed-methods design was employed. Results from efficacy surveys, implemented with 54 PTs were linked to a sample of teachers' instructional practises during the qualitative phase. In this phase, video-recorded lessons were analysed based on tasks, representations, discourse, and classroom management. Findings indicate that PTs with higher levels of mathematics teaching efficacy taught lessons characterised by tasks of higher cognitive demand, extended student explanations, student-to-student discourse, and explicit connections between representations. Classroom management efficacy seems to bear influence on the utilised grouping structures. These findings support explicit attention to PTs' mathematics teaching and classroom management efficacy throughout teacher preparation and a need for formative feedback to inform development of beliefs about teaching practises.

  5. Pre-Service Teachers Methods of Teaching Science

    Directory of Open Access Journals (Sweden)

    Dr. Raquel C. Pambid

    2015-02-01

    Full Text Available The study described the teaching methods used by pre-service teachers in Science. It focused on the strategies, techniques, materials, innovative methods and pattern of teaching science used by the pre-service teachers as described in their lesson plans. The qualitative and quantitative design was used in the study. The books, teacher hand-outs from classroom lectures were the sources of methods, strategies and techniques. The chalkboard and self-made drawings and charts were the materials often used. Conventional methods like lecture, open class discussion and demonstration were commonly employed. The strategies included group discussion, use of motivating questions and stories to arouse the interest of students. The direct eye contact, body expressions, jokes and news/trivia were frequent techniques. Integration of values in the lesson became less as the year level increases. The pattern of teaching drawn followed the formal style: I Objectives, II Subject matter, III Learning Tasks, IV Synthesis of the lesson, V Assessment and VI Enrichment. The conventional method and pattern of teaching by the pre-service teachers of PSU suggest that students in the College of Teacher Education should be trained to be more innovative and open in trying out more advanced teaching methods. Furthermore, PSU science pre-service teachers should use methods which can develop higher order thinking skills among high school students.

  6. The origins of language in teaching.

    Science.gov (United States)

    Laland, Kevin N

    2017-02-01

    I introduce seven criteria for determining the validity of competing theories for the original function of language. I go on to present a novel explanation that meets all the criteria: language originally evolved to teach kin. I suggest that the use of symbols subsequently generated evolutionary feedback at two levels, in the form of self-modified selection pressures that favored structures in the mind that functioned to manipulate and use symbols with efficiency, and cultural selection on languages for learnability.

  7. Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change

    Science.gov (United States)

    Evans, Mara; Brickman, Peggy

    2014-01-01

    Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. PMID:26086652

  8. Flow experiences in Shakuhachi teaching via Skype

    OpenAIRE

    How, Meng Leong

    2017-01-01

    This study examined how flow experiences contributed to the teaching practices of seven shakuhachi teachers from Australia, North America, Europe, and Japan, who were engaged in teaching their students via Skype. Findings in this study suggested that the shakuhachi teachers’ gravitas of teaching and the observed effortlessness in their practices of teaching students contributed to their experience of flow during teaching via Skype. An epi-flow conceptual model was engendered via a review ...

  9. How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

    Science.gov (United States)

    Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

    2015-01-01

    To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy

  10. Overcoming resistance to innovation: Suggestions for encouraging change in language teaching

    Directory of Open Access Journals (Sweden)

    Weideman, Albert

    2002-12-01

    Full Text Available As in many other countries, communicative language teaching (CLT became the orthodoxy in second language teaching in many sub-Saharan African education systems in the last two decades of the previous century. There is enough evidence, however, to indicate that it has not been adopted by a critical mass of language teachers in their day-to-day classroom practice, as distinct from their professed adherence to its main tenets. There may be many reasons for this resistance. Markee’s (1993 discussion of these indeed picks up a number of points that may be worth following up. This paper looks at three instructional tools that may assist teachers in overcoming resistance and adopting a communicative approach. The first is an instrument developed by Shaalukeni (2000 for use in her own work as an advisory teacher in northern Namibia. The paper discusses the employment of this instrument in her action research study into stimulating the use of pair work tasks in English second language classes. The second and third instruments help teachers to articulate their beliefs about language learning, as well as to examine whether these beliefs are in harmony with what we know about language learning, and aligned with what the teachers themselves profess. Such strategies are not sufficient to bring about change, but they may be the beginning of overcoming resistance to what is new. Gedurende die laaste twee dekades van die twintigste eeu het kommunikatiewe taalonderrig, soos elders ook die geval is, tweedetaalonderrig in talle onderwyssisteme van Afrika-lande suid van die Sahara oorheers. Daar is egter meer as genoeg bewyse dat ’n kritieke massa onderwysers hierdie aanpak nog nie in hul daaglikse onderwyspraktyk geïmplimenteer het nie, alhoewel hierdie onderwysers tog te kenne gee dat hulle die aanpak oor die algemeen professioneel aanvaarbaar vind. Daar kan seker vele redes aangevoer word vir hierdie weerstand. Markee (1993 se uiteensetting van moontlike

  11. Towards a research informed teaching experience within a diagnostic radiography curriculum: The level 4 (year 1) student holistic experience

    International Nuclear Information System (INIS)

    Higgins, Robert; Hogg, Peter; Robinson, Leslie

    2013-01-01

    Aim: This article discusses the level 4 (year 1) diagnostic radiography student holistic experience of the Research-informed Teaching experience (RiTe) at the University of Salford, UK. The purpose of RiTe is to expose undergraduate radiography students to more formal research, as part of their normal teaching and learning experience. Method: A grounded theory approach was adopted and a focus group with eight level 4 students was used to explore and evaluate the student experience and perception of RiTe. Results: Open coding defined categories and sub-categories, with axial and selective coding used to interrogate and explore the relationships between the focus group data. A number of insights were gained into the student holistic experience of RiTe. The issue of leadership for level 4 students was also identified. Discussion: The focus group participants found RiTe to be an extremely positive learning experience. RiTe also facilitated their translation of learnt theory into clinical skills knowledge alongside their understanding of and desire to participate in more research as undergraduates. The article also highlights areas for future research.

  12. Amongst mathematicians teaching and learning mathematics at university level

    CERN Document Server

    Nardi, Elena

    2008-01-01

    "Amongst Mathematicians" offers a unique perspective on the ways in which mathematicians perceive their students' learning, the way they teach and reflect on those teaching practices. Elena Nardi employs fictional characters to create a conversation on these important issues. While personas are created, the facts incorporated into their stories are based on large bodies of data including intense focus groups comprised of mathematicians and mathematics education.This book further develops analyses of the data and demonstrates the pedagogical potential that lies in collaborative research that engages educators, researchers, and students in undergraduate mathematics education. Nardi also addresses the need for action in undergraduate mathematics education by creating discourse for reform and demonstrating the feasibility and potential of collaboration between mathematicians and researchers. "Amongst Mathematicians" is of interest to the entire mathematics community including teacher educators, undergraduate and ...

  13. Information Technology in University-Level Mathematics Teaching and Learning: A Mathematician's Point of View

    Science.gov (United States)

    Borovik, Alexandre

    2011-01-01

    Although mathematicians frequently use specialist software in direct teaching of mathematics, as a means of delivery e-learning technologies have so far been less widely used. We (mathematicians) insist that teaching methods should be subject-specific and content-driven, not delivery-driven. We oppose generic approaches to teaching, including…

  14. Teaching as an exaptation.

    Science.gov (United States)

    Smaldino, Paul E; Newton, Emily K

    2015-01-01

    We appreciate and endorse Kline's ethological taxonomy and its application. However, the definition of teaching she presents is problematic, as it replaces mentalistic intent with intention on the part of natural selection. We discuss problems with the strict adaptationist view and suggest instead that the five forms of teaching presented in the taxonomy may constitute exaptations rather than adaptations.

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

    Science.gov (United States)

    Yildiz, Mustafa; Senel, Mufit

    2017-01-01

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

  16. Is different better? Models of teaching and their influence on the net financial outcome for general practice teaching posts

    Directory of Open Access Journals (Sweden)

    Cheah Carolyn

    2011-07-01

    Full Text Available Abstract Background In Australia, training for general practice (GP occurs within private practices and their involvement in teaching can have significant financial costs. At the same time there are growing demands for clinical places for all disciplines and for GP there is concern that there are insufficient teaching practices to meet the demand at the medical student, prevocational and vocational training levels. One option to address this may be to change how teaching occurs in the practice. A question that arises in posing such an option is whether different models of teaching change the costs for a teaching practice. The aim of this study is to determine the net financial outcome of teaching models in private GP. Methods Modelling the financial implications for a range of teaching options using a costing framework developed from a survey of teaching practices in South Australia. Each option was compared with the traditional model of teaching where one GP supervisor is singularly responsible for one learner. The main outcome measure was net financial outcome per week. Decisions on the model cost parameters were made by the study's Steering Group which comprised of experienced GP supervisors. Four teaching models are presented. Model 1 investigates the gains from teaching multiple same level learners, Models 2 and 3, the benefits of vertically integrated teaching using different permutations, and Model 4 the concept of a GP teacher who undertakes all the teaching. Results There was a significant increase in net benefits of Aus$547 per week (95% confidence intervals $459, $668 to the practice when a GP taught two same level learners (Model 1 and when a senior registrar participated in teaching a prevocational doctor (Model 3, Aus$263, 95% confidence intervals $80, $570. For Model 2, a practice could significantly reduce the loss if a registrar was involved in vertically integrated teaching which included the training of a medical student (Aus

  17. Improving Chemistry Education by Offering Salient Technology Training to Preservice Teachers: A Graduate-Level Course on Using Software to Teach Chemistry

    Science.gov (United States)

    Tofan, Daniel C.

    2009-01-01

    This paper describes an upper-level undergraduate and graduate-level course on computers in chemical education that was developed and offered for the first time in Fall 2007. The course provides future chemistry teachers with exposure to current software tools that can improve productivity in teaching, curriculum development, and education…

  18. Becoming a Teaching Scholar

    DEFF Research Database (Denmark)

    Troelsen, Rie Nørager Popp; Kruse, S.; Nielsen, K.

    2007-01-01

    ?, similar to Kane et al.?s five dimensions (subject knowledge, pedagogical skills, personality, research/teaching nexus and interpersonal relationships) which are integrated in the teacher?s reflective practice. As a consequence of these results we discuss the future organisation and goals of in......-service training of university teachers in science and mathematics. We suggest that the training programmes to a larger extent focus on the five dimensions of good teaching and the reflective practice that combines them, and furthermore urge the teachers to experiment with their teaching so that their views...

  19. Florida Teachers' Attitudes about Teaching Evolution

    Science.gov (United States)

    Fowler, Samantha R.; Meisels, Gerry G.

    2010-01-01

    A survey of Florida teachers reveals many differences in comfort level with teaching evolution according to the state's science teaching standards, general attitudes and beliefs about evolution, and the extent to which teachers are criticized, censured, disparaged, or reprehended for their beliefs about the teaching of evolution.

  20. Paris Chamber of Commerce Examinations and ACTFL/ETS Proficiency Levels.

    Science.gov (United States)

    Cummins, Patricia W.

    1987-01-01

    Compares the Paris Chamber of Commerce Exams (both certificate and diploma levels) and the ACTFL Guidelines for language proficiency for the benefit of language teachers. Teaching strategies are suggested for preparing students for the Chamber of Commerce exams. (LMO)

  1. High Level of Emotional Intelligence Is Related to High Level of Online Teaching Self-Efficacy among Academic Nurse Educators

    Science.gov (United States)

    Ali, Nagia; Ali, Omar; Jones, James

    2017-01-01

    This study examined the relationship between emotional intelligence (EI) and online teaching self-efficacy among 115 academic nurse educators who teach online (totally, blended, or both). The sample was randomly drawn from the list of nursing schools accredited by Commission on Collegiate Nursing Education (CCNE) with baccalaureate, master's…

  2. Exploring the Impact of Varying Levels of Augmented Reality to Teach Probability and Sampling with a Mobile Device

    Science.gov (United States)

    Conley, Quincy

    2013-01-01

    Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile…

  3. Pairing Learners by Companionship: Effects on Motor Skill Performance and Comfort Levels in the Reciprocal Style of Teaching

    Science.gov (United States)

    Chatoupis, Constantine

    2015-01-01

    Mosston and Ashworth's (2008) reciprocal style of teaching gives learners the opportunity to work in pairs to support each other's learning (one practices a task and the other gives feedback). The effects of pairing learners by companionship (friend and nonacquaintance) on 8-year-old children's motor skill performance and comfort levels were…

  4. Teaching undergraduate biomechanics with Just-in-Time Teaching.

    Science.gov (United States)

    Riskowski, Jody L

    2015-06-01

    Biomechanics education is a vital component of kinesiology, sports medicine, and physical education, as well as for many biomedical engineering and bioengineering undergraduate programmes. Little research exists regarding effective teaching strategies for biomechanics. However, prior work suggests that student learning in undergraduate physics courses has been aided by using the Just-in-Time Teaching (JiTT). As physics understanding plays a role in biomechanics understanding, the purpose of study was to evaluate the use of a JiTT framework in an undergraduate biomechanics course. This two-year action-based research study evaluated three JiTT frameworks: (1) no JiTT; (2) mathematics-based JiTT; and (3) concept-based JiTT. A pre- and post-course assessment of student learning used the biomechanics concept inventory and a biomechanics concept map. A general linear model assessed differences between the course assessments by JiTT framework in order to evaluate learning and teaching effectiveness. The results indicated significantly higher learning gains and better conceptual understanding in a concept-based JiTT course, relative to a mathematics-based JiTT or no JiTT course structure. These results suggest that a course structure involving concept-based questions using a JiTT strategy may be an effective method for engaging undergraduate students and promoting learning in biomechanics courses.

  5. Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching

    Directory of Open Access Journals (Sweden)

    Francka Lovšin Kozina

    2016-09-01

    Full Text Available This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to the pre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-service teachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results also revealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.

  6. Caring Teaching as a Moral Practice: An Exploratory Study on Perceived Dimensions of Caring Teaching

    Directory of Open Access Journals (Sweden)

    Khalil Gholami

    2012-01-01

    Full Text Available Caring teaching is a conceptual framework used to gain an insight into the moral aspect of teaching. Using a quantitative research approach, we studied 556 teachers in order to explore their perceived dimensions of caring teaching. Drawing on existing literature, we found that caring teaching has been elaborated in line with two broad concepts: personal care and academic care. Considering these concepts, we developed the Caring Teaching Scale with which we identified four dimensions of caring teaching: the nurturing of a student's character, didactical bias, awareness, and respectful didactics. A meta-analysis reflection suggests that the nurturing of students' characters and awareness represent personal care while didactical bias and respectful didactics call for academic care. Further analysis showed that these teachers attached more pedagogical value to personal care. Controlling for two demographic variables, we found statistically significant differences with regard to gender and caring teaching.

  7. Perceptions of first-year medical students towards learning anatomy using cadaveric specimens through peer teaching.

    Science.gov (United States)

    Agius, Andee; Calleja, Neville; Camenzuli, Christian; Sultana, Roberta; Pullicino, Richard; Zammit, Christian; Calleja Agius, Jean; Pomara, Cristoforo

    2017-11-07

    During the last decade, global interest in the multiple benefits of formal peer teaching has increased. This study aimed to explore the perceptions of first-year medical students towards the use of peer teaching to learn anatomy using cadaveric specimens. A descriptive, cross-sectional, retrospective survey was carried out. Data were collected using an online questionnaire which was administered to all medical students who were in their second year of their medical school curriculum and who had participated in sessions taught by their peers during their first year. Peer teaching was perceived as an effective method of learning anatomy by more than half of the participants. Analysis of mean responses revealed that the peer teachers created a positive, non-intimidating learning environment. Overall, participants gave positive feedback on their peer teachers. Six categories emerged from the responses given by participants as to why they would or would not recommend peer teaching. Ways of improvement as suggested by the respondents were also reported. Variables found to be significantly associated with the perceived benefits of the peer teaching program included sex differences, educational level and recommendations for peer teaching. This study brings to light the merits and demerits of peer teaching as viewed through the eyes of the peer learners. Peer teaching provides a sound platform for teaching and learning anatomy. Further discussions at higher levels are encouraged in order to explore the feasibility of introducing formal peer teaching in the medical curriculum. Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.

  8. Relationships between Actualizing Concrete and Formal Science Teaching Intentions and the Levels of Cognitive Development among Some Prospective Teachers in Nigeria.

    Science.gov (United States)

    Ehindero, Olusola J.

    1980-01-01

    Determines relationships between prospective secondary school science teachers' (N=60) level of cognitive development (i.e., Piaget's concrete operational or formal operational stage) and success in stating and actualizing teaching intentions. (CS)

  9. Acquisition of Mathematical Language: Suggestions and Activities for English Language Learners

    Science.gov (United States)

    Cirillo, Michelle; Bruna, Katherine Richardson; Herbel-Eisenmann, Beth

    2010-01-01

    In this article, we describe aspects of mathematical language that could be problematic to English-language learners, provide recommendations for teaching English-language learners, and suggest activities intended to foster language development in mathematics. (Contains 1 figure.)

  10. Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance

    Science.gov (United States)

    Mead, Rebecca; Hejmadi, Momna

    2017-01-01

    What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students’ understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance. PMID:28542179

  11. Teaching genetics prior to teaching evolution improves evolution understanding but not acceptance.

    Science.gov (United States)

    Mead, Rebecca; Hejmadi, Momna; Hurst, Laurence D

    2017-05-01

    What is the best way to teach evolution? As microevolution may be configured as a branch of genetics, it being a short conceptual leap from understanding the concepts of mutation and alleles (i.e., genetics) to allele frequency change (i.e., evolution), we hypothesised that learning genetics prior to evolution might improve student understanding of evolution. In the UK, genetics and evolution are typically taught to 14- to 16-y-old secondary school students as separate topics with few links, in no particular order and sometimes with a large time span between. Here, then, we report the results of a large trial into teaching order of evolution and genetics. We modified extant questionnaires to ascertain students' understanding of evolution and genetics along with acceptance of evolution. Students were assessed prior to teaching, immediately post teaching and again after several months. Teachers were not instructed what to teach, just to teach in a given order. Regardless of order, teaching increased understanding and acceptance, with robust signs of longer-term retention. Importantly, teaching genetics before teaching evolution has a significant (p genetics was taught first. Teaching genetics first additionally had positive effects on genetics understanding, by increasing knowledge. These results suggest a simple, minimally disruptive, zero-cost intervention to improve evolution understanding: teach genetics first. This same alteration does not, however, result in a significantly increased acceptance of evolution, which reflects a weak correlation between knowledge and acceptance of evolution. Qualitative focus group data highlights the role of authority figures in determination of acceptance.

  12. Research and teaching nuclear sciences at universities in developing countries

    International Nuclear Information System (INIS)

    1981-11-01

    A formulation is given for a set of ground rules to be applied when introducing or improving nuclear science training at the university level in developing countries. Comments are made on the general requirements needed for the teaching of nuclear science at the university and particular suggestions made for the areas of nuclear physics radiochemistry and radiation chemistry and electronics

  13. Investigating the Relationship between Job Satisfaction Levels of the Teachers in Educational Institutions and Their Attitudes towards Teaching Profession

    Science.gov (United States)

    Üredi, Lütfi

    2017-01-01

    The basic purpose of this research was to investigate the relationship between job satisfaction levels of the teachers in educational institutions and their attitudes towards teaching profession. Obtained results provided significant contributions for improving the quality of educational activities. Relational screening model as one of the…

  14. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting

    OpenAIRE

    Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

    2015-01-01

    Background Flipped Classroom is a model that?s quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. Methods The participants in the study consisted of 67 Masters-level graduate student...

  15. Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

    OpenAIRE

    Julia Sevy

    2016-01-01

    Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English languag...

  16. Combined Effect of Levels in Personal Self-Regulation and Regulatory Teaching on Meta-Cognitive, on Meta-Motivational, and on Academic Achievement Variables in Undergraduate Students.

    Science.gov (United States)

    de la Fuente, Jesús; Sander, Paul; Martínez-Vicente, José M; Vera, Mariano; Garzón, Angélica; Fadda, Salvattore

    2017-01-01

    The Theory of Self- vs . Externally-Regulated Learning™ (SRL vs. ERL) proposed different types of relationships among levels of variables in Personal Self-Regulation (PSR) and Regulatory Teaching (RT) to predict the meta-cognitive, meta-motivational and -emotional variables of learning, and of Academic Achievement in Higher Education. The aim of this investigation was empirical in order to validate the model of the combined effect of low-medium-high levels in PSR and RT on the dependent variables. For the analysis of combinations, a selected sample of 544 undergraduate students from two Spanish universities was used. Data collection was obtained from validated instruments, in Spanish versions. Using an ex-post-facto design, different Univariate and Multivariate Analyses (3 × 1, 3 × 3, and 4 × 1) were conducted. Results provide evidence for a consistent effect of low-medium-high levels of PSR and of RT, thus giving significant partial confirmation of the proposed rational model. As predicted, (1) the levels of PSR and positively and significantly effected the levels of learning approaches, resilience, engagement, academic confidence, test anxiety, and procedural and attitudinal academic achievement; (2) the most favorable type of interaction was a high level of PSR with a high level RT process. The limitations and implications of these results in the design of effective teaching are analyzed, to improve university teaching-learning processes.

  17. Radiation risks -a possible teaching topic

    International Nuclear Information System (INIS)

    Howes, R.W.

    1975-01-01

    Radiation risks has been the subject of hot debate since 1969 due in main to the energy crisis and the switch to nuclear power. Topics of this debate including; the controversy concerned with the late radiobiological effects of low level radiation, the social responsibility of modern scientists, the sometimes acrimonious discussion which has taken place over many years concerning radiation standards, and present day misgivings over the environmental aspect of the nuclear power programme, are discussed and suggestions are made of ways in which the topics could be introduced into teaching courses. (U.K.)

  18. Student and resident perspectives on professionalism: beliefs, challenges, and suggested teaching strategies.

    Science.gov (United States)

    Salinas-Miranda, Abraham A; Shaffer-Hudkins, Emily J; Bradley-Klug, Kathy L; Monroe, Alicia D H

    2014-05-10

    The purpose of this study was to investigate the views of medical students and residents regarding the practice of professionalism, their perceived challenges, and ideas for the development of a new curriculum in medical professionalism. Data were collected from four focus groups comprised of 27 residents and medical students recruited from the University of South Florida Morsani School of Medicine and Residency Programs between January and March 2012. A questioning protocol was used to guide the focus group discussion. Data were transcribed for thematic analysis. Learners expressed beliefs regarding key attributes of professional behaviors, factors perceived to be associated with lapses of professional behavior, skills that need to be taught, and strategies to teach professionalism from the learners' perspective. Learners perceived that the values of professionalism are often disconnected from the reality evidenced in clinical training due to a myriad of personal and contextual challenges. Residents and students need help in negotiating some of the challenges to medical professionalism that are encountered in clinical settings. We recommend a learner's centered model of curriculum development in medical professionalism that takes into consideration perceived challenges and strategies for modeling and reinforcing medical professionalism.

  19. Marginal ambulatory teaching cost under varying levels of service utilization.

    Science.gov (United States)

    Panton, D M; Mushlin, A I; Gavett, J W

    1980-06-01

    The ambulatory component of residency training jointly produces two products, namely, training and patient services. In costing educational programs of this type, two approaches are frequently taken. The first considers the total costs of the educational program, including training and patient services. These costs are usually constructed from historical accounting records. The second approach attempts to cost the joint products separately, based upon estimates of future changes in program costs, if the product in question is added to or removed from the program. The second approach relates to typical decisions facing the managers of medical centers and practices used for teaching purposes. This article reports such a study of costs in a primary-care residency training program in a hospital outpatient setting. The costs of the product, i.e., on-the-job training, are evaluated using a replacement-cost concept under different levels of patient services. The results show that the cost of the product, training, is small at full clinical utilization and is sensitive to changes in the volume of services provided.

  20. The evolution of teaching.

    Science.gov (United States)

    Fogarty, L; Strimling, P; Laland, K N

    2011-10-01

    Teaching, alongside imitation, is widely thought to underlie the success of humanity by allowing high-fidelity transmission of information, skills, and technology between individuals, facilitating both cumulative knowledge gain and normative culture. Yet, it remains a mystery why teaching should be widespread in human societies but extremely rare in other animals. We explore the evolution of teaching using simple genetic models in which a single tutor transmits adaptive information to a related pupil at a cost. Teaching is expected to evolve where its costs are outweighed by the inclusive fitness benefits that result from the tutor's relatives being more likely to acquire the valuable information. We find that teaching is not favored where the pupil can easily acquire the information on its own, or through copying others, or for difficult to learn traits, where teachers typically do not possess the information to pass on to relatives. This leads to a narrow range of traits for which teaching would be efficacious, which helps to explain the rarity of teaching in nature, its unusual distribution, and its highly specific nature. Further models that allow for cumulative cultural knowledge gain suggest that teaching evolved in humans because cumulative culture renders otherwise difficult-to-acquire valuable information available to teach. © 2011 The Author(s). Evolution© 2011 The Society for the Study of Evolution.

  1. TEACHING MATHEMATICAL DISCIPLINES AT THE MEDICAL UNIVERSITY

    Directory of Open Access Journals (Sweden)

    V. Ya. Gelman

    2018-01-01

    Full Text Available Introduction.In programs of training of students of medical specialties, Mathematics is a subject of basic education, i.e. non-core discipline. However, studying Mathematics is extremely important for future physicians, as recently there has been an impetuous development of mathematization in the field of health care. Today, a set of the new medical devices, the equipment and high technologies are being developed based on the mathematical modeling, analysis and forecasting. Mathematical methods are widely applied to diagnostics, development of life-support systems and the description of various biological processes both at the molecular level,  and at the level of a whole organism, its systems, bodies and tissues. The solution of many medical tasks in the field of taxonomy, genetics, and organization of medical service is impossible without knowledge of mathematics. Unfortunately, along with the evident importance of mathematical preparation for a medical profession, its need is poorly realized not only by junior students, but even by some teachers of specialized departments of medical schools.The aim of the publication is to discuss the problems that arise in the teaching of mathematical disciplines to students at a medical school and to suggest possible solutions to these problems.Methodology and research methods. The study is based on the use of modeling of the educational process. The methods of analysis, generalization and the method of expert assessments were applied in the course of the research.Results and scientific novelty. The aspects of mathematical preparation at the university are considered on the basis of the application of the multiplicative model of training quality. It is shown that the main students’ learning difficulties in Mathematics are connected with the following factors: the initial level of mathematical preparation of students and their motivation; outdated methods of Mathematics teaching and academic content

  2. A Historical Perspective on Problems in Botany Teaching.

    Science.gov (United States)

    Hershey, David R.

    1996-01-01

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

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

    Science.gov (United States)

    Hindmarch, Thomas; Allikmets, Silvia; Knights, Felicity

    2015-12-12

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

  4. Peer Observation and Evaluation Tool (POET: A Formative Peer Review Supporting Scholarly Teaching

    Directory of Open Access Journals (Sweden)

    Jeffrey L. Crabtree

    2016-07-01

    Full Text Available The Peer Observation and Evaluation Tool (POET is a valid and reliable measure developed for formative peer evaluation of pharmacy faculty. The authors replicated a study conducted on the POET in pharmacy in order to report the instrument’s validity and reliability in occupational therapy and to explore its potential as a formative teaching evaluation for occupational therapy educators. To verify item importance, seven participants from the faculty in an occupational therapy department rated each item. To establish inter-rater reliability, the participants evaluated one videotaped 55 min lecture. The POET was reliable with ICC at 0.93. There were high levels of agreement with the importance ratings among the participants with all scales. The POET appears to be a valid and reliable formative measure of teaching. At a time of significant change in the level of occupational therapy education, this measure may be an important support for scholarly teaching in two ways: First, this measure offers several opportunities to document the instructor’s strengths and, second, it offers the instructor suggestions about ways to improve teaching quality. Finally, the POET may facilitate faculty professional growth and development through systematic, strategic, and constructive peer review feedback.

  5. Clinical teaching with emotional intelligence: A teaching toolbox

    Directory of Open Access Journals (Sweden)

    Athar Omid

    2016-01-01

    Full Text Available Background: Emotional intelligence (EI helps humans to perceive their own and others′ emotions. It helps to make better interpersonal communication that consequently leads to an increase in everyday performance and professional career. Teaching, particularly teaching in the clinical environment, is among the professions that need a high level of EI due to its relevance to human interactions. Materials and Methods: We adopted EI competencies with characteristics of a good clinical teacher. As a result, we extracted 12 strategies and then reviewed the literatures relevant to these strategies. Results: In the present article, 12 strategies that a clinical teacher should follow to use EI in her/his teaching were described. Conclusion: To apply EI in clinical settings, a teacher should consider all the factors that can bring about a more positive emotional environment and social interactions. These factors will increase students′ learning, improve patients′ care, and maintain her/his well-being. In addition, he/she will be able to evaluate her/his teaching to improve its effectiveness.

  6. Flipping for success: evaluating the effectiveness of a novel teaching approach in a graduate level setting.

    Science.gov (United States)

    Moraros, John; Islam, Adiba; Yu, Stan; Banow, Ryan; Schindelka, Barbara

    2015-02-28

    Flipped Classroom is a model that's quickly gaining recognition as a novel teaching approach among health science curricula. The purpose of this study was four-fold and aimed to compare Flipped Classroom effectiveness ratings with: 1) student socio-demographic characteristics, 2) student final grades, 3) student overall course satisfaction, and 4) course pre-Flipped Classroom effectiveness ratings. The participants in the study consisted of 67 Masters-level graduate students in an introductory epidemiology class. Data was collected from students who completed surveys during three time points (beginning, middle and end) in each term. The Flipped Classroom was employed for the academic year 2012-2013 (two terms) using both pre-class activities and in-class activities. Among the 67 Masters-level graduate students, 80% found the Flipped Classroom model to be either somewhat effective or very effective (M = 4.1/5.0). International students rated the Flipped Classroom to be significantly more effective when compared to North American students (X(2) = 11.35, p Students' perceived effectiveness of the Flipped Classroom had no significant association to their academic performance in the course as measured by their final grades (r s = 0.70). However, students who found the Flipped Classroom to be effective were also more likely to be satisfied with their course experience. Additionally, it was found that the SEEQ variable scores for students enrolled in the Flipped Classroom were significantly higher than the ones for students enrolled prior to the implementation of the Flipped Classroom (p = 0.003). Overall, the format of the Flipped Classroom provided more opportunities for students to engage in critical thinking, independently facilitate their own learning, and more effectively interact with and learn from their peers. Additionally, the instructor was given more flexibility to cover a wider range and depth of material, provide in-class applied learning

  7. Pygmalion Effect on Junior English Teaching

    Directory of Open Access Journals (Sweden)

    Yurong Wang

    2014-12-01

    Full Text Available Pygmalion Effect, or Robert Rosenthal Effect, was proved by the famous American psychologist Robert Rosenthal and Jacobson in 1968. Pygmalion Effect, as a matter of fact, is a psychological suggestion, which believes that people can accept the influence and suggestion given by the people whom very much they admire, like, believe, and respect. This effect was first applied in the field of management and medication. What’s more, remarkable achievements have been accomplished on human resource management. Robert Rosenthal put it into education through an experiment called Pygmalion in the Classroom, which aroused widely attention in the education sector. This thesis mainly focuses on the application of Pygmalion effect in English teaching, especially junior English teaching in China. If we can make good use of the Pygmalion Effect to conduct teaching and have positive expectations to students, it will improve teaching greatly.

  8. Capturing the Complex, Situated, and Active Nature of Teaching through Inquiry-Oriented Standards for Teaching

    Science.gov (United States)

    Sinnema, Claire; Meyer, Frauke; Aitken, Graeme

    2017-01-01

    Given widespread acceptance of the role of teaching in improving student outcomes, it is not surprising that policy makers have turned to teaching standards as a lever for educational improvement. There are, however, long-standing critiques of standards that suggest they are reductionist and promote a dualism between theory and practice. Our…

  9. Are Dysphoric Individuals More Suggestible or Less Suggestible Than Nondysphoric Individuals?

    Science.gov (United States)

    MacFarland, Wendy L.; Morris, Steven J.

    1998-01-01

    Dysphoric individuals are shown to be susceptible to interrogative suggestion, whether in the form of leading questions or interrogative pressure. The association of a clinically relevant condition of dysphoria (depression) with relatively high levels of suggestibility was investigated in a college student population (N=139). Applicability to…

  10. [Research progress in lampbrush chromosomes and some suggestions for their use in genetics teaching].

    Science.gov (United States)

    Chen, Fan-guo; Li, Qing-qing

    2016-02-01

    Lampbrush chromosomes (LBCs) are transient giant transcripts that exist at the diplotene stage of the first meiotic division in female gametocytes of almost all animals except mammals. LBCs are named for their lampbrush-like structure, however, they received the lowest research attention in studies of three classical cytogenetic chromosomes. They have been excellent models for studying the structure, organization, transcription, and transcriptional processing of chromosomes during meiosis. Here we briefly summarized these studies and LBCs forming mechanism and also discussed their possible functions, such as providing enough transcriptional products for embryonic development by oocytes LBCs or polyploidy demonstrated by previous reports. Finally, we discussed the possibility of introducing this typical case into our genetics teaching to inspire students' interest in genetics.

  11. The Teaching of Anthropology: A Comparative Study.

    Science.gov (United States)

    Lombard, Jacques

    1984-01-01

    College-level anthropology teaching in various countries, including Belgium, France, Germany, the Netherlands, Portugal, South Africa, the United Kingdom, and Yugoslavia, is compared. Terminology is examined and historical background is provided. Also discussed are educational crises, the organization of teaching, and teaching methods. (RM)

  12. Examination of a clinical teaching effectiveness instrument used for summative faculty assessment.

    Science.gov (United States)

    Bierer, S Beth; Hull, Alan L

    2007-12-01

    This study explores whether a clinical teaching effectiveness (CTE) instrument provides valid scores for summative faculty assessment. The sample included all CTE instruments (n = 10,087) that learners (N = 1,194) completed to assess clinical teachers (N = 872) during 1 academic year. The authors investigated response processes (e.g., missing data, straight-line responses, level of learner), internal structure (e.g., confirmatory and exploratory factor analysis), teaching ratings by learner group (medical student or resident), and relation to other variables (e.g., correlation with global rating). Response processes identified a high prevalence of straight-line responses (same rating across all items) and differential patterns of missing data by learner group. Medical students rated their teachers higher than residents, and CTE scores had different factor structures depending on learner group. High correlation coefficients of CTE items with a single rating of overall teaching performance suggest that learners consider global performance when assessing clinical teaching performance.

  13. Incorporating technology-based learning tools into teaching and learning of optimization problems

    Science.gov (United States)

    Yang, Irene

    2014-07-01

    The traditional approach of teaching optimization problems in calculus emphasizes more on teaching the students using analytical approach through a series of procedural steps. However, optimization normally involves problem solving in real life problems and most students fail to translate the problems into mathematic models and have difficulties to visualize the concept underlying. As an educator, it is essential to embed technology in suitable content areas to engage students in construction of meaningful learning by creating a technology-based learning environment. This paper presents the applications of technology-based learning tool in designing optimization learning activities with illustrative examples, as well as to address the challenges in the implementation of using technology in teaching and learning optimization. The suggestion activities in this paper allow flexibility for educator to modify their teaching strategy and apply technology to accommodate different level of studies for the topic of optimization. Hence, this provides great potential for a wide range of learners to enhance their understanding of the concept of optimization.

  14. One Hen: Teaching Elementary-Level Economics for Civic Engagement

    Science.gov (United States)

    Whitlock, Annie McMahon

    2013-01-01

    This dissertation is a qualitative case study focused on describing and analyzing the student and teacher experience with One Hen, a project-based learning unit specifically designed to teach civic engagement. In this study I address three questions: 1) Do fifth-grade students' knowledge and skills in economics change after participating in a…

  15. Cultural Consciousness in Teaching General Music.

    Science.gov (United States)

    Campbell, Patricia Shehan; And Others

    1992-01-01

    Addresses the need to present a multiculturalist approach in elementary and secondary school general music classes. Suggests connections between particular music teaching methods and ethnic musical traditions. Includes lesson plans concerning the teaching of Native American, African-American, Filipino, and Latin American music. (SG)

  16. Differentiation to improve the articulation between levels : In the teaching of English in primary and secondary education in the Netherlands

    NARCIS (Netherlands)

    A.P. de Kraay

    2016-01-01

    In 1986, English became a compulsory subject in primary education in The Netherlands1. While secondary schools have, by law, been required to offer English since 1863 (Wilhelm, 2005) the articulation between Dutch primary and secondary education levels of English language teaching has always been

  17. Innovative methods in teaching mathematics

    OpenAIRE

    Чепелева, Т. И.

    2013-01-01

    The report outlines the main directions of innovation in the teaching of higher mathematics at the university. The basic technological approach is suggested when creating lecture presentations such as their color characteristics of fonts, the amount of information on a slide, etc., which is based on teaching experience and is suitable for development of other educational presentations.

  18. System of didactic procedures to drive the teaching-learning of the computation in the half school level

    Directory of Open Access Journals (Sweden)

    Isabel Alonso-Berenguer

    2016-09-01

    Full Text Available A system of teaching methods is presented to drive the dynamics of the teaching-learning process of the Computation in the Half School Level, based on an interdisciplinary logic from cognitive nodes. This practical construct was designed using the Systemic-Structural-Functional method and was structured in two procedures, the relative to the appropriation of a computational culture and the concerning to the development of computational thinking, which in turn, are composed of a set of linked actions that are structured logically, that make possible the development of said dynamic. It also has evaluative criteria and patterns of achievement that allow for evaluation of the results obtained. The feasibility and relevance of the system of procedures was validated by conducting a socialization workshop with specialists of territory and through a survey of specialists from other provinces. Its application during the last two years has enabled its improvement.

  19. Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers

    Science.gov (United States)

    Nawi, Aliff; Hamzah, Mohd Isa; Ren, Chua Chy; Tamuri, Ab Halim

    2015-01-01

    This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers' satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of…

  20. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

    Science.gov (United States)

    Yu, Tzu-Chieh; Wilson, Nichola C; Singh, Primal P; Lemanu, Daniel P; Hawken, Susan J; Hill, Andrew G

    2011-01-01

    Introduction International interest in peer-teaching and peer-assisted learning (PAL) during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice. Objective To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students. Method A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes. Results From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective contexts, achieves short-term learner outcomes that are comparable with those produced by faculty-based teaching. Furthermore, peer-teaching has beneficial effects on student-teacher learning outcomes. Conclusions Peer-teaching in undergraduate medical programs is comparable to conventional teaching when utilized in selected contexts. There is evidence to suggest

  1. Monitoring of scrap loads at Gorzia border checkpoints: A thirty months experience and some suggestions

    International Nuclear Information System (INIS)

    Fabretto, M.

    1999-01-01

    The following topics are highlighted: personnel training, assistance from foreign scrap suppliers, and computerized database. It is suggested that when selecting personnel for this job, major attention should be paid to their attitudes; the personnel should be given very good training, teaching them also how to make controls manually; expert physicist' support should be available within a very short time; each monitoring checkpoint should have its local electronic database; periodical exchange and updating of information should be practised on the standardization of methods of detection, of levels of attention and alarm, of statistics among the people in charge of EU and non-EU countries. (P.A.)

  2. Research on teaching astronomy in the planetarium

    CERN Document Server

    Slater, Timothy F

    2017-01-01

    From a noted specialist in astronomy education and outreach, this Brief provides an overview of the most influential discipline-based science education research literature now guiding contemporary astronomy teaching. In recent years, systematic studies of effective and efficient teaching strategies have provided a solid foundation for enhancing college-level students’ learning in astronomy. Teaching astronomy and planetary science at the college-level was once best characterized as professor-centered, information-download lectures. Today, astronomy faculty are striving to drastically improve the learning environment by using innovative teaching approaches.  Uniquely, the authors have organized this book around strands of commonly employed astronomy teaching strategies to help readers, professors, and scholars quickly access the most relevant work while, simultaneously, avoiding the highly specialized, technical vocabulary of constructivist educational pedagogies unfamiliar to most astronomy professors. F...

  3. The Relationship between the Levels of Alienation of the Education Faculty Students and Their Attitudes towards the Teaching Profession

    Science.gov (United States)

    Caglar, Caglar

    2013-01-01

    It was intended in this study to ascertain the relationship between the levels of alienation of the education faculty students, and their attitudes towards the teaching profession. The sample of the research was composed of the 875 students appointed via simple random sampling out of the total population of 2600 of the Education Faculty of…

  4. Teaching Elementary School Children about Korea.

    Science.gov (United States)

    Van Decar, Patricia

    1988-01-01

    Presents ideas for teaching elementary school students about Korea by introducing them to the country's folktales, clothing, art, music, and food. Includes a folktale adapted as a play and suggestions for teaching about traditional costumes, folk dances, music, and masks, as well as Korean mealtime and table manners. (GEA)

  5. EFL Pronunciation Teaching: A Theoretical Review

    Directory of Open Access Journals (Sweden)

    Hamid Nikbakht

    2010-05-01

    Full Text Available This study aims to represent the developing status of pronunciation teaching and presents the current perspectives on pronunciation learning and teaching, coupled with innovative approaches and techniques/activities. It is argued that pronunciation teaching methodologies have changed over decades since the Reform Movement. The exact status of teaching pronunciation appeared first in the Audio Lingual Methods and continued in the Communicative Language Teaching methods; however, the ways of teaching pronunciation have explicitly a long history. In this study, the researcher scrutinizes the most influential factors in pronunciation learning, the knowledge of which can by and large facilitate both the teaching and the acquisition of pronunciation. Next, the focus of the article will be placed mainly on pronunciation intelligibility as a more realistic purpose of pronunciation pedagogy and instruction. Additionally, the article discusses a number of suggestions for teaching pronunciation and indicates that the teaching of pronunciation can be made more effective and facilitative in the EFL classrooms by offering some state-of-the-art teaching approaches to pronunciation convenient to EFL environment, along with a set of diverse techniques/activities. Finally, the study outlines the current innovative approaches and gives new insights into pronunciation instruction.

  6. Improving Inquiry Teaching through Reflection on Practice

    Science.gov (United States)

    Lotter, Christine R.; Miller, Cory

    2017-08-01

    In this paper, we explore middle school science teachers' learning of inquiry-based instructional strategies through reflection on practice teaching sessions during a summer enrichment program with middle level students. The reflection sessions were part of a larger year-long inquiry professional development program in which teachers learned science content and inquiry pedagogy. The program included a 2-week summer institute in which teachers participated in science content sessions, practice teaching to middle level students, and small group-facilitated reflection sessions on their teaching. For this study, data collection focused on teachers' recorded dialogue during the facilitator - run reflection sessions, the teachers' daily written reflections, a final written reflection, and a written reflection on a videotaped teaching session. We investigated the teachers' reflection levels and the themes teachers focused on during their reflection sessions. Teachers were found to reflect at various reflection levels, from simple description to a more sophisticated focus on how to improve student learning. Recurrent themes point to the importance of providing situated learning environments, such as the practice teaching with immediate reflection for teachers to have time to practice new instructional strategies and gain insight from peers and science educators on how to handle student learning issues.

  7. Proposal for a collaborative approach to clinical teaching.

    Science.gov (United States)

    Beckman, Thomas J; Lee, Mark C

    2009-04-01

    Evidence suggests that inexperienced clinical teachers are often controlling and noninteractive. Adult learning theory states that mature students prefer shared and self-directed learning and that skillful teachers favor facilitating discussions over transmitting knowledge. Similarly, education research shows that effective clinical teachers invest in relationships with learners, ask questions to diagnose learners, communicate complex information clearly, and provide meaningful feedback. On the basis of these principles, we propose a collaborative approach to clinical teaching that has 4 essential components: (1) establish a relationship with the learner, (2) diagnose the learner, (3) use teaching frameworks that engage learners, and (4) develop teaching scripts and a personal philosophy. This article includes suggestions for creating a positive learning climate, asking higher-order questions, providing meaningful feedback, and developing teaching scripts. We believe that practicing this approach, which emphasizes respectful teacher-learner relationships, improves the quality of every clinical teaching encounter.

  8. The effect of posthypnotic suggestion, hypnotic suggestibility, and goal intentions on adherence to medical instructions.

    Science.gov (United States)

    Carvalho, Claudia; Mazzoni, Giuliana; Kirsch, Irving; Meo, Maria; Santandrea, Maura

    2008-04-01

    The effects of implementation intentions and posthypnotic suggestion were investigated in 2 studies. In Experiment 1, participants with high levels of hypnotic suggestibility were instructed to take placebo pills as part of an investigation of how to best enhance compliance with medical instruction. In Experiment 2, participants with high, medium, and low levels of hypnotic suggestibility were asked to run in place, take their pulse rate before, and send an e-mail report to the experimenter each day. Experiment 1 revealed enhanced adherence as a function of both implementation intentions and posthypnotic suggestion. Experiment 2 failed to find any significant main effects but found a significant interaction between suggestibility and the effects of posthypnotic suggestion. Posthypnotic suggestion enhanced adherence among high suggestible participants but lowered it among low suggestibles.

  9. THINKING OUTSIDE OF THE BOX: DETERMINING STUDENTS’ LEVEL OF CRITICAL THINKING SKILLS IN TEACHING AND LEARNING

    Directory of Open Access Journals (Sweden)

    Afifah Fadhlullah

    2017-12-01

    Full Text Available This paper discusses the level of critical thinking skills adapted from The Cornell Critical Thinking Test Level X (CCTTX by Ennis and Milan (1985 among final year diploma students from the Faculty of Business Management, UiTM Melaka taking the course of Office Administration and Introduction to Critical Thinking. This paper aims to encourage students to become critical thinkers and to provide lecturers with the best approach to develop students’ critical thinking skills at tertiary level. Findings have shown that their critical thinking ability ranged from low to moderate level. Thus, strategies of teaching and learning which stresses on student-centered learning must be adopted to stimulate student’s thinking by encouraging critical and creative thinking and the construction of new knowledge. 61 students taking Diploma in Office Management and Technology were chosen as samples of this study. The data was collected through observation and classroom based activities namely debates, discussions, article analysis, problem-solving situations and case studies.

  10. Can We Teach Parenting in Our Schools?

    Science.gov (United States)

    Noddings, Nel

    2014-01-01

    The quality of parenting is a crucial factor in children's school success, and yet the schools teach almost nothing about parenting. This essay suggests ways in which we can teach about parenting without risking indoctrination or adding special courses.

  11. Reflections on Teaching a Large Class.

    Science.gov (United States)

    Miner, Rick

    1992-01-01

    Uses an analysis of small- and large-class differences as a framework for planning for and teaching a large class. Analyzes the process of developing and offering an organizational behavior class to 141 college students. Suggests ways to improve teaching effectiveness by minimizing psychological and physical distances, redistributing resources,…

  12. The Effect of Special Teaching Methods Class on the Level of Teachers' Self-Efficacy Perception of Pre-Service Teacher

    Science.gov (United States)

    Gökdag Baltaoglu, Meltem

    2015-01-01

    The purpose of this study is to evaluate the change in the level of teachers' self-efficacy perception of primary school Social Studies pre-service teachers who take the special teaching methods class. Single group pretest-posttest model from pre-experimental patterns was applied in the research. The study group of the research consisted of 59…

  13. An empirical study on perceptive teaching in junior middle school English in China

    Directory of Open Access Journals (Sweden)

    Lifen He

    2017-11-01

    Full Text Available Although the middle school English teaching has gotten a lot of achievements in China, some problems still exist, such as too much emphasis on words, grammars and structures. Perceptive teaching can be helpful for English teaching from a new perspective. There are three teaching procedures in the perceptive teaching: eliciting to acquire text meaning, creating situation to experience and comprehending to get the internal values in individuals. This thesis did the experimental research on English perspective teaching in middle school in China. The results show that in perceptive teaching, learners’ cognitive abilities can be improved; learners can show great interests in learning and shape positive attitudes; their learning methods can greatly be promoted. For different level learners, it shows that middle level learners can gain more benefit than the high level or low level learners in English perceptive teaching.

  14. HIGHER EDUCATION, ONLINE TUTORING AND THE TEACHING PROFESSION

    Directory of Open Access Journals (Sweden)

    Luis Roberto de Camargo Ribeiro

    2009-12-01

    Full Text Available This article brings the analysis of a study—of a descriptive-analytical nature—about online tutoring, some of its characteristics and peculiarities as compared to face-to-face education. To this end it analyzes the results of an online questionnaire answered by 222 tutors pertaining to programs offered at Universidade Federal de São Carlos (UFSCar in partnership with Universidade Aberta do Brasil (UAB and Brazilian townships. The analysis focused on tutors’ characteristics (e.g., sex, education background and teaching experience, their work organization and activities, the division of labor (between tutors and teachers responsible for subjects, and their perceptions about the nature of tutoring and education at a distance (DE. This study is chiefly based on authors such as Lortie, Tardif, and Shulman—about face-to-face teaching—and Mill, Maggio, and Kenski—on distance education. The results of this study point to the predominance of female tutors, which resembles the makeup of the teaching body in face-to-face education at the lower levels, and indicate the respondents’ high levels of schooling and considerable face-to-face teaching experience. Despite the difficulties encountered by the tutors in this study, mainly due to their lack of experience in DE and varied technical problems, most of the tutors found it easy and pleasurable to work online. The dada also suggest that the tutors enjoyed comparative autonomy as regards actions associated with content transmission as well as actions related to (virtual classroom management. This autonomy may be the basis for the respondents’ perception that the online tutor, in the context under consideration, performs a genuine teaching function.

  15. Improving education under work-hour restrictions: comparing learning and teaching preferences of faculty, residents, and students.

    Science.gov (United States)

    Jack, Megan C; Kenkare, Sonya B; Saville, Benjamin R; Beidler, Stephanie K; Saba, Sam C; West, Alisha N; Hanemann, Michael S; van Aalst, John A

    2010-01-01

    Faced with work-hour restrictions, educators are mandated to improve the efficiency of resident and medical student education. Few studies have assessed learning styles in medicine; none have compared teaching and learning preferences. Validated tools exist to study these deficiencies. Kolb describes 4 learning styles: converging (practical), diverging (imaginative), assimilating (inductive), and accommodating (active). Grasha Teaching Styles are categorized into "clusters": 1 (teacher-centered, knowledge acquisition), 2 (teacher-centered, role modeling), 3 (student-centered, problem-solving), and 4 (student-centered, facilitative). Kolb's Learning Style Inventory (HayGroup, Philadelphia, Pennsylvania) and Grasha-Riechmann's TSS were administered to surgical faculty (n = 61), residents (n = 96), and medical students (n = 183) at a tertiary academic medical center, after informed consent was obtained (IRB # 06-0612). Statistical analysis was performed using χ(2) and Fisher exact tests. Surgical residents preferred active learning (p = 0.053), whereas faculty preferred reflective learning (p style more often than surgical faculty (p = 0.01). Medical students preferred converging learning (42%) and cluster 4 teaching (35%). Statistical significance was unchanged when corrected for gender, resident training level, and subspecialization. Significant differences exist between faculty and residents in both learning and teaching preferences; this finding suggests inefficiency in resident education, as previous research suggests that learning styles parallel teaching styles. Absence of a predominant teaching style in residents suggests these individuals are learning to be teachers. The adaptation of faculty teaching methods to account for variations in resident learning styles may promote a better learning environment and more efficient faculty-resident interaction. Additional, multi-institutional studies using these tools are needed to elucidate these findings fully

  16. How Select Groups of Preservice Science Teachers with Inquiry Orientations View Teaching and Learning Science through Inquiry

    Science.gov (United States)

    Ward, Peggy

    Although hailed as a powerful form of instruction, in most teaching and learning contexts, inquiry-based instruction is fraught with ambiguous and conflicting definitions and descriptions. Yet little has been written about the experiences preservice science teacher have regarding their learning to teach science through inquiry. This project sought to understand how select preservice secondary science teachers enrolled in three UTeach programs in Arkansas conceptualize inquiry instruction and how they rationalize its value in a teaching and learning context. The three teacher education programs investigated in this study are adoption sites aligned with the UTeach Program in Austin, TX that distinguishes itself in part by its inquiry emphasis. Using a mixed method investigation design, this study utilized two sources of data to explore the preservice science teachers' thinking. In the first phase, a modified version of the Pedagogy of Science teaching Tests (POSTT) was used to identify select program participants who indicated preferences for inquiry instruction over other instructional strategies. Secondly, the study used an open-ended questionnaire to explore the selected subjects' beliefs and conceptions of teaching and learning science in an inquiry context. The study also focused on identifying particular junctures in the prospective science teachers' education preparation that might impact their understanding about inquiry. Using a constant comparative approach, this study explored 19 preservice science teachers' conceptions about inquiry. The results indicate that across all levels of instruction, the prospective teachers tended to have strong student-centered teaching orientations. Except subjects in for the earliest courses, subjects' definitions and descriptions of inquiry tended toward a few of the science practices. More advanced subjects, however, expressed more in-depth descriptions. Excluding the subjects who have completed the program, multiple

  17. INTERACTION LEVEL OF SPEAKING ACTIVITIES IN A COURSEBOOK SERIES OF TEACHING TURKISH AS A FOREIGN LANGUAGE

    OpenAIRE

    YAVUZ KIRIK, Muazzez

    2015-01-01

    Informed by the principles of communicative foreign language teaching, this study focuses on the interaction level of speaking activities in the coursebook series of ‘İstanbul- Yabancılar İçin Türkçe Ders Kitabı’. To this end, the study analyzed firstly the rate of two-way speech to one-way speech among speaking activities and then the characteristics of two-way activities were explored with a focus on their compatibility with the nature of real interaction as described in the relevant litera...

  18. A microteaching application on a teaching practice course

    Directory of Open Access Journals (Sweden)

    Vahide Can

    2009-12-01

    Full Text Available This study investigated effectivenes of a teaching practice course which realized using the microteaching methods. Theparticipants of the study were six student teachers who experienced teaching practices for two times in a real classroomenvironment. Each of the two teaching practices of the student teachers were videotaped. Having observed of the first videorecords the instructur gave the student teachers feedback about their effectiveness in teaching. Analysis of the video recordsrevealed that student teachers achieved a better performance in their second teachings in terms of explaining basic theoriesand principles, identifying and observing necessary teaching roles and behaviours, preparing lesson plans, and conducting moreeffective teaching practices. In light of the these findings, it is suggested that this method should be integrated into teachingpractice courses.

  19. The Relationship between Attention Levels and Class Participation of First-Year Students in Classroom Teaching Departments1

    Directory of Open Access Journals (Sweden)

    Adem Sezer

    2017-04-01

    Full Text Available This study aimed to detect any relationship that may exist between classroom teacher candidates’ class participation and their attention levels. The research method was a convergent parallel design, mixing quantitative and qualitative research techniques, and the study group was composed of 21 freshmen studying in the Classroom Teaching Department at Uşak University, Faculty of Education, in the autumn term of the 2014-2015 academic year. As a data collection instrument, NeuroSky’s Mindset EEG equipment was used to detect the students’ attention levels, with video-recording being used to detect their class participation. The data obtained were analysed using the PYTHON and MATLAB package programs. The findings showed that, according to the eSense metric, students’ level attention was averagely natural (43 as it was stated. The study concluded that there existed a moderate, positive correlation between students’ attention levels and class participation.

  20. Teaching Phagocytosis Using Flow Cytometry

    Directory of Open Access Journals (Sweden)

    John Boothby

    2009-12-01

    Full Text Available Investigative microbiology on protists in a basic teaching laboratory environment is limited by student skill level, ease of microbial culture and manipulation, instrumentation, and time. The flow cytometer is gaining use as a mainstream instrument in research and clinical laboratories, but has had minimal application in teaching laboratories. Although the cost of a flow cytometer is currently prohibitive for many microbiology teaching environments and the number of trained instructors and teaching materials is limited, in many ways the flow cytometer is an ideal instrument for teaching basic microbiology. We report here on a laboratory module to study phagocytosis in Tetrahymena sp. using flow cytometry in a basic microbiology teaching laboratory. Students and instructors found the flow cytometry data analysis program, Paint-A-GatePRO-TM, to be very intuitive and easy to learn within a short period of time. Assessment of student learning about Tetrahymena sp., phagocytosis, flow cytometry, and investigative microbiology using an inquiry-based format demonstrated an overall positive response from students.

  1. Resistance to change in language teaching: some African case ...

    African Journals Online (AJOL)

    The conviction with which teachers justify their traditional styles of teaching suggests that they do not teach without deliberation. This presentation looks in some detail at two investigations that serve as case studies for this phenomenon. Is resistance to change in language teaching unique to the African continent? It appears ...

  2. Perbedaan Metode Peer Teaching dengan Metode Jigsaw Terhadap Tingkat Pengetahuan Kesehatan Reproduksi

    Directory of Open Access Journals (Sweden)

    tetti solehati

    2018-06-01

    Full Text Available Adolescents are particularly vulnerable to the problem of the triad of adolescent reproductive health that includes sexuality, HIV/AIDS and drugs. Lack of knowledge among adolescents is one of the causes of risky behavior on reproductive health. Health education through peer teaching method and jigsaw method can improve knowledge and prevent adolescent reproductive health problems. The purpose of this research is to analyze the differences between the effects of peer teaching method with jigsaw method toward the level knowledge of reproductive health students SMPN 1 Cilegon. The research design is quasi-experiment with non equivalent control group. The research sample consisted of 42 respondents to the peer teaching group and 42 respondents to the jigsaw group which is chosen by stratified random sampling. The results of the analysis of statistical tests using t-dependent test shows that there is significant influence after being given health education with p value 0.001 (p <0.05 and the results t-independent test obtained p value 0.021 (p <0.05, which shows the differences in effect between peer teaching method with jigsaw method toward the level knowledge of reproductive health students SMPN 1 Cilegon. The suggestion of this research is to use the jigsaw method as an alternative method in providing adolescent reproductive health education.

  3. Teaching Joint-Level Robot Programming with a New Robotics Software Tool

    Directory of Open Access Journals (Sweden)

    Fernando Gonzalez

    2017-12-01

    Full Text Available With the rising popularity of robotics in our modern world there is an increase in the number of engineering programs that offer the basic Introduction to Robotics course. This common introductory robotics course generally covers the fundamental theory of robotics including robot kinematics, dynamics, differential movements, trajectory planning and basic computer vision algorithms commonly used in the field of robotics. Joint programming, the task of writing a program that directly controls the robot’s joint motors, is an activity that involves robot kinematics, dynamics, and trajectory planning. In this paper, we introduce a new educational robotics tool developed for teaching joint programming. The tool allows the student to write a program in a modified C language that controls the movement of the arm by controlling the velocity of each joint motor. This is a very important activity in the robotics course and leads the student to gain knowledge of how to build a robotic arm controller. Sample assignments are presented for different levels of difficulty.

  4. Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling.

    Science.gov (United States)

    Codina, Nuria; Valenzuela, Rafael; Pestana, Jose V; Gonzalez-Conde, Joan

    2018-01-01

    Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences). Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyze whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g., autonomous pursuit of interests or personal goals), if teaching style is autonomy-supportive and guarantees the satisfaction of students' basic psychological needs for perceived competence, autonomy, and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students' psychological needs by recurring to controlling teaching behaviors, such as controlling use of rewards, negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviors, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness), and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance, and pure procrastination. Data based on public university undergraduate students ( N = 672) shows that controlling teaching behaviors are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviors are positively associated with psychological needs satisfaction and negatively with procrastination. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of Self

  5. TRAINING COURSE AS AN ORGANIZATIONAL FORM OF STUDENTS’ TEACHING INTERNSHIP

    Directory of Open Access Journals (Sweden)

    T. A. Isaeva

    2014-01-01

    Full Text Available The research objective is to analyze the introduction of interactive educational technologies and methods during the teaching internship. The authors consider that a pedagogical concept «teaching internship» as an interactive form of the educational organization for students can be a useful possibility. This form is aimed at the development of students’ personal qualities for their future professional and pedagogical activities. The paper presents the types of internship training focused on the development of students’ personal qualities and willingness for future vocation and teaching, such as professional teaching, research, educational–rojecting and integrated types. The methods. The teaching professional training methodology involves SWOT-analysis to help students to gain the experience in the analysis of real pedagogical situations which are relevant for a particular educational organization and for education in general. On the basis of the group expert assessment method and the pedagogical aims arrangement by B. Bloom, the authors have worked out their own specific taxonomic model for reasoned training course tasks’ development; and the readiness level diagnostics of students involved in teaching internship. The results. The authors reveal new approaches to teaching internship organization for incoming vocational education teachers. It is specially noted that the training organization on the stages of teaching practice of bachelors provides not only constant feedback with the teaching internship head or tutor allowing to correct a practical activity but significantly increases students’ willingness to complete it in various educational institutions as well. Scientific novelty. The authors not only introduce the concept of «pedagogical training» but also supplement it, defining its aims and objectives. It is proved that SWOT-analysis usage as the strategic planning method during teaching course provides internal and

  6. Approaches to Inquiry Teaching: Elementary teacher's perspectives

    Science.gov (United States)

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

    2014-07-01

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

  7. Assessment of the Policy Guidelines for the Teaching and Learning of Geography at the Senior High School Level in Ghana

    Science.gov (United States)

    Ababio, Bethel T.; Dumba, Hillary

    2014-01-01

    This article empirically assessed the extent to which geography teachers adhered to the Ghana Education Service policy guidelines on the teaching of geography at the Senior High School Level in Ghana. Census survey was used to collect data from seven geography teachers because of the researchers' objective of gaining a quick insight into the…

  8. College Faculty Understanding of Hybrid Teaching Environments and Their Levels of Trainability by Departments

    Science.gov (United States)

    Martinucci, Kenneth P.; Stein, Daniel; Wittmann, Helen C.; Morote, Elsa-Sofia

    2015-01-01

    We explored whether the knowledge of hybrid teaching (conceptions) or incorrect knowledge (misconceptions) or lack of knowledge differed among faculty from various teaching areas--education, social sciences, business, art and humanities, and math and sciences--in New York. One hundred twenty-eight faculty members responded to a test of their…

  9. A suggestion for multidisciplinarity: the fluorescence phenomenon observation

    Directory of Open Access Journals (Sweden)

    Jorge Roberto Pimentel

    2014-05-01

    Full Text Available Multidisciplinary approaches involving daily phenomena are valuable teaching tools to stimulate reflections in order to comprehend that scientific knowledge is developed in a collective process, as well as to understand the importance that scientific research cannot be done in a unique area of knowledge for the full understanding of any phenomenon. We suggest the fluorescence phenomenon observation in some materials, objects and living organisms so that students realize the interaction between Physics, Chemistry and Biology, generally regarded as not correlated disciplines.

  10. Teaching Behaviour and Well-Being in Students: Development and Concurrent Validity of an Instrument to Measure Student-Reported Teaching Behaviour

    Directory of Open Access Journals (Sweden)

    Patrick Pössel

    2013-11-01

    Full Text Available Teaching behavior has important implications for students’ emotional well-being. Multiple models suggest students’ perceptions of teaching behaviors are more critical than other measures for predicting well-being, yet student-report instruments that measure concrete and specific teaching behavior are limited. The purpose of the present studies is to develop an instrument to assess students’ perceptions of concrete and specific teaching behavior and to test which teaching behavior is associated students’ well-being. Construct validity and internal consistency for the 37-item Teaching Behavior Questionnaire (TBQ-S, composed of instructional, negative teaching, socioemotional, and organizational behavior were examined using data from two independent samples (Study 1: n = 703; Study 2: n = 822. The factor structure was stable across both samples and internal consistencies ranged from .77 to .97. Results indicated student-ratings of teaching behavior were associated with positive and negative affect in students.

  11. Physical models for classroom teaching in hydrology

    Directory of Open Access Journals (Sweden)

    A. Rodhe

    2012-09-01

    Full Text Available Hydrology teaching benefits from the fact that many important processes can be illustrated and explained with simple physical models. A set of mobile physical models has been developed and used during many years of lecturing at basic university level teaching in hydrology. One model, with which many phenomena can be demonstrated, consists of a 1.0-m-long plexiglass container containing an about 0.25-m-deep open sand aquifer through which water is circulated. The model can be used for showing the groundwater table and its influence on the water content in the unsaturated zone and for quantitative determination of hydraulic properties such as the storage coefficient and the saturated hydraulic conductivity. It is also well suited for discussions on the runoff process and the significance of recharge and discharge areas for groundwater. The flow paths of water and contaminant dispersion can be illustrated in tracer experiments using fluorescent or colour dye. This and a few other physical models, with suggested demonstrations and experiments, are described in this article. The finding from using models in classroom teaching is that it creates curiosity among the students, promotes discussions and most likely deepens the understanding of the basic processes.

  12. Some Techniques for Teaching Vocabulary. ERIC Focus Reports on the Teaching of Foreign Languages, Number 27.

    Science.gov (United States)

    Michel, Joseph; Patin, Paul

    Discussion of techniques for teaching vocabulary in language programs centers on five major areas: (1) "knowing" the word, (2) selection of vocabulary, (3) grading vocabulary for presentation, (4) teaching methods, and (5) vocabulary expansion in advanced levels. Theory of vocabulary instruction is largely supported by writings of Nelson Brooks,…

  13. Teaching Historians with Databases.

    Science.gov (United States)

    Burton, Vernon

    1993-01-01

    Asserts that, although pressures to publish have detracted from the quality of teaching at the college level, recent innovations in educational technology have created opportunities for instructional improvement. Describes the use of computer-assisted instruction and databases in college-level history courses. (CFR)

  14. Professional development in college science teaching

    Science.gov (United States)

    Thomas, Aimee Kathryn

    Graduate students earning a doctorate in the sciences historically focus their work on research and not professional development in college science teaching. However, for those who go on to a career in academia, a majority of their time will be dedicated to teaching. During the past few years, graduate teaching assistants (GTAs) have been prepared to teach by attending a daylong workshop that included logistical information, but left pedagogy largely unexplored. Since that time, a seminar has been added to provide an introduction to pedagogical theory and practices and to provide practice teaching in the biological sciences laboratory course. Yet, more pedagogical preparation is needed. This study was conducted to determine if there was a need for a teaching certificate program for doctoral students in the College of Science and Technology (CoST) at The University of Southern Mississippi. The GTA respondents studied set teaching goals that were consistent with faculty members across the country; however, this research went further by finding out how competent the GTAs perceived they were and how much support they perceived they needed with respect to teaching and professional development. The GTAs did not differ in their perceived level of competence based on experience level; however, the less experienced GTAs did perceive they needed more support than the experienced GTAs. To help GTAs develop a skill set that many CoST graduates currently lack, it is recommended that the University provide ample training and supervision. Establishing a certificate program can potentially impact the community in the following ways: (1) the training of GTAs contributes to the academic preparation of future academic professionals who will be teaching in various institutions; (2) GTA training provides professional development and awareness that teaching requires life long professional development; (3) ensuring competent academicians, not only in content but also in pedagogy; (4

  15. The Development of Stereotype-Free Teaching Materials for the K-12 Levels. A Selected and Annotated List of Bibliographies on Latin American Studies for Teachers K-12.

    Science.gov (United States)

    Woods, Richard D.

    This document contains suggestions and materials for developing stereotype-free teaching materials. The paper is divided into five parts: (1) introduction, (2) bibliographies, (3) proverbs, (4) Spanish names, and (5) Spanish loan words. The introduction outlines 17 suggestions for developing units on cultural enrichment. Multiple resources for…

  16. On the Balance of Grammar and Communication Teaching for Chinese Students

    Institute of Scientific and Technical Information of China (English)

    秦耀咏

    2002-01-01

    To the problem of neglecting grammar teaching when the Communicative approach is encouraged,this paper tries to analyze the position of teaching grammar and put forward some suggestions on how to balance grammar and communication teaching.

  17. Teach Astronomy: An Educational Resource for Formal and Informal Learners

    Science.gov (United States)

    Impey, Chris David

    2018-01-01

    Teach Astronomy is an educational resource, available in the form of a user-friendly, platform-agnostic website. Ideal for college-level, introductory astronomy courses, Teach Astronomy can be a valuable reference for astronomers at all levels, especially informal learners. Over the past year, multiple changes have been made to the infrastructure behind Teach Astronomy to provide high availability to our tens of thousands of monthly, unique users, as well as fostering in new features. Teach Astronomy contains interactive tools which supplement the free textbook, such as a Quiz Tool with real-time feedback. The site also provides a searchable collection of Chris Impey’s responses to questions frequently asked by our users. The developers and educators behind Teach Astronomy are working to create an environment which encourages astronomy students of all levels to continue to increase their knowledge and help others learn.

  18. Information technology in university-level mathematics teaching and learning: a mathematician's point of view

    Directory of Open Access Journals (Sweden)

    Alexandre Borovik

    2011-12-01

    Full Text Available Although mathematicians frequently use specialist software in direct teaching ofmathematics, as a means of delivery e-learning technologies have so far been lesswidely used. We (mathematicians insist that teaching methods should be subjectspecificand content-driven, not delivery-driven. We oppose generic approaches toteaching, including excessively generalist, content-free, one-size-fits-allpromotion of information and communications technology. This stance is fullyexpressed, for example, in the recent Teaching Position Statement from the LondonMathematical Society (2010 and is supported by a recent report from the NationalUnion of Students (2010, 5: “Not every area of study needed or was compatiblewith e-learning, and so to assume it would grant blanket advantages was notaccurate”. This paper is an attempt to explain mathematicians' selectivity in use ofinformation and communications technology and its guiding principles. The paperis addressed to our non-mathematician colleagues and is not intended to be a surveyof the existing software and courseware for mathematics teaching – the corpus ofexisting solutions is enormous and its discussion inevitably involves hardcoremathematics.

  19. Preservice teachers' perceived confidence in teaching school violence prevention.

    Science.gov (United States)

    Kandakai, Tina L; King, Keith A

    2002-01-01

    To examine preservice teachers' perceived confidence in teaching violence prevention and the potential effect of violence-prevention training on preservice teachers' confidence in teaching violence prevention. Six Ohio universities participated in the study. More than 800 undergraduate and graduate students completed surveys. Violence-prevention training, area of certification, and location of student- teaching placement significantly influenced preservice teachers' perceived confidence in teaching violence prevention. Violence-prevention training positively influences preservice teachers' confidence in teaching violence prevention. The results suggest that such training should be considered as a requirement for teacher preparation programs.

  20. Concept of Best Practices in English Language Teaching to Pakistani ELT Fraternity

    Directory of Open Access Journals (Sweden)

    Muhammad Arif Soomro

    2016-08-01

    Full Text Available Teaching industry of English as a second or foreign language has grown massively in recent times in Pakistan. There are many public sectors universities and English academies established all over Pakistan offering English language proficiency courses. Therefore, this wave led to conduct this research. The purpose of conducting this study was to investigate contemporary pedagogical techniques used for teaching and learning English and to introduce the concept of ESL /EFL Best Practices for effective language teaching in Pakistan. Purposive Sampling method was used to collect the information from respondents regarding their contemporary-used teaching techniques in ESL/EFL class. The questionnaire was implied as the main tool for data collection among twenty English language teachers from two public sector universities. The results of the study indicated that teachers were attached  with some outdated techniques and activities secondly, they also faced problems applying new techniques while teaching in a large multilevel classrooms, thirdly, teachers’ had willingness to adopt and employ innovative techniques in classrooms and lastly, the notion of ESL best practices was uncommon among them. Most of the teaching strategies do not create better learning environment, and learners do not interestingly participate due outdated activities. Therefore, the suggested solution was utilizing best practices that are based on modern techniques, approaches considerable for multiple levels depending upon the needs and developmental state of the individual learners. Keywords: pedagogical strategies, ESL/EFL Best Practices, Pakistani teachers, English teaching/learning

  1. Teaching Content Analysis through "Harry Potter"

    Science.gov (United States)

    Messinger, Adam M.

    2012-01-01

    Content analysis is a valuable research tool for social scientists that unfortunately can prove challenging to teach to undergraduate students. Published classroom exercises designed to teach content analysis have thus far been predominantly envisioned as lengthy projects for upper-level courses. A brief and engaging exercise may be more…

  2. Teaching Chemistry in Primary Science: What Does the Research Suggest?

    Science.gov (United States)

    Skamp, Keith

    2011-01-01

    The new Australian national science curriculum includes chemistry content at the primary level. Chemistry for young students is learning about changes in material stuff (matter) and, by implication, of what stuff is made. Pedagogy in this area needs to be guided by research if stepping stones to later learning of chemical ideas are to facilitate…

  3. Teachers' Perceptions of Student Evaluations of Teaching

    Science.gov (United States)

    Chan, Cecilia K. Y.; Luk, Lillian Y. Y.; Zeng, Min

    2014-01-01

    Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in…

  4. On English Teaching and Cross-cultural Communication

    Institute of Scientific and Technical Information of China (English)

    王琪

    2016-01-01

    Since last century, because of reforming and opening policy, many people, especially young people go abroad to get a better job or get further education and so on. Besides, many foreigners are curious about our country. Consequently, people come to realize that if we known little about cross-cultural communication, there will be many conflicts. Some experts suggest that today's English teaching should emphasize intercultural communication. Learners ought to know not only grammar or words, but should learn cultural knowledge. If not, they will meet many difficulties while they communicate with foreigners. Therefore, it is important to introduce this kind of knowledge while teaching. This paper mainly talks about cross-cultural communication in foreign language teaching in China. In the first part, we talk about the importance of learn cross-culture and discuss the relationship between language teaching and cultural teaching. Next part is talk about the problems of culture teaching nowadays. According to these problems, we explore some culture teaching methods to improve culture teaching. The aim of this paper is to emphasize the importance of culture teaching during foreign language teaching. Culture teaching is necessary for all of us, it can make it possible for learners to prevent miscommunication from occurring in intercultural communications.

  5. How does peer teaching compare to faculty teaching? A systematic review and meta-analysis (.).

    Science.gov (United States)

    Rees, Eliot L; Quinn, Patrick J; Davies, Benjamin; Fotheringham, Victoria

    2016-08-01

    In undergraduate medical education, peer-teaching has become an established and common method to enhance student learning. Evidence suggests that peer-teaching provides learning benefits for both learners and tutors. We aimed to describe the outcomes for medical students taught by peers through systematic review and meta-analysis of existing literature. Seven databases were searched through 21 terms and their Boolean combinations. Studies reporting knowledge or skills outcomes of students taught by peers compared to those taught by faculty or qualified clinicians were included. Extracted data on students' knowledge and skills outcomes were synthesised through a random effects model meta-analysis. The search yielded 2292 studies. Five hundred and fifty-three duplicates and 1611 irrelevant articles were removed during title-screening. The abstracts of 128 papers were screened against the inclusion and exclusion criteria. Ten studies have been included in the review. Meta-analyses showed no significant difference in peer-teaching compared to faculty teaching for knowledge or skills outcomes, standardised mean differences were 0.07 (95% CI: -0.07, 0.21) and 0.11 (95% CI: -0.07, 1.29), respectively. Students taught by peers do not have significantly different outcomes to those taught by faculty. As the process of teaching helps to develop both tutor knowledge and teaching skills, peer-teaching should be supported.

  6. Expression of Emotions and Physiological Changes during Teaching

    Science.gov (United States)

    Tobin, Kenneth; King, Donna; Henderson, Senka; Bellocchi, Alberto; Ritchie, Stephen M.

    2016-01-01

    We investigated the expression of emotions while teaching in relation to a teacher's physiological changes. We used polyvagal theory (PVT) to frame the study of teaching in a teacher education program. Donna, a teacher-researcher, experienced high levels of stress and anxiety prior to beginning to teach and throughout the lesson we used her…

  7. Activating teaching methods in french language teaching

    OpenAIRE

    Kulhánková, Anna

    2009-01-01

    The subject of this diploma thesis is activating teaching methods in french language teaching. This thesis outlines the issues acitvating teaching methods in the concept of other teaching methods. There is a definition of teaching method, classification of teaching methods and characteristics of each activating method. In the practical part of this work are given concrete forms of activating teaching methods appropriate for teaching of french language.

  8. On English Teaching in Maritime Colleges

    Science.gov (United States)

    Shen, Jiang; Wang, Honggui

    2011-01-01

    According to English level of Chinese ocean sailors at present, we analyze the characteristics and instruction needs of navigation English and point out current English teaching in maritime specialty has many problems. Traditional teaching modes are not suitable for modern maritime needs any longer. So we propose feasible methods and…

  9. Teaching Practice Supported by Technology Use

    DEFF Research Database (Denmark)

    Jensen, Helle Bækkelund

    2006-01-01

    The article deals with e-competence on the individual level by examining the use of web sites by individual university faculty. E-competence is here regarded as the actual use of web sites in on-campus teaching, where the relation between the individual faculty’s conception of teaching and learni...

  10. Trials of large group teaching in Malaysian private universities: a cross sectional study of teaching medicine and other disciplines

    Science.gov (United States)

    2011-01-01

    Background This is a pilot cross sectional study using both quantitative and qualitative approach towards tutors teaching large classes in private universities in the Klang Valley (comprising Kuala Lumpur, its suburbs, adjoining towns in the State of Selangor) and the State of Negeri Sembilan, Malaysia. The general aim of this study is to determine the difficulties faced by tutors when teaching large group of students and to outline appropriate recommendations in overcoming them. Findings Thirty-two academics from six private universities from different faculties such as Medical Sciences, Business, Information Technology, and Engineering disciplines participated in this study. SPSS software was used to analyse the data. The results in general indicate that the conventional instructor-student approach has its shortcoming and requires changes. Interestingly, tutors from Medicine and IT less often faced difficulties and had positive experience in teaching large group of students. Conclusion However several suggestions were proposed to overcome these difficulties ranging from breaking into smaller classes, adopting innovative teaching, use of interactive learning methods incorporating interactive assessment and creative technology which enhanced students learning. Furthermore the study provides insights on the trials of large group teaching which are clearly identified to help tutors realise its impact on teaching. The suggestions to overcome these difficulties and to maximize student learning can serve as a guideline for tutors who face these challenges. PMID:21902839

  11. Viewing Teaching Techniques in Enhancing Viewing Comprehension Skills of Undergraduate Students in Literature

    Directory of Open Access Journals (Sweden)

    Ruth Ortega-Dela Cruz

    2017-06-01

    Full Text Available In today’s generation of digital natives, students find it unexciting to sit down and read literary texts in its entirety. Thus, students nowadays hardly understand and appreciate literature as a subject. This calls for additional challenge to teachers who had been used to deliver their lessons or any subject matter in traditional ways. This study used descriptive-correlational research design to unveil the most effective viewing teaching techniques that will help develop the viewing comprehension skills of literature students in a tertiary level. Findings reveal how literature students perceive the use of movies or videos as a powerful viewing teaching technique. Result of chi-square test of independence indicates the viewing teaching techniques are not significantly related to students’ viewing comprehension. This suggests that no single teaching technique suits the learners’ interest and ability to learn. Therefore, teachers can make use of technology combined with other viewing techniques to ensure that students will find a love for literature that will help establish their academic success in the future.

  12. Concomitant changes in radiation resistance and trehalose levels during life stages of Drosophila melanogaster suggest radio-protective function of trehalose.

    Science.gov (United States)

    Paithankar, Jagdish Gopal; Raghu, Shamprasad Varija; Patil, Rajashekhar K

    2018-04-20

    During development, various life stages of Drosophila melanogaster (D. melanogaster) show different levels of resistance to gamma irradiation, with the early pupal stage being the most radiation sensitive. This provides us an opportunity to explore the biochemical basis of such variations. The present study was carried out to understand the mechanisms underlying radiation resistance during life stages of D. melanogaster. Homogenates from all the life stages of D. melanogaster were prepared at stipulated age. These homogenates were used for the determination of (1) enzymatic antioxidants: superoxide dismutase (SOD), catalase, D. melanogaster glutathione peroxidase (DmGPx), and glutathione S-transferase (GST); (2) reducing non-enzymatic antioxidants: total antioxidant capacity (TAC), reduced glutathione (GSH) and non-reducing non-enzymatic antioxidant trehalose; and (3) levels of protein carbonyl (PC) content. Age-dependent changes in radiation resistance and associated biochemical changes were also studied in young (2 d) and old (20 and 30 d) flies. TAC and GSH were found high in the early pupal stage, whereas catalase and DmGPx were found to increase in the early pupal stage. The non-feeding third instar (NFTI) larvae were found to have high levels of SOD and GST, besides NFTI larvae showed high levels of trehalose. A remarkable decrease was observed in radiation resistance and trehalose levels during the early pupal stage. The PC level was the highest during early pupal stage and was the lowest in NFTI larvae. Older flies showed high level of PC compared with young flies. In vitro increments in trehalose concentration correspond to reduced formation of PCs, suggesting a protective role of trehalose against free radicals. A strong correlation between levels of trehalose and PC formation suggests amelioration of proteome damage due to ionizing radiation (IR). Stages with high trehalose levels showed protected proteome and high radiation resistance, suggesting a

  13. Quality of Teaching and Dropout Risk: A Multi-Level Analysis

    Science.gov (United States)

    Magen-Nagar, Noga; Shachar, Hanna

    2017-01-01

    The purpose of this study is to examine how the quality of teaching contributes to a sense of belonging and satisfaction, while considering students' personal and socioeconomic variables, in explaining the risk of dropping out of school. Two thousand, eight hundred and seventy 4th- to 9th-grade students from 105 classes in 18 schools participated…

  14. Thick Slice and Thin Slice Teaching Evaluations

    Science.gov (United States)

    Tom, Gail; Tong, Stephanie Tom; Hesse, Charles

    2010-01-01

    Student-based teaching evaluations are an integral component to institutions of higher education. Previous work on student-based teaching evaluations suggest that evaluations of instructors based upon "thin slice" 30-s video clips of them in the classroom correlate strongly with their end of the term "thick slice" student evaluations. This study's…

  15. Planning for Integrating Teaching Technologies

    Directory of Open Access Journals (Sweden)

    Mandie Aaron

    2004-06-01

    Full Text Available Teaching technologies offer pedagogical advantages which vary with specific contexts. Successfully integrating them hinges on clearly identifying pedagogical goals, then planning for the many decisions that technological change demands. In examining different ways of organizing this process, we have applied planning tools from other domains - Fault Tree Analysis and Capability Maturity Modeling- at the school and college levels. In another approach, we have examined attempts to broadly model the integration process at the university level. Our studies demonstrate that the use of a variety of tools and techniques can render the integration of teaching technologies more systematic.

  16. An Assessment of the Use of Geographical Information Systems (GIS) in Teaching Geography in Singapore Schools

    Science.gov (United States)

    Yap, Lee Yong; Tan, Geok Chin Ivy; Zhu, Xuan; Wettasinghe, Marissa C.

    2008-01-01

    In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using…

  17. Teaching Shakespeare through blended learning

    Directory of Open Access Journals (Sweden)

    Lesley Hawkes

    2018-03-01

    Full Text Available This paper describes and discusses experimentation with the use of blended learning in teaching Shakespeare. Previous iterations of the subject in a traditional lecture and tutorial format had seen a decline in student attendance and a fall in student achievement at the higher grade levels. A further complicating issue was the range of expectations from the cohort, which comprised students from Creative Writing, Drama, and Education, a factor which also highlights the cross-disciplinary nature of teaching Shakespeare. A blended learning and lectorial format was employed to facilitate small group discussion of the plays in conjunction with a wider social and historical overview. Student feedback indicated that the changes to the delivery method were received positively, although some questions do remain concerning levels of student engagement and the specific disciplinary needs of student cohorts. The findings of the teaching of this subject will translate usefully to other fields and disciplines, especially as more and more subjects take up blended learning. The findings indicate that it is not enough to take up new technologies in the teaching of a unit. The learning environment must also be rethought and reconceptualised.

  18. An Analysis of the Relationship of Teaching Methodology and the Students' Level of Cognition with Student Achievement in Principles of Marketing.

    Science.gov (United States)

    Hallgren, Kenneth Glenn

    A study investigated the relationship of students' cognitive level of development and teaching methodology with student achievement. The sample was composed of 79 students in two sections of the introductory marketing course at the University of Northern Colorado. The control group was taught by a lecture strategy, and the experimental group by a…

  19. Teaching Improvement Model Designed with DEA Method and Management Matrix

    Science.gov (United States)

    Montoneri, Bernard

    2014-01-01

    This study uses student evaluation of teachers to design a teaching improvement matrix based on teaching efficiency and performance by combining management matrix and data envelopment analysis. This matrix is designed to formulate suggestions to improve teaching. The research sample consists of 42 classes of freshmen following a course of English…

  20. How Preservice Teachers Use Children’s Literature to Teach Mathematical Concepts: Focus on Mathematical Knowledge for Teaching

    Directory of Open Access Journals (Sweden)

    Jennifer EDELMAN

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  1. How preservice teachers use children’s literature to teach mathematical concepts: Focus on mathematical knowledge for teaching

    Directory of Open Access Journals (Sweden)

    Jennifer Edelman

    2017-06-01

    Full Text Available This descriptive study examines the elements of mathematical knowledge for teaching (MKT that elementary teacher candidates exhibit as they plan, teach, and reflect on a mathematics lesson that integrates children’s literature. Data for this study were gathered from observations and written work of preservice elementary teacher candidates enrolled in a methods of teaching mathematics course. The data were analyzed using three criteria: that of knowledge of content and students, knowledge of content and teaching, and knowledge of content and curriculum. The findings suggest a need for further development of teacher candidates’ ability to identify and locate mathematical concepts in children’s literature, as well as the need for supporting teacher candidates’ critical analysis of curricular materials and mathematical representations in children’s literature.

  2. Relations Between Student Procrastination and Teaching Styles: Autonomy-Supportive and Controlling

    Directory of Open Access Journals (Sweden)

    Nuria Codina

    2018-05-01

    Full Text Available Procrastination is a complex problem that can be defined as delaying an intended course of action (despite anticipating adverse consequences. Even when some students have equivalent motivation and skill levels, they tend to procrastinate more frequently than others. Approaches that analyze whether contextual influences may prevent or promote dysregulation processes associated with procrastination are scarce. According to Self-Determination Theory, contextual influences can facilitate self-regulated motivation (e.g., autonomous pursuit of interests or personal goals, if teaching style is autonomy-supportive and guarantees the satisfaction of students’ basic psychological needs for perceived competence, autonomy, and relatedness. Contrariwise, school context can also impede the development of autonomous motivation if teachers frustrate the satisfaction of their students’ psychological needs by recurring to controlling teaching behaviors, such as controlling use of rewards, negative conditional regard, excessive personal control, or intimidation. The goal of the present study was to assess the relations between controlling and autonomy-supportive teaching behaviors, psychological needs satisfaction (of the needs for competence, autonomy, and relatedness, and four distinct measures of procrastination: general procrastination, decisional procrastination, procrastination linked to task avoidance, and pure procrastination. Data based on public university undergraduate students (N = 672 shows that controlling teaching behaviors are associated negatively with psychological needs satisfaction and positively with procrastination. Contrariwise, autonomy-supportive teaching behaviors are positively associated with psychological needs satisfaction and negatively with procrastination. The data obtained is useful for suggesting new lines of research to study the link between contextual influences and the prevention of academic procrastination in view of

  3. Teaching Integrative Thought: Techniques and Data.

    Science.gov (United States)

    Malloy, Thomas E.

    Focusing on techniques for teaching students to integrate diverse ideas at a deep level of cognitive processing, a study evaluated an idea integration package for teaching writing in the college classroom. Subjects, 29 college students from an introductory psychology class at a Utah university, were divided into two groups. The integration group…

  4. SMIL and SVG in teaching

    Science.gov (United States)

    Eidenberger, Horst

    2003-12-01

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

  5. Teaching Temperature with Technology

    Science.gov (United States)

    Schillaci, Michael

    2010-10-01

    In recent years it has become very popular to introduce computational tools and/or simulations into the classroom. While the intention of this classroom addition is often meant to help elucidate a particular physical phenomena, teachers at ALL levels --- whether graduate or undergraduate, secondary- or middle-school --- may miss important teaching moments by either relying upon or struggling with the technology! I will demonstrate this phenomena with a sample teaching module developed at our instiitution that seeks to discover the relationship between temperature and latitude by having students gather data (e.g., average monthly temperature for a chosen city) from various world wide web resources. This task may be very difficult for students and teachers for reasons ranging from slow connection speeds to an inability to plot and interpret data.I will wrap up by demonstarting a simple Maple routine that will produce the graphs easily and discuss ways in which this kind of top-down solution may be the best bet for using and teaching technology at all levels.

  6. A Contrastive Study of Two Approaches to Teach Grammar

    Institute of Scientific and Technical Information of China (English)

    Cai; Lin

    2007-01-01

    There are many kinds of methods of teaching grammar, no matter what they are, these approaches can generally be classified into two approaches-deductive and inductive. What an appropriate grammar teaching approach is by examining the inductive and deductive approaches to grammar teaching and learning. It starts with the definitions of inductive and deductive approaches to grammar teaching, followed by a contrastive study of these two approaches in terms of both the bases and the application. Finally, it explores the inductive approach and outlines the benefits of this approach and suggests an alternative view of grammar teaching.

  7. The impact of blended teaching on knowledge, satisfaction, and self-directed learning in nursing undergraduates: a randomized, controlled trial.

    Science.gov (United States)

    Gagnon, Marie-Pierre; Gagnon, Johanne; Desmartis, Marie; Njoya, Merlin

    2013-01-01

    This study aimed to assess the effectiveness of a blended-teaching intervention using Internet-based tutorials coupled with traditional lectures in an introduction to research undergraduate nursing course. Effects of the intervention were compared with conventional, face-to-face classroom teaching on three outcomes: knowledge, satisfaction, and self-learning readiness. A two-group, randomized, controlled design was used, involving 112 participants. Descriptive statistics and analysis of covariance (ANCOVA) were performed. The teaching method was found to have no direct impact on knowledge acquisition, satisfaction, and self-learning readiness. However, motivation and teaching method had an interaction effect on knowledge acquisition by students. Among less motivated students, those in the intervention group performed better than those who received traditional training. These findings suggest that this blended-teaching method could better suit some students, depending on their degree of motivation and level of self-directed learning readiness.

  8. Architectural education and its role in teaching of art education in the second level of elementary schools

    OpenAIRE

    PRAŽANOVÁ, Markéta

    2011-01-01

    The goal of the work was effort to find reasons why to include the education in the field of architecture and environmental culture in teaching systems, mainly in the second level of elementary schools. I tried to apply these reasons into the topics of architecture training in the lessons of art education. The research among nearly 250 pupils of the 8.and 9.class of the elementary schools in big and small towns and last but not least also the discussion with the teachers of art education at e...

  9. Teaching Residents to Teach: Do Program Directors and Trainees Agree on Format and Content?

    Directory of Open Access Journals (Sweden)

    Miriam Lacasse

    2010-03-01

    Methods: This needs assessment was an observational study with a cross-sectional design. Online or printed questionnaires were used to assess the preferred format and content for this curriculum among MS, residents from most postgraduate medical training programs, and PD from Faculté de médecine de l’Université Laval. Results: The questionnaires were completed by 26 PD (response rate 72.2%, 146 residents (response rate 21.9% and 154 MS (response rate 15.7%. Among the list of potential subjects that could be included in the curriculum, Learning styles, Working with students in difficulty and Self-directed learning were scored high by both residents and PD. MS favored Learning styles, Teaching in the ambulatory care setting, Teaching health promotion and prevention, Teaching with time constraints and Direct supervision strategies. PD also favored Teaching conflict management and Teaching professionalism, however these were both among the residents’ lower scores. The preferred formats were One half-day, One day and Online learning for PD and One day, Two consecutive days and A few one-day sessions over several months for residents. Conclusion: The PD and MS perception of the optimal format and content for residents’ teaching-skills training showed some discrepancies when compared with residents’ preferences. Since PD are largely involved in curriculum development for their respective specialties and since MS are also well positioned to assess residents’ teaching performance, we suggest that PD, residents and MS should all be consulted locally before organizing any intervention for teaching curricula.

  10. THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

    Directory of Open Access Journals (Sweden)

    Ervin Kovačević

    2016-03-01

    Full Text Available This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process – planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders’ preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

  11. A Comparative Study of Students' Happiness Levels and Thinking Styles in Physical Education and Sport Teaching, and Other Departments, in Turkey

    Science.gov (United States)

    Tingaz, Emre Ozan; Hazar, Muhsin; Baydar, Hacer Özge; Gökyürek, Belgin; Çakiroglu, Temel

    2018-01-01

    The objectives of this research were to compare the happiness and thinking styles of undergraduate students in the Physical Education and Sports Teaching Department and different departments, and to examine the relations between the students' happiness levels and their thinking styles. Using the correlational study design 661, undergraduate…

  12. Impact of the Use of a Standardized Guidance Tool on the Development of a Teaching Philosophy in a Pharmacy Residency Teaching and Learning Curriculum Program

    Science.gov (United States)

    Wesner, Amber R.; Jones, Ryan; Schultz, Karen; Johnson, Mark

    2016-01-01

    The purpose of this study was to evaluate the impact of a standardized reflection tool on the development of a teaching philosophy statement in a pharmacy residency teaching and learning curriculum program (RTLCP). Pharmacy residents participating in the RTLCP over a two-year period were surveyed using a pre/post method to assess perceptions of teaching philosophy development before and after using the tool. Responses were assessed using a 5-point Likert scale to indicate level of agreement with each statement. For analysis, responses were divided into high (strongly agree/agree) and low (neutral/disagree/strongly disagree) agreement. The level of agreement increased significantly for all items surveyed (p philosophy, and 96% responding that the resulting teaching philosophy statement fully reflected their views on teaching and learning. The standardized reflection tool developed at Shenandoah University assisted pharmacy residents enrolled in a teaching and learning curriculum program to draft a comprehensive teaching philosophy statement, and was well received by participants. PMID:28970382

  13. Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching

    Science.gov (United States)

    Wen, Zhang; Yanjun, Li; Qiao, Zeng

    This article constructs a "comprehensive-designable-innovation" multi-level experimental teaching model, through integrating related disciplines courses, updating biopharmaceutical experiment teaching content, adding designing and innovation experiment item. During the teaching, the teacher mobilizes and stimulates the students' learning interest, enthusiasm and initiative fully by adopting the opening experiment teaching mode. The experiment not only consolidates the students' theory knowledge, makes them master the basic skills of biological pharmacy experiment, but also cultivates the students' independent innovating and independent ability.

  14. Online Teaching and Learning at the Graduate School Level: Student Perceptions on Discussion Boards v. Synchronous Communication

    Directory of Open Access Journals (Sweden)

    Christopher N. Amos Sr.

    2014-06-01

    Full Text Available This paper examines a group of graduate students and their previous experiences with online education, various teaching and learning online tools, and their perceptions on the effectiveness of these tools as it relates to their learning, interpersonal skills and communication. This paper presents the graduate student's self-reported educational experience at a regional state university in the southeast United States in a 100% online Master's Degree program. The data was collected through the use of a 28 open-ended question survey, which was completed by a group of 127 graduate students and the findings produced six main findings, which were: 1 The respondents indicated at a high percentage (85% a high level (level 4, 5 and 6 of technology use and understanding. 2 The majority of the respondents (97% indicated they preferred live synchronous sessions rather than discussion boards for learning content and communication. 3 The majority of the respondents (72% indicated that when choosing future courses, the inclusion of discussion boards in a course was not important (34% or somewhat unimportant (38%. 4 100% of the respondents indicated that Live Elluminate Sessions were Highly Effective (65% or Somewhat Effective (35%, as it pertained to understanding the content. 5 Respondents indicated that 59% (12% Highly Effective, 47% Somewhat Effective of the respondents indicated discussion boards as an impactful way of learning content at the graduate level. It also shows that 41% (22% Somewhat Ineffective, 19% Not Effective. This study helps universities identify the importance of synchronous learning in a digital format when delivering online teaching and learning. There is a clear change in the needs of students enrolled in 100% online courses, which will force university faculty to increase the synchronous interaction between them and their students and between the students and their peers. Keywords: Synchronous learning, discussion boards, Blackboard

  15. Strategies for teaching and learning vocabulary

    Directory of Open Access Journals (Sweden)

    Feng Teng

    2014-11-01

    Full Text Available Abstract This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.

  16. Facilitating the development of moral insight in practice: teaching ethics and teaching virtue.

    Science.gov (United States)

    Begley, Ann M

    2006-10-01

    Abstract The teaching of ethics is discussed within the context of insights gleaned from ancient Greek ethics, particularly Aristotle and Plato and their conceptions of virtue (arete, meaning excellence). The virtues of excellence of character (moral virtue) and excellence of intelligence (intellectual virtue), particularly practical wisdom and theoretical wisdom, are considered. In Aristotelian ethics, a distinction is drawn between these intellectual virtues: experience and maturity is needed for practical wisdom, but not for theoretical wisdom. In addition to this, excellence of character is acquired through habitual practice, not instruction. This suggests that there is a need to teach more than theoretical ethics and that the ethics teacher must also facilitate the acquisition of practical wisdom and excellence of character. This distinction highlights a need for various educational approaches in cultivating these excellences which are required for a moral life. It also raises the question: is it possible to teach practical wisdom and excellence of character? It is suggested that virtue, conceived of as a type of knowledge, or skill, can be taught, and people can, with appropriate experience, habitual practice, and good role models, develop excellence of character and become moral experts. These students are the next generation of exemplars and they will educate others by example and sustain the practice of nursing. They need an education which includes theoretical ethics and the nurturing of practical wisdom and excellence of character. For this purpose, a humanities approach is suggested.

  17. Knowledge Organization and its Representation in Teaching Physics : Magnetostatics in University and Upper Secondary School Levels

    OpenAIRE

    Majidi, Sharareh

    2013-01-01

    Physics has been always one of the most challenging subjects to learn for university and school students. It is also considered a demanding topic for teachers who aim to teach it efficiently. Therefore, one of the most important notions in physics is to find suitable ways to maximize productive learning and teaching outcomes. One of the most important factors that influence physics learning and teaching is the organization of physics knowledge and the ability to arrange its concepts properly....

  18. The ESL classroom teaching, critical practice, and community development

    CERN Document Server

    Morgan, Brian D

    1998-01-01

    Brian Morgan uses his own teaching experience in Canada and China to investigate the complexities of teaching English as a second language to those newly arrived in Canada and to suggest ways of becoming a more effective ESL teacher.

  19. The Relation between Finnish University Students' Perceived Level of Study-Related Burnout, Perceptions of the Teaching-Learning Environment and Perceived Achievement Motivation

    Science.gov (United States)

    Meriläinen, Matti; Kuittinen, Matti

    2014-01-01

    This study examined the relation between university students' perceived level of study-related burnout (SRB) and their perceptions of the teaching-learning environment (TLE), as well as their perceived achievement motivation (AM). The data are based on a survey of nine Finnish universities in the spring of 2009. Altogether, 3035 university…

  20. Chemistry Graduate Teaching Assistants' Experiences in Academic Laboratories and Development of a Teaching Self-image

    Science.gov (United States)

    Gatlin, Todd Adam

    Graduate teaching assistants (GTAs) play a prominent role in chemistry laboratory instruction at research based universities. They teach almost all undergraduate chemistry laboratory courses. However, their role in laboratory instruction has often been overlooked in educational research. Interest in chemistry GTAs has been placed on training and their perceived expectations, but less attention has been paid to their experiences or their potential benefits from teaching. This work was designed to investigate GTAs' experiences in and benefits from laboratory instructional environments. This dissertation includes three related studies on GTAs' experiences teaching in general chemistry laboratories. Qualitative methods were used for each study. First, phenomenological analysis was used to explore GTAs' experiences in an expository laboratory program. Post-teaching interviews were the primary data source. GTAs experiences were described in three dimensions: doing, knowing, and transferring. Gains available to GTAs revolved around general teaching skills. However, no gains specifically related to scientific development were found in this laboratory format. Case-study methods were used to explore and illustrate ways GTAs develop a GTA self-image---the way they see themselves as instructors. Two general chemistry laboratory programs that represent two very different instructional frameworks were chosen for the context of this study. The first program used a cooperative project-based approach. The second program used weekly, verification-type activities. End of the semester interviews were collected and served as the primary data source. A follow-up case study of a new cohort of GTAs in the cooperative problem-based laboratory was undertaken to investigate changes in GTAs' self-images over the course of one semester. Pre-semester and post-semester interviews served as the primary data source. Findings suggest that GTAs' construction of their self-image is shaped through the

  1. Teaching Physical Geography with Toys, Household Items, and Food

    Science.gov (United States)

    Carnahan, Laura; Pankratz, Mary Jo; Alberts, Heike

    2014-01-01

    While many college physical geography instructors already use a wide variety of creative teaching approaches in their classes, others have not yet been exposed to teaching with toys, household items, or food. The goal in this article is to present some ideas for teaching college-level physical geography (weather/climate and geomorphology) for…

  2. A Technique of Teaching the Principle of Equivalence at Ground Level

    Science.gov (United States)

    Lubrica, Joel V.

    2016-01-01

    This paper presents one way of demonstrating the Principle of Equivalence in the classroom. Teaching the Principle of Equivalence involves someone experiencing acceleration through empty space, juxtaposed with the daily encounter with gravity. This classroom activity is demonstrated with a water-filled bottle containing glass marbles and…

  3. Current Trends of Using Antimicrobial Drugs in the ICU at a Tertiary Level Teaching Hospital in Mymensingh.

    Science.gov (United States)

    Saha, S K; Shaha, K C; Haque, M F; Khatun, S; Akhter, S M; Akhter, H

    2016-10-01

    The aim of the present study was to investigate the current trends of using antimicrobial drugs in the ICU at a tertiary level teaching hospital in Mymensingh. The study of prescribing patterns seeks to monitor, evaluate and suggest modifications in clinicians prescribing habits so as to make medical care rational. It was an observational type of descriptive study, conducted in the Mymensingh medical college hospital, Mymensingh, during the study period of June 2016 to September 2016.The study was approved by the institutional ethical committee. Most patients in the ICU belonged to the older age group >60 years. Male patients were more than the female patients in ICU. Average duration of stay in ICU was 4.35 days. Admissions in ICU were common due to respiratory system related diseases and the present study showed that 31.68% of the reported cases belong to the respiratory system. Average number of drugs per prescription was 6.46. Average number of anti-microbial drugs per prescription was 1.38. Cephalosporin group and individually ceftriaxone was the most frequently prescribed antimicrobial group and agent respectively in the ICU. Most commonly used antimicrobial combination was Cephalosporin and Metronidazole (43.33%) followed by Carbapenem (Meropenem) and Metronidazole (13.33%). Most antimicrobial agents were prescribed without bacteriological culture and sensivity testing evidence. There is a need for motivating the physicians to prescribe antimicrobial agents with supportive bacteriological evidences.

  4. Strategies for Sharing Scientific Research on Sea Level Rise: Suggestions from Stakeholder Focus Groups

    Science.gov (United States)

    DeLorme, D.; Hagen, S. C.; Stephens, S. H.

    2013-12-01

    This presentation reports results of focus groups with coastal resource managers on suggestions for effectively sharing sea level rise (SLR) scientific research with the public and other target audiences. The focus groups were conducted during three annual stakeholder workshops as an important and innovative component of an ongoing five-year multi-disciplinary NOAA-funded project, Ecological Effects of Sea Level Rise in the Northern Gulf of Mexico (EESLR-NGOM). The EESLR-NGOM project is assessing SLR risks to the natural and built environment along the Mississippi, Alabama, and Florida Panhandle coasts. The purpose was to engage stakeholders (e.g., coastal resource managers) in helping target, translate, and tailor the EESLR-NGOM project's scientific findings and emerging products so they are readily accessible, understandable, and useful. The focus groups provided insight into stakeholders' SLR informational and operational needs, solicited input on the project's products, and gathered suggestions for public communication and outreach. A total of three ninety-minute focus groups of between eight and thirteen participants each were conducted at annual workshops in Alabama, Florida, and Mississippi. The moderator asked a series of open-ended questions about SLR-related topics using an interview guide and encouraged participant interaction. All focus group audio-recordings were transcribed, and analyzed by carefully reading the 102 total pages of transcript data and identifying patterns and themes. Participants thought outreach about SLR impact and the EESLR-NGOM project scientific research/products was vital and acknowledged various communication challenges and opportunities. They identified three target audiences (local officials, general public, coastal resource managers themselves) that likely require different educational efforts and tools. Participants felt confident the EESLR-NGOM project products will benefit their resource planning and decision making and

  5. Suggestions for an Effective Drama-Based EFL Course at a Korean University

    Science.gov (United States)

    Reed, Jennifer; Seong, Myeong-Hee

    2013-01-01

    This paper aims to suggest pragmatic instructions for conducting an English course that focuses on speaking and listening skills through using drama as a language teaching activity. Recent research on drama in the ESL/EFL classroom has been about the benefits of drama and methods one can use, but research on techniques, activities, and methodology…

  6. Feedback about Teaching in Higher Ed: Neglected Opportunities to Promote Change.

    Science.gov (United States)

    Gormally, Cara; Evans, Mara; Brickman, Peggy

    2014-01-01

    Despite ongoing dissemination of evidence-based teaching strategies, science teaching at the university level is less than reformed. Most college biology instructors could benefit from more sustained support in implementing these strategies. One-time workshops raise awareness of evidence-based practices, but faculty members are more likely to make significant changes in their teaching practices when supported by coaching and feedback. Currently, most instructional feedback occurs via student evaluations, which typically lack specific feedback for improvement and focus on teacher-centered practices, or via drop-in classroom observations and peer evaluation by other instructors, which raise issues for promotion, tenure, and evaluation. The goals of this essay are to summarize the best practices for providing instructional feedback, recommend specific strategies for providing feedback, and suggest areas for further research. Missed opportunities for feedback in teaching are highlighted, and the sharing of instructional expertise is encouraged. © 2014 M. Evans et al. CBE—Life Sciences Education © 2014 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  7. The Inductive Method of Teaching Visual Art Criticism.

    Science.gov (United States)

    Clements, Robert D.

    1979-01-01

    The author describes how the true principles of the scientific inductive method are not opposed to the principles of teaching visual art criticism, and suggests that the inductive method of teaching visual art criticism strips it of its mystique in order to make clear its vital role in intellectual development. (KC)

  8. Teaching the "A" Level Text: "The Wife of Bath's Prologue and Tale."

    Science.gov (United States)

    Spraggs, Gillian

    1988-01-01

    Presents an approach for teaching Chaucer's "Wife of Bath's Prologue and Tale" (from "The Canterbury Tales"). Recommends several reference texts related to the "The Canterbury Tales" and medieval literature in general. (MM)

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

    Science.gov (United States)

    Eckert, J

    2000-02-29

    hours are required for instructions on clinical cases in approaches focussed on animal species and/or organ diseases. As there is a need for discussing teaching issues, post-graduate specialization, and continuing education in parasitology and related disciplines on national and international levels, it is recommended to WAAVP to include regular workshops on teaching in the programmes of the biannual conferences, and to establish a permanent committee which should collect information and submit proposals for improvement of teaching veterinary parasitology.

  10. Course Level and the Relationship between Research Productivity and Teaching Effectiveness

    Science.gov (United States)

    Arnold, Ivo J. M.

    2008-01-01

    The author examines the relationship between research productivity and teaching effectiveness using data from the Erasmus School of Economics. The initial findings indicate a positive overall relationship between the variables. A more detailed analysis reveals a sharp reversal in the nature of the relationship. Although the relationship is…

  11. Learning to teach effectively: Science, technology, engineering, and mathematics graduate teaching assistants' teaching self-efficacy

    Science.gov (United States)

    Dechenne, Sue Ellen

    Graduate teaching assistants (GTAs) from science, technology, engineering, and mathematics (STEM) are important in the teaching of undergraduate students (Golde & Dore, 2001). However, they are often poorly prepared for teaching (Luft, Kurdziel, Roehrig, & Turner, 2004). This dissertation addresses teaching effectiveness in three related manuscripts: (1) A position paper that summarizes the current research on and develops a model of GTA teaching effectiveness. (2) An adaptation and validation of two instruments; GTA perception of teaching training and STEM GTA teaching self-efficacy. (3) A model test of factors that predict STEM GTA teaching self-efficacy. Together these three papers address key questions in the understanding of teaching effectiveness in STEM GTAs including: (a) What is our current knowledge of factors that affect the teaching effectiveness of GTAs? (b) Given that teaching self-efficacy is strongly linked to teaching performance, how can we measure STEM GTAs teaching self-efficacy? (c) Is there a better way to measure GTA teaching training than currently exists? (d) What factors predict STEM GTA teaching self-efficacy? An original model for GTA teaching effectiveness was developed from a thorough search of the GTA teaching literature. The two instruments---perception of training and teaching self-efficacy---were tested through self-report surveys using STEM GTAs from six different universities including Oregon State University (OSU). The data was analyzed using exploratory and confirmatory factor analysis. Using GTAs from the OSU colleges of science and engineering, the model of sources of STEM GTA teaching self-efficacy was tested by administering self-report surveys and analyzed by using OLS regression analysis. Language and cultural proficiency, departmental teaching climate, teaching self-efficacy, GTA training, and teaching experience affect GTA teaching effectiveness. GTA teaching self-efficacy is a second-order factor combined from self

  12. Autonomy-Supportive Teaching and Its Antecedents: Differences between Teachers and Teaching Assistants and the Predictive Role of Perceived Competence

    Science.gov (United States)

    Bennett, Marcus; Ng-Knight, Terry; Hayes, Ben

    2017-01-01

    Research predicated on self-determination theory (SDT) has established a positive relationship between autonomy-supportive teaching and a range of desired student outcomes. Therefore, the enhancement of autonomy-supportive teaching is a legitimate focus of efforts to improve student outcomes. In this study, we compared self-reported levels of…

  13. Third Workshop on Teaching Computational Science (WTCS 2009)

    NARCIS (Netherlands)

    Tirado-Ramos, A.; Shiflet, A.

    2009-01-01

    The Third Workshop on Teaching Computational Science, within the International Conference on Computational Science, provides a platform for discussing innovations in teaching computational sciences at all levels and contexts of higher education. This editorial provides an introduction to the work

  14. Second Workshop on Teaching Computational Science WTCS 2008

    NARCIS (Netherlands)

    Tirado-Ramos, A.

    2008-01-01

    The Second Workshop on Teaching Computational Science, within the International Conference on Computational Science, provides a platform for discussing innovations in teaching computational sciences at all levels and contexts of higher education. This editorial provides an introduction to the work

  15. Effectiveness of the use of question-driven levels of inquiry based instruction (QD-LOIBI) assisted visual multimedia supported teaching material on enhancing scientific explanation ability senior high school students

    Science.gov (United States)

    Suhandi, A.; Muslim; Samsudin, A.; Hermita, N.; Supriyatman

    2018-05-01

    In this study, the effectiveness of the use of Question-Driven Levels of Inquiry Based Instruction (QD-LOIBI) assisted visual multimedia supported teaching materials on enhancing senior high school students scientific explanation ability has been studied. QD-LOIBI was designed by following five-levels of inquiry proposed by Wenning. Visual multimedia used in teaching materials included image (photo), virtual simulation and video phenomena. QD-LOIBI assisted teaching materials supported by visual multimedia were tried out on senior high school students at one high school in one district in West Java. A quasi-experiment method with design one experiment group (n = 31) and one control group (n = 32) were used. Experimental group were given QD-LOIBI assisted teaching material supported by visual multimedia, whereas the control group were given QD-LOIBI assisted teaching materials not supported visual multimedia. Data on the ability of scientific explanation in both groups were collected by scientific explanation ability test in essay form concerning kinetic gas theory concept. The results showed that the number of students in the experimental class that has increased the category and quality of scientific explanation is greater than in the control class. These results indicate that the use of multimedia supported instructional materials developed for implementation of QD-LOIBI can improve students’ ability to provide explanations supported by scientific evidence gained from practicum activities and applicable concepts, laws, principles or theories.

  16. TeachAstronomy.com - Digitizing Astronomy Resources

    Science.gov (United States)

    Hardegree-Ullman, Kevin; Impey, C. D.; Austin, C.; Patikkal, A.; Paul, M.; Ganesan, N.

    2013-06-01

    Teach Astronomy—a new, free online resource—can be used as a teaching tool in non-science major introductory college level astronomy courses, and as a reference guide for casual learners and hobbyists. Digital content available on Teach Astronomy includes: a comprehensive introductory astronomy textbook by Chris Impey, Wikipedia astronomy articles, images from Astronomy Picture of the Day archives and (new) AstroPix database, two to three minute topical video clips by Chris Impey, podcasts from 365 Days of Astronomy archives, and an RSS feed of astronomy news from Science Daily. Teach Astronomy features an original technology called the Wikimap to cluster, display, and navigate site search results. Development of Teach Astronomy was motivated by steep increases in textbook prices, the rapid adoption of digital resources by students and the public, and the modern capabilities of digital technology. This past spring semester Teach Astronomy was used as content supplement to lectures in a massive, open, online course (MOOC) taught by Chris Impey. Usage of Teach Astronomy has been steadily growing since its initial release in August of 2012. The site has users in all corners of the country and is being used as a primary teaching tool in at least four states.

  17. Teaching Effectiveness of the Teacher Education Faculty Members in Pangasinan State University Asingan Campus, Philippines

    Directory of Open Access Journals (Sweden)

    Priscilla L. Agsalud

    2017-02-01

    Full Text Available Teaching effectiveness of the faculty is one of the most critical areas that need to be considered. The success of the students will depend to a great extent, upon how well the teachers have trained them. This paper evaluated the faculty members’ level of teaching effectiveness in the teacher education program in Pangasinan State University Asingan Campus, Philippines. Their professional background was assessed. Their level of teaching effectiveness along commitment, knowledge of the subject matter, teaching for independent learning and management of learning were considered. The study used the descriptive and evaluative methods of research. Questionnaire Checklist was used to gather data. The Faculty Evaluation Instrument (QCE of the NBC No.461 was adopted to evaluate the faculty members’ level of teaching effectiveness. It further tested significant relationship between the faculty members’ level of teaching effectiveness and their professional background. Salient findings are as follows: the teacher education faculty members in Pangasinan State University Asingan Campus are qualified professionals who possessed the maximum educational qualifications and eligibility to work in a state-run university. Only few of them graduated with honors and attended training and conferences in the national and international level.; their level of teaching effectiveness is Very Satisfactory; the profile variable awards/honors received influences the faculty members’ level of teaching effectiveness.

  18. Beyond the lecture: Teaching for professional development | Rowe ...

    African Journals Online (AJOL)

    Background. Clinical educators are being challenged to graduate students who can adapt to complex situations. Evidence suggests that one must go beyond teaching students what to know and what to do, and help them learn how to be. Objective. To identify teaching strategies that could be used to help develop students ...

  19. Matematicas: Nivel A (Mathematics: Level A).

    Science.gov (United States)

    Duron, Dolores; And Others

    A teacher's manual was developed for an elementary level mathematics course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. Teaching procedures, conceptual objectives, vocabulary, and structures are included. Activities are designed to teach either…

  20. Scrutinizing EFL teachers' job satisfaction and stress at work: The intervening roles of gender, teaching experience, and educational level

    OpenAIRE

    Fahimeh Kamali Cheshmeh Jalal; Afsaneh Ghanizadeh; Omid Akbari

    2017-01-01

    The present study sought to explore the relationship between English as a foreign language (EFL) EFL teachers' stress at work and their job satisfaction. Moreover, it explored the role of EFL teachers' gender, length of teaching experience, and educational level in their job satisfaction and stress at work. For this purpose, 134 EFL teachers were chosen from different private language institutes in Mashhad, a city in northeast of Iran. They were asked to complete two questionnaires: Job Descr...

  1. Tasks for Integrating Language and Culture Teaching

    Science.gov (United States)

    Neff, Peter; Rucynski, John, Jr.

    2013-01-01

    This article discusses the role of culture in language teaching and provides activities for introducing culture in the classroom, focusing on teaching context and methodology to integrate culture. The authors outline five activities that can be adapted to the language level and interests of students. Instructions for each activity include language…

  2. Student as producer: research-engaged teaching, an institutional strategy

    OpenAIRE

    Neary, Mike; Saunders, Gary; Hagyard, Andy; Derricott, Dan

    2014-01-01

    Student as Producer is a curriculum development project that has been ongoing at the University of Lincoln since 2007. The aim of the project has been to promote research-engaged teaching as the organising principle for teaching and learning across all subjects and all levels of taught provision at Lincoln. While there are many examples of research-engaged teaching in higher education what makes the curriculum distinctive at Lincoln is that research-engaged teaching is the default...

  3. Integration of microbiology and infectious disease teaching courses in an interdisciplinary training programme (Master level) centred on the 'One world, one health' WHO concept.

    Science.gov (United States)

    Eveillard, Matthieu; Ruvoen, Nathalie; Lepelletier, Didier; Fradet, Stéphanie; Couvreur, Sébastien; Krempf, Michel; Magras, Catherine

    2016-05-01

    This report describes the integration of the microbiology and infectious diseases teaching courses in an international Master's level interdisciplinary programme based on the 'One world, one health' WHO concept, and reports the students and teachers' evaluation related to their feelings of about this innovative programme. The integration was evaluated by recording the positioning of these two topics in the five teaching units constituting the programme, and by identifying their contribution in the interactions between the different teaching units. The satisfaction of students was assessed by a quantitative survey, whereas the feelings of students and teachers were assessed by interviews. The study demonstrated that microbiology and infectious diseases were widely involved in interactions between the teaching units, constituting a kind of cement for the programme. The students assigned a mean score of 3.7 to the topics dealing with microbiology and infectious diseases. According to the qualitative data, students and teachers considered that the interdisciplinary approach provided new insights but reported problems of communication, probably inherent to the multiculturalism of the class. © FEMS 2016. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  4. Student teacher anxieties related to practice teaching | Ngidi | South ...

    African Journals Online (AJOL)

    ... interaction effects of student teachers' biographical variables (gender, age and grade placement) on practice-teaching related factors such as evaluation and an unsuccessful lesson. The findings are discussed and improvement on practice teaching suggested. (South African Journal of Education: 2003 23 (1): 18-22) ...

  5. Medical students-as-teachers: a systematic review of peer-assisted teaching during medical school

    Directory of Open Access Journals (Sweden)

    Yu TC

    2011-06-01

    Full Text Available Tzu-Chieh Yu¹, Nichola C Wilson², Primal P Singh¹, Daniel P Lemanu¹, Susan J Hawken³, Andrew G Hill¹¹South Auckland Clinical School, University of Auckland, Auckland, New Zealand; ²Department of Surgery, University of Auckland, Auckland, New Zealand; ³Department of Psychological Medicine, University of Auckland, Auckland, New ZealandIntroduction: International interest in peer-teaching and peer-assisted learning (PAL during undergraduate medical programs has grown in recent years, reflected both in literature and in practice. There, remains however, a distinct lack of objective clarity and consensus on the true effectiveness of peer-teaching and its short- and long-term impacts on learning outcomes and clinical practice.Objective: To summarize and critically appraise evidence presented on peer-teaching effectiveness and its impact on objective learning outcomes of medical students.Method: A literature search was conducted in four electronic databases. Titles and abstracts were screened and selection was based on strict eligibility criteria after examining full-texts. Two reviewers used a standard review and analysis framework to independently extract data from each study. Discrepancies in opinions were resolved by discussion in consultation with other reviewers. Adapted models of “Kirkpatrick’s Levels of Learning” were used to grade the impact size of study outcomes.Results: From 127 potential titles, 41 were obtained as full-texts, and 19 selected after close examination and group deliberation. Fifteen studies focused on student-learner outcomes and four on student-teacher learning outcomes. Ten studies utilized randomized allocation and the majority of study participants were self-selected volunteers. Written examinations and observed clinical evaluations were common study outcome assessments. Eleven studies provided student-teachers with formal teacher training. Overall, results suggest that peer-teaching, in highly selective

  6. Teaching National and General History of Music at College Level and at the University of Zagreb

    Directory of Open Access Journals (Sweden)

    Stanislav Tuksar

    2017-01-01

    Full Text Available The teaching of music history at various colleges and at the University of Zagreb (founded in 1669, and renewed in 1874 started during the 1920s. However, its prehistory goes back to the 1890s: the first courses in music history were taught at the music school of the Narodni zemaljski glasbeni zavod (Institute of Music from 1890 on, only to be continued later at the Croatian Conservatory (1916. With the Academy of Music (1922 music history began to be taught at university level as a main, compulsory subject, while at the Faculty of Humanities (in 1928-1938; 1981-1994, the Catholic Theological Faculty with its Institute for Church Music (probably since 1951, the Teacher’s College (since 1951 and Croatian Studies (since 1994, all within the University of Zagreb (to which the Academy of Music joined only in 1980, it was taught in the form of a mixture of obligatory and elective subjects. Among a number of more or less outstanding personalities who figured as teachers of music history, including composers, music theorists, conductors, organists, music critics, and expert music historians, mention should be made of the world-known musicologist Dragan Plamenac (who served as ‘Privatdozent’ at the Faculty of Humanities in 1928-1938 period and of Josip Andreis, who taught Croatian and European music history in parallel at the Academy of Music from 1948 to 1972. In 1970 a modern Department of Musicology was created replacing the old Historical Department, where the new generation of musicologists such as Ivan Supičić and Koraljka Kos introduced new international standards in teaching methods. Tutorial books and other necessary literature for students were at first written by domestic musicologists, so that, for example, from 1950s to 1990s J. Andreis was the author of influential books covering both history of Croatian music and the history of European music, used not only in Croatia but also throughout the former Yugoslavia. The present teaching

  7. Perceptions of the use of critical thinking teaching methods.

    Science.gov (United States)

    Kowalczyk, Nina; Hackworth, Ruth; Case-Smith, Jane

    2012-01-01

    To identify the perceived level of competence in teaching and assessing critical thinking skills and the difficulties facing radiologic science program directors in implementing student-centered teaching methods. A total of 692 program directors received an invitation to complete an electronic survey soliciting information regarding the importance of critical thinking skills, their confidence in applying teaching methods and assessing student performance, and perceived obstacles. Statistical analysis included descriptive data, correlation coefficients, and ANOVA. Responses were received from 317 participants indicating program directors perceive critical thinking to be an essential element in the education of the student; however, they identified several areas for improvement. A high correlation was identified between the program directors' perceived level of skill and their confidence in critical thinking, and between their perceived level of skill and ability to assess the students' critical thinking. Key barriers to implementing critical thinking teaching strategies were identified. Program directors value the importance of implementing critical thinking teaching methods and perceive a need for professional development in critical thinking educational methods. Regardless of the type of educational institution in which the academic program is located, the level of education held by the program director was a significant factor regarding perceived confidence in the ability to model critical thinking skills and the ability to assess student critical thinking skills.

  8. Teaching Emotional Intelligence

    Science.gov (United States)

    Massari, Lauri

    2011-01-01

    With the well-publicized escalation of teen suicide attributed to school bullying, today's educators are ramping up their efforts to create safe, bully-free campuses. School leaders are considering the importance of teaching students to respect others. There is a growing body of evidence that suggests that getting back to the Golden Rule through…

  9. Perspectives on learning, learning to teach and teaching elementary science

    Science.gov (United States)

    Avraamidou, Lucy

    The framework that characterizes this work is that of elementary teachers' learning and development. Specifically, the ways in which prospective and beginning teachers' develop pedagogical content knowledge for teaching science in light of current recommendations for reform emphasizing teaching and learning science as inquiry are explored. Within this theme, the focus is on three core areas: (a) the use of technology tools (i.e., web-based portfolios) in support of learning to teach science at the elementary level; (b) beginning teachers' specialized knowledge for giving priority to evidence in science teaching; and (c) the applications of perspectives associated with elementary teachers' learning to teach science in Cyprus, where I was born and raised. The first manuscript describes a study aimed at exploring the influence of web-based portfolios and a specific task in support of learning to teach science within the context of a Professional Development School program. The task required prospective teachers to articulate their personal philosophies about teaching and learning science in the form of claims, evidence and justifications in a web-based forum. The findings of this qualitative case study revealed the participants' developing understandings about learning and teaching science, which included emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning, and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based forum provided the ability to keep multiple versions of their philosophies gave prospective teachers the advantage of examining how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection and self-evaluation. The purpose of the study reported in the second manuscript was to examine the nature of a first

  10. Development and Validation of a Teaching Practice Scale (TISS) for Instructors of Introductory Statistics at the College Level

    Science.gov (United States)

    Hassad, Rossi A.

    2009-01-01

    This study examined the teaching practices of 227 college instructors of introductory statistics (from the health and behavioral sciences). Using primarily multidimensional scaling (MDS) techniques, a two-dimensional, 10-item teaching practice scale, TISS (Teaching of Introductory Statistics Scale), was developed and validated. The two dimensions…

  11. Snapshots of Language and Literature Teaching in Denmark and England

    Science.gov (United States)

    Kelly, Peter; Dorf, Hans

    2016-01-01

    To illustrate differences in lower secondary-level language and literature teaching, we contrast a typical teaching episode in Denmark with one in England. Both reflect the dominant discourses in each country alongside recent policy initiatives, and each exemplifies a different orientation to language and literature teaching focussing on…

  12. Analyzing Students’ Level of Understanding on Kinetic Theory of Gases

    Science.gov (United States)

    Nurhuda, T.; Rusdiana, D.; Setiawan, W.

    2017-02-01

    The purpose of this research is to analysis students’ level of understanding on gas kinetic theory. The method used is descriptive analytic with 32 students at the 11th grade of one high school in Bandung city as a sample. The sample was taken using random sampling technique. Data collection tool used is an essay test with 23 questions. The instrument was used to identify students’ level of understanding and was judged by four expert judges before it was employed, from 27 questions become to 23 questions, for data collection. Questions used are the conceptual understanding including the competence to explain, extrapolate, translate and interpret. Kinetic theory of gases section that was tested includes ideal gas law, kinetic molecular theory and equipartition of energy. The result shows from 0-4 level of understanding, 19% of the students have partial understanding on the 3th level and 81% of them have partial understanding with a specific misconception on 2th level. For the future research, it is suggested to overcome these conceptual understanding with an Interactive Lecture Demonstrations teaching model and coupled with some teaching materials based on multi-visualization because kinetic theory of gases is a microscopic concept.

  13. Teaching on ocean-wave-energy conversion

    Energy Technology Data Exchange (ETDEWEB)

    Falnes, J. [Norges teknisk-naturvitskaplege univ., Inst. for fysikk, Trondheim (Norway)

    2001-07-01

    Ocean-wave energy utilisation has for 27 years been a university research subject, in which the author has been active from the first year. In this paper he presents some information related to his teaching on the subject during many of these years. This includes teaching on the pre-university level and, in particular, development of the wave-energy module for an educational CD-ROM on sustainable technology and renewable energy. Education of the general public is very important. On the other hand teaching of doctor students and other wave-energy researchers is also a subject of the paper. (au)

  14. Quality Teaching in Science: an Emergent Conceptual Framework

    Science.gov (United States)

    Jordens, J. Zoe; Zepke, Nick

    2017-09-01

    Achieving quality in higher education is a complex task involving the interrelationship of many factors. The influence of the teacher is well established and has led to some general principles of good teaching. However, less is known about the extent that specific disciplines influence quality teaching. The purposes of the paper are to investigate how quality teaching is perceived in the sciences and from these perceptions to develop for discussion a framework for teaching practice in the sciences. A New Zealand study explored the views of national teaching excellence award winners in science on quality teaching in undergraduate science. To capture all possible views from this expert panel, a dissensus-recognising Delphi method was used together with sensitising concepts based on complexity and wickedity. The emergent conceptual framework for quality teaching in undergraduate science highlighted areas of consensus and areas where there were a variety of views. About the purposes of science and its knowledge base, there was relative consensus, but there was more variable support for values underpinning science teaching. This highlighted the complex nature of quality teaching in science. The findings suggest that, in addition to general and discipline-specific influences, individual teacher values contribute to an understanding of quality in undergraduate science teaching.

  15. Teaching the Sociology of Gender and Work

    Science.gov (United States)

    Giuffre, Patti; Anderson, Cynthia; Bird, Sharon

    2008-01-01

    This paper describes two teaching strategies from our workshop, "Teaching the Sociology of Gender and Work," that can help students understand the mechanisms and consequences of workplace gender inequality at the macro- and micro-levels. Cynthia Anderson's class project uses wage and sex composition data that allows students to learn actively how…

  16. Aesthetic dimension about tropical forest in ecology teaching

    Directory of Open Access Journals (Sweden)

    Tatiana Seniciato

    2009-08-01

    Full Text Available The research analyzes the aesthetic dimension on teaching about natural environment on Ecology disciplines. The semiotics of Charles Sanders Peirce guided data analysis, regarding to suggested values on the answers of interviewees. The analysis has revealed that, in terms of methodological approaches, Ecology instructors tend to valorize scientific and objective criteria, demonstrating a certain embarrassment on including aesthetic dimension in their teaching, although they recognize the relevance of aesthetic dimension for ethic implications on teaching and for the conservation of natural environment.

  17. Differentiated teaching and teacher development

    DEFF Research Database (Denmark)

    Hedegaard-Sørensen, Lotte

    ). From this emphasis inclusive education has been embraced in the theoretical debate as an alternative as it suggests that local schools should provide for all leaners – regardless of differences, disabilities or other social, emotional, cultural and linguistic differences. The current debate on special...... needs education and inclusive education has a focus on teaching to diversity. The discussion is about teachers’ ability to make sense of individual differences in their teaching without relying on specific disability categories. It’s acknowledged in the research discussion that responding to differences...... between pupils involves good teaching for all (inclusive education) and at the same time, that what works for most does not work for all (Norwich & Jones, 2012; Black-Hawkins, Florian & Rouse, 2007). Differentiated instruction is defined as responsive instruction and to teachers’ proficiency...

  18. Review of teaching methods and critical thinking skills.

    Science.gov (United States)

    Kowalczyk, Nina

    2011-01-01

    Critical information is needed to inform radiation science educators regarding successful critical thinking educational strategies. From an evidence-based research perspective, systematic reviews are identified as the most current and highest level of evidence. Analysis at this high level is crucial in analyzing those teaching methods most appropriate to the development of critical thinking skills. To conduct a systematic literature review to identify teaching methods that demonstrate a positive effect on the development of students' critical thinking skills and to identify how these teaching strategies can best translate to radiologic science educational programs. A comprehensive literature search was conducted resulting in an assessment of 59 full reports. Nineteen of the 59 reports met inclusion criteria and were reviewed based on the level of evidence presented. Inclusion criteria included studies conducted in the past 10 years on sample sizes of 20 or more individuals demonstrating use of specific teaching interventions for 5 to 36 months in postsecondary health-related educational programs. The majority of the research focused on problem-based learning (PBL) requiring standardized small-group activities. Six of the 19 studies focused on PBL and demonstrated significant differences in student critical thinking scores. PBL, as described in the nursing literature, is an effective teaching method that should be used in radiation science education. ©2011 by the American Society of Radiologic Technologists.

  19. Teaching Chemical Engineers about Teaching

    Science.gov (United States)

    Heath, Daniel E.; Hoy, Mary; Rathman, James F.; Rohdieck, Stephanie

    2013-01-01

    The Chemical and Biomolecular Engineering Department at The Ohio State University in collaboration with the University Center for the Advancement of Teaching developed the Chemical Engineering Mentored Teaching Experience. The Mentored Teaching Experience is an elective for Ph.D. students interested in pursuing faculty careers. Participants are…

  20. Sugar or high fructose corn syrup-what should nurses teach patients and families?

    Science.gov (United States)

    Sobel, Linda L; Dalby, Elizabeth

    2014-04-01

    There is lack of consensus in the lay literature to support consumption of table sugar as a preferred sweetener when compared to high fructose corn syrup (HFCS). The purpose of this study was to search the literature for evidence to determine the health effects of consumption of table sugar (sucrose) and HFCS on blood glucose, lipid levels, obesity, and appetite as well as to make recommendations for patient and family teaching of those at risk for developing negative health outcomes, including coronary heart disease. Nursing and health-related databases, including CINAHL, PubMed, Cochrane Central Registry of Controlled Trials, and Health and Wellness were searched for research articles, which were compared and evaluated for purpose, sample size, procedure, findings, and level of evidence. Five studies that met inclusion criteria were evaluated. No difference was found in changes in blood glucose levels, lipid levels, or appetite between table sugar consumption and HFCS consumption. When only fructose was consumed, lipid levels were significantly increased. The evidence suggests that fructose, found in both table sugar and HFCS, has a negative effect on health outcomes. Clinicians should teach patients and families that all sugar consumption should be closely monitored and kept below the 40 g/day recommended by the World Health Organization. © 2014 Sigma Theta Tau International.

  1. Macromethod of teaching acrobatic exercises difficult on coordination

    Directory of Open Access Journals (Sweden)

    Boloban V.N.

    2010-06-01

    Full Text Available The logical flow diagram of realization of macromethod of teaching acrobatic exercises is shown. The functional aggregate of long duration programs of teaching exercises of «school of motions», base level, specialization, arbitrary and final programs is presented. Directions of development of physical qualities are offered in interface with technical preparation. Technologies of forming motive presentations serve as didactic basis of the teaching programs, elementary, deep training acrobatic exercises.

  2. Teaching about Terrorism: Lessons Learned at SWOTT

    Science.gov (United States)

    Miller, Gregory D.

    2009-01-01

    This article discusses some of the challenges and lessons for teaching undergraduate-level courses related to terrorism. The author outlines some of the primary issues that instructors can expect to face, and provides strategies for dealing with several of these challenges. The goal is to relay useful information to those teaching, or planning to…

  3. Peer-Teaching in the Secondary Music Ensemble

    Science.gov (United States)

    Johnson, Erik

    2015-01-01

    Peer-teaching is an instructional technique that has been used by teachers world-wide to successfully engage, exercise and deepen student learning. Yet, in some instances, teachers find the application of peer-teaching in large music ensembles at the secondary level to be daunting. This article is meant to be a practical resource for secondary…

  4. Teaching Out-of-Field in Western Australia

    Science.gov (United States)

    McConney, Andrew; Price, Anne

    2009-01-01

    A former head of the American Federation of Teachers, Albert Shanker, once called out-of-field teaching education's "dirty little secret" (Ingersoll, 2003, p. 5). The practice of allowing or assigning teachers to teach subjects or year levels for which they do not have any formal qualifications has lead to considerable debate within the…

  5. Adoption of Mobile Technology for Teaching Preparation in Improving Teaching Quality of Teachers

    Directory of Open Access Journals (Sweden)

    Aliff Nawi

    2015-07-01

    Full Text Available This study aims to identify the readiness of teachers to use mobile phones for the purpose of teaching preparation. The study also reviewed the level of teachers’ satisfaction when using the mobile technology applications developed for the purpose of teaching and learning in the classroom. This study used the mix method to collect data. A total of 31 teachers were involved in answering the questionnaire and seven teachers were interviewed to obtain supportive data. The findings show that the use of applications on mobile phones can help teachers smoothen the lesson preparation. In addition, the use of mobile technology also gives satisfaction to the teachers in enhancing their knowledge in the field of teaching. However, the technical aspects are still a priority and influence the usability aspects of an educational application. The study also revealed that the end users’ age factor is important because it affects the frequency and usage of mobile technology in developing their skills. In conclusion, the use of mobile technology among teachers is appropriate and facilitates the teaching activities.

  6. Using Miniature Landforms in Teaching Geomorphology.

    Science.gov (United States)

    Petersen, James F.

    1986-01-01

    This paper explores the uses of true landform miniatures and small-scale analogues and suggests ways to teach geomorphological concepts using small-scale relief features as illustrative examples. (JDH)

  7. Rural Rides in Queensland: Travels with Novice Teaching Principals

    Science.gov (United States)

    Clarke, Simon; Stevens, Elizabeth; Wildy, Helen

    2006-01-01

    This article is concerned with the nature of novice teaching principals' interactions in Queensland rural communities. Stories selected from case accounts are used to provide insights into the teaching principals' interrelationship with the community. The article concludes with a discussion of some implications for practice suggested by these…

  8. Generational differences of baccalaureate nursing students' preferred teaching methods and faculty use of teaching methods

    Science.gov (United States)

    Delahoyde, Theresa

    Nursing education is experiencing a generational phenomenon with student enrollment spanning three generations. Classrooms of the 21st century include the occasional Baby Boomer and a large number of Generation X and Generation Y students. Each of these generations has its own unique set of characteristics that have been shaped by values, trends, behaviors, and events in society. These generational characteristics create vast opportunities to learn, as well as challenges. One such challenge is the use of teaching methods that are congruent with nursing student preferences. Although there is a wide range of studies conducted on student learning styles within the nursing education field, there is little research on the preferred teaching methods of nursing students. The purpose of this quantitative, descriptive study was to compare the preferred teaching methods of multi-generational baccalaureate nursing students with faculty use of teaching methods. The research study included 367 participants; 38 nursing faculty and 329 nursing students from five different colleges within the Midwest region. The results of the two-tailed t-test found four statistically significant findings between Generation X and Y students and their preferred teaching methods including; lecture, listening to the professor lecture versus working in groups; actively participating in group discussion; and the importance of participating in group assignments. The results of the Analysis of Variance (ANOVA) found seventeen statistically significant findings between levels of students (freshmen/sophomores, juniors, & seniors) and their preferred teaching methods. Lecture was found to be the most frequently used teaching method by faculty as well as the most preferred teaching method by students. Overall, the support for a variety of teaching methods was also found in the analysis of data.

  9. The Ballet of the Streets: Teaching about Cities at Street Level

    Science.gov (United States)

    McGuire, Patrick A.; Spates, James L.

    2011-01-01

    The urban scholar Jane Jacobs once described city life as "the ballet of the streets." In more than a quarter century of joint teaching, the authors have used Jacobs' metaphor to help their students understand that cities are living organisms created and maintained, for good or ill, by the people who live and work in them. At heart their…

  10. The Use of Computer Competencies of Students in the Departments of Physical Education and Sport Teaching, and School Teaching

    Science.gov (United States)

    Okan, Ilyas

    2016-01-01

    This study aims to reveal the levels of the use of computer, which is nowadays one of the most important technologies, of teacher candidate studying in the departments of Physical Education and Sport Teaching, and School teaching; also aims to research whether there is differences according to various criteria or not. In research, data were…

  11. Do Prospective Teachers Have Anxieties about Teaching Mathematics?

    Science.gov (United States)

    Yavuz, Günes

    2018-01-01

    The purpose of this study is to analyse the level of prospective classroom and mathematics teachers' anxieties about teaching mathematics. Freshman and junior prospective teachers from educational faculties of two different universities participated in this study. "Anxieties About Teaching Mathematics Scale" which was developed by Peker…

  12. Experiential Approach to Teaching Statistics and Research Methods ...

    African Journals Online (AJOL)

    Statistics and research methods are among the more demanding topics for students of education to master at both the undergraduate and postgraduate levels. It is our conviction that teaching these topics should be combined with real practical experiences. We discuss an experiential teaching/ learning approach that ...

  13. Effective Teaching Practice Supervison: A Predictor of Teacher ...

    African Journals Online (AJOL)

    The quality of teachers prepared for basic education in Africa and othercontinents of the world is a consequence of the knowledge of contentacquired and the pedagogy. Effective teaching practice supervision coulddetermine the level of teacher trainees performance in the art of teaching. The study investigated the ...

  14. Teaching Morally and Teaching Morality

    Science.gov (United States)

    Fenstermacher, Gary D.; Osguthorpe, Richard D.; Sanger, Matthew N.

    2009-01-01

    In this article, the authors introduce what they believe is an important distinction between teaching morality and teaching morally. In P-12 schools, the moral education debate often focuses on character education programs or other moral curricula. Such programs and curricula are championed as a means of teaching morality and transmitting moral…

  15. Functional Grammar and Teaching of Reading--A Pedagogy Based on Graded Teaching of College English in China

    Science.gov (United States)

    Xu, Tuo; Zhang, Beili

    2015-01-01

    This article discusses the importance of functional grammar and demonstrates its application to the teaching of reading among graded college students. Functional grammar holds that a discourse is composed of two levels: the interior level and the exterior level. Therefore, reading activities involve both linguistic elements and contexts.…

  16. A stage-based model of design teaching

    DEFF Research Database (Denmark)

    Beier, Sofie

    2014-01-01

    With a focus on the teaching of design students in higher education, the article will present a teaching approach model that follows the stages of the design process. The model suggests that at the Definition stage, the supervisor can focus on leading the student into a more thorough elaboration ...... apply an approach inspired by the master–apprentice relationship, where the student learns by observing the master at work....

  17. Improving near-peer teaching quality in anatomy by educating teaching assistants: An example from Sweden.

    Science.gov (United States)

    Johansson, Ellen; Holmin, Tobias E; Johansson, Bengt R; Braide, Magnus

    2018-02-14

    Peer-assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full-time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self-learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ. © 2018 American Association of Anatomists. © 2018 American Association of Anatomists.

  18. On-line radiation teaching materials using IT technology

    International Nuclear Information System (INIS)

    Inoue, Hiroyoshi

    2005-01-01

    We developed the on-line radiation teaching materials using the Internet, in order to provide the teaching support materials of atomic power and radiation educations in on-school study, as well as to create the complementary study system in off-school study. The themes of teaching materials were selected from requests by teachers. In the case of an elementary school, the teaching material 'an environmental problem and atomic power' was created as the aggregate of each content for study without boundary between subjects. The teaching material 'medical treatment and radiation' was created for junior high school students to raise the individual knowledge. In the case of a high school, the teaching material nucleus and radiation' was prepared to supplement the physical study of students. The on-line teaching materials were tried to 300 junior high school and high school students, 68% of students answered that the teaching material is effective to understand atomic power and radiation, though 17% answered they were not effective. Although there are problems to prepare IT learning equipments and learning follow-up system in the material, it is suggested that the on-line teaching materials will provide the novel learning system including debates for the study. This method has no limitation of time and place. (author)

  19. Pre-Service Elementary Teachers’ Scientific Literacy and Self-Efficacy in Teaching Science

    Directory of Open Access Journals (Sweden)

    Adam Al Sultan

    2018-02-01

    Full Text Available Many educators and educational institutions worldwide have agreed that the main goal of science education is to produce a scientifically literate community. Science teachers are key to the achievement of scientific literacy at all levels of education because of the essential role they play in preparing scientifically literate individuals. Studies show that pre-service elementary teachers need to build more confidence in teaching science and scientific literacy during their teacher education programs in order for them to successfully teach science knowledge to their students. Therefore, the purpose of this study is threefold. First, pre-service elementary teachers' scientific literacy levels were examined. Second, pre-service teachers' self-efficacy beliefs were measured by distinguishing between their personal and subject-specific self-efficacy beliefs. Third, the extent to which pre-service elementary teachers' scientific literacy levels and self-efficacy levels are related was investigated. Participants were 49 pre-service elementary teachers registered in two science methods courses (introductory and advanced at a mid-sized university in the United States. Quantitative data were collected using the Test of Basic Scientific Literacy, the Science Teaching Efficacy Belief Instrument-Preservice, and Beliefs about Teaching. Results showed that participants had a satisfactory level of scientific literacy. However, pre-service teachers had borderline scores on the Nature of Science scale. Regarding self-efficacy, findings showed that both groups had the highest self-efficacy in teaching biology and the lowest in teaching physics. Participants in the advanced science methods course exhibited a moderate preexisting positive relationship between scientific literacy and subject-specific self-efficacy in teaching science.

  20. The connection between teaching and learning: Linking teaching quality and metacognitive strategy use in primary school.

    Science.gov (United States)

    Rieser, Svenja; Naumann, Alexander; Decristan, Jasmin; Fauth, Benjamin; Klieme, Eckhard; Büttner, Gerhard

    2016-12-01

    In order for teaching to be successful, students need to be actively involved in learning. However, research on teaching effectiveness often neglects students' learning activities. Although it is assumed that effective teaching promotes the use of beneficial learning activities, empirical evidence for this connection is still limited. This study aimed to investigate the connection between effective teaching and reported learning activities. We hypothesize specific relations between a three-dimensional model of teaching quality (i.e., cognitive activation, supportive climate, and classroom management) and students' reported use of metacognitive strategies. Students' intrinsic motivation is considered as a mediator and a moderator of this connection. N = 1,052 students from 53 German primary school classes and their science teachers participated. Data were collected through classroom or video observation and questionnaires over a period of approximately 2 months. Multilevel analysis was utilized to test our hypotheses. Each dimension of teaching quality positively predicted students' reported use of metacognitive strategies. For supportive climate, this connection was mediated by students' intrinsic motivation. Cognitive activation negatively predicted the slopes between students' reported metacognitive strategy use and motivation. The results support the notion that effective teaching is connected to learning activities and stress the importance of students' learning motivation. Results from the cross-level interaction could indicate that especially less motivated students' reported metacognitive strategy use might be supported by cognitively activating teaching. © 2016 The British Psychological Society.

  1. MODEL OF TEACHING PROFESSION SPECIFIC BILATERAL TRANSLATION

    Directory of Open Access Journals (Sweden)

    Yana Fabrychna

    2017-03-01

    Full Text Available The article deals with the author’s interpretation of the process of teaching profession specific bilateral translation to student teacher of English in the Master’s program. The goal of the model of teaching profession specific bilateral translation development is to determine the logical sequence of educational activities of the teacher as the organizer of the educational process and students as its members. English and Ukrainian texts on methods of foreign languages and cultures teaching are defined as the object of study. Learning activities aimed at the development of student teachers of English profession specific competence in bilateral translation and Translation Proficiency Language Portfolio for Student Teachers of English are suggested as teaching tools. The realization of the model of teaching profession specific bilateral translation to student teachers of English in the Master’s program is suggested within the module topics of the academic discipline «Practice of English as the first foreign language»: Globalization; Localization; Education; Work; The role of new communication technologies in personal and professional development. We believe that the amount of time needed for efficient functioning of the model is 48 academic hours, which was determined by calculating the total number of academic hours allotted for the academic discipline «Practice of English as the first foreign language» in Ukrainian universities. Peculiarities of the model realization as well as learning goals and content of class activities and home self-study work of students are outlined.

  2. Teaching and Learning Science for Transformative, Aesthetic Experience

    Science.gov (United States)

    Girod, Mark; Twyman, Todd; Wojcikiewicz, Steve

    2010-11-01

    Drawing from the Deweyan theory of experience (1934, 1938), the goal of teaching and learning for transformative, aesthetic experience is contrasted against teaching and learning from a cognitive, rational framework. A quasi-experimental design was used to investigate teaching and learning of fifth grade science from each perspective across an entire school year including three major units of instruction. Detailed comparisons of teaching are given and pre and post measures of interest in learning science, science identity affiliation, and efficacy beliefs are investigated. Tests of conceptual understanding before, after, and one month after instruction reveal teaching for transformative, aesthetic experience fosters more, and more enduring, learning of science concepts. Investigations of transfer also suggest students learning for transformative, aesthetic experiences learn to see the world differently and find more interest and excitement in the world outside of school.

  3. Teaching & Learning Tips 1: Teaching perspectives - an introduction.

    Science.gov (United States)

    Rana, Jasmine; Burgin, Susan

    2017-11-01

    Challenge: Clinical and research responsibilities often leave little or no time to plan thoughtful teaching encounters with trainees. This "Teaching & Learning Tips" series is designed to be an accessible guide for dermatologists who want to improve their teaching skills. It is comprised of 12 articles about how to enhance teaching in various settings informed by research about how people learn and expert-derived or data-driven best practices for teaching. The series begins with a review of principles to optimize learning in any setting, including cognitive load theory, active learning strategies, and the impact of motivation and emotion on learning. It transitions into a practical "how to" guide format for common teaching scenarios in dermatology, such as lecturing, case-based teaching, and teaching procedures, among others. Herein, we kickoff the series by unpacking assumptions about teaching and learning. What does it mean to teach and learn? © 2017 The International Society of Dermatology.

  4. Reflective teaching and its impact on foregin language teaching

    Directory of Open Access Journals (Sweden)

    Quesada Pacheco, Allen

    2005-03-01

    Full Text Available Este artículo manifiesta la importancia que tiene la enseñanza reflexiva en el área de la enseñanza del inglés, como segunda lengua. Su análisis presenta la relevancia del pensamiento reflexivo como un elemento clave para mejorar y desarrollar la práctica profesional. Por tal motivo, se valoran los alcances de las actividades y prácticas en el aula de lenguas extranjeras para disminuir la distancia entre la teoría y la práctica. Además, se plantean las ventajas del maestro reflexivo. Finalmente se indica cómo se logra visualizar la enseñanza reflexiva y se ofrecen sugerencias prácticas para aplicar esta teoría en el aula. This article deals with the impact of reflective teaching on the ESL/EFL field. Reflective thinking is seen as key on the road to professional growth. There is a need to reflect on our actions and classroom practices in the foreign language teaching in order to bridge the gap between theory and practice. A model is suggested as to how a teacher’s practice in the classroom can be improved through reflective teaching and action research.

  5. Statistics Graduate Students' Professional Development for Teaching: A Communities of Practice Model

    Science.gov (United States)

    Justice, Nicola

    . The data gathered from the national survey suggest that statistics graduate students often experience CoPs through required meetings and voluntary discussions about teaching. Participants feel comfortable disagreeing with the people they perceive to be most influential on their teaching beliefs. Most participants perceive a faculty member to have the most influential role in shaping their teaching beliefs. The survey data did not provide evidence to support the proposed theoretical model relating characteristics of experiences in CoPs and beliefs about teaching statistics. Based on cross-validation results, prior beliefs about teaching statistics was the best predictor of current beliefs. Additional models were retained that included student characteristics suggested by previous literature to be associated with student-centered or traditional teaching beliefs (e.g., prior teaching experience, international student status). The results of this study can be used to inform future efforts to help promote student-centered teaching beliefs and teaching practices among statistics GTAs. Modifications to the GETS Inventory are suggested for use in future research designed to gather information about GTAs, their teaching beliefs, and their experiences in CoPs. Suggestions are also made for aspects of CoPs that might be studied further in order to learn how CoPs can promote teaching beliefs and practices that support student learning.

  6. The influence of multi-frontal teaching method on the effectiveness of the teaching process in the applied studies in technical sciences

    Directory of Open Access Journals (Sweden)

    Novković Dragan

    2015-01-01

    Full Text Available The orientation towards equity and quality in education clearly imposes the need for individual approach to each student separately. This situation is especially pronounced in the higher education institutions of applied studies in the field of technology, whose primary goal is very often individual training for use of highly specialized software and hardware tools. In such a situation it is necessary to move away from classical ex-cathedra methodology, and to develop student-centred learning environments. The multi-frontal teaching method was until now experimentally analyzed at the level of primary and secondary education in Serbia, where it shows results that suggest additional research is warranted. The research presented in this paper aims to investigate the effectiveness of this method applied in higher education institution of applied studies in the domain of technology. Results of the conducted research indicate that the application of the multi-frontal teaching method shows a positive effect on students' performance, self-efficacy and overall sense of personal gain and satisfaction.

  7. Potentials in Udeskole: Inquiry-Based Teaching Outside the Classroom

    Directory of Open Access Journals (Sweden)

    Karen S. Barfod

    2018-05-01

    Full Text Available Most research on outdoor education, including the Scandinavian concept udeskole (regular curriculum-based teaching outside the classroom, has focused on pupils' outcomes, whereas less has focused on teachers' practices. In this article, we described the occurrence of inquiry-based teaching in udeskole. To analyze practice, we extended the notion of inquiry-based education. Within science and mathematics education, a strong stepwise teaching approach formerly was established, called Inquiry Based Science and Mathematics Education (IBSME, emphasizing pupils' hypothesis testing, data validation and systematic experimentation. In this study, we broadened the IBSME-concept of inquiry in order to include a more holistic, non-linear teaching approach, but excluding teacher-instructed inquiry. Using this idea, we observed and documented by field notes how five experienced teachers practiced mathematics and science teaching in udeskole at primary level in Denmark. Twenty-eight outdoor days were observed. Each day was divided into separate teaching incidents with a distinct start and end. The level of teacher interference and possible choices in each teaching incidents formed the analytic background. We analyzed each of the 71 teaching incidents, and categorized each of them into one of five categories numbered 4–0. The categories designated numbers 4–2 contained the inquiry-based teaching incidents, and the categories designated 1 and 0 were categorized as “non-inquiry-based.” They contained teaching incidents where the teacher was instructing the pupils (category 1, and outdoor teaching activities with no sign of inquiry, called training activities (category 0. Our results showed that about half of the analyzed outdoor teaching practice seemed to be inquiry-based, emphasizing pupils' choice and presenting cognitive challenge. This indicates that the analyzed udeskole had the potential to support an explorative and multifaceted inquiry

  8. Design and Realization of Network Teaching System

    Directory of Open Access Journals (Sweden)

    Ji Shan Shan

    2016-01-01

    Full Text Available Since 21 century, with the wide spread in family and public, network has been applied in many new fields, and the application in classes is of no exception. In traditional education, teachers give lessons to students face to face. Hence, the teaching quality depends largely on the quality and initiative of the individual teacher. However, the serious disadvantages of this mode are that teachers completely dominate the classroom and may ignore the subjective cognition role of the students, which may be bad for the growth of creativity and the innovative thinking ability. Obviously, traditional education mode cannot meet the requirements of the this new era which leads to the booming developing tendency of the network. As a new teaching measure, scientifically combining modern information technology and teaching practice, network teaching not only changes the traditional education by the means and form, but even also gives new meanings to teaching concept, process, method as well as teacher-student role and other deep levels. With the help of network teaching system, on-line classroom learning, relevant information systematization, standardization and automation, this system provides students with an efficient online learning method with high quality. This also helps to solve the disadvantages of the traditional teaching mode and promote the teaching methods to a new stage. It improves the network teaching platform, enriches the network teaching resources, and establishes a network teaching system, so as to improve information quality of teachers and students and assist in improving teaching quality of schools.

  9. Developing medical educators - a mixed method evaluation of a teaching education program.

    Science.gov (United States)

    Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

    2014-01-01

    Background It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Results Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Conclusions Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  10. Developing medical educators--a mixed method evaluation of a teaching education program.

    Science.gov (United States)

    Roos, Marco; Kadmon, Martina; Kirschfink, Michael; Koch, Eginhard; Jünger, Jana; Strittmatter-Haubold, Veronika; Steiner, Thorsten

    2014-01-01

    It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1) 'Reaction' on a professional and emotional level using standardized questionnaires; 2) 'Learning' applying a multiple choice test; 3) 'Behavior' by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4) 'Results' from student evaluations. Our data indicate the success of the educational intervention at all observed levels. 1) Reaction: The participants showed a high acceptance of the instructional content. 2) Learning: There was a significant increase in knowledge (Pteaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4) Results: Teaching performance ratings improved in students' evaluations. Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  11. Radioecology teaching: evaluation of the background radiation levels from areas with high concentrations of radionuclides in soil

    International Nuclear Information System (INIS)

    Anjos, R M; Okuno, E; Gomes, P R S; Veiga, R; Estellita, L; Mangia, L; Uzeda, D; Soares, T; Facure, A; Brage, J A P; Mosquera, B; Carvalho, C; Santos, A M A

    2004-01-01

    The study of environmental radioactivity is a topic which is not usually included in physics courses in Brazilian and Latin American universities. Consequently, high-school teachers are not able to show experimentally or discuss with their students the effects of exposure to terrestrial radiation. This paper presents a laboratory experiment in a teaching programme on the physics of ionizing radiation. It is based on the evaluation of the background radiation levels from areas with high concentrations of natural or artificial radionuclides in the soil. A brief analysis of the theory behind the technique and a description of some measurements, including their interpretations, are presented

  12. Ideas and Approaches on “Construction of High Level Simulation Experimental Teaching Center of Virtual Chemical Laboratory”

    Science.gov (United States)

    Zhang, Yunshen

    2017-11-01

    With the spiritual guidance of the Circular on the Construction of National Virtual Simulation Experimental Teaching Center by the National Department of Education, according to the requirements of construction task and work content, and based on the reality of the simulation experimental teaching center of virtual chemical laboratory at Tianjin University, this paper mainly strengthens the understanding of virtual simulation experimental teaching center from three aspects, and on this basis, this article puts forward specific construction ideas, which refer to the “four combinations, five in one, the optimization of the resources and school-enterprise cooperation”, and on this basis, this article has made effective explorations. It also shows the powerful functions of the virtual simulation experimental teaching platform in all aspects by taking the synthesis and analysis of organic compounds as an example.

  13. CONTEMPORARY TEACHING AIDS IN TEACHING MATHEMATICS

    OpenAIRE

    Sead Rešić; Eldina Atić

    2014-01-01

    In this research, the application of contemporary teaching aids in Mathematics teaching in elementary school was analyzed from the aspect of teachers, students and parents. The application of contemporary teaching aids in Mathematics teaching was analyzed through a sample of 100 students, and attitudes about the aids were examined from the points of view of students, teachers and parents. In this research, descriptive method, questionnaire and test were used. Results of the resear...

  14. Using the NGSS to Analyze the NGSS Suggests Teaching the Critical Zone to Improve NGSS Implementation

    Science.gov (United States)

    Duggan-Haas, D.; Ross, R. M.; White, T. S.

    2017-12-01

    If software is defined as the programs, routines, and symbolic language that control the functioning of the hardware and direct its operation, then the NGSS can be described as an upgrade to the system software for science education. It's a little buggy, but the central ideas hold promise. This upgrade offers unprecedented attention to complex systems and interdisciplinarity, but the most commonly used user interfaces (UIs), the sets of Performance Expectation, are terrible. Problematic UIs are amongst a series of obstacles to successful implementation of the NGSS revealed by turning the concepts and practices of the NGSS onto itself. The structure and function of schools, are at odds with those of the NGSS, and that very structure makes stasis in the system likely, and change quite challenging. Successful innovations in other fields show patterns that suggest cause and effect relationships and mechanisms that might be applied to NGSS implementation to make its success more likely. Analyzing data on previous attempts at sweeping reform yield no conspicuous improvements (nor substantial declines) in the outcomes of formal science education in recent decades. This is not to say that schools do not "work," only that their outcomes have neither substantially improved nor worsened. If such changes had taken place, it should be evident in characteristics of the population. It is not. This is an argument from evidence. Patterns across successful innovations include optimally distinct approaches that are neither too weird to be adopted nor too similar to current practice to make a difference. They commonly involve combining well-understood ideas or practices in unfamiliar ways. They have UIs that are clear, concise, intuitive and forgiving. Critical Zone (CZ) science (criticalzone.org) and other highly interdisciplinary issues, like climate (http://bit.ly/ClimateTFG) and paleontology (https://epiccvfe.berkeley.edu/) are naturally suited to assuming these characteristics

  15. Teaching the Five Cs with Cinema

    Directory of Open Access Journals (Sweden)

    Rimma Garn

    2012-08-01

    Full Text Available This paper discusses teaching the five Cs (as noted in the following introduction, delineated in the “National Standards for Foreign Language Learning in the 21st Century,” through a college content course based on cinema. It provides an overview of a 2009 Berkeley workshop, “Teaching Language and Culture with Film,” that addressed larger issues related to such courses within the curriculum, their design and teaching. The paper goes on to describe three Russian courses based on the same textbook, KinoTalk, yet designed for different student audiences: for traditional third year students and for various kinds of non-traditional students, for heritage speakers, and for former missionaries with two-years experience in the target country but minimal formal training in the language. In conclusion, the paper suggests ideas for further courses taught using the same textbook and for teaching the five Cs through language and cinema in general.

  16. Pharmacy student and preceptor perceptions of preceptor teaching behaviors.

    Science.gov (United States)

    Sonthisombat, Paveena

    2008-10-15

    To compare PharmD students' and preceptors' perceptions of preceptors' teaching behaviors. A 47-item survey instrument was developed and distributed to students and preceptors for rating the frequency and adequacy of each teaching behavior as not done, done but inadequate, and well done and adequate. Seventy-seven (99%) students and 53 (55%) preceptors responded to the survey. Students were somewhat satisfied with their preceptors' teaching behaviors. In comparison, preceptors overrated their own teaching behaviors as well done and adequate on 9 of 47 (19%; p evaluation. Preceptors tended to overestimate the quality of their performance compared with students' evaluations. These findings suggest the need for a preceptor development program.

  17. Stress in doctors and dentists who teach.

    Science.gov (United States)

    Rutter, Harry; Herzberg, Joe; Paice, Elisabeth

    2002-06-01

    To explore the relationship between a teaching role and stress in doctors and dentists who teach. Medline, PubMed, BIDS database for social sciences literature, and the ERIC database for educational literature were searched using the key words 'stress' or 'burnout' with the terms doctor, physician, dentist, teacher, lecturer, academic staff, and university staff. Other books and journals known to the authors were also used. Many studies have shown high levels of stress in doctors, dentists, teachers, and lecturers. A large number of factors are implicated, including low autonomy, work overload, and lack of congruence between power and responsibility. Doctors and dentists who take on a teaching role in addition to their clinical role may increase their levels of stress, but there is also evidence that this dual role may reduce job-related stress. Working as a doctor or dentist may entail higher levels of stress than are experienced by the general population. In some situations adding in the role of teacher reduces this stress, but more research is needed to explain this finding.

  18. Toward using games to teach fundamental computer science concepts

    Science.gov (United States)

    Edgington, Jeffrey Michael

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

  19. Multidisciplinary Wildlife Teaching Activities.

    Science.gov (United States)

    Hernbrode, William R., Ed.

    This guide provides information and activities descriptions designed to allow the teacher to use wildlife concepts in the teaching of various subjects. The author suggests that wildlife and animals are tremendous motivators for children and hold their attention. In the process, concepts of wildlife interaction with man and the environment are…

  20. Study on a Quality Evaluation Method for College English Classroom Teaching

    Directory of Open Access Journals (Sweden)

    Mao-hua Sun

    2017-07-01

    Full Text Available A quality evaluation method is an important means and the main basis on which to evaluate the college English classroom teaching quality of teachers. To overcome the one-sided subjectivity and resulting imprecision of the traditional classroom teaching quality evaluation method, a scientific and reasonable quality evaluation index system for college English classroom teaching is constructed. The fuzzy comprehensive evaluation method and the analytic hierarchy process method are combined to propose an improved multi-level fuzzy comprehensive evaluation model for obtaining a new college English classroom teaching quality evaluation method. In the proposed method, according to the fuzzy characteristics of a college English classroom teaching quality evaluation, the fuzzy comprehensive evaluation method is used to transform the qualitative evaluation indexes into limited quantitative evaluation indexes, then a judgment matrix is constructed to determine the weights among different levels by using the analytic hierarchy process method. Additionally, the college English classroom teaching quality is evaluated in detail. Finally, an actual case of college English classroom teaching is used to verify the effectiveness of the college English classroom teaching quality evaluation method. The results show that the proposed college English classroom teaching method can overcome the subjectivity and randomness shortcomings of the traditional classroom teaching quality evaluation methods, and improve the reliability, accuracy, and objectivity of fuzzy comprehensive evaluation. It is an effective method to evaluate college English classroom teaching quality.

  1. Use of an orton-gillingham approach to teach a foreign language to dyslexic/learning-disabled students: Explicit teaching of phonology in a second language.

    Science.gov (United States)

    Sparks, R L; Ganschow, L; Kenneweg, S; Miller, K

    1991-01-01

    Recent research findings suggest that students who have difficulty learning a second language have weaknesses in oral and written native-language skills which affect their performance in the foreign-language classroom. These weaknesses involve understanding the phonological, syntactic, and semantic codes of language. Evidence suggests that dyslexic/learning-disabled and other "at risk" students who struggle in the second language classroom exhibit particular difficulty with the phonological and syntactic codes of the language. The Orton-Gillingham method, a multisensory, structured language approach which adheres to the direct and explicit teaching of phonology, is presented as an alternative to the "natural" communication approaches recently developed by foreign-language educators to teach a second language. A method for adapting this approach for teaching Spanish is described.

  2. Relationships between teaching faculty and teaching librarians

    CERN Document Server

    Katz, Linda S

    2014-01-01

    Every librarian who teaches in an academic library setting understands the complexities involved in partnering with teaching faculty. Relationships Between Teaching Faculty and Teaching Librarians recounts the efforts of librarians and faculty working together in disciplines across the board to create and sustain connections crucial to the success of library instruction. This unique collection of essays examines various types of partnerships between librarians and faculty (networking, coordination, and collaboration) and addresses the big issues involved, including teaching within an academic

  3. Comparative Analyses of the Teaching Methods and Evaluation Practices in English Subject at Secondary School Certificate (SSC) and General Certificate of Education (GCE O-Level) in Pakistan

    Science.gov (United States)

    Behlol, Malik Ghulam; Anwar, Mohammad

    2011-01-01

    The study was conducted to compare the teaching methods and evaluation practices in English subject at secondary school certificate (SSC) and general certificate of education GCE-O-level in Pakistan. The population of the study was students, teachers and experts at SSC and 0-level in the Punjab province. Purposive and random sampling techniques…

  4. The application of network teaching in applied optics teaching

    Science.gov (United States)

    Zhao, Huifu; Piao, Mingxu; Li, Lin; Liu, Dongmei

    2017-08-01

    Network technology has become a creative tool of changing human productivity, the rapid development of it has brought profound changes to our learning, working and life. Network technology has many advantages such as rich contents, various forms, convenient retrieval, timely communication and efficient combination of resources. Network information resources have become the new education resources, get more and more application in the education, has now become the teaching and learning tools. Network teaching enriches the teaching contents, changes teaching process from the traditional knowledge explanation into the new teaching process by establishing situation, independence and cooperation in the network technology platform. The teacher's role has shifted from teaching in classroom to how to guide students to learn better. Network environment only provides a good platform for the teaching, we can get a better teaching effect only by constantly improve the teaching content. Changchun university of science and technology introduced a BB teaching platform, on the platform, the whole optical classroom teaching and the classroom teaching can be improved. Teachers make assignments online, students learn independently offline or the group learned cooperatively, this expands the time and space of teaching. Teachers use hypertext form related knowledge of applied optics, rich cases and learning resources, set up the network interactive platform, homework submission system, message board, etc. The teaching platform simulated the learning interest of students and strengthens the interaction in the teaching.

  5. Homemade Equipment for the Teaching of Electrochemistry at Advanced Level. Part II.

    Science.gov (United States)

    Chan, K. M.

    1985-01-01

    Provides a detailed description for the construction of equipment needed to investigate acid/base equilibria through the measurement of pH and potentiometric titrations. Suggested experiments and calibration techniques are explained. This information helps to solve the problems of inadequate, expensive equipment required for A-level chemistry…

  6. EFL Teaching in the Amazon Region of Ecuador: A Focus on Activities and Resources for Teaching Listening and Speaking Skills

    Science.gov (United States)

    Gonzalez, Paul F.; Ochoa, Cesar A.; Cabrera, Paola A.; Castillo, Luz M.; Quinonez, Ana L.; Solano, Lida M.; Espinosa, Franklin O.; Ulehlova, Eva; Arias, Maria O.

    2015-01-01

    Research on teaching listening and speaking skills has been conducted at many levels. The purpose of this study was to analyze the current implementation of classroom and extracurricular activities, as well as the use of educational resources for teaching both skills in public senior high schools in the Amazon region of Ecuador, particularly in…

  7. Culture Input in Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    胡晶

    2009-01-01

    Language and culture are highly interrelated, that is to say, language is not only the carrier of culture but it is also restricted by culture. Therefore, foreign language teaching aiming at cultivate students' intercultural communication should take culture differences into consideration. In this paper, the relationship between language and culture will be discussed. Then I will illustrate the importance of intercultural communication. Finally, according to the present situation of foreign language teaching in China, several strategies for cultural input in and out of class will be suggested.

  8. Teachers' Perceptions of Teaching Mathematics at the Senior Secondary Level in Fiji

    Science.gov (United States)

    Dayal, Hem Chand

    2013-01-01

    In recent times, there has been considerable interest shown in the affective domain of mathematics education with research findings pointing out that affective variables have profound impact on classroom practices of mathematics teachers. In other words, teachers' conceptions of mathematics and mathematics teaching are greatly influenced by…

  9. 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…

  10. Small Group Teaching in Epidemiology Courses

    Directory of Open Access Journals (Sweden)

    Azita Goshtasebi

    2009-02-01

    Full Text Available Background and purpose: small group teaching(SGT in is a known method for developing intellectual skills, changing attitudes and encouraging the taking of responsibilities for learning. This study was an attempt to compare students’ attitudes and knowledge scores on SGT and lecture -based teaching (LBT.Methods: 22 first year medical students were enrolled in a course using two methods (lecture- based and small group discussion for teaching basic epidemiology. Data about attitudes and knowledge scores of the two methods were collected at the end of the course and analyzed using a two-sided Wilcoxon test.Results: The students were satisfied and preferred SGT in terms of Evaluation method for the course, Participatory learning and team working, effectiveness and developing self learning skills (p<0.001,and scored higher on topics of SGT(p<0.01, but believed that they needed longer discussion of the topics.Conclusion: Better question design and course organization and creating a safe, comfortable environment is essential for good performance. Integrating this teaching strategy in medical education curricula with appropriate professional and organizational development is suggested.Key words: MEDICAL EDUCATION, SMALL GROUP TEACHING, COURSE EVALUATION

  11. Employee suggestion programs: the rewards of involvement.

    Science.gov (United States)

    Mishra, J M; McKendall, M

    1993-09-01

    Successful ESPs are the products of a great deal of effort by managers, administrators, teams, individuals, and reviewers, who are all striving to achieve the goals of increased profitability and enhanced employee involvement. A review of the literature indicates that there are several prescriptions that will increase the likelihood of a successful ESP (see the box). Today's American business prophets sound ceaseless calls to arms in the name of "world class performance," "global competitiveness," "total quality management," and a variety of other buzz terms. A burgeoning industry has evolved that promises, through speeches, teleconferences, seminars, and consulting contracts, to teach American organizations how to achieve excellence. In the face of a sputtering economy and unrelenting competitive pressure, today's managers must translate these laudatory ideals into hands-on reality without sacrificing the firm's profit margin to experimentation. If any idea can help an organization achieve improvement through a workable program, then that idea and that program deserve real consideration. An ESP represents an opportunity to tap the intelligence and resourcefulness of an organization's employees, and by doing so, reap significant cost savings. Those companies and managers that have an ESP program uniformly list economic advantages first when describing the benefits of their employee suggestion programs. But there is another deeper and longer term benefit inherent in an ESP. These programs allow employees to become involved in their organization; they drive deaccession to lower levels, they give employees more responsibility, they foster creative approaches to work, and they encourage creativity in pursuit of company goals.(ABSTRACT TRUNCATED AT 250 WORDS)

  12. TEACHING ENGLISH AS A FOREIGN LANGUAGE TO FOREIGNERS

    Directory of Open Access Journals (Sweden)

    Ioana Claudia Horea

    2014-12-01

    Full Text Available Teaching English as a foreign language requires very different approaches if we consider the recipients of the didactic process. Concerning the practical aspects of the primary task of a language instructor, namely teaching, skills of all sorts are required in order to be able to use best methods and most appropriate resources and up to date materials and devices. Moreover, to teach students of your own mother tongue is one very distinct thing from teaching foreigners. These two categories, namely students of the same mother tongue as their teacher and foreigners, have two things in common, namely: first, they are the subjects on whom the activity of teaching English is to be applied and second, this language is not their native tongue. These facts can thus be reduced to one idea: addressing to recipients of EFL teaching. Still, there is a big difference between teaching the first category mentioned, those who have the same mother tongue as the teacher and teaching the second category, foreigners, to whom not even the vaguest hints can be provided in other language than English. There comes a new challenge, an extra endeavour for an even more special approach. This study undertakes to present some of the distinctions entailed at the level of teaching methods and to parallel the diverse methodological approaches for the two situations presented. Are the four skills that language acquisition assumes to be taught distinctly and shall the approaches in each particular situation differ from one case to the other or not too much? It takes some distinct features to be or, better saying, to become a teacher of languages; and to teach English as foreign language to foreigners is a new development within this typology, a diverse dimension. New levels of character traits are instinctively reached by instructors in order to better cope, unconsciously, psychologically and emotionally, with the upgraded’ challenges.

  13. Teaching English in Indian Contexts: Toward a Pedagogic Model

    Science.gov (United States)

    Kaushik, Sharda

    2011-01-01

    This study addresses an important problem in English pedagogy in one Outer Circle context, that of India, in that it investigates the match between the stated goals of English teaching in the policy documents and their implementation in actual curriculum, teaching and testing practices. In order to achieve a better match, the study suggests more…

  14. An innovation in the teaching of greenhouse effect in chemistry ...

    African Journals Online (AJOL)

    The teaching of greenhouse effect is difficult and is done in abstraction. This paper suggests a new instrument, called Improvised Greenhouse Effect Apparatus (IGHA) for the teaching of Greenhouse effect. 100 students were randomly selected from the Department of Chemistry, Cross River State College of Education, ...

  15. The Mouse that Roared: Teaching Vocabulary with Source-Based Lessons

    Science.gov (United States)

    Blasingame, James, Jr.; Nilsen, Alleen Pace

    2005-01-01

    A lesson focusing on the names of muscles but relating them to more common words is presented, as current research suggests that the best way to teach vocabulary is to group related words. Students create visual representations of word groups and teach the words to the class.

  16. Teaching Abroad: Why Teachers Prefer Teaching Overseas

    Directory of Open Access Journals (Sweden)

    Mustafa Serbes

    2017-12-01

    Full Text Available Teaching overseas has always been a great opprotunity for academic and social development. Teachers who have international experiences stand a better chance of not only developing their teaching skills, communication skills and classroom management but also learning new languages and about other cultures. Teaching abroad can help teachers promote their skills for efficiency and effectiveness. It is important to stress that teachers with international experience can teach effectively and can contribute to the achievement of their students more. This paper focuses on five reasons why teachers prefer teaching overseas.

  17. An Analysis on Reading Texts in Teaching Turkish to Foreigners

    Directory of Open Access Journals (Sweden)

    Adem İŞCAN

    2017-09-01

    Full Text Available Being one of the four basic language skills, reading has a great importance in teaching Turkish to foreigners. It is required to develop reading skills to develop vocabulary. There have been some problems in teaching Turkish as second language. These problems are generally related to difference in alphabet, inadequacy of the sources used in teaching Turkish, methods and techniques used and the texts used. The basic sources used in teaching Turkish to foreigners are texts. This study aims at determination of the opinions of students in Gaziosmanpaşa University and Ondokuz Mayıs University Turkish Education and Application Center (TOMER concerning Turkish reading texts. General browsing method was used in the study. The questionnaire comprising of 24 items was applied to 25 students in beginner level and 7 students in advanced level. With this study, it is foreseen to arrange the texts being the key stone according to the wishes of and in compliance with the levels of students; giving importance to pre-reading, reading and post-reading activities and including questions with short-answer about the text as well as questions to develop high level skills.

  18. Investigating sea level rise due to global warming in the teaching laboratory using Archimedes’ principle

    International Nuclear Information System (INIS)

    Hughes, Stephen; Pearce, Darren

    2015-01-01

    A teaching laboratory experiment is described that uses Archimedes’ principle to precisely investigate the effect of global warming on the oceans. A large component of sea level rise is due to the increase in the volume of water due to the decrease in water density with increasing temperature. Water close to 0 °C is placed in a beaker and a glass marble hung from an electronic balance immersed in the water. As the water warms, the weight of the marble increases as the water is less buoyant due to the decrease in density. In the experiment performed in this paper a balance with a precision of 0.1 mg was used with a marble 40.0 cm 3 and mass of 99.3 g, yielding water density measurements with an average error of −0.008 ± 0.011%. (paper)

  19. A Model for Teaching a Climate Change Elective Science Course at the Community College Level

    Science.gov (United States)

    Mandia, S. A.

    2012-12-01

    The impact of global climate change is far-reaching, both for humanity and for the environment. It is essential that our students be provided a strong scientific background for the role of natural and human caused climate change so that they are better prepared to become involved in the discussion. Here the author reveals a successful model designed for use with a diverse student body at the community college level. Teaching strategies beyond the traditional lecture and exam style include: web-based resources such as static websites along with dynamic blogging tools, post-lecture cooperative learning review sessions, weekly current event research projects, use of rubrics to assist students in their own project evaluation before submission, and a research paper utilizing the Skeptical Science website to examine the validity of the most common climate change myths.

  20. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

      Language is not only part of culture, but also the carrier. The relationship between them decides the important role of culture teaching in language teaching. However, some problems still exist in college English teaching. For example, classroom English teaching time is not enough for culture teaching; English learners’native language thinking has negative transfer in the target language learning, etc.. In order to solve these problems, this paper tends to discuss whether English teaching should put an emphasis on Big-C Culture or Little-c Culture.

  1. English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method

    Science.gov (United States)

    Ahmed, Sofe

    2012-01-01

    The concept of globalization has brought dynamism in each aspect of the world. The changes have also touched the field of English language teaching (ELT) throughout the world. Bangladesh is no more far from that transformation. It has already attempted to the innovation of ELT. The country has moved from long term-practiced Grammar Translation…

  2. Efficiency Of Different Teaching Models In Teaching Of Frisbee Ultimate

    Directory of Open Access Journals (Sweden)

    Žuffová Zuzana

    2015-05-01

    Full Text Available The aim of the study was to verify the efficiency of two frisbee ultimate teaching models at 8-year grammar schools relative to age. In the experimental group was used a game based model (Teaching Games for Understanding and in the control group the traditional model based on teaching techniques. 6 groups of female students took part in experiment: experimental group 1 (n=10, age=11.6, experimental group 2 (n=12, age=13.8, experimental group 3 (n=14, age =15.8, control group 1 (n=11, age =11.7, control group 2 (n=10, age =13.8 and control group 3 (n=9, age =15.8. Efficiency of the teaching models was evaluated based of game performance and special knowledge results. Game performance was evaluated by the method of game performance assessment based on GPAI (Game Performance Assessment Instrument through video record. To verify level of knowledge, we used a knowledge test, which consisted of questions related to the rules and tactics knowledge of frisbee ultimate. To perform statistical evaluation Mann-Whitney U-test was used. Game performance assessment and knowledge level indicated higher efficiency of TGfU in general, but mostly statistically insignificant. Experimental groups 1 and 2 were significantly better in the indicator that evaluates tactical aspect of game performance - decision making (p<0.05. Experimental group 3 was better in the indicator that evaluates skill execution - disc catching. The results showed that the students of the classes taught by game based model reached partially better game performance in general. Experimental groups achieved from 79.17 % to 80 % of correct answers relating to the rules and from 75 % to 87.5 % of correct answers relating to the tactical knowledge in the knowledge test. Control groups achieved from 57.69 % to 72.22 % of correct answers relating to the rules and from 51.92 % to 72.22 % of correct answers relating to the tactical knowledge in the knowledge test.

  3. Urban High School Teachers' Beliefs Concerning Essential Science Teaching Dispositions

    Science.gov (United States)

    Miranda, Rommel

    2012-01-01

    This qualitative study addresses the link between urban high school science teachers' beliefs about essential teaching dispositions and student learning outcomes. The findings suggest that in order to help students to do well in science in urban school settings, science teachers should possess essential teaching dispositions which include…

  4. Enhancing Critical Thinking by Teaching Two Distinct Approaches to Management

    Science.gov (United States)

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

    2012-01-01

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

  5. English-Teaching Institutions in Pakistan.

    Science.gov (United States)

    Rahman, Tariq

    2001-01-01

    Discusses English medium teaching in Pakistan and suggests that at the moment it is an elitist preserve and a stumbling block for Pakistanis not taught through English. Indicates that exposing other students to English could counteract growing cultural and religious intolerance in Pakistan. (Author/VWL)

  6. Teaching social justice using a pedagogy of engagement.

    Science.gov (United States)

    Belknap, Ruth Ann

    2008-01-01

    Teaching an undergraduate level diversity course with a health focus requires specific teaching methods. A pedagogy of engagement provides an effective strategy for exploring issues of race, class, gender, and structural inequalities that underlie health disparities. Engagement learning enhances understanding of theories of oppression and liberation presented in the course and highlights social justice issues.

  7. Examples in the Teaching of Mathematics: Teachers' Perceptions

    Science.gov (United States)

    Ng, Lay Keow; Dindyal, Jaguthsing

    2015-01-01

    As part of a study examining how teachers in Singapore select and use examples for teaching mathematics, 121 teachers from 24 secondary schools responded to three open-ended questions about the use of examples in teaching. The results show that students' abilities and the difficulty level of the examples were among the topmost considerations…

  8. La Enseñanza y el Aprendizaje de los Números Complejos: un Estudio en el Nivel Universitario (Teaching and Learning of Complex Numbers: A Study at University Level

    Directory of Open Access Journals (Sweden)

    Tomás Pardo

    2007-09-01

    Full Text Available Presentamos algunos de los resultados más relevantes de un estudio sobre la problemática de la enseñanza y el aprendizaje de los números complejos. El estudio se ha dirigido a recabar información para sustentar sugerencias de intervención en las pautas educativas en relación con esta temática. We present some of the most relevant results of a study concerning the teaching and learning of complex numbers. The study is focused on collecting data to support suggestions for teaching interventions related to this content.

  9. Expression of emotions and physiological changes during teaching

    Science.gov (United States)

    Tobin, Kenneth; King, Donna; Henderson, Senka; Bellocchi, Alberto; Ritchie, Stephen M.

    2016-09-01

    We investigated the expression of emotions while teaching in relation to a teacher's physiological changes. We used polyvagal theory (PVT) to frame the study of teaching in a teacher education program. Donna, a teacher-researcher, experienced high levels of stress and anxiety prior to beginning to teach and throughout the lesson we used her expressed emotions as a focus for this research. We adopted event-oriented inquiry in a study of heart rate, oxygenation of the blood, and expressed emotions. Five events were identified for multilevel analysis in which we used narrative, prosodic analysis, and hermeneutic-phenomenological methods to learn more about the expression of emotions when Donna had: high heart rate (before and while teaching); low blood oxygenation (before and while teaching); and high blood oxygenation (while teaching). What we learned was consistent with the body's monitoring system recognizing social harm and switching to the control of the unmyelinated vagus nerve, thereby shutting down organs and muscles associated with social communication—leading to irregularities in prosody and expression of emotion. In events involving high heart rate and low blood oxygenation the physiological environment was associated with less effective and sometimes confusing patterns in prosody, including intonation, pace of speaking, and pausing. In a low blood oxygenation environment there was evidence of rapid speech and shallow, irregular breathing. In contrast, during an event in which 100 % blood oxygenation occurred, prosody was perceived to be conducive to engagement and teacher expressed positive emotions, such as satisfaction, while teaching. Becoming aware of the purposes of the research and the results we obtained provided the teacher with tools to enact changes to her teaching practice, especially prosody of the voice. We regard it as a high priority to create tools to allow teachers and students, if and as necessary, to ameliorate excess emotions, and

  10. Educators' Perceptions of Teaching Grade-Level Content to Students with Intellectual Disabilities

    Science.gov (United States)

    Carlson, Christina V.

    2016-01-01

    The purpose of this study was to address a gap in the research literature by describing the perceptions of Special Education teachers of students with intellectual disabilities (ID), regarding the paradigm shift required in their teaching practices as they strove to implement current educational reform legislation. Knowledge of the lived…

  11. Students’ Perception on Teaching Practicum Evaluation using Video Technology

    Science.gov (United States)

    Chee Sern, Lai; ‘Ain Helan Nor, Nurul; Foong, Lee Ming; Hassan, Razali

    2017-08-01

    Video technology has been widely used in education especially in teaching and learning. However, the use of video technology for evaluation purpose especially in teaching practicum is extremely scarce and the benefits of video technology in teaching practicum evaluation have not yet been fully discovered. For that reason, this quantitative research aimed at identifying the perceptions of trainee teachers towards teaching practicum evaluation via video technology. A total of 260 students of Teacher Certification Programme (Program Pensiswazahan Guru - PPG) from the Faculty of Technical and Vocational Education (FPTV) of Universiti Tun Hussein Onn Malaysia (UTHM) had been randomly selected as respondents. A set of questionnaire was developed to assess the suitability, effectiveness and satisfaction of using video technology for teaching practicum. Conclusively, this research showed that the trainee teachers have positive perceptions in all three aspects related teaching practicum evaluation using video technology. Apart from that, no significant racial difference was found in the measured aspects. In addition, the trainee teachers also showed an understanding of the vast importance of teaching practicum evaluation via video. These research findings suggest that video technology can be a feasible and practical means of teaching practicum evaluation especially for distance learning program.

  12. Taiwan's Chinese Language Development and the Creation of Language Teaching Analysis

    Science.gov (United States)

    Tsai, Cheng-Hui; Wang, Chuan Po

    2015-01-01

    Chinese Teaching in Taiwan in recent years in response to the international trend of development, making at all levels of Chinese language teaching in full swing, for the recent boom in Chinese language teaching, many overseas Chinese language learning for children also had a passion while actively learning Chinese language, and even many overseas…

  13. Using Group Projects to Teach Process Improvement in a Quality Class

    Science.gov (United States)

    Neidigh, Robert O.

    2016-01-01

    This paper provides a description of a teaching approach that uses experiential learning to teach process improvement. The teaching approach uses student groups to perform and gather process data in a senior-level quality management class that focuses on Lean Six Sigma. A strategy to link the experiential learning in the group projects to the…

  14. Improving of the teaching methods of chemical subjects by using of teaching tests in high educational institutions

    Directory of Open Access Journals (Sweden)

    Gulzahira Turebekova

    2015-03-01

    Full Text Available Using the information technologies may cause great pedagogical effect: using of computer opens the opportunity for organization of problem teaching developing the creative thinking, forming research, practical skills of students, creation of the steady positive motivation of the students. Technical facilities of the computer technology allow solving the teaching and research tasks in the chemistry come as original catalyst of creation of different types of information technology systems and projection on their basis the novel ways and methods of their application. Use of computer technology in education helps to support necessary educational level of students and pay attention to their independent work. The article represents that the computer testing can be widely used for control of knowledge and for teaching. Teaching testing arouses interest in subject and develops ability of self-preparation and self – education, provides in-door and out- door work.

  15. An analysis of initial acquisition and maintenance of sight words following picture matching and copy cover, and compare teaching methods.

    Science.gov (United States)

    Conley, Colleen M; Derby, K Mark; Roberts-Gwinn, Michelle; Weber, Kimberly P; McLaughlin, T E

    2004-01-01

    This study compared the copy, cover, and compare method to a picture-word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture-matching intervention. Benefits to students and the practicality of employing the word-level teaching methods are discussed.

  16. Teaching matters-academic professional development in the early 21st century.

    Science.gov (United States)

    Fahnert, Beatrix

    2015-10-01

    Academic work at different career stages has changed and a broadened portfolio of expertise enables academics to adapt, maintain and advance their career. Development related to research activity is naturally driven by methodology and technology. Institutions and peers largely support development in the contexts of dissemination, measuring impact and obtaining funding. A European Commission High Level Group recommended pedagogic training for everyone teaching in Higher Education by 2020 with mandatory continuing professional development and with academic staff recruitment and promotion being linked to teaching performance. Early career teaching experience is already an expectation, and advantage is gained by developing recognized teaching expertise. More senior academics gain an advantage through recognition of higher levels of expertise, also covering elements of leadership and innovation in teaching. This review aims to raise awareness particularly of teaching-related skills within the dimensions of academic professional development in Higher Education, outlining some general directions for development and recognition in context of current challenges to support planning and identifying training needs and opportunities at different career stages. © FEMS 2015. All rights reserved.

  17. Rethinking Teaching in STEM Education in a Community College: Role of Instructional Consultation and Digital Technologies

    Science.gov (United States)

    Kurland, Shelley Chih-Hsian

    Community college faculty members educate almost half of all U.S. undergraduates, who are often more diverse and more academically underprepared when compared to undergraduate students who attend four-year institutions. In addition, faculty members in community colleges are facing increased accountability for meeting student learning outcomes, expectations to adjust their teaching practices to include active learning practices, and expectations to incorporate more technologies into the classroom. Faculty developers are one of the support structures that faculty members can look to in order to meet those challenges. A survey of literature in faculty development suggests that instructional consultation can play an important role in shaping and transforming teaching practices. Hence, this action research study examined my work using instructional consulting with four full-time STEM faculty colleagues in order to examine and shape their teaching practices with and without the use of digital technologies. The two foci of the research, examining shifts in faculty participants' teaching practices, and my instructional consulting practices, were informed by Thomas and Brown's (2011) social view of learning and the concept of teaching and learning in a "co-learning" environment. Two dominant factors emerged regarding faculty participants' shift in teaching practices. These factors concerned: 1) the perception of control and 2) individual faculty participant's comfort level, expectations, and readiness. In addition to these two dominant factors, the instructional consultation process also supported a range of shifts in either mindset and/or teaching practices. My analysis showed that the use of digital technologies was not an essential factor in shifting faculty participant mindset and/or teaching practices, instead digital technologies were used to enhance the teaching process and students' learning experiences.

  18. Teaching as a fractal: from experience to model

    Directory of Open Access Journals (Sweden)

    Patricia COMPAÑ-ROSIQUE

    2015-12-01

    Full Text Available The aim of this work is to improve students’ learning by designing a teaching model that seeks to increase student motivation to acquire new knowledge. To design the model, the methodology is based on the study of the students’ opinion on several aspects we think importantly affect the quality of teaching (such as the overcrowded classrooms, time intended for the subject or type of classroom where classes are taught, and on our experience when performing several experimental activities in the classroom (for instance, peer reviews and oral presentations. Besides the feedback from the students, it is essential to rely on the experience and reflections of lecturers who have been teaching the subject several years. This way we could detect several key aspects that, in our opinion, must be considered when designing a teaching proposal: motivation, assessment, progressiveness and autonomy. As a result we have obtained a teaching model based on instructional design as well as on the principles of fractal geometry, in the sense that different levels of abstraction for the various training activities are presented and the activities are self-similar, that is, they are decomposed again and again. At each level, an activity decomposes into a lower level tasks and their corresponding evaluation. With this model the immediate feedback and the student motivation are encouraged. We are convinced that a greater motivation will suppose an increase in the student’s working time and in their performance. Although the study has been done on a subject, the results are fully generalizable to other subjects.

  19. Teaching numerical methods with IPython notebooks and inquiry-based learning

    KAUST Repository

    Ketcheson, David I.

    2014-01-01

    A course in numerical methods should teach both the mathematical theory of numerical analysis and the craft of implementing numerical algorithms. The IPython notebook provides a single medium in which mathematics, explanations, executable code, and visualizations can be combined, and with which the student can interact in order to learn both the theory and the craft of numerical methods. The use of notebooks also lends itself naturally to inquiry-based learning methods. I discuss the motivation and practice of teaching a course based on the use of IPython notebooks and inquiry-based learning, including some specific practical aspects. The discussion is based on my experience teaching a Masters-level course in numerical analysis at King Abdullah University of Science and Technology (KAUST), but is intended to be useful for those who teach at other levels or in industry.

  20. DIDACTIC MODEL AS AN EDUCATIONAL TOOL APPLIED IN TEACHING OF CELL ANATOMY

    Directory of Open Access Journals (Sweden)

    Artemisa Amorim da Silva

    2016-09-01

    Full Text Available The didactic models have a prominent role in the chemical and physical education. However, the use of this tool is still little explored in science teaching. In this article, we present a didactic proposal based on the use of representational didactic models to complement the teaching of cellular anatomy. The methodology was tested and evaluated by students of the seventh grade of elementary school in a public school in Tefe, Amazonas. Structured questionnaires were used to assess the perception of knowledge about cellular anatomy, difficulties in understanding the concepts and the importance of using didactic models for learning. The percentage of correct answers in the pre-test ranged from 15% to 54%, while the post-test, this rate was much higher, between 77% to 100%. The percentage of inadequate responses in the pretest demonstrates that traditional teaching activities are not efficient for the promotion of long-term knowledge. In contrast, high levels of correct answers in the post-test suggest that the incorporation of leisure activity - able to arouse curiosity, interest and active participation of students - complements effectively the teaching of anatomy Mobile. With this activity we observed that the educational model is a feasible strategy for effective understanding of the cytological aspects of plant and animal cells. Keywords: Alternative methods; Elementary School; cell anatomy.

  1. Game Sense as a Model for Delivering Quality Teaching in Physical Education

    Science.gov (United States)

    Light, Richard; Curry, Christina; Mooney, Amanda

    2014-01-01

    As a well-developed indicator of high-quality teaching in any subject area we use the New South Wales (NSW) Quality Teaching Framework (QTF) in this article to identify what might constitute quality teaching in physical education and to suggest the extent to which Game Sense pedagogy can be seen to meet the expectations of the NSW QTF. We identify…

  2. General informatics teaching with B-Learning teaching model

    Directory of Open Access Journals (Sweden)

    Nguyen The Dung

    2018-03-01

    Full Text Available Blended learning (B-learning, a combination of face-to-face teaching and E-learning-supported-teaching in an online course, and Information and Communication Technology (ICT tools have been studied in recent years. In addition, the use of this teaching model is effective in teaching and learning conditions in which some certain subjects are appropriate for the specific teaching context. As it has been a matter of concern of the universities in Vietnam today, deep studies related to this topic is crucial to be conducted. In this article, the process of developing online courses and organizing teaching for the General Informatics subject for first-year students at the Hue University of Education with B-learning teaching model will be presented. The combination of 60% face-to-face and 40% online learning.

  3. Near-peer education: a novel teaching program.

    Science.gov (United States)

    de Menezes, Sara; Premnath, Daphne

    2016-05-30

    This study aims to: 1) Evaluate whether a near-peer program improves perceived OSCE performance; 2) Identify factors motivating students to teach; 3) Evaluate role of near-peer teaching in medical education. A near-peer OSCE teaching program was implemented at Monash University's Peninsula Clinical School over the 2013 academic year. Forty 3rd-year and thirty final-year medical students were recruited as near-peer learners and educators, respectively. A post-program questionnaire was completed by learners prior to summative OSCEs (n=31), followed by post-OSCE focus groups (n=10). Near-peer teachers were interviewed at the program's conclusion (n=10). Qualitative data was analysed for emerging themes to assess the perceived value of the program. Learners felt peer-led teaching was more relevant to assessment, at an appropriate level of difficulty and delivered in a less threatening environment than other methods of teaching. They valued consistent practice and felt confident approaching their summative OSCEs. Educators enjoyed the opportunity to develop their teaching skills, citing mutual benefit and gratitude to past peer-educators as strong motivators to teach others. Near-peer education, valued by near-peer learners and teachers alike, was a useful method to improve preparation and perceived performance in summative examinations. In particular, a novel year-long, student-run initiative was regarded as a valuable and feasible adjunct to faculty teaching.

  4. Technological pedagogical content knowledge and teaching practice of mathematics trainee teachers

    Science.gov (United States)

    Tajudin, Nor'ain Mohd.; Kadir, Noor Zarinawaty Abd.

    2014-07-01

    This study aims to identify the level of technological pedagogical content knowledge (TPCK) of mathematics trainee teachers at Universiti Pendidikan Sultan Idris (UPSI) and explore their teaching practices during practical training at school. The study was conducted in two phases using a mix-method research. In the first phase, a survey method using a questionnaire was carried out on 156 trainee teachers of Bachelor of Mathematics Education (AT14) and Bachelor of Science (Mathematics) with Education (AT48). The instrument used was a questionnaire that measures the level of content knowledge, pedagogy, technology and TPCK of mathematics. Data were analyzed using descriptive statistics, namely the mean. While in the second phase, the interview method involved four trainee teachers were performed. The instrument used was the semi-structured interview protocol to assess the trainee teacher's TPCK integration in their teaching practice. Data were analyzed using the content analysis. The findings showed that the level of knowledge of TPCK among trainee teachers was moderate with overall mean score of 3.60. This level did not show significant differences between the two programs with mean scores of 3.601 for the AT14 group and 3.603 for the AT48 group. However, there was a difference for gender classification such that the female trainees had mean score of 3.58 and male trainees with mean score of 3.72. Although students' TPCK level was moderate, the level of content knowledge (CK), technological knowledge (TK) and pedagogical knowledge (PK), showed a higher level with overall mean scores of 3.75, 3.87 and 3.84 respectively. The findings also showed that in terms of content knowledge, trainee teacher's learning mathematics background was good, but the knowledge of mathematics was limited in the curriculum, philosophy and application aspect. In terms of pedagogical content knowledge, all respondents tend to use lecture and discussion methods in teaching Trigonometry topic

  5. Engagement of Students Teaching Assistants

    DEFF Research Database (Denmark)

    Schlichter, Bjarne Rerup; Brandt, Charlotte J.

    2016-01-01

    This paper reports from five years experiences of engaging young student teaching assistants into the continuously development of a course by involving them in research on pedagogical as well as other themes from the course. The purpose of the paper is to pave the road for a more engaged and inte......This paper reports from five years experiences of engaging young student teaching assistants into the continuously development of a course by involving them in research on pedagogical as well as other themes from the course. The purpose of the paper is to pave the road for a more engaged...... are identified accompanied with suggestions for further research....

  6. Matching Teaching and Learning Styles.

    Science.gov (United States)

    Caudill, Gil

    1998-01-01

    Outlines three basic learning modalities--auditory, visual, and tactile--and notes that technology can help incorporate multiple modalities within each lesson, to meet the needs of most students. Discusses the importance in multiple modality teaching of effectively assessing students. Presents visual, auditory and tactile activity suggestions.…

  7. The ontology of science teaching in the neoliberal era

    Science.gov (United States)

    Sharma, Ajay

    2017-12-01

    Because of ever stricter standards of accountability, science teachers are under an increasing and unrelenting pressure to demonstrate the effects of their teaching on student learning. Econometric perspectives of teacher quality have become normative in assessment of teachers' work for accountability purposes. These perspectives seek to normalize some key ontological assumptions about teachers and teaching, and thus play an important role in shaping our understanding of the work science teachers do as teachers in their classrooms. In this conceptual paper I examine the ontology of science teaching as embedded in econometric perspectives of teacher quality. Based on Foucault's articulation of neoliberalism as a discourse of governmentality in his `The Birth of Biopolitics' lectures, I suggest that this ontology corresponds well with the strong and substantivist ontology of work under neoliberalism, and thus could potentially be seen as reflection of the influence of neoliberal ideas in education. Implications of the mainstreaming of an ontology of teaching that is compatible with neoliberalism can be seen in increasing marketization of teaching, `teaching evangelism', and impoverished notions of learning and teaching. A shift of focus from teacher quality to quality of teaching and building conceptual models of teaching based on relational ontologies deserve to be explored as important steps in preserving critical and socially just conceptions of science teaching in neoliberal times.

  8. Linking the Organizational Forms Teachers and Teaching Methods in a Class Instructional Methodology

    Directory of Open Access Journals (Sweden)

    Graciela Nápoles-Quiñones

    2016-05-01

    Full Text Available A descriptive study was conducted to show the link between the organizational forms teachers and teaching methods, to expose the pedagogical theory, to deepen the teaching-learning process through methodological class. The main content of the work of teachers is the preparation and level rise; which requires the selection and use of working methods, ways and procedures in accordance with the real and objective conditions of staff who have received the action and conducive to teaching work. Teachers should be aware that you need to master the content they teach, be aware of the level of development of its students, the specific characteristics of the group and of each student, and competent to reciprocate the content they teach with reality.

  9. Grammatical terminology for the teaching of African languages at ...

    African Journals Online (AJOL)

    The article addresses the question of the elaboration and modernisation of African languages to enable them to be used as language media for the teaching of African languages, particularly grammar. Whereas all institutions at tertiary level of education have undergone a paradigm shift from teaching African languages in ...

  10. Teaching methods in PE teaching

    OpenAIRE

    Šekeljić, Goran V.; Stamatović, Milovan V.

    2016-01-01

    The methods used in teaching physical education, as well as in every other very specific teaching area, have their own uniqueness and enormous importance in teaching. In the last fifty years literature showed many different methods systematized by several different criteria. Some were just taken from general didactics, some were tailored to the needs of physical education classes, and a few new ones were discovered. The special value of this work is that the existing methods are supplemented ...

  11. Teaching a Large Multi-Level Class Using Different Strategies and Activities to Motivate English Language Learning

    Directory of Open Access Journals (Sweden)

    Julia Sevy

    2016-09-01

    Full Text Available Many challenges face English language teachers today, but two common problems in Ecuador specifically in universities are large class sizes and multi-level students. These problems can create boredom, anxiety, and over all lack of interest in English language learning. It is shown in this article how to combat these particular problems through various strategies utilized to teach to the students’ needs, help them work together and intrinsically motivate them to learn different English language skills, specifically grammar and sentence structure. These strategies include group work, task-based learning, the inverted or flipped classroom, role-play and intrinsic learning. The author explains how these strategies work in a specific group of university pupils in Ecuador to overcome these specific problems in a classroom, but without student participation they can be flawed.

  12. The implementation of integrated entrepreneurship material on dress making teaching in vocational high school

    Science.gov (United States)

    Sawitri, Sicilia

    2018-03-01

    The aims of the research were: (1) To know the students' achievement in Dress Making Teaching by implementing Integrated Entrepreneur Material in Vocational High School, (2) The level of increasing of students' achievement in Dress Making Teaching by integrating Entrepreneurship Material in Vocational High School. By using experimental method this research was conducted in Magelang Vocational High School and applied pre-test post-test design. The samples in this research was XI grade of Fashion Technology Study Program. Observation sheet and documentation were used in this research as instruments. Data analyzed by using descriptive analyze and gain score. The result, there were: (1) students' achievement in Dress Making Teaching was high 88.6 and (2) the increasing of students' achievement was 0.61 it was medium category. The suggestion were: Integrated Entrepreneurship material can be applied in another subject matter, such as Men Wear, Tailoring, Children Wear, and The students who want to be a good entrepreneur, have to drill their skill in making dresses, and know about excellent service to the clients, marketing and make clients satisfaction.

  13. Innovations in teaching university: emerging opportunities

    Directory of Open Access Journals (Sweden)

    Daniele Simões Borges

    2012-09-01

    Full Text Available The present abstract understands that the university, into the current society, can build environments that indulge the development of the culture the creation and the innovation. Therefore we aim to understand the processes of induction of the university teaching, as well as the didactic-pedagogic activities proposed in the Teaching Projects of a university from the south of Rio Grande do Sul. The research is naturally qualitative and documentary, it has been done through Content Analysis (Franco, 2008; Bardin, 1977. In the study were analyzed 163 projects, being highlighted three major points of innovative teaching practices: a practical activities, including field exploring, use of lab and practical tasks in the classroom; b new technologies, including the use of Blogs, MSN, AVA, robotics, moodle, modeling, videos, recordings, forums, and diaries e c innovative methodologies, referring to learning projects, problem solving, workshops, work groups, articulation between teaching, research and extension and daily evaluation. We consider that the changes in the teaching perceptions, due to self-formative processes and the induction of institutional policy to avoid retention and evasion, as well as the innovation, has been contributed to the improvement of the learning and teaching in the university. We emphasize, also, that the innovation in the teaching can come from different levels, activities and manners, expressing different epistemological and paradigmatic basis. Therefore, it needs to be considered as activity in a particular context, coming from a collective and institutional nature.

  14. Dependence of the appearance-based perception of criminality, suggestibility, and trustworthiness on the level of pixelation of facial images.

    Science.gov (United States)

    Nurmoja, Merle; Eamets, Triin; Härma, Hanne-Loore; Bachmann, Talis

    2012-10-01

    While the dependence of face identification on the level of pixelation-transform of the images of faces has been well studied, similar research on face-based trait perception is underdeveloped. Because depiction formats used for hiding individual identity in visual media and evidential material recorded by surveillance cameras often consist of pixelized images, knowing the effects of pixelation on person perception has practical relevance. Here, the results of two experiments are presented showing the effect of facial image pixelation on the perception of criminality, trustworthiness, and suggestibility. It appears that individuals (N = 46, M age = 21.5 yr., SD = 3.1 for criminality ratings; N = 94, M age = 27.4 yr., SD = 10.1 for other ratings) have the ability to discriminate between facial cues ndicative of these perceived traits from the coarse level of image pixelation (10-12 pixels per face horizontally) and that the discriminability increases with a decrease in the coarseness of pixelation. Perceived criminality and trustworthiness appear to be better carried by the pixelized images than perceived suggestibility.

  15. The Level of Utilizing Blended Learning in Teaching Science from the Point of View of Science Teachers in Private Schools of Ajman Educational Zone

    Science.gov (United States)

    Al-Derbashi, Khaled Y.; Abed, Osama H.

    2017-01-01

    This study aims to define the level of utilizing blended learning in teaching science from the point of view of science teachers (85 male and female teachers) who are working in private schools of Ajman Educational Zone. The study also aims to find if there are significant differences according to gender, years of experience, or the fact that…

  16. Building a Simulator with Life-like Realism for Teaching Abdominal Operations.

    Science.gov (United States)

    McGreevy, James M; O'Shea, Jennie M

    2018-01-29

    The objective of this communication is to provide an evolutionary description of an attempt to replicate the success of the Rampahl Cardiac Simulator using perfused abdominal organ blocks the way that the Rampahl Simulator uses ex vivo porcine hearts. This descriptive paper makes no attempt to prove the effectiveness of the described educational tool, but rather, outlines the successes and failures in development. The proven value of a perfused organ teaching tool, as the Rampahl Simulator, suggests that others can build upon the work described in this paper so that, in the future, perfused abdominal organs will be available to students of general surgery as a routine part of their pre-operative preparation. The Animal Resource Facility of the University of Utah, under the oversight of the University Institutional Animal Use and Care Committee (IACUC), provided the animals, operating suites and technical support. During each development phase, General Surgery Residents and Medical Students from all levels participated. In addition, operating room staff with an interest in either medical school or perfusion were invited to participate. The efforts described in this paper eventually resulted in a reliable teaching tool for abdominal procedures in that viability of the porcine abdominal organs for up to three hours after euthanasia was regularly achieved. General Surgery Teaching Programs of a size similar to the University of Utah may have access to the resources necessary to replicate this teaching tool in a cost-effective manner. However smaller teaching programs, such as those without a research facility, may not be able to adapt the procedures described in this paper. Copyright © 2018 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  17. An interview study of how clinical teachers develop skills to attend to different level learners.

    Science.gov (United States)

    Chen, H Carrie; Fogh, Shannon; Kobashi, Brent; Teherani, Arianne; Ten Cate, Olle; O'Sullivan, Patricia

    2016-06-01

    One clinical teaching challenge is the engagement of learners at different levels. Faculty development offerings mostly address general strategies applicable to all learners. This study examined how clinical faculty members develop the skills to work with different level learners. We conducted semi-structured interviews with medical school faculty members identified as excellent clinical teachers teaching multiple levels of learners. They discussed how they developed their approach to teaching different level learners and how their teaching evolved over time. We performed thematic analysis of the interview transcripts using open and axial coding. We interviewed 19 faculty members and identified three themes related to development of teaching practices: teacher agency and work-based learning of teaching strategies, developmental trajectory of clinical teachers, and interplay between clinical confidence and teaching skills. Faculty members were proactive in using on-the-job experiences to develop their teaching practices. Their teaching practices followed a developmental trajectory towards learner centeredness, and this evolution was associated with the development of clinical skills and confidence. Learning skills to teach multi-level learners requires workplace learning. Faculty development should include workplace learning opportunities and use a developmental approach that accounts for the trajectory of teaching as well as clinical skills attainment.

  18. Rethinking Difficulties of Teaching Inquiry-Based Practical Work: Stories from elementary pre-service teachers

    Science.gov (United States)

    Kim, Mijung; Tan, Aik-Ling

    2011-03-01

    To alleviate teachers' reluctance toward practical work, there has been much discussion on teachers' pedagogical content knowledge, teaching materials, and failsafe strategies for practical work. Despite these efforts, practical work is still regarded as a challenging task for many elementary science teachers. To understand the complexity of teachers' conflicts in practical work, this study examines teachers' ideas about teaching and learning that influence teachers' decision-making and action on teaching practical work. More important than knowing technical-rational aspects of practical work is to understand the internal contradictions that teachers have to resolve within themselves regarding their capabilities and beliefs about science teaching and practical work. Using stories and experiences of 38 third-year university students in a science method course in Korea, we seek to understand the conflicts and negotiations that they experience as they make decisions regarding practical work throughout their course. Reflective writings and group discussions on their lived experiences and concerns were used to probe participants' ideas on teaching using practical work. From written and verbal data, themes were saturated in terms of the aspects which could (dis)encourage their practice. Results suggest that there are multifactorial challenges in pre-service teachers' understandings and concerns in practical work. Besides time, materials, and curriculum, pedagogical assumptions and values also compositely challenge the minds of teachers. As the pre-service elementary teachers negotiated within themselves the importance of science in classroom and social levels, the question is raised about their identities as pre-service elementary teachers to appreciate the balance between science teaching and practical work.

  19. Hear My Voice! Teaching Difficult Subjects with Graphic Organizers

    Science.gov (United States)

    Barbieri, Kim E.

    2011-01-01

    Graphic organizers are immensely popular--and much utilized--in many classrooms, particularly at the elementary level. These creative and innovate teaching tools are a very effective addition to the teaching repertoire and may be designed to maximize precious class time. For the secondary social studies teacher, their instant appeal and universal…

  20. Distant teaching of chamber music via local area networks

    DEFF Research Database (Denmark)

    Bitzer, Joerg; May, Tobias; Kurtisi, Zefir

    2006-01-01

    In this paper we present a study on teaching chamber music via internet. The application for this setup is for a highly reputed teacher to teach professional musicians at a very high level. Usually, all participants would have to fly from all over the world in order to work together. Therefore...

  1. Mother tongue education: a panacea to effective teaching and ...

    African Journals Online (AJOL)

    The controversy as to whether the English Language or the child's mother tongue facilitates teaching and learning at primary school level has not been resolved. The advocates of mother-tongue medium claim that it makes for meaningful teaching and learning and better pupils' participation in the learning process while ...

  2. Collaborative learning in nursing simulation: near-peer teaching using standardized patients.

    Science.gov (United States)

    Owen, Amy M; Ward-Smith, Peggy

    2014-03-01

    Simulation in nursing education uses specific patient scenarios to provide students with hands-on learning experiences. A near-peer teaching experience, using upper-level nursing students as standardized patients, was created as an educational intervention. The premises of social cognitive theory, which include cognitive, behavioral, and environmental factors, were incorporated into this teaching activity. The upper-level students played the role of a patient, while they also practiced leadership, teaching, and mentoring of first-semester nursing students. In the scenario, the first-semester students provided care to the patient, while focusing on safety, identifying the problem, and practicing clinical decision making. Faculty were present to provide guidance and promote communication in debriefing. Near-peer teaching provided a learning opportunity for all students, facilitated teamwork, and encouraged knowledge and skills attainment. Copyright 2014, SLACK Incorporated.

  3. Using anonymized reflection to teach ethics: a pilot study.

    Science.gov (United States)

    Kyle, Gaye

    2008-01-01

    Anonymized reflection was employed as an innovative way of teaching ethics in order to enhance students' ability in ethical decision making during a Care of the Dying Patient and Family' module. Both qualitative and quantitative data were collected from the first two student cohorts who experienced anonymized reflection ( n = 24). The themes identified were the richness and relevance of scenarios, small-group work and a team approach to teaching. Students indicated that they preferred this style of teaching. This finding was verified by a postal questionnaire conducted four months later. The conclusions drawn from this study suggest that using anonymized reflection is an effective method for teaching ethics to nurses and indicates that learning about ethical issues in this way reduces uncertainties.

  4. Teaching Strategic Thinking on Oligopoly: Classroom Activity and Theoretic Analysis

    Science.gov (United States)

    Han, Yongseung; Ryan, Michael

    2017-01-01

    This paper examines the use of a simple classroom activity, in which students are asked to take action representing either collusion or competition for extra credit to teach strategic thinking required in an oligopolistic market. We suggest that the classroom activity is first initiated prior to the teaching of oligopoly and then the instructor…

  5. Choosing Technology Tools to Meet Pronunciation Teaching and Learning Goals

    Science.gov (United States)

    Yoshida, Marla Tritch

    2018-01-01

    For decades, researchers and teachers have suggested ways to apply technology in teaching and learning pronunciation, and there are many useful tools that can be used for this purpose. However, many teachers feel unsure about how to teach pronunciation at all, and the idea of using computers, mobile devices, or other technology may make…

  6. Research on University Network Teaching Platform (Blackboard in Teaching Management

    Directory of Open Access Journals (Sweden)

    Gou Zhao Xia

    2016-01-01

    Full Text Available With rapid development of online education; teaching platform based on the network, as a new instructional mode has become a hot topic in online teaching. In this paper, the he teaching situation and existing problems on online was analyzed by comparing the difference between network teaching platform and traditional classroom teaching. Then the strategies of network teaching management and the case, which is focusing on the characteristics of Blackboard with the application of network teaching management was presents.

  7. Self-Efficacy of Teacher Candidates for Teaching First Reading and Writing

    Science.gov (United States)

    Gündogmus, Hatice Degirmenci

    2018-01-01

    The purpose of this study is to determine by different variables the self-efficacy of a teacher candidate for teaching first reading and writing in their 3rd and 4th year in the department of primary school teaching. In line with the purpose of the study, the self-efficacy levels of teacher candidates for teaching first reading and writing were…

  8. The DIMBI project – innovative approaches for teaching business informatics

    Directory of Open Access Journals (Sweden)

    Ivan Kuyumdzhiev

    2016-11-01

    Full Text Available The purpose of this article is to collect and analyze data on existing methods of teaching business informatics in leading Bulgarian universities and suggest areas for improvements. Based on a collected data guidelines for innovative teaching methods in the field of BI and DW are developed. Proposed methods are divided in several sections – lectures, exercises (groups’ size, tools used, software, hardware, teaching methods, and real life customers, students’ projects, control methods. The findings of conducted feasibility study show that the business, students and universities need an innovative methodology of teaching business informatics and properly implemented this methodology has a high probability of success. This paper is written within the Erasmus plus KA2 project “Developing the innovative methodology of teaching business informatics” (DIMBI, 2015-1-PL01-KA203-0016636.

  9. Teaching English Grammar Through Communicative Language Teaching Approach

    Institute of Scientific and Technical Information of China (English)

    王玮

    2013-01-01

    Grammar is an important part of language learning. In order for students to have a functional knowledge of a language (in other words, that they can spontaneously produce language) they must have at least some knowledge about the grammatical con⁃structs of the language in question. How grammar can be taught? Considering various second language teaching methods, teaching grammar through Communicative Language Teaching Approach is the most talked. Emphasis in this article is put on the applica⁃tion of Communicative Language Teaching Approach in grammar teaching in college English classes.

  10. From Classroom Teaching to Remote Teaching

    DEFF Research Database (Denmark)

    Borch, Ole; Helbo, Jan; Knudsen, Morten

    2000-01-01

    for teaching purpose on the Internet. It is also described how courses in the two different teaching environments can be maintained in one place. More professional teaching tools are available on the market, but the methods described in this paper are based on Luvit[1], an open low-cost web-based teaching tool...... and at the same time easy to learn and use by both developer and students. Two in-house project groups have tested the project work with success after a short learning period. 35 remote students under Open Education in Multimedia Industrial Information Technology (MII) are using the Luvit[1] tool and the methods...

  11. Teaching strategies in web technologies for virtual learning environments

    Directory of Open Access Journals (Sweden)

    Ilber Dario Saza-Garzón

    2016-12-01

    Full Text Available The virtual learning environments (AVAs have been a subject of discussion and questions mainly on finding the best teaching practices, which tools you can use them and how to achieve optimum utilization have better results in virtual education, for Therefore in this paper some elements about the characteristics, history, teaching, studies have virtual environments and web applications as tools to support teaching and learning, are set for a virtual tutor note the when planning, designing, creating and implementing online courses. Thus the reader will find concepts, explanations and different evolutionary processes that wins ICT and how are you have been involved in the educational context, spotting potential applications from mediation of teaching, plus some suggestions of how to carry out exposed use thereof in virtual learning environments to strengthen the different processes of teaching and learning.

  12. Delivery of pharmaceutical services at ward level in a teaching hospital.

    Science.gov (United States)

    Schellack, N; Martins, V; Botha, N; Meyer, J C

    2009-03-01

    Poor management of pharmaceuticals could lead to wastage of financial resources and poor services in the public sector. The main aim of the study was to investigate the quality of pharmaceutical services at ward level in a teaching hospital. The design of the study was descriptive. Three data collection instruments were designed and pilot-tested prior to the actual data collection. Two structured questionnaires were used to interview the sister-in-charge of each ward and the stock and drug controller at the pharmacy. A checklist for the management of pharmaceuticals was completed for each ward. Descriptive statistics were used to describe and summarise the data. Sisters-in-charge of 30 wards and the stock and drug controller at the pharmacy participated in the study. The relationship with the pharmacy was perceived to be average by 54% (n = 30) of the sisters-in-charge of the wards. Communication with the pharmacy was mainly by telephone and 57% of the sisters-in-charge mentioned that they experienced difficulties in conveying messages to the pharmacy. Ten of the wards received regular ward visits by a pharmacist. Expiry dates were checked by all wards but at different intervals. The majority of the wards (90%) used patient cards, which refer to prescription charts, for stock control and ordering from the pharmacy. Fridge temperatures were checked and charted on a daily basis by 30% of the wards. Written standard operating procedures (SOPs) were used by the pharmacy for issuing ward stock. Although 83% of the wards indicated that they used SOPs, evidence of written SOPs was not available. The results indicated that the management of pharmaceutical services at ward level could be improved. Implementation of appropriate communication systems will enhance cooperation between the pharmacy and the wards. A uniform ward stock control system, either by computer or stock cards, should be introduced. Regular ward visits by a pharmacist to oversee ward stock management are

  13. Why "How" Matters: Exploring How Preservice English Teachers Experience Reading "For Pleasure" and "With an Eye toward Teaching" and How They Conceptualize Teaching Literature

    Science.gov (United States)

    Pet, Susan Ringler

    2012-01-01

    This qualitative study investigated preservice English teachers' experiences reading young adult literature and explored how they conceptualized the teaching of literature. The investigation took place in a graduate-level secondary English education methods course, wherein preservice English teachers read and studied methods of teaching young…

  14. Exploring Science Teaching Efficacy of CASE Curriculum Teachers: A Post-Then-Pre Assessment

    Science.gov (United States)

    Ulmer, Jonathan D.; Velez, Jonathan J.; Lambert, Misty D.; Thompson, Greg W.; Burris, Scott; Witt, Phillip A.

    2013-01-01

    This descriptive-correlational study sought to investigate teachers' levels of Personal Science Teaching Efficacy (PSTE) and Science Teaching Outcome Expectancy (STOE) using the Science Teaching Efficacy Beliefs Instrument (STEBI). The population included all teachers completing a CASE Institute training session during summer 2010. Assessments…

  15. Teaching Guide for Building Maintenance Occupations.

    Science.gov (United States)

    Kempton, Robert F.

    This teaching guide for building maintenance is one of a series of five performance- and employer-based secondary level vocational education guides. Part 1 provides tools, resources, and a process to be used at the local level to develop a training curriculum and supporting instructional activities. It includes a comprehensive overview of the…

  16. Reform of experimental teaching based on quality cultivation

    Science.gov (United States)

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

    2017-08-01

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

  17. Didactic Competencies among Teaching Staff of Universities in Kenya

    Science.gov (United States)

    Karimi, Florah Katanu

    2014-01-01

    The aim of this study was to establish the levels and types of didactic competencies that exist among teaching staff in universities in Kenya, giving recognition to curriculum development, pedagogical attributes and quality assurance competencies. The study was carried out in two phases among two samples of the teaching staff population. The first…

  18. Using spaced education to teach interns about teaching skills.

    Science.gov (United States)

    Pernar, Luise I M; Corso, Katherine; Lipsitz, Stuart R; Breen, Elizabeth

    2013-07-01

    Despite limited preparation and knowledge base, surgical interns have important teaching responsibilities. Nevertheless, few faculty development programs are aimed at interns. Succinct teaching skill content was electronically distributed over time (spaced education) to interns in academic year 2010/2011. The interns in the previous year served as historic controls. Electronic surveys were distributed for program evaluation. Fifteen of 24 (62.5%) interns and 35 of 49 (71.4%) students responded to the surveys in academic year 2009/2010 and 16 of 27 (59.3%) interns and 38 of 52 (73%) students responded in academic year 2010/2011. Surveys showed improved attitudes toward teaching by interns as well as a higher estimation of interns' teaching skills as rated by students for those interns who received the spaced education program. Using spaced education to improve interns' teaching skills is a potentially powerful intervention that improves interns' enthusiasm for teaching and teaching effectiveness. The changes are mirrored in students' ratings of interns' teaching skills and interns' attitudes toward teaching. Copyright © 2013 Elsevier Inc. All rights reserved.

  19. The Matters in Teaching Reading Comprehension to EFL Students

    Directory of Open Access Journals (Sweden)

    Yuliana Natsir

    2016-03-01

    Full Text Available The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012 that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

  20. The role of suggestibility in determinations of Miranda abilities: a study of the Gudjonsson Suggestibility Scales.

    Science.gov (United States)

    Rogers, Richard; Harrison, Kimberly S; Rogstad, Jill E; LaFortune, Kathryn A; Hazelwood, Lisa L

    2010-02-01

    Traditionally, high levels of suggestibility have been widely assumed to be linked with diminished Miranda abilities, especially in relationship to the voluntariness of waivers. The current investigation examined suggestibility on the Gudjonsson Suggestibility Scales in a multisite study of pretrial defendants. One important finding was the inapplicability of British norms to American jurisdictions. Moreover, suggestibility appeared unrelated to Miranda comprehension, reasoning, and detainees' perceptions of police coercion. In testing rival hypotheses, defendants with high compliance had significantly lower Miranda comprehension and ability to reason about exercising Miranda rights than their counterparts with low compliance. Implications of these findings to forensic practice are examined.

  1. Teaching Reading in Vocational Education.

    Science.gov (United States)

    South Carolina State Dept. of Education, Columbia. Office of Vocational Education.

    This handbook on teaching reading in vocational education is designed to provide vocational education teachers with a resource to use in helping students to develop sound reading skills. Provided in the handbook are information sheets, self-checks, practice activities, and suggestions for further reading dealing with the following topics:…

  2. Teaching Chess to Young Children.

    Science.gov (United States)

    Bankauskas, Deborah

    2000-01-01

    Presents suggestions for teaching chess to young children as part of the problem-solving component of a kindergarten mathematics curriculum. Discusses the introduction of pairs of chess characters, playing challenge games with teachers to enhance skill development, and writing down the rules of the game. Notes that children's problem-solving and…

  3. Semantics in Teaching Introductory Physics.

    Science.gov (United States)

    Williams, H. Thomas

    1999-01-01

    Contends that the large vocabulary used for precise purposes in physics contains many words that have related but potentially confusing meanings in everyday usage. Analyzes the treatment of Newton's Laws of Motion in several well-known introductory textbooks for evidence of inconsistent language use. Makes teaching suggestions. (Contains 11…

  4. Snapshots of language and literature teaching in Denmark and England

    DEFF Research Database (Denmark)

    Kelly, Peter; Dorf, Hans

    2016-01-01

    To illustrate differences in lower secondary-level language and literature teaching, we contrast a typical teaching episode in Denmark with one in England. Both reflect the dominant discourses in each country alongside recent policy initiatives, and each exemplifies a different orientation...... to language and literature teaching focussing on performance in England and a personal formation in Denmark. Descriptions of the episodes are linked to wider debates and potential areas for further consideration are identified....

  5. Developing medical educators – a mixed method evaluation of a teaching education program

    Directory of Open Access Journals (Sweden)

    Marco Roos

    2014-03-01

    Full Text Available Background: It is well accepted that medical faculty teaching staff require an understanding of educational theory and pedagogical methods for effective medical teaching. The purpose of this study was to evaluate the effectiveness of a 5-day teaching education program. Methods: An open prospective interventional study using quantitative and qualitative instruments was performed, covering all four levels of the Kirkpatrick model: Evaluation of 1 ‘Reaction’ on a professional and emotional level using standardized questionnaires; 2 ‘Learning’ applying a multiple choice test; 3 ‘Behavior’ by self-, peer-, and expert assessment of teaching sessions with semistructured interviews; and 4 ‘Results’ from student evaluations. Results: Our data indicate the success of the educational intervention at all observed levels. 1 Reaction: The participants showed a high acceptance of the instructional content. 2 Learning: There was a significant increase in knowledge (P<0.001 as deduced from a pre-post multiple-choice questionnaire, which was retained at 6 months (P<0.001. 3 Behavior: Peer-, self-, and expert-assessment indicated a transfer of learning into teaching performance. Semistructured interviews reflected a higher level of professionalism in medical teaching by the participants. 4 Results: Teaching performance ratings improved in students’ evaluations. Conclusions: Our results demonstrate the success of a 5-day education program in embedding knowledge and skills to improve performance of medical educators. This multimethodological approach, using both qualitative and quantitative measures, may serve as a model to evaluate effectiveness of comparable interventions in other settings.

  6. Teaching Pragmatics in the Foreign Language Classroom: Grammar as a Communicative Resource

    Science.gov (United States)

    Felix-Brasdefer, J. Cesar; Cohen, Andrew D.

    2012-01-01

    This article focuses on the teaching of pragmatics in the Spanish as a Foreign Language classroom and examines the role of grammar as a communicative resource. It also aims to highlight the importance of teaching pragmatics from beginning levels of language instruction, with the spotlight on speech acts at the discourse level. After the concept of…

  7. An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania.

    Science.gov (United States)

    Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin

    2014-07-12

    Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital

  8. Attitudes of Pre-Service Music Teachers towards the Teaching Profession in Turkey

    Science.gov (United States)

    Cüceoglu Önder, Gülten

    2014-01-01

    The aim of this study is to analyze the attitudes of pre-service music teachers towards the music teaching profession in terms of diverse variables. Students who enrolled in music teaching department were examined in respect to their different attitudes towards the teaching profession, their genders, grade levels and willingness to enroll in the…

  9. Engineering students' and faculty perceptions of teaching methods and the level of faculty involvement that promotes academic success

    Science.gov (United States)

    Karpilo, Lacy N.

    Student academic success is a top priority of higher education institutions in the United States and the trend of students leaving school prior to finishing their degree is a serious concern. Accountability has become a large part of university and college ratings and perceived success. Retention is one component of the accountability metrics used by accreditation agencies. In addition, there are an increasing number of states allocating funds based in part on retention (Seidman, 2005). Institutions have created initiatives, programs, and even entire departments to address issues related to student academic success to promote retention. Universities and colleges have responded by focusing on methods to retain and better serve students. Retention and student academic success is a primary concern for high education institutions; however, engineering education has unique retention issues. The National Science Board (2004) reports a significant decline in the number of individuals in the United States who are training to become engineers, despite the fact that the number of jobs that utilize an engineering background continues to increase. Engineering education has responded to academic success issues by changing curriculum and pedagogical methods (Sheppard, 2001). This descriptive study investigates the perception of engineering students and faculty regarding teaching methods and faculty involvement to create a picture of what is occurring in engineering education. The population was the engineering students and faculty of Colorado State University's College of Engineering. Data from this research suggests that engaging teaching methods are not being used as often as research indicates they should and that there is a lack of student-faculty interaction outside of the classroom. This research adds to the breadth of knowledge and understanding of the current environment of engineering education. Furthermore, the data allows engineering educators and other higher

  10. Improving Teach Astronomy: A Survey of Instructors

    Science.gov (United States)

    Wenger, Matthew; Riabokin, Malanka; Impey, Chris David

    2018-01-01

    Teach Astronomy is a website that provides educational resources for introductory astronomy. The motivation behind constructing this site was to provide quality online educational tools for use as a primary or supplementary instructional resource for teachers and students. The website provides an online textbook, glossary, podcasts and video summaries of concepts. As the popularity of online courses steadily increases, so does the demand for robust online educational resources. In order to cater to our users, our team conducted a survey of the instructors that use Teach Astronomy site for feedback for use in updating and streamlining the website content. The survey collected feedback regarding functionality of each of the website tools, in which courses the site was being used, and the motivation of the instructors use of our site. The overwhelming majority of responses indicate that instructors use the website as a class textbook in introductory astronomy courses for non-science majors, and instructors also generally tended to agree that the site content was comprehensive and lucid. One interesting result of the survey is to cluster topics in a way that is consistent with different levels of instruction (i.e. grouping middle-school level content and university level content distinctly). Our team will use this feedback to improve the Teach Astronomy website and maintain it as a high-quality, free online resource. We will also continue to gather feedback from instructors to ensure that the Teach Astronomy website stays current and remains a valuable online resource for instructors around the country.

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

    Science.gov (United States)

    Xing, Wanjin; Mo, Morigen; Su, Huimin

    2014-07-01

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

  12. IMPLEMENTASI METODE PEMBELAJARAN BERBALIK (RESIPROCAL TEACHING PADA MATA PELAJARAN AKUNTANSI

    Directory of Open Access Journals (Sweden)

    J Titik Haryati

    2011-05-01

    Full Text Available The objective of the researches is to know wether resiprocal teaching learning can improve understanding accounting subject on the topic transaction journal cooperative accounting. Population in this research where XII IPS students in SMA Negeri 1 Tegal. Sample in this research where XII IPS 1 students in SMA Negeri 1 Tegal. Result of this research show reciprocal teaching learning implementation can improve understanding accounting subject on the topic transaction journal cooperative accounting. This can be should 80% students can reach the target. Based on the result, it is suggested that teacher can implement reciprocal teaching learning, and to use relevan literature. Key Words: Metode pembelajaran berbalik (reciprocal teaching, prestasi belajar

  13. Crossing Thresholds: Identifying conceptual transitions in postsecondary teaching

    Directory of Open Access Journals (Sweden)

    Susan Wilcox

    2013-12-01

    Full Text Available In this paper we report on research we conducted to begin the process of identifying threshold concepts in the field of postsecondary teaching. Meyer & Land (2006 propose that within all disciplinary fields there seem to be particular threshold concepts that serve as gateways, opening up new and previously inaccessible ways of thinking and practicing. We developed a series of questions focusing on the “troublesome” and “transformative” characteristics of threshold concepts and asked these questions of several constituent groups, including those who are new to practice and the body of knowledge in postsecondary teaching and those who are already knowledgeable and/or experienced in the field. Based on our interpretation of participants’ responses, we identified four recognized concepts in the field of postsecondary teaching as potential threshold concepts in this field: Assessment for/as learning; Learning-centred teaching; Accommodation for diversity; and, Context-driven practice. Our findings suggest that threshold concepts are relevant to the field of postsecondary teaching. Through this work, we hope to help educational developers and faculty members consider what is involved in learning to teach and developing teaching expertise, and to encourage critical discussion about the teaching development “curriculum” in postsecondary settings. Threshold concepts arise as a field develops and are defined as practitioners and scholars in the field define their field. At this stage, we believe the real value of threshold concepts for postsecondary teaching lies in the discussion that arises in the process of identifying and naming the concepts.

  14. Inquiry Practices in Malaysian Secondary Classroom and Model of Inquiry Teaching Based on Verbal Interaction

    Science.gov (United States)

    Li, Winnie Sim Siew; Arshad, Mohammad Yusof

    2015-01-01

    Purpose: Inquiry teaching has been suggested as one of the important approaches in teaching chemistry. This study investigates the inquiry practices among chemistry teachers. Method: A combination of quantitative and qualitative study was applied in this study to provide detailed information about inquiry teaching practices. Questionnaires,…

  15. A Sample WebQuest Applicable in Teaching Topological Concepts

    Science.gov (United States)

    Yildiz, Sevda Goktepe; Korpeoglu, Seda Goktepe

    2016-01-01

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

  16. Designing Personalized Online Teaching Professional Development through Self-Assessment

    Science.gov (United States)

    Rhode, Jason; Richter, Stephanie; Miller, Tracy

    2017-01-01

    Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of experience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an…

  17. Best teaching practices in anatomy education: A critical review.

    Science.gov (United States)

    Estai, Mohamed; Bunt, Stuart

    2016-11-01

    In this report we review the range of teaching resources and strategies used in anatomy education with the aim of coming up with suggestions about the best teaching practices in this area. There is much debate about suitable methods of delivering anatomical knowledge. Competent clinicians, particularly surgeons, need a deep understanding of anatomy for safe clinical procedures. However, because students have had very limited exposure to anatomy during clinical training, there is a concern that medical students are ill-prepared in anatomy when entering clerkships and residency programs. Therefore, developing effective modalities for teaching anatomy is essential to safe medical practice. Cadaver-based instruction has survived as the main instructional tool for hundreds of years, however, there are differing views on whether full cadaver dissection is still appropriate for a modern undergraduate training. The limitations on curricular time, trained anatomy faculty and resources for gross anatomy courses in integrated or/and system-based curricula, have led many medical schools to abandon costly and time-consuming dissection-based instruction in favour of alternative methods of instruction including prosection, medical imaging, living anatomy and multimedia resources. To date, no single teaching tool has been found to meet curriculum requirements. The best way to teach modern anatomy is by combining multiple pedagogical resources to complement one another, students appear to learn more effectively when multimodal and system-based approaches are integrated. Our review suggests that certain professions would have more benefit from certain educational methods or strategies than others. Full body dissection would be best reserved for medical students, especially those with surgical career intentions, while teaching based on prosections and plastination is more suitable for dental, pharmacy and allied health science students. There is a need to direct future research

  18. A Conceptual Model for Teaching Critical Thinking in a Knowledge Economy

    Science.gov (United States)

    Chadwick, Clifton

    2011-01-01

    Critical thinking, viewed as rational and analytic thinking, is crucial for participation in a knowledge economy and society. This article provides a brief presentation of the importance of teaching critical thinking in a knowledge economy; suggests a conceptual model for teaching thinking; examines research on the historical role of teachers in…

  19. [Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level].

    Science.gov (United States)

    Gil Llario, M D; Vicent Catalá, Consuelo

    2009-02-01

    Comparative analysis of the efficacy of a playful-narrative program to teach mathematics at pre-school level. In this paper, the effectiveness of a programme comprising several components that are meant to consolidate mathematical concepts and abilities at the pre-school level is analyzed. The instructional methodology of this programme is compared to other methodologies. One-hundred 5-6 year-old children made up the sample that was distributed in the following conditions: (1) traditional methodology; (2) methodology with perceptual and manipulative components, and (3) methodology with language and playful components. Mathematical competence was assessed with the Mathematical Criterial Pre-school Test and the subtest of quantitative-numeric concepts of BADyG. Participants were evaluated before and after the academic course during which they followed one of these methodologies. The results show that the programme with language and playful components is more effective than the traditional methodology (p<.000) and also more effective than the perceptual and manipulative methodology (p<.000). Implications of the results for instructional practices are analyzed.

  20. The Art of Teaching the Arts: A Workshop for High School Teachers

    Science.gov (United States)

    Annenberg Media, 2005

    2005-01-01

    "The Art of Teaching the Arts: A Workshop for High School Teachers" is an eight-part professional development workshop for use by high school dance, music, theatre, and visual art teachers. The workshop examines how principles of good teaching are carried out in teaching the arts at the high school level. In the eight one-hour video programs,…

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

    Science.gov (United States)

    Graves, Kathleen; Garton, Sue

    2017-01-01

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

  2. Teaching Teachers to Play and Teach Games

    Science.gov (United States)

    Wright, Steven; McNeill, Michael; Fry, Joan; Wang, John

    2005-01-01

    This study was designed to determine the extent to which a technical and a tactical approach to teaching a basketball unit to physical education teacher education (PETE) students would each affect their games playing abilities, perceived ability to teach, and approach preference for teaching the game. Pre- and post-unit data were collected through…

  3. High-School Chemistry Teaching through Environmentally Oriented Curricula

    Science.gov (United States)

    Mandler, Daphna; Mamlok-Naaman, Rachel; Blonder, Ron; Yayon, Malka; Hofstein, Avi

    2012-01-01

    Discussions held in the chemical education community have generated a variety of reports and recommendations for reforming the chemistry curriculum. The recommendations refer to teaching chemistry in the context of real-world issues. This has been suggested as a way to enhance students' motivation. It is suggested that real-world problems…

  4. Teaching Culture Perception: Documenting and Transforming Institutional Teaching Cultures

    Science.gov (United States)

    Kustra, Erika; Doci, Florida; Gillard, Kaitlyn; Hondzel, Catharine Dishke; Goff, Lori; Gabay, Danielle; Meadows, Ken N.; Borin, Paola; Wolf, Peter; Ellis, Donna; Eiliat, Hoda; Grose, Jill; Dawson, Debra L.; Hughes, Sandy

    2015-01-01

    An institutional culture that values teaching is likely to lead to improved student learning. The main focus of this study was to determine faculty, graduate and undergraduate students' perception of the teaching culture at their institution and identify indicators of that teaching culture. Themes included support for teaching development; support…

  5. Axiological Significance of Historical Pedagogic Expertise of Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    M. V. Bulygina

    2012-01-01

    Full Text Available The paper deals with one of the most urgent problems of language teaching in Russia – the need for raising the quality of foreign language and culture teaching in compulsory secondary school. By analyzing the current normative documents and perspectives of further development, the basic values of language teaching were highlighted, correlated with the teaching experience and achievements of the pre- revolutionary era. For the first time, the issue was discussed at the regional level of one of the remote Russian territories–to the south of the Urals. The basic research methods include the historical, logical and comparative analysis of language teaching in the pre-revolutionary era reflected in some previously unknown archives documents. The updating of the historic pedagogical experience emphasized in the paper could, on the one hand, preserve the national language teaching traditions, and on the other hand, give way to innovative regional projects facilitating the language teaching, multilingualism and multicultural trends in society. 

  6. Inter-teaching: Improving the Academic Performance of Auditing Students in Vietnam

    Directory of Open Access Journals (Sweden)

    Mark Wheaton

    2016-12-01

    Full Text Available The aim of this study is to investigate the effectiveness of inter-teaching; a student engagement pedagogy associated with behavioural and engagement theories and designed to engage students in their own learning. This methodology was introduced as a response to create a more positive outcome for students studying an auditing course who have historically experienced difficulties with successfully completing the subject. Inter-teaching was implemented and its effectiveness measured by comparing the final exam grade distributions from inter-teaching and the lecture tutorial teaching methods. Using a quantitative research methodology, students fail grade distributions were significantly lower in the inter-teaching semesters compared to previous semesters where the instructional method of teaching was the lecture model. The results suggested that inter-teaching may be a more effective method of teaching, resulting in an improved academic performance in the auditing course. It is expected that this study will contribute towards the effectiveness of student learning, an improvement in pass rates, and overall greater student satisfaction in advanced accounting courses.

  7. Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

    Science.gov (United States)

    Sullivan, Kevin; Marshall, Kevin; Tangney, Brendan

    2015-01-01

    This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the…

  8. What motivates residents to teach? The Attitudes in Clinical Teaching study.

    Science.gov (United States)

    Dotters-Katz, Sarah; Hargett, Charles W; Zaas, Aimee K; Criscione-Schreiber, Lisa G

    2016-07-01

    Graduate medical trainees have a critical role in the teaching of other trainees. Improving their teaching requires an understanding of their attitudes towards teaching and their motivation to teach. Both have been incompletely explored in this population. We aimed to better understand graduate medical trainees' attitudes towards teaching and motivation to teach in the clinical setting in order to inform modifications to resident-as-teacher (RAT) programmes and enhance teaching practices. We applied Q methodology, an established sorting method, to identify and quantify the factors that have an impact on trainees' engagement in teaching. We invited house officers at our institution to rank-order 47 statements regarding their attitudes to and motivation for teaching. Respondents explained their Q-sort rankings in writing and completed a demographic questionnaire. By-person factor analysis yielded groups of individuals with similar attitudes. One hundred and seven trainees completed the Q-sort. We found three primary groups of attitudes towards teaching in the clinical setting: enthusiasm, reluctance and rewarded. Enthusiastic teachers are committed and make time to teach. Teaching increases their job satisfaction. Reluctant teachers have enthusiasm but are earlier in training and feel limited by clinical workload and unprepared. Rewarded teachers feel teaching is worthwhile and derive satisfaction from the rewards and recognition they receive for teaching. This improved understanding of common attitudes shared by groups of residents will help curriculum designers create RAT programmes to further reinforce and encourage attitudes that promote teaching as well as improve trainees' motivation to teach. Designing RAT programmes that acknowledge the attitudes to and motivations for teaching should help develop effective teachers to improve educational outcomes. Directed efforts to enhance motivation for reluctant teachers and encourage more positive attitudes in rewarded

  9. Teachers’ Beliefs versus Learners’ Beliefs in Grammar Teaching: Harmonizing Teaching and Learning for Adult Learners’ Improved Proficiency in English

    Directory of Open Access Journals (Sweden)

    Iftikhar Ahmad

    2017-10-01

    Full Text Available The study tends to explore the possible reforms to raise the proficiency level of the adult English as Foreign Language (EFL learners. With this end in view, it investigates non-native EFL teachers’ beliefs in relation to adult learners’ beliefs in teaching grammar to university students in the Saudi Arabian EFL context. It finds out the harmony and disharmony between the teachers at the giving end and the taught at the receiving end to create a culture of awareness and to build a better teaching-learning environment. The study tries to fill the existing research gap as no previous research has tried to find out the solution to the problem from this angle. The main data collection tools are two five-point Likert-scale questionnaires, administered to 70 non-native EFL teachers and their 80 adult students. Teachers and learners have been selected based on stratified random sampling. Quantitative data have been analyzed using the statistical package for social sciences (SPSS. The major findings of the study are that there is discrepancy in the grammar teaching beliefs of the EFL teachers and the taught and there is a communication gap between them which result into low English proficiency level of the EFL adult learners.  Eventually, pedagogical implications of the lack of harmony between the teachers’ teaching creeds and the learners’ learning demands/expectations are provided for effective grammar teaching and better EFL classroom environment. The study recommends a better communicative harmony in both the stakeholders to bring reforms in adult education in EFL context.

  10. Ospreys do not teach offspring how to kill prey at the nest.

    Science.gov (United States)

    Howard, Megan; Hoppitt, Will

    2017-08-01

    There is strong evidence for teaching in only a handful of species, most of which are cooperative breeders, leading some researchers to suggest that teaching may be more likely to evolve in such species. Alternatively, this initial distribution could be an artefact of the popularity and tractability of cooperative breeders as behavioural study systems. Therefore, establishing or refuting this potential evolutionary link requires researchers to assess potential cases of teaching in more non-cooperatively breeding species. We tested for teaching in the osprey ( Pandion haliaetus ), a non-cooperatively-breeding bird anecdotally reported to teach hunting skills to their offspring. We tested whether parents brought back more live prey to the nest as their offspring got older, allowing the latter to practice killing prey in a manner analogous to the progressive teaching seen in meerkats. We found the opposite trend to that predicted by the teaching hypothesis, indicating that ospreys do not teach their young at the nest. © 2017 The Author(s).

  11. Learning How to Teach Chemistry with Technology: Pre-Service Teachers' Experiences with Integrating Technology into Their Learning and Teaching

    Science.gov (United States)

    Chittleborough, Gail

    2014-06-01

    The Australian Government initiative, Teaching Teachers for the Future (TTF), was a targeted response to improve the preparation of future teachers with integrating technology into their practice. This paper reports on TTF research involving 28 preservice teachers undertaking a chemistry curriculum studies unit that adopted a technological focus. For chemistry teaching the results showed that technological knowledge augmented the fundamental pedagogical knowledge necessary for teaching chemistry content. All the pre-service teachers demonstrated an understanding of the role of technology in teaching and learning and reported an increased skill level in a variety of technologies, many they had not used previously. Some students were sceptical about this learning when schools did not have technological resources available. This paper argues that teacher education courses should include technological skills that match those available in schools, as well as introduce new technologies to support a change in the culture of using technology in schools.

  12. Science teachers teaching socioscientific issues (SSI): Four case studies

    Science.gov (United States)

    Lee, Hyunju

    Socioscientific issues (SSI) are a class of issues that represent the social, ethical, and moral aspects of science in society. The need for the inclusion of SSI into science curricula has been generally accepted, but relatively few science teachers have incorporated SSI into their courses. Most science teachers feel that their most important task by far is to teach the principles of science, and any substantive pedagogical changes represent a burden. However, there are some teachers who address SSI out of personal initiatives. This dissertation study investigates four high school science teachers who address SSI out of their own initiative and explores their deeper inspirations, values, philosophies, and personal ideals that lead them to teach SSI. The overall approach is based on essentialist methodology (Witz, Goodwin, Hart, & Thomas, 2001; Witz, 2006a) with its focus on "the participant as ally" and "essentialist portraiture." The primary data source is four to six in-depth interviews with individual teachers (about 40-90 minutes for each interview). The interviews are complemented by extensive classroom observations of individual teachers' teaching SSI and by document analysis (including teaching materials, rubrics, student group projects and journals, etc.). There are two major findings. First, the teachers' deeper values and ideals are a source of larger inspiration that plays a significant role in changing their teaching practice. This inspiration may involve higher aspects (e.g., deep concern for students' development, unselfishness, caring, etc.) and commitment. Their teaching represents an integration of their personal experiences, values, concerns, and worldviews, which forms a larger inspiration for teaching. Teaching SSI is a part of this larger process. Second, the current curriculum reforms (STS, SSI, and NOS) only suggest theoretical ideals and do not effectively touch teachers' deeper values and ideals. Basically, the teachers are doing what they

  13. What Is the Relationship between Technology and Mathematics Teaching Anxiety?

    Science.gov (United States)

    Tatar, Enver; Zengin, Yilmaz; Kagizmanli, Türkan Berrin

    2015-01-01

    The aim of this study is to determine the relationship between pre-service teachers' perceptions regarding technology use in mathematics teaching and their computer literacy levels as well as their mathematics teaching anxiety. The nonexperimental correlational research, which is included in the quantitative research approach, was used in the…

  14. Is Research Mediating the Relationship between Teaching Experience and Student Satisfaction?

    Science.gov (United States)

    Berbegal-Mirabent, Jasmina; Mas-Machuca, Marta; Marimon, Frederic

    2018-01-01

    Universities must ensure that academic staff are qualified and competent for performing their job. Teaching and research are two key activities in which lecturers should excel. While some authors suggest teaching and research complement each other and positively influence student satisfaction, some others point to a rivalry effect between the two.…

  15. Exploring Scholarship of Teaching and Learning Approaches to Business Communication Research

    Science.gov (United States)

    Pope-Ruark, Rebecca

    2012-01-01

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

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

    Science.gov (United States)

    Pestel, Beverly C.

    1993-01-01

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

  17. Military Social Work as an Exemplar in Teaching Social Work Competencies

    Science.gov (United States)

    Daley, James G.; Carlson, Joan; Evans, Pinkie

    2015-01-01

    This article is for social work educators unfamiliar with military social work and receptive to a number of exemplars to enhance teaching strategies within their courses. Because examples of military social work are directly tied to the Council on Social Work Education competencies, this article offers a number of suggested teaching strategies…

  18. Multicultural Teaching Concerns: A Comparison between Disciplines at the Secondary Pre-Service Level

    Science.gov (United States)

    Vincent, Stacy K.; Killingsworth, Justin L.; Torres, Robert M.

    2012-01-01

    Cultural diversity in secondary and postsecondary agricultural education programs lags behind recent demographic shifts in the general U.S. population. An examination of the literature provides inquiries into the need for teaching of multicultural awareness and reducing the achievement gap between students of various cultures. This research sought…

  19. Frontline learning of medical teaching: "you pick up as you go through work and practice".

    Science.gov (United States)

    Hartford, W; Nimmon, L; Stenfors, T

    2017-09-19

    Few medical teachers have received formal teaching education. Along with individual and organizational barriers to participation in teacher training programs, increasing numbers and altered distribution of physicians away from major teaching centers have increased the difficulty of attendance. Furthermore, it is not known if traditional faculty development formats are the optimal learning options given findings from existing studies document both positive and negative outcomes. There is a gap in research that explores how medical teachers learn to teach and also limited research regarding how medical teachers actually teach. The purpose of this study was to provide insight into how physicians describe their teaching of trainees, and the nature of their teaching development and improvement to inform faculty development programs. Semi-structured interviews were conducted with 36 physicians, with a broad range of teaching experience, purposefully selected from five disciplines: Internal Medicine, Pediatrics, Psychiatry, Surgery, and Family Medicine. A qualitative, inductive approach was used to analyse the data. Teaching was described as being centered on the needs of individual trainees, but was dependent on patient presentation and environmental context. For this group of physicians learning to teach was perceived as a dynamic and evolving process influenced by multiple life experiences. The physicians had not learnt to teach through formal education and then put that learning into practice, but had learnt to teach and improve their teaching through their trial and errors teaching. Life experiences unconnected with the medical environment contributed to their knowledge of teaching along with limited formal learning to teach experiences. Teaching practice was influenced by peers and trainees, feedback, and observation. The findings suggest these medical teachers learn to teach along a continuum largely through their teaching practice. The findings suggested that the

  20. Simultaneous allocation of distributed resources using improved teaching learning based optimization

    International Nuclear Information System (INIS)

    Kanwar, Neeraj; Gupta, Nikhil; Niazi, K.R.; Swarnkar, Anil

    2015-01-01

    Highlights: • Simultaneous allocation of distributed energy resources in distribution networks. • Annual energy loss reduction is optimized using a multi-level load profile. • A new penalty factor approach is suggested to check node voltage deviations. • An improved TLBO is proposed by suggesting several modifications in standard TLBO. • An intelligent search is proposed to enhance the performance of solution technique. - Abstract: Active and reactive power flow in distribution networks can be effectively controlled by optimally placing distributed resources like shunt capacitors and distributed generators. This paper presents improved variant of Teaching Learning Based Optimization (TLBO) to efficiently and effectively deal with the problem of simultaneous allocation of these distributed resources in radial distribution networks while considering multi-level load scenario. Several algorithm specific modifications are suggested in the standard form of TLBO to cope against the intrinsic flaws of this technique. In addition, an intelligent search approach is proposed to restrict the problem search space without loss of diversity. This enhances the overall performance of the proposed method. The proposed method is investigated on IEEE 33-bus, 69-bus and 83-bus test distribution systems showing promising results

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

    Science.gov (United States)

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

    2015-01-01

    The purpose of this study was to examine current approaches and challenges to teaching ethics in entry-level Canadian physiotherapy (PT) and occupational therapy (OT) programs. Educators responsible for teaching ethics in the 28 Canadian PT and OT programs (n = 55) completed an online survey. The quantity of ethics teaching is highly variable, ranging from 5 to 65 h. Diverse obstacles to ethics teaching were reported, relating to the organization and structure of academic programs, student issues and the topic of ethics itself. Specific challenges included time constraints, large class sizes, a lack of pedagogical tools adapted to teaching this complex subject, a perceived lack of student interest for the subject and a preference for topics related to clinical skills. Of note, 65% of ethics educators who participated in the survey did not have any specialized training in ethics. Significant cross-program variation in the number of hours dedicated to ethics and the diversity of pedagogical methods used suggests that there is little consensus about how best to teach ethics. Further research on ethics pedagogy in PT and OT programs (i.e. teaching and evaluation approaches and effectiveness of current ethics teaching) would support the implementation of more evidence-based ethics education. Implications for Rehabilitation Ethics educators in Canadian PT and OT programs are experimenting with diverse educational approaches to teach ethical reasoning and decision-making to students, including lectures, problem-based learning, directed readings, videos, conceptual maps and clinical elective debriefing, but no particular method has been shown to be more effective for developing ethical decision-making/reasoning. Thus, research on the effectiveness of current methods is needed to support ethics educators and programs to implement evidence-based ethics education training. In our survey, 65% of ethics educators did not have any specialized training in ethics. Ensuring

  2. Reviving post-take surgical ward round teaching.

    Science.gov (United States)

    Force, Jade; Thomas, Ian; Buckley, Frances

    2014-04-01

    Learning in the clinical environment is an important feature of medical education. Ward-round teaching leads to relevant, applied and lasting learning of knowledge, skills and attitudes; however, on fast-paced ward rounds in specialties such as general surgery, the student experience is often suboptimal, and teaching can be overlooked. Clinical teaching fellows (CTFs) are postgraduate doctors ranging from foundation year-2 (FY2) level through to specialty trainees, who have elected to spend up to 2 years out of the programme to teach medical undergraduates. This article explores whether CTFs can successfully support the regular delivery of undergraduate medical teaching on the busy post-take surgical ward round (PTSWR). The CTFs at Raigmore Hospital, Inverness, planned and facilitated weekly, structured teaching sessions to accompany the PTSWR. This educational intervention was evaluated using pre- and post-intervention student questionnaires. The questionnaires focused on student enjoyment and depth of learning using Likert scales and free-text components. Students were also asked about barriers to learning on typical PTSWRs. The consultant surgeons leading on these rounds were issued separate questionnaires, to gauge their evaluation of CTF support. The main barrier to effective undergraduate ward round teaching was a lack of time on the part of clinical staff. Ward rounds accompanied by CTF support significantly increased student enjoyment (p student satisfaction, and was welcomed by clinical staff. CTF support could be widened to other busy ward rounds, e.g. acute medical takes, to enhance student learning and reduce the teaching burden on clinical faculty staff. © 2014 John Wiley & Sons Ltd.

  3. Teaching Waves with Google Earth

    Science.gov (United States)

    Logiurato, Fabrizio

    2012-01-01

    Google Earth is a huge source of interesting illustrations of various natural phenomena. It can represent a valuable tool for science education, not only for teaching geography and geology, but also physics. Here we suggest that Google Earth can be used for introducing in an attractive way the physics of waves. (Contains 9 figures.)

  4. Peer Teaching to Foster Learning in Physiology.

    Science.gov (United States)

    Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

    2015-08-01

    Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness

  5. Intraspecific niche models for ponderosa pine (Pinus ponderosa) suggest potential variability in population-level response to climate change

    Science.gov (United States)

    Maguire, Kaitlin C.; Shinneman, Douglas; Potter, Kevin M.; Hipkins, Valerie D.

    2018-01-01

    Unique responses to climate change can occur across intraspecific levels, resulting in individualistic adaptation or movement patterns among populations within a given species. Thus, the need to model potential responses among genetically distinct populations within a species is increasingly recognized. However, predictive models of future distributions are regularly fit at the species level, often because intraspecific variation is unknown or is identified only within limited sample locations. In this study, we considered the role of intraspecific variation to shape the geographic distribution of ponderosa pine (Pinus ponderosa), an ecologically and economically important tree species in North America. Morphological and genetic variation across the distribution of ponderosa pine suggest the need to model intraspecific populations: the two varieties (var. ponderosa and var. scopulorum) and several haplotype groups within each variety have been shown to occupy unique climatic niches, suggesting populations have distinct evolutionary lineages adapted to different environmental conditions. We utilized a recently-available, geographically-widespread dataset of intraspecific variation (haplotypes) for ponderosa pine and a recently-devised lineage distance modeling approach to derive additional, likely intraspecific occurrence locations. We confirmed the relative uniqueness of each haplotype-climate relationship using a niche-overlap analysis, and developed ecological niche models (ENMs) to project the distribution for two varieties and eight haplotypes under future climate forecasts. Future projections of haplotype niche distributions generally revealed greater potential range loss than predicted for the varieties. This difference may reflect intraspecific responses of distinct evolutionary lineages. However, directional trends are generally consistent across intraspecific levels, and include a loss of distributional area and an upward shift in elevation. Our results

  6. Intraspecific niche models for ponderosa pine (Pinus ponderosa) suggest potential variability in population-level response to climate change.

    Science.gov (United States)

    Maguire, Kaitlin C; Shinneman, Douglas J; Potter, Kevin M; Hipkins, Valerie D

    2018-03-14

    Unique responses to climate change can occur across intraspecific levels, resulting in individualistic adaptation or movement patterns among populations within a given species. Thus, the need to model potential responses among genetically distinct populations within a species is increasingly recognized. However, predictive models of future distributions are regularly fit at the species level, often because intraspecific variation is unknown or is identified only within limited sample locations. In this study, we considered the role of intraspecific variation to shape the geographic distribution of ponderosa pine (Pinus ponderosa), an ecologically and economically important tree species in North America. Morphological and genetic variation across the distribution of ponderosa pine suggest the need to model intraspecific populations: the two varieties (var. ponderosa and var. scopulorum) and several haplotype groups within each variety have been shown to occupy unique climatic niches, suggesting populations have distinct evolutionary lineages adapted to different environmental conditions. We utilized a recently-available, geographically-widespread dataset of intraspecific variation (haplotypes) for ponderosa pine and a recently-devised lineage distance modeling approach to derive additional, likely intraspecific occurrence locations. We confirmed the relative uniqueness of each haplotype-climate relationship using a niche-overlap analysis, and developed ecological niche models (ENMs) to project the distribution for two varieties and eight haplotypes under future climate forecasts. Future projections of haplotype niche distributions generally revealed greater potential range loss than predicted for the varieties. This difference may reflect intraspecific responses of distinct evolutionary lineages. However, directional trends are generally consistent across intraspecific levels, and include a loss of distributional area and an upward shift in elevation. Our results

  7. Profiles of Change in Motivation for Teaching in Higher Education at an American Research University

    Science.gov (United States)

    Gunersel, Adalet B.; Kaplan, Avi; Barnett, Pamela; Etienne, Mary; Ponnock, Annette R.

    2016-01-01

    The current study employed an emergent theoretical model of teaching role identity and motivation to investigate the change in conception of and motivation for teaching in higher education of research graduate students who teach in the United States. Fifteen participants took a graduate-level seminar as part of a two-course teaching professional…

  8. Pre-Service Secondary Mathematics Teachers' Reflections on Good and Bad Mathematics Teaching

    Science.gov (United States)

    Dayal, Hem Chand

    2013-01-01

    Researchers suggest that teachers' beliefs about teaching are strongly influenced by their personal experiences with mathematics. This study aimed to explore Pacific Island pre-service secondary mathematics teachers' perceptions about good and bad mathematics teachers. Thirty pre-service teachers, enrolled in a mathematics teaching methods course…

  9. New ideas for teaching electrocardiogram interpretation and improving classroom teaching content.

    Science.gov (United States)

    Zeng, Rui; Yue, Rong-Zheng; Tan, Chun-Yu; Wang, Qin; Kuang, Pu; Tian, Pan-Wen; Zuo, Chuan

    2015-01-01

    Interpreting an electrocardiogram (ECG) is not only one of the most important parts of diagnostics but also one of the most difficult areas to teach. Owing to the abstract nature of the basic theoretical knowledge of the ECG, its scattered characteristics, and tedious and difficult-to-remember subject matter, teaching how to interpret ECGs is as difficult for teachers to teach as it is for students to learn. In order to enable medical students to master basic knowledge of ECG interpretation skills in a limited teaching time, we modified the content used for traditional ECG teaching and now propose a new ECG teaching method called the "graphics-sequence memory method." A prospective randomized controlled study was designed to measure the actual effectiveness of ECG learning by students. Two hundred students were randomly placed under a traditional teaching group and an innovative teaching group, with 100 participants in each group. The teachers in the traditional teaching group utilized the traditional teaching outline, whereas the teachers in the innovative teaching group received training in line with the proposed teaching method and syllabus. All the students took an examination in the final semester by analyzing 20 ECGs from real clinical cases and submitted their ECG reports. The average ECG reading time was 32 minutes for the traditional teaching group and 18 minutes for the innovative teaching group. The average ECG accuracy results were 43% for the traditional teaching group and 77% for the innovative teaching group. Learning to accurately interpret ECGs is an important skill in the cardiac discipline, but the ECG's mechanisms are intricate and the content is scattered. Textbooks tend to make the students feel confused owing to the restrictions of the length and the format of the syllabi, apart from many other limitations. The graphics-sequence memory method was found to be a useful method for ECG teaching.

  10. [ISO 9001 conformity in research, teaching and rehabilitation].

    Science.gov (United States)

    Howorka, K; Kletschka, G; Pumprla, J; Thoma, H

    1998-01-01

    Quality assurance, in particular in the areas of development and production of medical devices, is one of the tasks of biomedical engineering. The interdisciplinary working group "Functional Rehabilitation and Group Education, Vienna" is committed to the development and implementation of group education models on three levels: (1) direct education/instruction of patients with chronic diseases, (2) university research and teaching, and (3) development of technical aids for rehabilitation and the means for disseminating group education models in rehabilitation and therapy. Major aims were, by generating conformity with ISO 9001 standards, to achieve greater transparency and process optimization with very small resources in university (teaching, research, technical aids) and extra-university (rehabilitation) areas. A secondary aim was the establishment of interdisciplinary (clinical and biomedical) cooperation at university level. In all main areas (research, teaching and group education/instruction), ISO 9001-conformity was achieved by our activities on three methodological levels: (1) description and analysis of processes, (2) use of ISO 9001 standards for evaluating internal processes, and (3) optimization measures. The following article contains relevant elements of the quality manual and quality assurance system, and offers a typical example of innovative cooperation between medicine and medical engineering.

  11. Analyzing Factors Influencing Teaching as a Career Choice Using Structural Equation Modeling

    Directory of Open Access Journals (Sweden)

    Budhinath Padhy

    2015-02-01

    Full Text Available The purpose of the study is to analyze factors influencing students’ perceptions of teaching as a career choice using structural equation modeling with the goal of shaping a teacher education recruitment program. In this study, 458 students from a Midwestern university in the United States responded to an online survey about career-related factors they value, their expectation that teaching would offer those factors, and any social-influence factors that might encourage them to choose a teaching career. The effect of 10 exogenous motivation variables (value-environment, value-intrinsic, value-extrinsic, value-altruistic, expectancy-environment, expectancy-intrinsic, expectancy-extrinsic, social-media-education, social-prior-experience, and social-suggestions on choosing a teaching career was examined. Results of our analysis showed that the factors related to expectancy-environment, expectancy-intrinsic, social-media-education, social-prior-experience, and social-suggestions were found to be significant, whereas value-related factors and expectancy-extrinsic factors were found to be insignificant.

  12. Good teaching is good teaching: A narrative review for effective medical educators.

    Science.gov (United States)

    Berman, Anthony C

    2015-01-01

    Educators have tried for many years to define teaching and effective teachers. More specifically, medical educators have tried to define what characteristics are common to successful teachers in the healthcare arena. The goal of teacher educators has long been to determine what makes an effective teacher so that they could do a better job of preparing future teachers to have a positive impact on the learning of their students. Medical educators have explored what makes some of their colleagues more able than others to facilitate the development of healthcare professionals who can successfully and safely meet the needs of future patients. Although there has historically been disagreement regarding the characteristics that need be developed in order for teachers to be effective, educational theorists have consistently agreed that becoming an effective teacher is a complex task. Such discussions have been central to deciding what education at any level is really all about. By exploring the literature and reflecting upon the personal experiences encountered in his lengthy career as a teacher, and as a teacher of teachers, the author reaches the conclusions that teaching is both art and science, that "good teaching is good teaching" regardless of the learning environment or the subject to be explored, and that the characteristics making up an effective medical educator are really not much different than those making up effective educators in any other area. © 2015 American Association of Anatomists.

  13. Teaching and Learning about Sexuality and Aging.

    Science.gov (United States)

    Steffl, Bernita M.; Kelly, James J.

    1979-01-01

    Describes an experience in developing teaching and learning content on aging and sexuality. Suggestions for a course outline and experiential learning for students and a summary of findings, which has implications for educators in gerontology, are included. (Author)

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

    Science.gov (United States)

    Armstrong, Deborah K; Asselin, Marilyn E

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

  15. Low-level waste management - suggested solutions for problem wastes

    International Nuclear Information System (INIS)

    Pechin, W.H.; Armstrong, K.M.; Colombo, P.

    1984-01-01

    Problem wastes are those wastes which are difficult or require unusual expense to place into a waste form acceptable under the requirements of 10 CFR 61 or the disposal site operators. Brookhaven National Laboratory has been investigating the use of various solidification agents as part of the DOE Low-Level Waste Management Program for several years. Two of the leading problem wastes are ion exchange resins and organic liquids. Ion exchange resins can be solidified in Portland cement up to about 25 wt % resin, but waste forms loaded to this degree exhibit significantly reduced compressive strength and may disintegrate when immersed in water. Ion exchange resins can also be incorporated into organic agents. Mound Laboratory has been investigating the use of a joule-heated glass melter as a means of disposing of ion exchange resins and organic liquids in addition to other combustible wastes

  16. Using computers in early years education: What are the effects on children’s development? Some suggestions concerning beneficial computer practice

    OpenAIRE

    Theodotou, Evgenia

    2010-01-01

    Technology in education is considered in empirical and theoretical literature as both beneficial and harmful to children’s development. In the field of the early years settings there is a dilemma whether or not early childhood teachers should use technology as a teaching and learning resource. This paper has a pedagogical focus, discussing the advantages and the potential problems of computer practice to children’s learning and behaviour in the early years settings and also suggests teaching ...

  17. TEACHING WRITING IN ENGLISH AS A FOREIGN LANGUAGE

    Directory of Open Access Journals (Sweden)

    I Made Purna Wijaya

    2015-11-01

    Full Text Available This article aims at describing about teaching writing in English as a foreign Language. The reasons for teaching writing to students of English as a Foreign language include reinforcement, language development, learning style and the most importantly, writing as skill in its own right. Like many other aspects of English language teaching, the type of writing that students should do, will depend on their age, interest and level. These include writing post cards, letters of various kinds, filling in forms such as job applications, writing narrative compositions, report, newspaper and magazine article. The result showed that the students’ success of writing such matters absolutely depend on their motivations.

  18. Challenges in the Teaching of Sociology in Higher Education. Contributions to a Discussion

    Directory of Open Access Journals (Sweden)

    Carlos Miguel Ferreira

    2017-10-01

    Full Text Available At a time when Sociology (either in its introductory or general dimension or in the form of specialised Sociologies is acknowledged as a scientific discipline with important contributions in training at the higher education level, and not only for the future sociologist, there is a need to (rethink the problem of teaching Sociology in this context. This article seeks to contribute to this discussion on the teaching of Sociology in higher education, being a grounded reflection that is based on the authors’ teaching experience in the Portuguese context. Sociology has specificities, which we put forward through four framing principles, namely the need to permanently mobilise sociological imagination, be multi-paradigmatic, the need to be receptive to a heuristic interdisciplinarity, and, finally, foster reflexivity at several levels. These principles should, from our standpoint, shape the teaching of Sociology, both delimiting what should be taught and fostering the way to teach while abiding by these principles. As a conclusion, this problem of teaching Sociology needs an in-depth investigation, in the search for a growing pedagogical quality in a context of increasing opportunities to reform the type of teaching provided in higher education, which is a permanent challenge.

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

    Science.gov (United States)

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

    2015-01-01

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

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

    Science.gov (United States)

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

    2017-04-01

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