Research on Experiment-Guidance-Theory teaching mode in optics course

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Lai, Jiancheng; Li, Zhenhua; Ji, Yunjing; Qi, Jing; Song, Yang

2017-08-01

Optical theories were all originating from the experimental phenomena, as a result, we can combine the theories and experiments organically in optics teaching that can make the teaching content more intuitive and vivid to stimulate the students' learning interests. In this paper, we proposed the "Experiment-Guidance-Theory" teaching mode in optics course by integrating the theory of optics courses with corresponding experiments. Before the theoretical learning, the students would do some basic experiments to observe the optical phenomena on themselves and answer the corresponding illuminating questions to put themselves into the role, and then the teachers explain the corresponding optical methods and theories, at last, the students must attend an expansive discussion and innovation experiment around the optical theme to expand their scientific view and innovation ability. This is a kind of inquiry-based teaching method, which can stimulate the students' studying interests and improve learning initiative. Meanwhile, the ideas of scientific research also be integrated into teaching, which is beneficial to cultivate students' ability to carry out innovative research.

Learning from Experience: From Case-Based Teaching to Experience-Based Learning

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van der Steen, Martijn; Van Twist, Mark; Frissen, Paul

2017-01-01

Senior-level civil servants can learn a lot from methods such as theory-lectures and case-teaching, but there is another resource of knowledge and insight that can be utilized more for teaching public administration: the professional experience of participants in training programmes. This paper argues that it is possible to use the professional…

Experiment-Based Teaching in Advanced Control Engineering

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Precup, R.-E.; Preitl, S.; Radac, M.-B.; Petriu, E. M.; Dragos, C.-A.; Tar, J. K.

2011-01-01

This paper discusses an experiment-based approach to teaching an advanced control engineering syllabus involving controlled plant analysis and modeling, control structures and algorithms, real-time laboratory experiments, and their assessment. These experiments are structured around the representative case of the longitudinal slip control of an…

The University of Zambia School Teaching Experience: Is It Effective?

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Peter Chomba Manchishi

2014-05-01

Full Text Available Teaching practice exercises serve the purpose of orienting the teacher into real classroom situations where the novice puts his or her skills into practice. Education students at the University of Zambia (UNZA go through the school teaching experience after their third year of study. This comes after they have arguably completed enough content and methodology courses to teach. The purpose of this study was to establish the effectiveness of the UNZA school teaching experience. The research instruments used were interview guides, observation checklists, and focus group discussions. The respondents included 80 serving teachers, 80 student teachers, and 10 head teachers drawn from 10 high schools in the Lusaka District. In addition, 10 lecturers from UNZA were also sampled. The findings revealed that the design and delivery of the UNZA student teaching experience was not effective.

The research on teaching reformation of photoelectric information science and engineering specialty experiments

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Zhu, Zheng; Yang, Fan; Zhang, Yang; Geng, Tao; Li, Yuxiang

2017-08-01

This paper introduced the idea of teaching reformation of photoelectric information science and engineering specialty experiments. The teaching reformation of specialty experiments was analyzed from many aspects, such as construction of specialized laboratory, experimental methods, experiment content, experiment assessing mechanism, and so on. The teaching of specialty experiments was composed of four levels experiments: basic experiments, comprehensive and designing experiments, innovative research experiments and engineering experiments which are aiming at enterprise production. Scientific research achievements and advanced technology on photoelectric technology were brought into the teaching of specialty experiments, which will develop the students' scientific research ability and make them to be the talent suitable for photoelectric industry.

Assessing Student Teaching Experiences: Teacher Candidates' Perceptions of Preparedness

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Lee, Joohi; Tice, Kathleen; Collins, Denise; Brown, Amber; Smith, Cleta; Fox, Jill

2012-01-01

The purpose of this study is to investigate the effectiveness of student teaching experiences by measuring teacher candidates' perceptions of their preparedness. The participants were 130 teacher candidates who had completed their student teaching as part of a program preparing them to teach children in pre-K through grade 4. Teacher candidates…

Graduate students' teaching experiences improve their methodological research skills.

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Feldon, David F; Peugh, James; Timmerman, Briana E; Maher, Michelle A; Hurst, Melissa; Strickland, Denise; Gilmore, Joanna A; Stiegelmeyer, Cindy

2011-08-19

Science, technology, engineering, and mathematics (STEM) graduate students are often encouraged to maximize their engagement with supervised research and minimize teaching obligations. However, the process of teaching students engaged in inquiry provides practice in the application of important research skills. Using a performance rubric, we compared the quality of methodological skills demonstrated in written research proposals for two groups of early career graduate students (those with both teaching and research responsibilities and those with only research responsibilities) at the beginning and end of an academic year. After statistically controlling for preexisting differences between groups, students who both taught and conducted research demonstrate significantly greater improvement in their abilities to generate testable hypotheses and design valid experiments. These results indicate that teaching experience can contribute substantially to the improvement of essential research skills.

Analysis of previous perceptual and motor experience in breaststroke kick learning

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Ried Bettina

2015-12-01

Full Text Available One of the variables that influence motor learning is the learner’s previous experience, which may provide perceptual and motor elements to be transferred to a novel motor skill. For swimming skills, several motor experiences may prove effective. Purpose. The aim was to analyse the influence of previous experience in playing in water, swimming lessons, and music or dance lessons on learning the breaststroke kick. Methods. The study involved 39 Physical Education students possessing basic swimming skills, but not the breaststroke, who performed 400 acquisition trials followed by 50 retention and 50 transfer trials, during which stroke index as well as rhythmic and spatial configuration indices were mapped, and answered a yes/no questionnaire regarding previous experience. Data were analysed by ANOVA (p = 0.05 and the effect size (Cohen’s d ≥0.8 indicating large effect size. Results. The whole sample improved their stroke index and spatial configuration index, but not their rhythmic configuration index. Although differences between groups were not significant, two types of experience showed large practical effects on learning: childhood water playing experience only showed major practically relevant positive effects, and no experience in any of the three fields hampered the learning process. Conclusions. The results point towards diverse impact of previous experience regarding rhythmic activities, swimming lessons, and especially with playing in water during childhood, on learning the breaststroke kick.

Innovation ability and innovation spirit in photoelectric comprehensive experiment teaching

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Wang, Dexing; Zhang, Yang; Wang, Xiaofeng; Zhang, Xiaojun; Zhang, Tao; Sun, Peng

2017-08-01

The traditional experimental teaching methods have some shortcomings in the training the student innovation ability. In order to improve the student practical ability in the photoelectric technology, in this paper new experimental teaching modes are tried and reformed for cultivating the innovative ability of students in the linear CCD experiment. The photoelectric experiment systems are independently designed and completed by students. Compared with the traditional experimental teaching methods, this new methods have a great role in the development of the ability of creative thinking.

The Experience of Teaching Online in Nursing Education.

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Gazza, Elizabeth A

2017-06-01

Online education has become a key instructional delivery method in nursing education; however, limited understanding exists about what it is like to teach online. The aim of this study was to uncover the experience of teaching online in nursing education. The sample for this phenomenological study included 14 nursing faculty who completed at least 50% of their teaching workload assignment in fully online courses in baccalaureate, master's, or doctoral nursing programs. Data were collected through the use of a demographic questionnaire and personal interviews. Four themes emerged from the data: (a) Looking at a Lot of Moving Parts, (b) Always Learning New Things, (c) Going Back and Forth, and (d) Time Is a Blessing and a Curse. Online teaching in nursing education differs from traditional classroom teaching in a variety of ways. Policies and guidelines that govern faculty teaching should encompass the identified intricacies of online teaching. [J Nurs Educ. 2017;56(6):343-349.]. Copyright 2017, SLACK Incorporated.

Gaming, texting, learning? Teaching engineering ethics through students' lived experiences with technology.

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Voss, Georgina

2013-09-01

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

Investigating Omani Science Teachers' Attitudes towards Teaching Science: The Role of Gender and Teaching Experiences

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Ambusaidi, Abdullah; Al-Farei, Khalid

2017-01-01

A 30-item questionnaire was designed to determine Omani science teachers' attitudes toward teaching science and whether or not these attitudes differ according to gender and teaching experiences of teachers. The questionnaire items were divided into 3 domains: classroom preparation, managing hands-on science, and development appropriateness. The…

Teaching for Social Justice: Experiences and Epiphanies

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Ringo, Saroja

2008-01-01

If people believe that identities are in large part socially constructed, they might also agree that the morals and values they each hold may also be a product of their experiences as social beings. The author's experiences with othering led her to an epiphany about the importance of teaching for social justice and guided her work as a teacher…

The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience

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Kelly A. Schalk

2009-12-01

Full Text Available There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA. We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience.

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

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Song, Peng

2017-08-01

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

Connecting university science experiences to middle school science teaching

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Johnson, Gordon; Laughran, Laura; Tamppari, Ray; Thomas, Perry

1991-06-01

Science teachers naturally rely on their university science experiences as a foundation for teaching middle school science. This foundation consists of knowledge far too complex for the middle level students to comprehend. In order for middle school science teachers to utilize their university science training they must search for ways to adapt their college experiences into appropriate middle school learning experience. The criteria set forth above provide broad-based guidelines for translating university science laboratory experiences into middle school activities. These guidelines are used by preservice teachers in our project as they identify, test, and organize a resource file of hands-on inquiry activities for use in their first year classrooms. It is anticipated that this file will provide a basis for future curriculum development as the teacher becomes more comfortable and more experienced in teaching hands-on science. The presentation of these guidelines is not meant to preclude any other criteria or considerations which a teacher or science department deems important. This is merely one example of how teachers may proceed to utilize their advanced science training as a basis for teaching middle school science.

An experiment teaching method based on the Optisystem simulation platform

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Zhu, Jihua; Xiao, Xuanlu; Luo, Yuan

2017-08-01

The experiment teaching of optical communication system is difficult to achieve because of expensive equipment. The Optisystem is optical communication system design software, being able to provide such a simulation platform. According to the characteristic of the OptiSystem, an approach of experiment teaching is put forward in this paper. It includes three gradual levels, the basics, the deeper looks and the practices. Firstly, the basics introduce a brief overview of the technology, then the deeper looks include demoes and example analyses, lastly the practices are going on through the team seminars and comments. A variety of teaching forms are implemented in class. The fact proves that this method can not only make up the laboratory but also motivate the students' learning interest and improve their practical abilities, cooperation abilities and creative spirits. On the whole, it greatly raises the teaching effect.

Facilitation as a teaching strategy : experiences of facilitators

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E Lekalakala-Mokgele

2006-09-01

Full Text Available Changes in nursing education involve the move from traditional teaching approaches that are teacher-centred to facilitation, a student centred approach. The studentcentred approach is based on a philosophy of teaching and learning that puts the learner on centre-stage. The aim of this study was to identify the challenges of facilitators of learning using facilitation as a teaching method and recommend strategies for their (facilitators development and support. A qualitative, explorative and contextual design was used. Four (4 universities in South Africa which utilize facilitation as a teaching/ learning process were identified and the facilitators were selected to be the sample of the study. The main question posed during in-depth group interviews was: How do you experience facilitation as a teaching/learning method?. Facilitators indicated different experiences and emotions when they first had to facilitate learning. All of them indicated that it was difficult to facilitate at the beginning as they were trained to lecture and that no format for facilitation was available. They experienced frustrations and anxieties as a result. The lack of knowledge of facilitation instilled fear in them. However they indicated that facilitation had many benefits for them and for the students. Amongst the ones mentioned were personal and professional growth. Challenges mentioned were the fear that they waste time and that they do not cover the content. It is therefore important that facilitation be included in the training of nurse educators.

Shell Games. VORTEX: Virginia's Oyster Reef Teaching EXperience.

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Harding, Juliana M.; Mann, Roger; Clark, Vicki P.

This document introduces Virginia's Oyster Reef Teaching EXperience (VORTEX), which is an interdisciplinary program focusing on the importance of oyster reef communities in the Chesapeake Bay ecosystem. The VORTEX program uses field and laboratory experiences supported by multimedia instruction. This document presents an overview on the biology of…

Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers’ Work

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Kwok Kuen Tsang

2016-09-01

Full Text Available The study explores the social psychological process of teachers’ emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam2 (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic and miserable in teaching. The social psychological process of the emotional experience of caam2 involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers’ power which is unequally distributed according to teachers’ teaching experience and managerial roles.

Emotional Experience of Caam(2) in Teaching: Power and Interpretation of Teachers' Work.

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Tsang, Kwok K; Kwong, Tsun L

2016-01-01

The study explores the social psychological process of teachers' emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam(2) (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic, and miserable) in teaching. The social psychological process of the emotional experience of caam(2) involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers' power which is unequally distributed according to teachers' teaching experience and managerial roles.

Influence of previous experience on resistance training on reliability of one-repetition maximum test.

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Ritti-Dias, Raphael Mendes; Avelar, Ademar; Salvador, Emanuel Péricles; Cyrino, Edilson Serpeloni

2011-05-01

The 1-repetition maximum test (1RM) has been widely used to assess maximal strength. However, to improve accuracy in assessing maximal strength, several sessions of the 1RM test are recommended. The aim of this study was to analyze the influence of previous resistance training experience on the reliability of 1RM test. Thirty men were assigned to the following 2 groups according to their previous resistance training experience: no previous resistance training experience (NOEXP) and more than 24 months of resistance training experience (EXP). All subjects performed the 1RM tests in bench press and squat in 4 sessions on distinct days. There was a significant session × group effect in bench press (F = 3.09; p reliability of the 1RM test is influenced by the subject's previous experience in resistance training. Subjects without experience in resistance training require more practice and familiarization and show greater increases in maximal strength between sessions than subjects with previous experience in resistance training.

Does Teaching Experience Matter? Examining Biology Teachers' Prior Knowledge for Teaching in an Alternative Certification Program

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Friedrichsen, Patricia J.; Abell, Sandra K.; Pareja, Enrique M.; Brown, Patrick L.; Lankford, Deanna M.; Volkmann, Mark J.

2009-01-01

Alternative certification programs (ACPs) have been proposed as a viable way to address teacher shortages, yet we know little about how teacher knowledge develops within such programs. The purpose of this study was to investigate prior knowledge for teaching among students entering an ACP, comparing individuals with teaching experience to those…

The Effect of Student Teaching Experience and Teacher Beliefs on Pre-Service Teachers' Self-Efficacy and Intention to Use Technology in Teaching

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Han, Insook; Shin, Won Sug; Ko, Yujung

2017-01-01

The student teaching experience has been considered important in establishing pre-service teachers' beliefs and attitudes towards their teaching. However, few studies have investigated the effect of student teaching experiences as an educational intervention for increasing technology integration--especially pre-service teachers' pedagogical…

HOW TEACHERS EVALUATE THEIR WORK STYLE DEPENDING ON THE SUBJECT THEY TEACH AND YEARS OF WORK EXPERIENCE

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Ranka Perućica

2017-06-01

Full Text Available In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students’ attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject they teach and years of work experience. In addition, the aim of this study was to examine whether there are differences in teachers’ estimation of the teaching styles depending on the subject they teach and years of work experience. The study sample consisted of 120 teachers in the final grades of primary schools in the Sarajevo – Romania region. Teachers responded to questions assessing which of the statements given are related to them. The questionnaire was designed for research purposes with the three styles that are commonly used in the classroom to a democratic, autocratic and laissez - fair style. Reliability of the instrument was tested using Cronbach - alpha coefficient, and amounted to 0.73 democratic style, the autocratic 0.73, and 0.63 for the indifferent style. In the study, we used two methods: survey method and the method of theoretical analysis. The obtained results show that there is a statistically significant difference in teachers’ assessments of democratic and laissez - fair style usage, depending on the subject they teach, while there was no statistically significant difference when it comes to the autocratic style. The second part of our results shows that there is no difference in teachers’ assessments of work styles, depending on years of work experience. We hope that these results will contribute to the already existing research dealing with this subject.

The Lived Experience: A Study in Teaching Online

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Morgan, Bobbette M.

2018-01-01

A researcher with five years' experience of teaching online classes shares what she has seen and experienced while working with her students. Through the evolution of working with Tegrity, Collaborate, and ZOOM the author shares the lived experience. The work of Max van Manen, a phenomenological researcher, serves as the framework. Descriptions…

Reform and practice for photoelectric specialty experimental teaching based on virtual simulation experiment platform

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Ye, Yan; Lv, Qingsong; Wu, Maocheng; Xu, Yishen; Gu, Jihua

2017-08-01

In view of some problems about the traditional photoelectric specialty experimental teaching process, such as separation of theoretical teaching and practical teaching, immobilization of experimental teaching contents, low quality of experiments and no obvious effect, we explored and practiced a new experimental teaching model of "theoretical teaching, virtual simulation and physical experiment", which combined the characteristics of photoelectric information science and engineering major and the essential requirements of engineering innovation talents cultivation. The virtual simulation experiment platform has many advantages, such as high performance-to-price ratio, easy operation and open experimental process, which makes virtual simulation combine physical experiment, complete each other with virtual for practical. After the users log into the virtual simulation experimental platform, they will first study the contents of the experiment, clarify the purpose and requirements of the experiment, master the method of using the instrument and the relevant notes, and then use the experimental instruments provided by the platform to build the corresponding experimental system. Once the experimenter's optical path is set incorrectly or the instrument parameters are set incorrectly, the error or warning message will be automatically triggered, and the reference information will be given instructing the student to complete the correct experimental operation. The results of our practice in recent years show that the teaching reform of the photoelectric specialty experiments has not only brought great convenience to the experimental teaching management, broadened the students' thinking and vision, enhanced the students' experimental skills and comprehensive qualities, but also made the students participate in the experiment with their enthusiasm. During the construction of experiment programs, the students' engineering practical ability and independent innovation awareness

Teaching as a fractal: from experience to model

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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.

Students’ expectations to and experiences of research based teaching

DEFF Research Database (Denmark)

Rump, Camilla Østerberg; Elmeskov, Dorte Christiansen

Teaching and learning are often competing activities, and this leads to frustrations and may compromise the quality of teaching. As part of a university wide initiative, three modules were redesigned to engage students in research or research-like activities. In order to evaluate this, we developed...... an instrument asking students about their expectations to research-based teaching. This instrument can be administered pre and post instruction. The idea is, that is that we would expect an increase in students’ expectations to research-based teaching if they have a good experience. The instrument is based...... on Healey’s model (2005) of four types of research-based teaching. It was administered pre and post instruction to three classes in landscape architecture and biochemistry. Results show that for biochemistry the students’ expectations do indeed rise. For landscape architecture they do, however, decline...

A qualitative assessment of faculty perspectives of small group teaching experience in Iraq.

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Saleh, Abubakir M; Shabila, Nazar P; Dabbagh, Ali A; Al-Tawil, Namir G; Al-Hadithi, Tariq S

2015-02-15

Although medical colleges in Iraq started recently to increasingly use small group teaching approach, there is limited research on the challenges, opportunities and needs of small group teaching in Iraq particularly in Kurdistan Region. Therefore, this study was aimed to assess the small group teaching experience in the 4(th) and 5(th) year of study in Hawler College of Medicine with a focus on characterizing the impressions of faculty members about how small group teaching is proceeding in the college. A qualitative study based on semi-structured interviews with 20 purposively selected faculty members was conducted. An interview guide was used for data collection that was around different issues related to small group teaching in medical education including planning, preparation, positive aspects, problems facing its implementation, factors related to it and recommendations for improvement. Qualitative data analysis comprised identifying themes that emerged from the review of transcribed interviews. Participants reported some positive experience and a number of positive outcomes related to this experience including better controlling the class, enhancing students' understanding of the subject, increasing interaction in the class, increasing the students' confidence, enhancing more contact between teachers and students, improving the presentation skills of the students and improving the teacher performance. The participants emphasized poor preparation and planning for application of this system and highlighted a number of problems and challenges facing this experience particularly in terms of poor infrastructure and teaching facilities, poor orientation of students and teachers, inadequate course time for some subjects and shortage of faculty members in a number of departments. The main suggestions to improve this experience included improving the infrastructure and teaching facilities, using more interactive teaching methods and better organization and management

Phytoremediation in education: textile dye teaching experiments.

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Ibbini, Jwan H; Davis, Lawrence C; Erickson, Larry E

2009-07-01

Phytoremediation, the use of plants to clean up contaminated soil and water, has a wide range of applications and advantages, and can be extended to scientific education. Phytoremediation of textile dyes can be used as a scientific experiment or demonstration in teaching laboratories of middle school, high school and college students. In the experiments that we developed, students were involved in a hands-on activity where they were able to learn about phytoremediation concepts. Experiments were set up with 20-40 mg L(-1) dye solutions of different colors. Students can be involved in the set up process and may be involved in the experimental design. In its simplest forms, they use two-week-old sunflower seedlings and place them into a test tube of known volume of dye solution. Color change and/or dye disappearance can be monitored by visual comparison or with a spectrophotometer. Intensity and extent of the lab work depends on student's educational level, and time constraints. Among the many dyes tested, Evan's Blue proved to be the most readily decolorized azo dye. Results could be observed within 1-2 hours. From our experience, dye phytoremediation experiments are suitable and easy to understand by both college and middle school students. These experiments help visual learners, as students compare the color of the dye solution before and after the plant application. In general, simple phytoremediation experiments of this kind can be introduced in many classes including biology, biochemistry and ecological engineering. This paper presents success stories of teaching phytoremediation to middle school and college students.

Using Field Experiments to Change the Template of How We Teach Economics

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List, John A.

2014-01-01

In this article, the author explains why field experiments can improve what we teach and how we teach economics. Economists no longer operate as passive observers of economic phenomena. Instead, they participate actively in the research process by collecting data from field experiments to investigate the economics of everyday life. This change can…

Experience, Adoption, and Technology: Exploring the Phenomenological Experiences of Faculty Involved in Online Teaching at One School of Public Health

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Kidd, Terry; Davis, Trina; Larke, Patricia

2016-01-01

Using the Unified Theory of Acceptance and Use of Technology (UTAUT) and Dewey's Theory of Experience, this phenomenological study explored the experiences of faculty who engaged in online teaching at one school of public health. Findings revealed that the experiences of public health faculty, who engaged in online teaching, are similar and…

Peer Teaching Experiences of Final Year Paramedic Students: 2011-2012

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Williams, Brett; Fellows, Holly; Eastwood, Kathryn; Wallis, Jamie

2014-01-01

Peer assisted learning (PAL) is one method of teaching which involves peers, or people from similar social groups, in reciprocal learning where one peer educates another and in return learns through the teaching experience. There have been many reported benefits of PAL programs. PAL has a long history of use in healthcare education; however, for…

A case of learning to teach elementary science: Investigating beliefs, experiences, and tensions

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Bryan, Lynn Ann

This study examines how preservice elementary teacher beliefs and experiences within the context of reflective science teacher education influence the development of professional knowledge. From a cognitive constructivist theoretical perspective, I conducted a case analysis to investigate the beliefs about science teaching and learning held by a preservice teacher (Barbara), identify the tensions she encountered in learning to teach elementary science, understand the frames from which she identified problems of practice, and discern how her experiences influenced the process of reflecting on her own science teaching. From an analysis of interviews, observation, and written documents, I constructed a profile of Barbara's beliefs that consisted of three foundational and three dualistic beliefs about science teaching and learning. Her foundational beliefs concerned: (a) the value of science and science teaching, (b) the nature of scientific concepts and goals of science instruction, and (c) control in the science classroom. Barbara held dualistic beliefs about: (a) how children learn science, (b) the science students' role, and (c) the science teacher's role. The dualistic beliefs formed two contradictory nests of beliefs. One nest, grounded in life-long science learner experiences, reflected a didactic teaching orientation and predominantly guided her practice. The second nest, not well-grounded in experience, embraced a hands-on approach and predominantly guided her vision of practice. Barbara encountered tensions in thinking about science teaching and learning as a result of inconsistencies between her vision of science teaching and her actual practice. Confronting these tensions prompted Barbara to rethink the connections between her classroom actions and students' learning, create new perspectives for viewing her practice, and consider alternative practices more resonant with her visionary beliefs. However, the self-reinforcing belief system created by her

Laboratory Experiments in Teaching Public Economics and Policy

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Špačková Zuzana

2015-05-01

Full Text Available This paper deals with classroom experiments in economics, which have been derived from laboratory experiments. These experiments cover a broad range of topics, from strictly economic ones (like market games or auctions to those with overlaps to other domains such as public policy. The paper discusses different methodologies of research and classroom experiments, introduces the benefits of the latter and presents a concrete teaching experiment used in public economics courses at the Faculty of Economics and Administration of Masaryk University. Another link between economic experiments and public policy is outlined here as well, namely the importance of experimental results for public policy makers.

SIMULATED ANIMAL EXPERIMENTS IN TEACHING AND RESEARCH

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Chirag B. Mistry, Shreya M. Shah, Jagatkumar D. Bhatt

2015-07-01

Full Text Available Animal experiments are of paramount importance in the pre-clinical screening of new chemical entity. On the other hand, various regulatory guidelines for animal experiments are becoming more stringent in the face of worldwide protests by animal rights activists. Moreover, simulated animal experiments’ softwares are being developed and they can be implemented in the postgraduate and graduate students’ curriculum for demonstration of standard physiological and pharmacological principles compared to real time animal experiments. In fact, implementation of virtual experiment will decrease hand on experience of animal experiments among medical students, but after medical graduation, animal experiment is lest utilized during their day to day clinical practice. Similarly, in case of postgraduate pharmacology curriculum, computer based virtual animal experiments can facilitate teaching and learning in a short span of time with various protocols, without sacrificing any animal for already established experimental outcomes.

Studying Gender Bias in Physics Grading: The Role of Teaching Experience and Country

Science.gov (United States)

Hofer, Sarah I.

2015-01-01

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2?×?2 between-subjects design, with years of teaching experience included as…

Primary Science Teaching--Is It Integral and Deep Experience for Students?

Science.gov (United States)

Timoštšuk, Inge

2016-01-01

Integral and deep pedagogical content knowledge can support future primary teachers' ability to follow ideas of education for sustainability in science class. Initial teacher education provides opportunity to learn what and how to teach but still the practical experiences of teaching can reveal uneven development of student teachers'…

Teaching and learning curriculum programs: recommendations for postgraduate pharmacy experiences in education.

Science.gov (United States)

Wright, Eric A; Brown, Bonnie; Gettig, Jacob; Martello, Jay L; McClendon, Katie S; Smith, Kelly M; Teeters, Janet; Ulbrich, Timothy R; Wegrzyn, Nicole; Bradley-Baker, Lynette R

2014-08-01

Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as "teaching certificate programs," though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section's Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments. Copyright © 2014 by the American Society of Health-System Pharmacists, Inc. All rights reserved.

The Effectiveness of Peer Review of Teaching When Performed between Early-Career Academics

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Woodman, Richard J.; Parappilly, Maria B.

2015-01-01

The success of peer review of teaching (PRT) in shaping teaching practice during an academic's formative years may depend on the peers' teaching experience and the frequency of evaluation. Two Australian early-career University lecturers with no previous experience of peer review performed a single PRT on one another following a one week academic…

Medical academia clinical experiences of Ward Round Teaching curriculum.

Science.gov (United States)

Haghani, Fariba; Arabshahi, Seyed Kamran Soltani; Bigdeli, Shoaleh; Alavi, Mousa; Omid, Athar

2014-01-01

Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members' experience on Ward Round Teaching content. This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9). Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation. Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability) were employed (Guba and Lincoln). Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1) tangible teachings (analytic intelligence, technical intelligence, legal duties) and (2) implied teachings (professionalism, professional discipline, professional difficulties). Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

Medical academia clinical experiences of Ward Round Teaching curriculum

Directory of Open Access Journals (Sweden)

Fariba Haghani

2014-01-01

Full Text Available Background: Medical students spend most of their time in hospital wards and it is necessary to study clinical educational opportunities. This study was aimed to explore faculty members′ experience on Ward Round Teaching content. Methods and Materials: This qualitative study was conducted by purposive sampling with the maximum variation of major clinical departments faculty members in Isfahan University of Medical Sciences (n = 9. Data gathering was based on deep and semi-structured interviews. Data gathering continued till data saturation.Data was analyzed through the Collaizzi method and validated. Strategies to ensure trustworthiness of data (credibility, dependability, conformability, transferability were employed (Guba and Lincoln. Results: Basic codes extracted from the analyzed data were categorized into two main themes and related subthemes, including (1 tangible teachings (analytic intelligence, technical intelligence, legal duties and (2 implied teachings (professionalism, professional discipline, professional difficulties. Conclusion: Ward round teaching is a valuable opportunity for learners to learn not only patient care aspects but also ethical values. By appropriate planning, opportunities can be used to teach capabilities that are expected of general practitioners.

Pedagogical Experience of Teaching Financial Coaching

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Lucy M. Delgadillo

2015-12-01

Full Text Available This study reports on the pedagogical experience of teaching a financial coaching course to personal and family finance undergraduate students at XXXX State University. The paper describes the conceptualization of the class, including theoretical frameworks, ethical considerations, practitioner’s models, learning objectives, and competencies. The assessment of the course provided data used by the instructor to refine and adjust future course content and assignments. Quantitative data was collected in pre- and post-tests assessments. The quantitative assessment shows statistically significant gains in specific coaching skills and competencies. The qualitative assessment indicates that, at the end of the course, students had better understanding of the coaching code of ethics and better communication and listening skills. The peer-to-peer coaching exercise was apparently very fear-provoking but valuable for the students. Challenges for teaching financial coaching by future instructors are discussed in the last section

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... should encourage experienced teachers to stay on the job through the provision of incentives .... sampling technique. The instrument used to collect data was an inventory titled 'secondary schools teachers' teaching experience and students' learning .... Source: Statistics Division, Ministry of Education, Akure.

Teaching as Improvisational Experience: Student Music Teachers' Reflections on Learning during an Intercultural Project

Science.gov (United States)

Westerlund, Heidi; Partti, Heidi; Karlsen, Sidsel

2015-01-01

This qualitative instrumental case study explores Finnish student music teachers' experiences of teaching and learning as participants in an intercultural project in Cambodia. The Multicultural Music University project aimed at increasing master's level music education students' intercultural competencies by providing experiences of teaching and…

Learning Ethics through Virtual Fieldtrips: Teaching Ethical Theories through Virtual Experiences

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Houser, Rick; Thoma, Steve; Coppock, Amanda; Mazer, Matthew; Midkiff, Lewis; Younanian, Marisa; Young, Sarah

2011-01-01

Teaching ethical reasoning is considered an important component of the undergraduate learning experience. A recent approach to teaching using experiential learning is through virtual worlds such as Second Life. We discuss how ethics may be taught using experiential learning in the virtual world of Second Life. Participants in the class in this…

On Design Experiment Teaching in Engineering Quality Cultivation

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Chen, Xiao

2008-01-01

Design experiment refers to that designed and conducted by students independently and is surely an important method to cultivate students' comprehensive quality. According to the development and requirements of experimental teaching, this article carries out a study and analysis on the purpose, significance, denotation, connotation and…

Influence of Teachers' Teaching Experience on Students' Learning ...

African Journals Online (AJOL)

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools that presented students for the year 2003 senior secondary certificate (SSC) examinations in the ...

Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis.

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Stenhouse, Rosie; Snowden, Austyn; Young, Jenny; Carver, Fiona; Carver, Hannah; Brown, Norrie

2016-08-01

Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. A longitudinal, quasi experimental design. Adult and mental health nursing, and midwifery programmes in a Scottish University. Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p$_amp_$lt;0.009. Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated

The Relationships among Sources of Teacher Pedagogical Beliefs, Teaching Experiences, and Student Outcomes

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Morteza Mellati

2015-03-01

Full Text Available Teachers’ beliefs are derived from various sources such as experiences and personality (Kennedy, 1997; Donaghue, 2003; Ellis, 2008, childhood learning experiences (Rokeach, 1968, teaching experiences (Zeichner and Tabachnick, 1981, and folk pedagogy (Bruner, 1996. The relationship of these sources and learners’ outcomes are under question; therefore, this study investigated the relationships among sources of teacher pedagogical beliefs, teaching experiences, and student outcomes. The researchers classified these sources into two categories “Experienced Pedagogical Beliefs” and “Educational Pedagogical Beliefs”. To conduct this study, 150 Iranian ELT instructors had been chosen randomly. Their students’ scores were also used in data analysis. A beliefs’ questionnaire and interview were employed to elicit instructors’ sources of pedagogical beliefs. The results suggested that a significant proportion of the total variations in learners’ outcomes were predicted by teachers’ sources of pedagogical beliefs and teachers’ teaching experiences. The implications for improving the quality of teacher education programs were also discussed.

Previous Experience a Model of Practice UNAE

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Ormary Barberi Ruiz

2017-02-01

Full Text Available The statements presented in this article represents a preliminary version of the proposed model of pre-professional practices (PPP of the National University of Education (UNAE of Ecuador, an urgent institutional necessity is revealed in the descriptive analyzes conducted from technical support - administrative (reports, interviews, testimonials, pedagogical foundations of UNAE (curricular directionality, transverse axes in practice, career plan, approach and diagnostic examination as subject nature of the pre professional practice and the demand of socio educational contexts where the practices have been emerging to resize them. By relating these elements allowed conceiving the modeling of the processes of the pre-professional practices for the development of professional skills of future teachers through four components: contextual projective, implementation (tutoring, accompaniment (teaching couple and monitoring (meetings at the beginning, during and end of practice. The initial training of teachers is inherent to teaching (academic and professional training, research and links with the community, these are fundamental pillars of Ecuadorian higher education.

Medical Audit: A Nigerian Teaching Hospital's Preliminary Experience

African Journals Online (AJOL)

The definition, historical background, aims dimensions and the characteristics of medical audit as well as the indices to be measured in a medical audit exercise are highlighted. The preliminary experience of the University of Ilorin Teaching Hospital (UITH) in the planning, implementation and monitoring of a viable medical ...

Teachers' experiences of teaching in a blended learning environment.

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Jokinen, Pirkko; Mikkonen, Irma

2013-11-01

This paper considers teachers' experiences of teaching undergraduate nursing students in a blended learning environment. The basic idea of the study programme was to support students to reflect on theory and practice, and provide with access to expert and professional knowledge in real-life problem-solving and decision making. Learning was organised to support learning in and about work: students worked full-time and this provided excellent opportunities for learning both in practice, online and face-to-face sessions. The aim of the study was to describe teachers' experiences of planning and implementing teaching and learning in a blended-learning-based adult nursing programme. The research method was qualitative, and the data were collected by three focus group interviews, each with four to six participants. The data were analysed using qualitative content analysis. The results show that the blended learning environment constructed by the combination of face-to-face learning and learning in practice with technology-mediated learning creates challenges that must be taken into consideration when planning and implementing blended teaching and learning. However, it provides good opportunities to enhance students' learning in and about work. This is because such programmes support student motivation through the presence of "real-life" and their relevance to the students' own places of work. Nevertheless, teachers require knowledge of different pedagogical approaches; they need professional development support in redesigning teaching and learning. Copyright © 2013 Elsevier Ltd. All rights reserved.

Lessening Sensitivity: Student Experiences of Teaching and Learning Sensitive Issues

Science.gov (United States)

Lowe, Pam

2015-01-01

Despite growing interest in learning and teaching as emotional activities, there is still very little research on experiences of sensitive issues. Using qualitative data from students from a range of social science disciplines, this study investigates student's experiences. The paper highlights how, although they found it difficult and distressing…

Expressing Emotions in Teaching: Inducement, Suppression, and Disclosure as Caring Profession

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Kimura, Yuu

2010-01-01

Is teaching emotional labor? Are teachers selling their own emotions in exchange for money? To examine these questions, this paper examines teachers' emotion expression in teaching. Most previous studies have assessed teachers' emotional experience using interviews, and have reported that because teachers manage their own emotions, teaching is…

Knowledge of Attention Deficit Hyperactivity Disorder (ADHD) and Attitudes toward Teaching Children with ADHD: The Role of Teaching Experience

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Anderson, Donnah L.; Watt, Susan E.; Noble, William; Shanley, Dianne C.

2012-01-01

Knowledge of attention deficit hyperactivity disorder (ADHD) and attitudes toward teaching children with ADHD are compared across stages of Australian teachers' careers. Relative to pre-service teachers with (n = 218) and without (n = 109) teaching experience, in-service teachers (n = 127) show more overall knowledge of ADHD, more knowledge of…

Teaching Experience: How to Make and Use PowerPoint-Based Interactive Simulations for Undergraduate IR Teaching

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Meibauer, Gustav; Aagaard Nøhr, Andreas

2018-01-01

This article is about designing and implementing PowerPoint-based interactive simulations for use in International Relations (IR) introductory undergraduate classes based on core pedagogical literature, models of human skill acquisition, and previous research on simulations in IR teaching. We argue that simulations can be usefully employed at the…

On teaching psychoanalysis.

Science.gov (United States)

Ogden, Thomas H

2006-08-01

Teaching psychoanalysis is no less an art than is the practice of psychoanalysis. As is true of the analytic experience, teaching psychoanalysis involves an effort to create clearances in which fresh forms of thinking and dreaming may emerge, with regard to both psychoanalytic theory and clinical practice. Drawing on his experience of leading two ongoing psychoanalytic seminars, each in its 25th year, the author offers observations concerning (1) teaching analytic texts by reading them aloud, line by line, in the seminar setting, with a focus on how the writer is thinking/writing and on how the reader is altered by the experience of reading; (2) treating clinical case presentations as experiences in collective dreaming in which the seminar members make use of their own waking dreaming to assist the presenter in dreaming aspects of his experience with the patient that the analytic pair has not previously been able to dream; (3) reading poetry and fiction as a way of enhancing the capacity of the seminar members to be aware of and alive to the effects created by the patient's and the analyst's use of language; and (4) learning to overcome what one thought one knew about conducting analytic work, i.e. learning to forget what one has learned.

Experiences from introduction of peer-to-peer teaching methods in Advanced Biochemistry E2010

DEFF Research Database (Denmark)

Brodersen, Ditlev; Etzerodt, Michael; Rasmussen, Jan Trige

2012-01-01

During the autumn semester 2010, we experimented with a range of active teaching methods on the course, Advanced Biochemistry, at the Department of Molecular Biology and Genetics.......During the autumn semester 2010, we experimented with a range of active teaching methods on the course, Advanced Biochemistry, at the Department of Molecular Biology and Genetics....

Methodological Potential of Computer Experiment in Teaching Mathematics at University

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Lin, Kequan; Sokolova, Anna Nikolaevna; Vlasova, Vera K.

2017-01-01

The study is relevant due to the opportunity of increasing efficiency of teaching mathematics at university through integration of students of computer experiment conducted with the use of IT in this process. The problem of there search is defined by a contradiction between great potential opportunities of mathematics experiment for motivating and…

Reflection after teaching a lesson: Experiences of secondary school science teachers

Science.gov (United States)

Halstead, Melissa A.

Secondary science teachers spend most of their time planning, collaborating, and teaching, but spend little time reflecting after teaching a single lesson. The theoretical framework of the adult learning theory and the transformative learning theory was the basis of this study. This qualitative research study was conducted to understand the reflective experiences of secondary science educators after teaching a single or several lessons. The collection of data consisted of interviews from a group of purposefully selected secondary science teachers who met the criteria set forth by the researcher. Through a qualitative analysis of interviews and field notes, the researcher determined that the secondary science teachers in this study shared similar as well as different experiences regarding collaborative and individual reflection after teaching a single or several lessons. The findings from this study also suggested that secondary science educators prefer to collaboratively reflect and then reflect alone to allow for further thought. Additionally, a supportive school culture increases the secondary science teacher’s desire to engage in collaborative as well as individual reflection. The information from this study could be used to close the gaps that exist in the teacher professional development programs.

Teaching Strategis Designed to Change the Undergraduate Experience for College Women Learning Chemistry

Science.gov (United States)

Khan, Samia

A college for women has been cited as one of the most productive origins of female physical science doctorates in the United States. A case study was conducted to investigate teaching strategies that support the retention of women in the physical sciences, based on evidence from one of the college's most notable instructors and her teaching strategies. The strategies this teacher used included a personal "contract", confidence building techniques, and science internships. Data were collected from classroom documents, classroom observations, teacher interviews, student focus groups, student feedback sheets, Likert-response student surveys, and student final exams. Evidence from the Likert-response survey and focus groups suggested that the contract increased students' likelihood of success in the course and that confidence-building strategies improved students' confidence in their ability to succeed in science. An analysis of students' final exam scores indicated that student marks improved after the introduction of the aforementioned teaching innovations: 4% of students taking the same science course with the same teacher earned less than a C-, compared to a previous three-year average of 18% of students with below C- grades. In addition, notably fewer minority women dropped the course than they had in the past. The findings of this study suggest that this teacher's strategies may have played a part in retaining these women in the physical sciences. Based on the data, a theoretical model is proposed that suggests how switching or "fading" out of the course may have been addressed and how multiple teaching strategies can work in concert with each other to contribute to women's positive experiences in the physical sciences.

Academic performance and students' teaching assessment in pilot experiments of European Higher Education

OpenAIRE

Molero López Barajas, David

2007-01-01

In this work we show a study based on an analysis of academic marks as well as on a teaching valuation of a students sample participating in a pilot experience for the European Credit System Implantation in the Music Teachers Instruction Course. We also detail the way of evaluating the students and the resources used to valuate the teaching. We analyse the differences between the student’s marks and their opinion about the teaching in two students groups, one of them using a traditional teach...

Study and practice in the construction of open physical experiments teaching system

Science.gov (United States)

Xu, Yan

2017-09-01

Based on open physical experiments teaching system put forward by Ministry of Education, HHU(Hohai University) has carried out the construction of open experimental manage system, which includes course selecting system, teaching system, manage system and information desk. The innovation is in order to mobilize the students’ learning autonomy, cultivate the students’ creative ability and improve teaching quality. Besides, it achieves direct management from school to college to the laboratory and traced manage to the working device regardless of distance and time.

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…

Simulating experiments using a Comsol application for teaching scientific research methods

NARCIS (Netherlands)

Schijndel, van A.W.M.

2015-01-01

For universities it is important to teach the principles of scientific methods as soon as possible. However, in case of performing experiments, students need to have some knowledge and skills before start doing measurements. In this case, Comsol can be helpfully by simulating the experiments before

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.

Teaching and Learning Sport Education: A Self-Study Exploring the Experiences of a Teacher Educator and Pre-Service Teachers

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Hordvik, Mats M.; MacPhail, Ann; Ronglan, Lars T.

2017-01-01

Purpose: In this study, we articulate and share our knowledge and understanding of teaching and learning Sport Education in physical education teacher education (PETE): (a) How did the PETE faculty member experience teaching about teaching Sport Education? and (b) How did the PSTs experience learning about teaching Sport Education? Method: One…

The relationship of previous training and experience of journal peer reviewers to subsequent review quality.

Directory of Open Access Journals (Sweden)

Michael L Callaham

2007-01-01

Full Text Available BACKGROUND: Peer review is considered crucial to the selection and publication of quality science, but very little is known about the previous experiences and training that might identify high-quality peer reviewers. The reviewer selection processes of most journals, and thus the qualifications of their reviewers, are ill defined. More objective selection of peer reviewers might improve the journal peer review process and thus the quality of published science. METHODS AND FINDINGS: 306 experienced reviewers (71% of all those associated with a specialty journal completed a survey of past training and experiences postulated to improve peer review skills. Reviewers performed 2,856 reviews of 1,484 separate manuscripts during a four-year study period, all prospectively rated on a standardized quality scale by editors. Multivariable analysis revealed that most variables, including academic rank, formal training in critical appraisal or statistics, or status as principal investigator of a grant, failed to predict performance of higher-quality reviews. The only significant predictors of quality were working in a university-operated hospital versus other teaching environment and relative youth (under ten years of experience after finishing training. Being on an editorial board and doing formal grant (study section review were each predictors for only one of our two comparisons. However, the predictive power of all variables was weak. CONCLUSIONS: Our study confirms that there are no easily identifiable types of formal training or experience that predict reviewer performance. Skill in scientific peer review may be as ill defined and hard to impart as is "common sense." Without a better understanding of those skills, it seems unlikely journals and editors will be successful in systematically improving their selection of reviewers. This inability to predict performance makes it imperative that all but the smallest journals implement routine review ratings

A Survey of Patients' Preoperative Need for Information About Postoperative Pain-Effect of Previous Surgery Experience.

Science.gov (United States)

Mavridou, Paraskevi; Manataki, Adamantia; Arnaoutoglou, Elena; Damigos, Dimitrios

2017-10-01

The aim of this study was to determine the kind of information patients need preoperatively about postoperative pain (POP) and whether this is affected by previous surgery experience. A descriptive study design using preoperative questionnaires. Questionnaires with fixed questions related to POP and its management were distributed preoperatively to consenting, consecutive surgical patients. Patients were divided into two groups: patients with previous surgery experience (group A) and patients without previous surgery experience (group B). Of the patients who participated in the study, 94.2% wanted information about POP and 77.8% of them believe that they will feel calmer if they get the information they need. The patients' biggest concern relates to pain management issues after discharge. Next, in order of preference is information about the analgesics that they need to take. The patients want to be informed primarily with a personal interview (59.4%). Previous surgery experience has no effect on patients' needs for information. Most of the patients want to be informed about the management of the POP after being discharged. It is remarkable that patients who had previous surgery experience need the same information with those who had no previous surgery. Copyright © 2016 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.

Sublime science: Teaching for scientific sublime experiences in middle school classrooms

Science.gov (United States)

Cavanaugh, Shane

Due to a historical separation of cognition and emotion, the affective aspects of learning are often seen as trivial in comparison to the more 'essential' cognitive qualities - particularly in the domain of science. As a result of this disconnect, feelings of awe, wonder, and astonishment as well as appreciation have been largely ignored in the working lives of scientists. In turn, I believe that science education has not accurately portrayed the world of science to our students. In an effort to bring the affective qualities of science into the science classroom, I have drawn on past research in the field of aesthetic science teaching and learning as well as works by, Burke, Kant, and Dewey to explore a new construct I have called the "scientific sublime". Scientific sublime experiences represent a sophisticated treatment of the cognitive as well as affective qualities of science learning. The scientific sublime represents feelings of awe, wonder, and appreciation that come from a deep understanding. It is only through this understanding of a phenomenon that we can appreciate its true complexity and intricacies, and these understandings when mixed with the emotions of awe and reverence, are sublime. Scientific sublime experiences are an attempt at the re-integration of cognition and feeling. The goal of this research was twofold: to create and teach a curriculum that fosters scientific sublime experiences in middle school science classes, and to better understand how these experiences are manifested in students. In order to create an approach to teaching for scientific sublime experiences, it was first necessary for me to identify key characteristics of such an experience and a then to create a pedagogical approach, both of which are described in detail in the dissertation. This research was conducted as two studies in two different middle schools. My pedagogical approach was used to create and teach two five-week 7 th grade science units---one on weather

Child Care Teaching as Women's Work: Reflections on Experiences

Science.gov (United States)

Kim, Miai; Reifel, Stuart

2010-01-01

Child care teachers' experiences and their gendered understandings of their work were explored in this study. Two female child care teachers were interviewed individually and asked to describe their work as women's work. Analysis showed that teachers essentialized child care teaching, recognized the paradoxes of being a child care teacher,…

Randomized Controlled Trial of Teaching Methods: Do Classroom Experiments Improve Economic Education in High Schools?

Science.gov (United States)

Eisenkopf, Gerald; Sulser, Pascal A.

2016-01-01

The authors present results from a comprehensive field experiment at Swiss high schools in which they compare the effectiveness of teaching methods in economics. They randomly assigned classes into an experimental and a conventional teaching group, or a control group that received no specific instruction. Both teaching treatments improve economic…

Lived Experiences of Secondary Instrumental Music Teachers Who Teach Students with Learning Disabilities

Science.gov (United States)

Vinciguerra, Salvatore

2016-01-01

Very little research is published on teaching music to students with learning disabilities. Nevertheless, federal law mandates that instruction of such students take place in all public schools. The purpose of this study was to investigate the lived experiences of four secondary instrumental music teachers who teach five students with learning…

Impact of Previous Pharmacy Work Experience on Pharmacy School Academic Performance

Science.gov (United States)

Mar, Ellena; T-L Tang, Terrill; Sasaki-Hill, Debra; Kuperberg, James R.; Knapp, Katherine

2010-01-01

Objectives To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). Methods The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. Results No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Conclusions Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses. PMID:20498735

Impact of previous pharmacy work experience on pharmacy school academic performance.

Science.gov (United States)

Mar, Ellena; Barnett, Mitchell J; T-L Tang, Terrill; Sasaki-Hill, Debra; Kuperberg, James R; Knapp, Katherine

2010-04-12

To determine whether students' previous pharmacy-related work experience was associated with their pharmacy school performance (academic and clinical). The following measures of student academic performance were examined: pharmacy grade point average (GPA), scores on cumulative high-stakes examinations, and advanced pharmacy practice experience (APPE) grades. The quantity and type of pharmacy-related work experience each student performed prior to matriculation was solicited through a student survey instrument. Survey responses were correlated with academic measures, and demographic-based stratified analyses were conducted. No significant difference in academic or clinical performance between those students with prior pharmacy experience and those without was identified. Subanalyses by work setting, position type, and substantial pharmacy work experience did not reveal any association with student performance. A relationship was found, however, between age and work experience, ie, older students tended to have more work experience than younger students. Prior pharmacy work experience did not affect students' overall academic or clinical performance in pharmacy school. The lack of significant findings may have been due to the inherent practice limitations of nonpharmacist positions, changes in pharmacy education, and the limitations of survey responses.

Teaching Young Children How to Sing: One School's Experience

Science.gov (United States)

Kenney, Susan

2011-01-01

In many schools, classroom teachers are responsible for the music experiences of young children. Children may learn songs, but may not learn "how" to sing. This article outlines simple teaching strategies to help young children develop listening and vocal habits leading to beautiful singing. The article discusses how the kindergarten classes at…

Theoretical Perspectives on Critical Thinking Teaching: Reflections from Field Experiences from a Norwegian Lower Secondary School in Comparison to Tanzanian Secondary School Teaching Practices

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Leatitia Gabriel Mashaza

2017-08-01

Full Text Available This paper presents the theoretical perspectives relevant to critical thinking as my topic of research during my teaching practice period which was conducted from 12th -28th October 2015 at Eidsvag secondary school in Bergen, Norway. As a requirement for Masters’ degree in social science education, all master students were required to engage in teaching practice in different Norwegian primary and secondary schools. Importantly, every student teacher was given a topic of concentration as a mini-research for the whole teaching practice period. My topic of research focused at exploring and gaining the theoretical and practical perspectives on critical thinking teaching by drawing some experiences from a Norwegian lower secondary school (Eidsvag skole in reflection to secondary school teaching practice experiences in Tanzania. Therefore, in this paper, my reflections with regard to the conditions favoring the possibility for critical thinking teaching and how it was enhanced by teachers at my practice school will be discussed. Further to that, I will also present the observed challenges of which, in my view, in way or another intervened the possibility for effective critical thinking teaching to take place.

Patients’ experiences of being nursed by student nurses at a teaching hospital

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Ferdinand C. Mukumbang

2014-02-01

Full Text Available Background: Teaching hospitals are medical institutes at which most nursing education institutions provide their students with practical nursing experience. Although the focus of care is the patient, attention is sometimes focused more on the nursing students rather than on the patients who are undergoing care at the hands of both the nursing professionals and students. However, proper nursing care should also take into account the experiences of patients during the care process in the health facility.Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses.Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis.Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients.Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement. 

Teaching and Learning Science through Song: Exploring the Experiences of Students and Teachers

Science.gov (United States)

Governor, Donna; Hall, Jori; Jackson, David

2013-01-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and…

Developing Self-Efficacy: Exploring Preservice Coursework, Student Teaching, and Professional Development Experiences

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McKim, Aaron J.; Velez, Jonathan J.

2017-01-01

To extend current understanding of school-based agriculture teacher development, this study explored the relationship between teacher development experiences and the self-efficacy of early career agriculture teachers. Three teacher development experiences were of interest: (a) preservice coursework, (b) student teaching, and (c) professional…

From Students to Teachers: Investigating the Science Teaching Efficacy Beliefs and Experiences of Graduate Primary Teachers

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Deehan, James; Danaia, Lena; McKinnon, David H.

2018-03-01

The science achievement of primary students, both in Australia and abroad, has been the subject of intensive research in recent decades. Consequently, much research has been conducted to investigate primary science education. Within this literature, there is a striking juxtaposition between tertiary science teaching preparation programs and the experiences and outcomes of both teachers and students alike. Whilst many tertiary science teaching programs covary with positive outcomes for preservice teachers, reports of science at the primary school level continue to be problematic. This paper begins to explore this apparent contradiction by investigating the science teaching efficacy beliefs and experiences of a cohort of graduate primary teachers who had recently transitioned from preservice to inservice status. An opportunity sample of 82 primary teachers responded to the science teaching efficacy belief instrument A (STEBI-A), and 10 graduate teachers provided semi-structured interview data. The results showed that participants' prior science teaching efficacy belief growth, which occurred during their tertiary science education, had remained durable after they had completed their teaching degrees and began their careers. Qualitative data showed that their undergraduate science education had had a positive influence on their science teaching experiences. The participants' school science culture, however, had mixed influences on their science teaching. The findings presented within this paper have implications for the direction of research in primary science education, the design and assessment of preservice primary science curriculum subjects and the role of school contexts in the development of primary science teachers.

Development of Control Teaching Material for Mechatronics Education Based on Experience

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Tasaki, Takao; Watanabe, Shinichi; Shikanai, Yoshihito; Ozaki, Koichi

In this paper, we have developed a teaching material for technical high school students to understand the control technique. The material makes the students understanding the control technique through the sensibility obtained from the experience of riding the robot. We have considered the correspondence of the teaching material with the ARCS Model. Therefore, the material aims to improve the interest and the willingness to learn mechatronics and control technique by experiencing the difference of the response by the change in the control parameters. As the results of the questionnaire to the technical high school students in the class, we have verified educative effect of the teaching material which can be improved willingness of learning and interesting for mechatronics and control technique.

Axiological Significance of Historical Pedagogic Expertise of Foreign Language Teaching

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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. 

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.

The Undergraduate Teaching Assistant Experience Offers Opportunities Similar to the Undergraduate Research Experience†

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Schalk, Kelly A.; McGinnis, J. Randy; Harring, Jeffrey R.; Hendrickson, Amy; Smith, Ann C.

2009-01-01

There has been a growing concern in higher education about our failure to produce scientifically trained workers and scientifically literate citizens. Active-learning and research-oriented activities are posited as ways to give students a deeper understanding of science. We report on an undergraduate teaching assistant (UTA) experience and suggest that students who participate as a UTA obtain benefits analogous to those who participate as an undergraduate research assistant (URA). We examined the experiences of 24 undergraduates acting as UTAs in a general microbiology course. Self-reported gains by the UTAs were supported by observational data from undergraduates in the course who were mentored by the UTAs and by the graduate teaching assistants (GTAs) with whom the UTAs worked. Specifically, data from the UTAs’ journals and self-reported Likert scales and rubrics indicated that our teaching assistants developed professional characteristics such as self-confidence and communication and leadership skills, while they acquired knowledge of microbiology content and laboratory skills. Data from the undergraduate Likert scale as well as the pre- and post-GTA rubrics further confirmed our UTA’s data interpretations. These findings are significant because they offer empirical data to support the suggestion that the UTA experience is an effective option for developing skills and knowledge in undergraduates that are essential for careers in science. The UTA experience provides a valuable alternative to the URA experience. PMID:23653688

Encouraging Example Generation: A Teaching Experiment in First-Semester Calculus

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Wagner, Elaine Rumsey; Orme, Susan Marla; Turner, Heidi Jean; Yopp, David

2017-01-01

Mathematicians use example generation to test and verify mathematical ideas; however, the processes through which undergraduates learn to productively generate examples are not well understood. We engaged calculus students in a teaching experiment designed to develop skills in productively generating examples to learn novel concepts. This article…

Experiences with a Focus on Test in Teaching

DEFF Research Database (Denmark)

Christensen, Henrik Bærbak

2008-01-01

quality high. This chapter discusses some concrete teaching guidelines that help in keeping the learning focus on quality and reports on our experiences in applying them. It furthermore presents an important observation relating to the use of test-driven development as a process that focus on high quality......Software of high quality is a major concern in teaching programming: simply making any program that fulfills the requirements is not enough. Yet the way teachers often state exercises tends to make the students focus more on functionality requirements and deadlines than on keeping the program......, namely that it tend to improve also the flexibility and reusability of the production code. This issue is presented and argued by a concrete development example. Parts of the present chapter have been published in early form in a paper entitled Systematic Testing should not be a Topic in the Computer...

My experience teaching English to young learners and teenagers: Some reflections

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Mahecha Sánchez Rocío

2003-08-01

Full Text Available In spite of the harsh environment teachers from the official sector have had to work in, teaching English to children and young learners is a challenging, demanding, hard, but pleasant activity. I am going to write about my experience teaching primary and high school, the difficulties I have encountered, and also the satisfaction of doing my best in this profession. Key words: English-Teaching, Children Second Language Acquisition, Adolescents Second Language Acquisition, Teaching-Primary School, Teaching-High School A pesar de la difícil situación que han vivido los maestros del sector oficial, la enseñanza de la lengua inglesa a niños y adolescentes es una actividad desafiante, exigente y sumamente gratificante. En las siguientes líneas escribiré sobre mi experiencia en la escuela primaria y secundaria, las dificultades que he encontrado y además, la satisfacción de hacer lo mejor en mi profesión. Palabras claves: Inglés-Enseñanza, Adquisición de segundo lenguaje en niños, Adquisición de segundo lenguaje en adolescentes, Enseñanza-Escuela primaria, Enseñanza- Escuela secundaria

Preservice to Inservice: Does Mathematics Anxiety Change with Teaching Experience?

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Gresham, Gina

2018-01-01

Inservice teachers, participants in a prior study on mathematics anxiety, were revisited to determine whether their levels of mathematics anxiety still existed and/or continued to change after 5 years teaching experience. A 98-item Likert-type survey, informal discussions, informal interviews, and questionnaire-guided narrative interviews were…

Perceived tutor benefits of teaching near peers: insights from two near peer teaching programmes in South East Scotland.

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Qureshi, Z U; Gibson, K R; Ross, M T; Maxwell, S

2013-08-01

There is little evidence about the benefits to junior doctors of participating in teaching, or how to train doctors as teachers. We explore (through South East Scotland based teaching programmes): (a) How prepared do junior doctors feel to teach? (b) What junior doctors consider to be the main challenges of teaching? (c) What motivates the junior doctors to continue teaching, and what is the perceived impact of teaching on their professional development? 'Questionnaire 1', distributed at 'tutor training days', explored (i) attitudes towards teaching and (ii) tutors' preparedness to teach. 'Questionnaire 2', distributed after completion of a teaching programme, evaluated the tutor experience of teaching. Seventy-six per cent of tutors reported no previous teacher training; 10% were able to teach during allocated work hours. The strongest motivation for teaching was to help students with their learning and to develop teaching skills. Ninety one per cent of tutors felt more prepared to teach by the end of the programme. Tutors also improved their clinical skills from teaching. There is a body of junior doctors, who see teaching as an important part of their career, developing both teaching and clinical skills in the tutor. If teaching is expected of foundation doctors, rotas ought to be more flexible to facilitate both teaching and teacher training.

TEACHING IN ONLINE COURSES: Experiences of Instructional Technology Faculty Members

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Omur AKDEMIR

2008-04-01

Full Text Available The Internet and computer technology have altered the education landscape. Online courses are offered throughout the world. Learning about the experiences of faculty members is important to guide practitioners and administrators. Using qualitative research methodology, this study investigated the experiences of faculty members teaching online courses. A convenience sampling was used to select the instructional technology faculty members to investigate their experiences in online courses. Semi-structured interviews with faculty members teaching online courses were used as the primary source to collect data about the experiences of faculty members in online courses. Results of the study showed that faculty members' interest in using technology and the amount of time available to them for online course design affected the quality of online courses. The findings of this study also indicated that design quality of online courses is affected by the interest of faculty members to use the technology and the time that they can devote to planning, designing, and developing online courses. The poor design of existing online courses, high learning expectations of ndividuals from these courses, and the future of online courses are the concerns of faculty members. Higher education institutions should support workshops and trainings to increase the skills and interests of non-instructional design faculty members to design and develop online courses.

Teaching Abroad: Why Teachers Prefer Teaching Overseas

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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.

Experiences of Using Prezi in Psychiatry Teaching.

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Duffy, Richard M; Guerandel, Allys; Casey, Patricia; Malone, Kevin; Kelly, Brendan D

2015-12-01

Prezi is a presentation software allowing lecturers to develop ideas and produce mind maps as they might do on an old-style blackboard. This study examines students' experience of lectures presented using Prezi to identify the strengths and weaknesses of this new teaching medium. Prezi was used to present mental health lectures to final-year medical and physiotherapy students. These lectures were also available online. This cross-sectional study used a questionnaire to assess students' experience of the software. Of students approached, 75.5 % (74/98) took part in the study. A majority, 98.6 % (73/74), found Prezi to be a more engaging experience than other styles of lecture delivery. The overview or "mind map" provided by Prezi was found to be helpful by 89.2 % (66/74). Problems arose when students used Prezi in their personal study, with 31.1 % (23/74) reporting some difficulties, mostly of a technical nature. This study highlights the potential of Prezi for providing students with an engaging and stimulating educational experience. For Prezi to be effective, however, the lecturer has to understand and be familiar with the software and its appropriate use.

Historical Experiments and Physics Teaching: adding considerations from a Bibliographic Review and the Cultural History of Science

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Jardim, W. T.; Guerra, A.

2017-12-01

In this paper, a discussion about the purposes of historical experiments in science teaching found in the literature will be presented. As a starting point, we carried out a bibliographic review, on the websites of six relevant periodicals for the area of Science Teaching and, especially for Physics Teaching. The search was based, at first, on works published between the years 2001 and 2016, from terms like "historical experiments", "museums" and "experience". Thereon, due to the large number of publications found, a screening process was developed based on the analysis of titles, abstracts, keywords and, whether necessary, the whole text, aiming to identify which searches emphasize working with historical experiments in Physics teaching, from a theoretical perspective or based on manipulation of a replica of historical apparatus. The selected proposals were arranged in categories adapted from the work of Heering and Höttecke (2014) which allowed us to draw a parallel between the national and international publication that presented resembling scopes. Furthermore, the analysis of the results leads us to infer that, in general, extralab factors, inherent to science, when not neglected, are placed in a peripheral perspective. Thus, we draw theoretical considerations based on Historians of Science, which develop their researches based on the bias of the Cultural History of Science, seeking to add reflections to what has been developed about historical experiments in teaching up to now.

Elementary teachers past experiences: A narrative study of the past personal and professional experiences of elementary teachers who use science to teach math and reading

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Acre, Andrea M.

This qualitative study investigated the experiences of four elementary teachers who have elected to use science to teach math and reading/language arts in an attempt to identify what motivates them to do so. Identifying what experiences have motivated these teachers to go against the gain and teach elementary science in this current era of high-stakes tests is of the upmost importance given that science is being eliminated from the elementary curriculum and it is during the elementary years that students' nurture and develop their interest in science. Additionally, the United States is failing to produce enough college graduates in STEM areas to fill the thousands of STEM jobs each year. Through a review of the literature, the past trends and current trends of elementary science education were explored as well as teacher training. Furthermore, the literature reviewed inquiry teaching which is considered to be the most effective teaching method when teaching science at any level. Using John Dewey's Interest and Effort Relationship Theory and the Self-Determination Motivation Theory to guide this study, there were five prominent themes which emerged from the reconstructed stories of the four teachers: positive experiences with science, neutral/negative experiences with science, seeks meaningful professional development, influence and support from others, and regret/wants to do more.

Studying Gender Bias in Physics Grading: The role of teaching experience and country

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Hofer, Sarah I.

2015-11-01

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers' gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers' careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

Patients’ experiences of being nursed by student nurses at a teaching hospital

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Ferdinand C. Mukumbang

2014-09-01

Objectives: The study had three objectives: to describe the experiences of patients nursed by student nurses in a teaching hospital in the Western Cape; to identify patterns in the experiences of patients receiving patient care from student nurses; and to analyse aspects of the experiences that may need further attention for the training of student nurses. Method: A descriptive phenomenological approach was used to explore the experiences of patients nursed by student nurses. Participant selection took place purposively from different wards of the identified teaching hospital, and thematic saturation was achieved at 10 participants. The data were collected through in-depth interviews and analysed using thematic content analysis. Results: Three main themes were discovered after data analysis: methods of identification of student nurses by patients; positive perceptions of student nurses by patients; and negative perceptions of student nurses by patients. Conclusion: The findings will inform the clinical supervisors and educational institutions of aspects of the nursing training of student nurses that need improvement and those that require enforcement.

Age, training, and previous experience predict race performance in long-distance inline skaters, not anthropometry.

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Knechtle, Beat; Knechtle, Patrizia; Rüst, Christoph Alexander; Rosemann, Thomas; Lepers, Romuald

2012-02-01

The association of characteristics of anthropometry, training, and previous experience with race time in 84 recreational, long-distance, inline skaters at the longest inline marathon in Europe (111 km), the Inline One-eleven in Switzerland, was investigated to identify predictor variables for performance. Age, duration per training unit, and personal best time were the only three variables related to race time in a multiple regression, while none of the 16 anthropometric variables were related. Anthropometric characteristics seem to be of no importance for a fast race time in a long-distance inline skating race in contrast to training volume and previous experience, when controlled with covariates. Improving performance in a long-distance inline skating race might be related to a high training volume and previous race experience. Also, doing such a race requires a parallel psychological effort, mental stamina, focus, and persistence. This may be reflected in the preparation and training for the event. Future studies should investigate what motivates these athletes to train and compete.

The Design and Evaluation of Teaching Experiments in Computer Science.

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Forcheri, Paola; Molfino, Maria Teresa

1992-01-01

Describes a relational model that was developed to provide a framework for the design and evaluation of teaching experiments for the introduction of computer science in secondary schools in Italy. Teacher training is discussed, instructional materials are considered, and use of the model for the evaluation process is described. (eight references)…

A teaching experience using a flight simulator: Educational Simulation in practice

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Sergio Ruiz

2014-09-01

Full Text Available The use of appropriate Educational Simulation systems (software and hardware for learning purposes may contribute to the application of the “Learning by Doing” (LbD paradigm in classroom, thus helping the students to assimilate the theoretical concepts of a subject and acquire certain pre-defined competencies in a more didactical way. The main objective of this work is to conduct a teaching experience using a flight simulation environment so that the students of Aeronautical Management degree can assume the role of an aircraft pilot, in order to allow the students understanding the basic processes of the air navigation and observe how the new technologies can transform and improve these processes. This is especially helpful in classroom to teach the contents of the Single European Sky ATM Research (SESAR programme, an European project that introduces a new Air Traffic Management (ATM paradigm based on several relevant technological and procedural changes that will affect the entire air transportation system in the short and medium term. After the execution of several activities with a flight simulator in the classroom a short test and a satisfaction survey have been requested to the students in order to assess the teaching experience.

Why "How" Matters: Exploring How Preservice English Teachers Experience Reading "For Pleasure" and "With an Eye toward Teaching" and How They Conceptualize Teaching Literature

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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…

Teaching methods in community health nursing clerkships: experiences of healthcare staff in Iran

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Eshagh Ildarabadi

2014-09-01

Full Text Available Purpose: Healthcare staff educate nursing students during their clerkships at community health nursing programs. Their teaching methods play an important role in nursing students’ acquisition of competencies; however, these methods have not been studied thoroughly. Thus, this study aims to describe, interpret, and understand the experiences of healthcare staff’s teaching methods in clerkships at a community health nursing program. Methods: This study was conducted using purposeful sampling and semi-structured interviews with 13 members of the staff of three urban healthcare centers in Iran. The data were analyzed through qualitative content analysis and thematic analysis. Results: Multiplicity of teaching was identified as the main category of teaching method, and the five subcategories were teaching through lecture, demonstration, doing, visits and field trips, and readiness. The most common method used by the healthcare staff was lecturing. Conclusion: The healthcare staff used multiple methods to teach students in the nursing clerkship of the community health program, which was the strength of the course. However, they should be familiar with, and utilize additional methods, such as discussion rather than lecture.

Teachers' Perceptions of Their Mentoring Role in Three Different Clinical Settings: Student Teaching, Early Field Experiences, and Entry Year Teaching

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Gut, Dianne M.; Beam, Pamela C.; Henning, John E.; Cochran, Deborah C.; Knight, Rhonda Talford

2014-01-01

The purpose of this study was to determine the differences in mentoring across three different clinical settings: student teaching, early field experiences, and entry year teachers. Eighteen teachers with mentoring experience in all three clinical settings were selected and interviewed. The teachers' expectations for teacher development,…

Using peer-assisted learning to teach basic surgical skills: medical students’ experiences

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Mahdi Saleh

2013-08-01

Full Text Available Standard medical curricula in the United Kingdom (UK typically provide basic surgical-skills teaching before medical students are introduced into the clinical environment. However, these sessions are often led by clinical teaching fellows and/or consultants. Depending on the roles undertaken (e.g., session organizers, peer tutors, a peer-assisted learning (PAL approach may afford many benefits to teaching surgical skills. At the University of Keele's School of Medicine, informal PAL is used by the Surgical Society to teach basic surgical skills to pre-clinical students. As medical students who assumed different roles within this peer-assisted model, we present our experiences and discuss the possible implications of incorporating such sessions into UK medical curricula. Our anecdotal evidence suggests that a combination of PAL sessions – used as an adjunct to faculty-led sessions – may provide optimal learning opportunities in delivering a basic surgical skills session for pre-clinical students.

Developing students’ ideas about lens imaging: teaching experiments with an image-based approach

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Grusche, Sascha

2017-07-01

Lens imaging is a classic topic in physics education. To guide students from their holistic viewpoint to the scientists’ analytic viewpoint, an image-based approach to lens imaging has recently been proposed. To study the effect of the image-based approach on undergraduate students’ ideas, teaching experiments are performed and evaluated using qualitative content analysis. Some of the students’ ideas have not been reported before, namely those related to blurry lens images, and those developed by the proposed teaching approach. To describe learning pathways systematically, a conception-versus-time coordinate system is introduced, specifying how teaching actions help students advance toward a scientific understanding.

Teaching microeconomic principles with smartphones – lessons from classroom experiments with classEx

OpenAIRE

Llavador, Humberto; Giamattei, Marcus

2017-01-01

Classroom experiments as a teaching tool increase understanding and especially motivation. Traditionally, experiments have been run using pen-and-paper or in a computer lab. Pen-and-paper is time and resource consuming. Experiments in the lab require appropriate installations and impede the direct interaction among students. During the last two years, we have created fully elaborated packages to run a complete course in microeconomics principles using face-to-face experiments with mobile d...

Peer Observation of Teaching: Perceptions and Experiences of Teachers in a Primary School in Cyprus

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Karagiorgi, Yiasemina

2012-01-01

This article examines teachers' perceptions of, and experiences with, professional development opportunities involving a school-based project on peer observation of teaching. The study aims to reveal the ways in which seven teachers in one primary school in Cyprus see themselves as agents improving their own and peers' teaching through informal…

Student Teachers' Experiences of Teaching Practice at Open and Distance Learning Institution in South Africa

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Mokoena, Sello

2017-01-01

This small-scale study focused on the experiences of student teachers towards teaching practice in an open and distance learning (ODL) institution in South Africa. The sample consisted of 65 fourth year students enrolled for Bachelor of Education, specializing in secondary school teaching. The mixed-method research design consisting of…

The discovery of natural radioactivity at Poitiers assessment of a teaching experiment

International Nuclear Information System (INIS)

Ayrault, D.

2003-01-01

In order to make secondary school pupils discover natural radioactivity, the author presents the scientific and teaching assessment of two experiments: the radon measurements in houses around the city of Poitiers; the mapping of Poitiers surroundings by the gamma radiation measurement. The experiments and the analysis of the results have been made by the students under the leadership of their teachers. The help of professional in radiation protection has allowed to conclude these experiments. The quality of results in these two experiments show that when different people combine their efforts, high school can be a great experiment field. (N.C.)

University Teachers' Experiences of Academic Leadership and Their Approaches to Teaching

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Ramsden, Paul; Prosser, Michael; Trigwell, Keith; Martin, Elaine

2007-01-01

The study examined associations between university teachers' experiences of academic leadership, their perceptions of a specific academic context and their approaches to teaching in a particular subject that was taught in that context. The sample consisted of 439 lecturers in Australian universities in four fields of study. Lecturers completed…

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

Science.gov (United States)

Husband, Robert L.; Helmer, James E.

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

Teaching Psychiatry Residents to Teach: A National Survey

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Crisp-Han, Holly; Chambliss, R. Bryan; Coverdale, John

2013-01-01

Objective: Because there have been no previously published national surveys on teaching psychiatry residents about how to teach, the authors surveyed United States psychiatry program directors on what and how residents are taught about teaching. Methods: All psychiatry training programs across the United States were mailed a semistructured…

Incorporating Mind Maps into Teaching and Learning in Higher Education: My Experience as an International University Lecturer

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Guo, Xin

2014-01-01

This article seeks to share the author's teaching experience as an international lecturer in a UK university and in particular promote the use of Mind Maps (MM) in teaching and learning in higher education. The audience to whom the article could be beneficial is university lecturers who either are in their early teaching career or face challenges…

[Formative evaluation: experience of the Catalonian family and community medicine teaching units].

Science.gov (United States)

Ezquerra Lezcano, Matilde; Bundo Vidiella, Magda; Descarrega Queralt, Ramón; Martín Zurro, Amando; Fores García, Dolores; Fornells Vallès, Josep Maria

2010-04-01

The purpose of this article is to report on the experience in formative evaluation that was carried out in the Catalonian family and community medicine teaching units during the years 2001-2007. This formative evaluation project included the use of several evaluation tools such as, self-listening, video-recording, structured observation of clinical practice, cases by computer and simulated patients. Different resident intakes have participated in the development of the project, as well as their teaching unit tutors and coordinators. This accumulated experience has allowed it to progress into the field of formative evaluation, and to adapt and integrate the activities that were being carried out in a resident portfolio, which in our opinion is the best tool for the formative evaluation of the family medicine resident. Copyright 2009 Elsevier España, S.L. All rights reserved.

The Effect of Previous Co-Worker Experience on the Survival of Knowledge Intensive Start-Ups

DEFF Research Database (Denmark)

Timmermans, Bram

The aim of the paper is to investigate the effect of previous co-worker experience on the survival of knowledge intensive start-ups. For the empirical analysis I use the Danish Integrated Database of Labor Market Research (IDA). This longitudinal employer-employee database allows me to identify co-worker...... experience among all members of the firm. In addition, I will make a distinction between ordinary start-ups and entrepreneurial spin-offs. The results show that previous co-worker experience has a positive effect on new firm survival. This effect appears to be valid predominantly for ordinary start-ups than...

Surgical and Teaching Mission to Mongolia: Experience and Lessons.

Science.gov (United States)

Haranhalli, Neil; Gelfand, Yaroslav; Abramowicz, Apolonia E; Siyez, Abai; Elahi, Ebby; Yassari, Reza

2017-06-01

For decades, the disparity in medical care across the world along with the fundamental essence of medicine as service has laid the foundation for the global medical mission. Mongolia, a country often overlooked as an area in need of medical aid, harbors a fertile environment for long-term change. In the last 15-20 years, after the fall of the Union of Soviet Socialist Republics, Mongolia has turned to a free-market healthcare model and has been struggling with the transition from the formally state-run system. These changes have slowed the original progress noted among surgical specialties, namely neurosurgery, in Mongolia. A lack of resources, a desire for international interaction, and a need for technical mentorship remain a real struggle for local neurosurgeons. Under the auspices of the Virtue Foundation (www.virtuefoundation.org), we report on our 3-year experiences during our surgical and teaching mission to Mongolia and look towards long-term improvements in Mongolian neurosurgery. A total of 15 operations were performed and more than 50 patients seen in clinic during the 3-year experience. Patients ranged from 1 to 77 years of age. No patients encountered any significant peri- or postoperative complications. In our experience with the surgical and teaching mission to Mongolia, when directed appropriately, medical missions can serve as the perfect medium in fostering that environment, providing local healthcare professionals with the knowledge, skills, and motivation to create self-sustaining improvement in their own country, hence promoting intellectual and technological advancement and raising the standard of care. Copyright © 2017 Elsevier Inc. All rights reserved.

A Strengthened Teaching Mission in Preschool: Teachers' Experiences, Beliefs and Strategies

Science.gov (United States)

Westman, Susanne; Bergmark, Ulrika

2014-01-01

This paper aimed to explore how preschool teachers' experience their strengthened teaching mission, specifically when working with scientific exploration. The study was based on the philosophy of the life-world, a branch of the phenomenological movement. Life-world philosophy focuses on the concrete reality humans inhabit and is responsive to its…

How Teachers Evaluate Their Work Style Depending on the Subject They Teach and Years of Work Experience

Science.gov (United States)

Perucica, Ranka

2017-01-01

In previous works we presented the studies that discussed how students evaluate their teachers and their style of teaching. To what extent their styles affect the students' attitudes to teaching, learning, success, motivation and the like. In this work we have tried to point out how teachers assess their style of work, depending on the subject…

Student Teachers' Experiences of Relation Building in Teaching Practice

DEFF Research Database (Denmark)

Nielsen, Anne Maj; Laursen, Per Fibæk

The study explores how 22 student teachers in a Danish college of education experience and interpret their own becoming a teacher and the implied attitudes to pupils. The student teachers attending mainstream teacher education and a course in mindful awareness and relational competencies have...... – to a larger extend than the mainstream educated student teachers - learned a reflexive attitude to their state of being in teaching practice and to their relational interaction with children in class....

The influence of authentic scientific research experiences on teachers' conceptions of the nature of science (NOS) and their NOS teaching practices

Science.gov (United States)

Moriarty, Meghan A.

This study explored the influence of teachers' authentic scientific research experiences (ASREs) on teachers' conceptions of the nature of science (NOS) and teachers' NOS instruction. Twelve high school biology teachers participated in this study. Six of the participants had authentic scientific research experience (ASRE) and six had not participated in authentic scientific research. Data included background surveys, modified Views of the Nature of Science (VNOS) questionnaires, interviews, and teaching observations. Data was coded based on the eight NOS understandings outlined in 2013 in the Next Generation Science Standards (NGSS). Evidence from this study indicates participating in authentic scientific research as a member of a scientific community has dual benefits of enabling high school science teachers with informed understandings of the NOS and positioning them to teach with the NOS. However, these benefits do not always result from an ASRE. If the nature of the ASRE is limited, then it may limit teachers' NOS understandings and their NOS teaching practices. The results of this study suggest that participation in ASREs may be one way to improve teachers' NOS understandings and teaching practices if the experiences themselves offer a comprehensive view of the NOS. Because ASREs and other science learning experiences do not always offer such experiences, pre-service teacher education and professional development opportunities may engage science teachers in two ways: (1) becoming part of a scientific community may enable them to teach with NOS and (2) being reflective about what being a scientist means may improve teachers' NOS understandings and better position them to teach about NOS.. Keywords: nature of science, authentic scientific research experiences, Next Generation Science Standards, teaching about NOS, teaching with NOS.

Bits of Experience in the Oral Practice of Teaching Grammar

Institute of Scientific and Technical Information of China (English)

王敏

2002-01-01

English learners may have such experience that most of them can't be able to speak English apropriately and fluently even if they have gained a lot of grammar knowledge. The approach of teaching grammar discussed in this paper focuses on training students' communicative ability. And it is benefical to stimulating the activeness and interest of students and fostering the ability to solve the problems independently.

Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice

NARCIS (Netherlands)

Johnson, Mark; Griffiths, Dai; Hanslot, Zubair

2010-01-01

Johnson, M., Griffiths, D., & Hanslot, Z. (2010). Positioning Learning Design: Learner Experience and the challenges of transforming teaching practice. In D. Griffiths, & R. Koper (Eds.), Rethinking Learning and Employment at a Time of Economic Uncertainty. Proceedings of the 6th TENCompetence Open

Survey of teaching experiments with small accelerators

International Nuclear Information System (INIS)

Treado, P.A.; Lambert, J.M.

1974-01-01

Accelerator facilities are being used to provide an educational experience to undergraduate students, both science and non-science majors, and to graduate students. Nuclear physics, accelerator physics, atomic physics, chemistry, materials science, and some nuclear techniques applied to biology, medicine and energy/environmental problems are components of various courses. Previously published experiments are the ones most frequently used, but societal needs have caused some recent, interesting experiments to be adopted. A brief outline of a number of conventional and interesting experiments, and a tabulation of reference materials pertinent to such experiments is given. Experimental science can be presented to students in a dramatic and an exciting manner with an accelerator and readily available, but quite inexpensive, ancillary equipment. Lectures, discussions, demonstrations, and the collection and analysis of data provide a well-rounded educational experience

Primary School Teachers' Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience

Science.gov (United States)

Shahali, Edy H. M.; Halim, Lilia; Treagust, David F.; Won, Mihye; Chandrasegaran, A. L.

2017-04-01

This study investigated the understanding of science process skills (SPS) of 329 science teachers from 52 primary schools selected by random sampling. The understanding of SPS was measured in terms of conceptual and operational aspects of SPS using an instrument called the Science Process Skills Questionnaire (SPSQ) with a Cronbach's alpha reliability of 0.88. The findings showed that the teachers' conceptual understanding of SPS was much weaker than their practical application of SPS. The teachers' understanding of SPS differed by their teaching qualifications but not so much by their teaching experience. Emphasis needs to be given to both conceptual and operational understanding of SPS during pre-service and in-service teacher education to enable science teachers to use the skills and implement inquiry-based lessons in schools.

Student Teaching Changed Me: A Look at Kolb's Learning Style Inventory Scores before and after the Student Teaching Experience

Science.gov (United States)

Smith, Kasee L.; Rayfield, John

2017-01-01

Student teaching as the culminating experience of a teacher preparation program has been shown to be of great importance in the preparation of pre-service agricultural educators (Harlin, Roberts, Mowen, Edgar, & Briers, 2007; Roberts, Mowen, Edgar, Harlin, & Briers, 2007; Kitchel & Torres, 2006, 2007; Myers & Dyer, 2004). Kolb's…

Using videos, apps and hands-on experience in undergraduate hydrology teaching

Science.gov (United States)

Van Loon, Anne

2016-04-01

Hydrological sciences teaching always needs to make a link between the classroom and the outside world. This can be done with fieldwork and excursions, but the increasing availability of open educational resources gives more-and-more other options to make theory more understandable and applicable. In the undergraduate teaching of hydrology at the University of Birmingham we make use of a number of tools to enhance the hydrology 'experience' of students. Firstly, we add hydrological science videos available in the public domain to our explanations of theory. These are both visualisations of concepts and recorded demonstrations in the field or the lab. One example is the concept of catchments and travel times which has been excellently visualised by MetEd. Secondly, we use a number of mobile phone apps, which provide virtual reality information and real-time monitoring information. We use the MySoil App (by Natural Environment Research Council (NERC), British Geological Survey (BGS) and Centre for Ecology & Hydrology (CEH)) and iGeology / iGeology3D (by BGS) to let students explore soil properties and hydrogeology of an area of interest. And we use the River Levels App (by OGL based on Environment Agency real time data) for exploring real time river levels and investigating spatial variability. Finally, we developed small hands-on projects for students to apply the theory outside the classroom. We for instance let them do simple infiltration experiments and ask them to them design a measurement plan. Evaluations have shown that students enjoy these activities and that it helps their learning. In this presentation we hope to share our experience so that the options for using open (educational) resources for hydrology teaching become more used in linking the classroom to the outside world.

Nursing Faculty Experiences of Virtual Learning Environments for Teaching Clinical Reasoning

Science.gov (United States)

Zacharzuk-Marciano, Tara

2017-01-01

Nurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for…

A Cost-Effective Two-Part Experiment for Teaching Introductory Organic Chemistry Techniques

Science.gov (United States)

Sadek, Christopher M.; Brown, Brenna A.; Wan, Hayley

2011-01-01

This two-part laboratory experiment is designed to be a cost-effective method for teaching basic organic laboratory techniques (recrystallization, thin-layer chromatography, column chromatography, vacuum filtration, and melting point determination) to large classes of introductory organic chemistry students. Students are exposed to different…

Patterns and Impacts of Short-Term Cross-Cultural Experience in Science and Mathematics Teaching: Benefits, Value, and Experience

Science.gov (United States)

Kanyaprasith, Kamonwan; Finley, Fred N.; Phonphok, Nason

2015-01-01

This study evaluates a cross-cultural experience in science and mathematics teaching in Thailand--an internship program. In this study, qualitative data sources including semi-structured interviews, classroom observations, and pre-post questionnaire were collected from five groups of participants, which were: (a) administrators; (b) Thai…

Teaching Experience and Expectations of Early-Career Academics in Mozambique: The Case of Universidade Eduardo Mondlane

Science.gov (United States)

Cossa, Eugénia Flora Rosa; Buque, Domingos Carlos; Fringe, Jorge Jaime dos Santos

2016-01-01

This mixed-methods study explored how early-career academics (ECA) at the Universidade Eduardo Mondlane (UEM) acquire pedagogical knowledge, develop their teaching experience as well as examine their expectations regarding the teaching profession. A questionnaire, composed mostly of closed questions and one open-ended question, was applied to 71…

Snakes or Ladders? An Examination of the Experiences of Two Teacher Leaders Returning to Classroom Teaching

Science.gov (United States)

Munroe, Elizabeth

2014-01-01

Teachers who have held leadership roles at the school, district, or provincial level have the potential to contribute to student and school success when they return to classroom teaching. The contrasting experiences of two teacher leaders who returned voluntarily to classroom teaching are analyzed using Owens's (2004) social constructivist theory…

A Learning Experience of the Gender Perspective in English Teaching Contexts

Science.gov (United States)

Mojica, Claudia Patricia; Castañeda-Peña, Harold

2017-01-01

Eighteen Colombian English teachers participated in a course with an emphasis on gender and foreign language teaching in a Master's program in Bogotá. This text describes the design, implementation, and the learning in this educational experience. The analysis of the course was based on a view of learning as a process of participation rooted in…

Teaching Staff Advanced Training: European Experience

Science.gov (United States)

Kovalchuk, Vasyl

2015-01-01

The issue of teaching staff advanced training is paid much attention in many countries. In the Republic of Moldova progressive professional credits system is used. Credits are scored not only in assigning teaching degrees or issuing a certificate of continuing professional education, but also for teachers' evaluation at the educational…

Teaching Business Classes Abroad: How International Experience Benefits Faculty, Students, and Institutions

Science.gov (United States)

Miglietti, Cynthia

2015-01-01

International educational experiences can provide benefits for faculty members as well as higher education institutions and their students. The opportunity to lecture and conduct research with colleagues at universities in other countries can foster the globalization or internationalization of academic teaching, the advancement of knowledge, and…

An association between paying physician-teachers for their teaching efforts and an improved educational experience for learners.

Science.gov (United States)

Ashar, Bimal; Levine, Rachel; Magaziner, Jeffrey; Shochet, Robert; Wright, Scott

2007-10-01

Medical schools often rely on faculty volunteerism to address clinical teaching needs for students. Increasing time pressures on physicians has made it difficult to secure commitments for clinical instruction. In the 2005-2006 academic year, the Johns Hopkins University School of Medicine (JHUSOM) launched the Colleges Program, recruiting 24 salary-supported physician-faculty to serve as advisors to students as well as teachers of the second year course, 'clinical skills'. We hypothesized that compensating physician educators would have a measurable positive impact on the students' experiences in this course. Students' assessments of paid colleges faculty (CF) preceptors from the 2005-2006 year were compared to those of volunteer preceptors from the two prior years (2003-2005 academic years) along six different teaching parameters linked to the course's objectives. Multivariable regression analysis was used to identify the factors independently associated with higher preceptor scores. Fifty-eight preceptors taught clinical skills over the 3-year study period. The overall response rate for preceptor evaluations by medical learners was 77% (277/359). CF, more likely than volunteer preceptors to have a full-time academic appointment (100 vs 63%, p evaluation domains were higher for CF compared to those from the two previous years combined (all p evaluation scores (Odds Ratio 4.3, 95% CI 1.01-18.20). Salary support for teaching efforts in the time-intensive CS course coupled with the prestige of being appointed to the CF was associated with higher student evaluations.

Reasons of the problems that academicians experience in management of teaching and learning process

Directory of Open Access Journals (Sweden)

Süleyman Göksoy

2018-04-01

Full Text Available The present research aims to examine the problems that academicians experience in management of teaching-learning process, to reveal the reasons of the problems and to develop solution suggestions. Case study design of qualitative research methods was used in this research and it includes 41 volunteer academicians. Structured interview form was used in data collection and the data were analyzed with content analysis. It was found that most of the problems academicians experience in management of teaching-learning process were related to students. They also had problems with classroom/course management. In management of teaching-learning processes of the academicians, problems were related to students, physical infrastructure, educational system and society/environment. It can be asserted that most of the problems can be solved if their reasons are determined and handled. Also it is suggested that incoming academicians who are new to academic life need to follow the regulations that includes student discipline regulations and the students need to be informed about the negative behaviors and their consequences at the beginning of the term.

A Social Work Program's Experience in Teaching about Race in the Curriculum

Science.gov (United States)

Phan, Phu; Vugia, Holly; Wright, Paul; Woods, Dianne Rush; Chu, Mayling; Jones, Terry

2009-01-01

Teaching about race, racism, and oppression presents higher education programs with complex challenges. This article reports on the experiences of a new MSW program in designing a gateway "race, gender, and inequality" course. Embracing a theoretical base of culturally competent practice and solutions to the inherent difficulties of discussing…

"My math and me": Nursing students' previous experiences in learning mathematics.

Science.gov (United States)

Røykenes, Kari

2016-01-01

In this paper, 11 narratives about former experiences in learning of mathematics written by nursing students are thematically analyzed. Most students had a positive relationship with the subject in primary school, when they found mathematics fun and were able to master the subject. For some, a change occurred in the transition to lower secondary school. The reasons for this change was found in the subject (increased difficulty), the teachers (movement of teachers, numerous substitute teachers), the class environment and size (many pupils, noise), and the student him- or herself (silent and anonymous pupil). This change was also found in the transition from lower to higher secondary school. By contrast, some students had experienced changes that were positive, and their mathematics teacher was a significant factor in this positive change. The paper emphasizes the importance of previous experiences in learning mathematics to nursing students when learning about drug calculation. Copyright © 2015. Published by Elsevier Ltd.

The influence of previous subject experience on interactions during peer instruction in an introductory physics course: A mixed methods analysis

Science.gov (United States)

Vondruska, Judy A.

Over the past decade, peer instruction and the introduction of student response systems has provided a means of improving student engagement and achievement in large-lecture settings. While the nature of the student discourse occurring during peer instruction is less understood, existing studies have shown student ideas about the subject, extraneous cues, and confidence level appear to matter in the student-student discourse. Using a mixed methods research design, this study examined the influence of previous subject experience on peer instruction in an introductory, one-semester Survey of Physics course. Quantitative results indicated students in discussion pairs where both had previous subject experience were more likely to answer clicker question correctly both before and after peer discussion compared to student groups where neither partner had previous subject experience. Students in mixed discussion pairs were not statistically different in correct response rates from the other pairings. There was no statistically significant difference between the experience pairs on unit exam scores or the Peer Instruction Partner Survey. Although there was a statistically significant difference between the pre-MPEX and post-MPEX scores, there was no difference between the members of the various subject experience peer discussion pairs. The qualitative study, conducted after the quantitative study, helped to inform the quantitative results by exploring the nature of the peer interactions through survey questions and a series of focus groups discussions. While the majority of participants described a benefit to the use of clickers in the lecture, their experience with their discussion partners varied. Students with previous subject experience tended to describe peer instruction more positively than students who did not have previous subject experience, regardless of the experience level of their partner. They were also more likely to report favorable levels of comfort with

Azerbaijan Technical University’s Experience in Teaching Linear Electrical Circuit Theory

Directory of Open Access Journals (Sweden)

G. A. Mamedov

2006-01-01

Full Text Available An experience in teaching linear electrical circuit theory at the Azerbaijan Technical University is presented in the paper. The paper describes structure of the Linear Electrical Circuit Theory course worked out by the authors that contains a section on electrical calculation of track circuits, information on electro-magnetic compatibility and typical tests for better understanding of the studied subject.

The Impact of ICT on Work-Life Experiences among University Teaching Assistants

Science.gov (United States)

Osterlund, Katherine; Robson, Karen

2009-01-01

Email is now commonplace in the university environment, but little research has addressed the impact of this technology on the work-life experiences of Teaching Assistants (TAs). These workers are of interest as they are typically responsible for most day-to-day, routine interaction with undergraduates, for ensuring students understand lectures…

The Effect of Teaching Experience and Specialty (Vocal or Instrumental) on Vocal Health Ratings of Music Teachers

Science.gov (United States)

Hackworth, Rhonda S.

2010-01-01

The current study sought to determine the relationship among music teachers' length of teaching experience, specialty (vocal or instrumental), and ratings of behaviors and teaching activities related to vocal health. Participants (N = 379) were experienced (n = 208) and preservice (n = 171) music teachers, further categorized by specialty, either…

Impact of vocational interests, previous academic experience, gender and age on Situational Judgement Test performance.

Science.gov (United States)

Schripsema, Nienke R; van Trigt, Anke M; Borleffs, Jan C C; Cohen-Schotanus, Janke

2017-05-01

Situational Judgement Tests (SJTs) are increasingly implemented in medical school admissions. In this paper, we investigate the effects of vocational interests, previous academic experience, gender and age on SJT performance. The SJT was part of the selection process for the Bachelor's degree programme in Medicine at University of Groningen, the Netherlands. All applicants for the academic year 2015-2016 were included and had to choose between learning communities Global Health (n = 126), Sustainable Care (n = 149), Intramural Care (n = 225), or Molecular Medicine (n = 116). This choice was used as a proxy for vocational interest. In addition, all graduate-entry applicants for academic year 2015-2016 (n = 213) were included to examine the effect of previous academic experience on performance. We used MANCOVA analyses with Bonferroni post hoc multiple comparisons tests for applicant performance on a six-scenario SJT. The MANCOVA analyses showed that for all scenarios, the independent variables were significantly related to performance (Pillai's Trace: 0.02-0.47, p performance on three scenarios (p performance on two scenarios (p performance, as was previous academic experience. Gender and age were related to performance on SJT scenarios in different settings. Especially the first effect might be helpful in selecting appropriate candidates for areas of health care in which more professionals are needed.

Learning clinical skills in the simulation suite: the lived experiences of student nurses involved in peer teaching and peer assessment.

Science.gov (United States)

Ramm, Dianne; Thomson, Anna; Jackson, Andrew

2015-06-01

The benefits of peer teaching and assessment are well documented within nurse education literature. However, research to date has predominantly focused on the advantages and disadvantages for the inexperienced learner, with a dearth of knowledge relating to the perceptions of senior nursing students involved in teaching their peers. This study sought to investigate the student experience of taking part in a peer teaching and assessment initiative to include the perceptions of both first year nursing students and second/third year participants. Data were collected via open-ended questionnaires and analysed with qualitative 'Framework' analysis. This initiative received a generally positive response both from students being taught and also from those acting as facilitators. Perceived benefits included the social learning experience, development of teaching skills, self-awareness and the opportunity to communicate both good and bad news. Suggestions for improvement included additional time working in small groups, specific supplementary learning materials and the introduction of peer teaching and assessment into other areas of the Adult Nursing Programme. Peer teaching and assessment principles represent valuable strategies which can be utilised in nurse education to develop clinical skills and prepare nurses for real-life scenarios. Further research needs to investigate how to enhance the student learning experience and to fully exploit the potential for simulated experience to prepare students for their future role as registered nurses in clinical practice. Copyright © 2015 Elsevier Ltd. All rights reserved.

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....

Investigating the role of sliding friction in rolling motion: a teaching sequence based on experiments and simulations

Science.gov (United States)

De Ambrosis, Anna; Malgieri, Massimiliano; Mascheretti, Paolo; Onorato, Pasquale

2015-05-01

We designed a teaching-learning sequence on rolling motion, rooted in previous research about student conceptions, and proposing an educational reconstruction strongly centred on the role of friction in different cases of rolling. A series of experiments based on video analysis is used to highlight selected key concepts and to motivate students in their exploration of the topic; and interactive simulations, which can be modified on the fly by students to model different physical situations, are used to stimulate autonomous investigation in enquiry activities. The activity sequence was designed for students on introductory physics courses and was tested with a group of student teachers. Comparisons between pre- and post-tests, and between our results and those reported in the literature, indicate that students’ understanding of rolling motion improved markedly and some typical difficulties were overcome.

Transforming beliefs and practices: Elementary teacher candidates' development through shared authentic teaching and reflection experiences within an innovative science methods course

Science.gov (United States)

Naidoo, Kara

Elementary teachers are criticized for failing to incorporate meaningful science instruction in their classrooms or avoiding science instruction altogether. The lack of adequate science instruction in elementary schools is partially attributed to teacher candidates' anxiety, poor content and pedagogical preparation, and low science teaching self-efficacy. The central premise of this study was that many of these issues could be alleviated through course modifications designed to address these issues. The design tested and presented here provided prospective elementary educators' authentic science teaching experiences with elementary students in a low-stakes environment with the collaboration of peers and science teacher educators. The process of comprehensive reflection was developed for and tested in this study. Comprehensive reflection is individual and collective, written and set in dialogic discourse, focused on past and future behavior, and utilizes video recordings from shared teaching experiences. To test the central premise, an innovative science methods course was designed, implemented and evaluated using a one-group mixed-method design. The focus of the analysis was on changes in self-efficacy, identity and teaching practices as a function of authentic science teaching experiences and comprehensive reflection. The quantitative tools for analysis were t-tests and repeated-measures ANOVA on the Science Teaching Efficacy Belief Instrument-B (STEBI-B) and weekly self-rating on confidence as a learner and a teacher of science, respectively. The tools used to analyze qualitative data included thematic analysis and interpretative phenomenological analysis. In addition, theoretically grounded tools were developed and used in a case study to determine the ways one prospective educator's science teaching identity was influenced by experiences in the course. The innovative course structure led the development of teacher candidates' science teaching identity

Explorations in Teaching Sustainable Design: A Studio Experience in Interior Design/Architecture

Science.gov (United States)

Gurel, Meltem O.

2010-01-01

This article argues that a design studio can be a dynamic medium to explore the creative potential of the complexity of sustainability from its technological to social ends. The study seeks to determine the impact of an interior design/architecture studio experience that was initiated to teach diverse meanings of sustainability and to engage the…

Teaching Note--Third Space Caucusing: Borderland Praxis in the Social Work Classroom

Science.gov (United States)

Hudson, Kimberly D.; Mountz, Sarah E.

2016-01-01

This teaching note examines the use of intentional, identity-centered spaces in the social work classroom. We discuss the use of identity-based caucusing as a means of centering the embodied and lived experiences of students in the social work classroom, drawing from previous classroom experiences in an MSW foundation course on social justice at a…

"Over the Hill" Is Not so Far Away: Crossing Teaching Contexts to Create Benefits for All through Rural Teaching Experiences

Science.gov (United States)

Hudson, Suzanne; Millwater, Jan

2009-01-01

Attracting and retaining quality teachers to rural and remote areas has been a challenge over the last decade. Many preservice teachers are reluctant to experience a rural and remote practicum and may not consider applying to teach in such areas when they graduate. Education departments and universities need to explore innovative ways that will…

Teaching experience of application of Kaizen in a company

Directory of Open Access Journals (Sweden)

Blanca Alhely Ceballos Cháve

2017-06-01

Full Text Available The paper presents the relationship between teaching and business, highlighting the importance of training in the workplace. Specifically, the professional experience of one of the signers of the article is described when passing from student to graduate and work as an Industrial Engineer. Once in the company, when the problems were detected, a training program was elaborated to give a workshop on Kaizen that solved those problems. To this end, the workshop focused on the 5S methodology. The result was that it began to be implemented in the other plants of the company where the same problem existed.

The effect of site-based preservice experiences on elementary science teaching self-efficacy beliefs

Science.gov (United States)

Wingfield, Mary E.

Current reform in science education has focused on the need for improvement of preservice teacher training (National Science Education Standards, 1996). As a situation specific construct (Bandura, 1977), self-efficacy studies have been conducted to investigate factors that impact preservice teachers' sense of confidence as it relates to their ability to become successful science teachers. This descriptive study identified factors in the site based experiences that affected preservice elementary teachers' self-efficacy as measured by the Science Teaching Efficacy Belief Instrument (STEBL-B) (Enochs and Riggs, 1990). The sample consisted of the entire population of undergraduate elementary preservice teachers in the site based teacher education program during the fall semester of 1997 at a large south central urban university. The 131 paired, pretest posttests of the entire STEBL-B and the two constructs were analyzed for significance in mean score gains. Results of the paired t test yielded a t value of 11.52 which was significant at p Bandura identified as sources of information used to determine self-efficacy. These include performance accomplishments through authentic teaching experiences, vicarious experiences through observation of the site based teachers, and verbal persuasion and physiological states from feedback given by the university coordinators. The majority of these preservice teachers started the semester with a negative attitude toward teaching science, but ended the semester with a positive view of themselves as effective science teachers in the future.

Experiment Based Teaching of Solar Cell Operation and Characterization Using the SolarLab Platform

DEFF Research Database (Denmark)

Spataru, Sergiu; Sera, Dezso; Kerekes, Tamas

2014-01-01

interfaces for exploring different solar cell principles and topics. The exercises presented in the current paper have been adapted from the original exercises developed for the SolarLab platform and are currently included in the Photovoltaic Power Systems courses (MSc and PhD level) taught at the Department...... which is a laboratory teaching tool developed at Transylvania University of Brasov. Using this platform, solar cells can be characterized under various illumination, temperature and angle of light incidence. Additionally, the SolarLab platform includes guided exercises and intuitive graphical user......Experiment based teaching methods are a great way to get students involved and interested in almost any topic. This paper presents such a hands-on approach for teaching solar cell operation principles along with characterization and modelling methods. This is achieved with the SolarLab platform...

New pedagogies for teaching thinking: the lived experiences of students and teachers enacting narrative pedagogy.

Science.gov (United States)

Ironside, Pamela M

2003-11-01

The need to prepare students for a rapidly changing health care system sustains teachers' interest in developing students' thinking abilities at all levels of nursing education. Although significant effort has been directed toward developing efficient and effective strategies to teach thinking, this study explores the underlying assumptions embedded in any approach to teaching and learning and how these assumptions influence students' thinking. This study, using Heideggerian hermeneutics, explored how teachers and students experience enacting a new pedagogy, Narrative Pedagogy, and this article explains how enacting this pedagogy offers new possibilities for teaching and learning thinking. Two themes emerged from this analysis and are discussed: Thinking as Questioning: Preserving Perspectival Openness and Practicing Thinking: Preserving Fallibility and Uncertainty.

Selection of nursing teaching strategies in mainland China: A questionnaire survey.

Science.gov (United States)

Zhou, HouXiu; Liu, MengJie; Zeng, Jing; Zhu, JingCi

2016-04-01

In nursing education, the traditional lecture and direct demonstration teaching method cannot cultivate the various skills that nursing students need. How to choose a more scientific and rational teaching method is a common concern for nursing educators worldwide. To investigate the basis for selecting teaching methods among nursing teachers in mainland China, the factors affecting the selection of different teaching methods, and the application of different teaching methods in theoretical and skill-based nursing courses. Questionnaire survey. Seventy one nursing colleges from 28 provincial-level administrative regions in mainland China. Following the principle of voluntary informed consent, 262 nursing teachers were randomly selected through a nursing education network platform and a conference platform. The questionnaire contents included the basis for and the factors influencing the selection of nursing teaching methods, the participants' common teaching methods, and the teaching experience of the surveyed nursing teachers. The questionnaires were distributed through the network or conference platform, and the data were analyzed by SPSS 17.0 software. The surveyed nursing teachers selected teaching methods mainly based on the characteristics of the teaching content, the characteristics of the students, and their previous teaching experiences. The factors affecting the selection of teaching methods mainly included large class sizes, limited class time, and limited examination formats. The surveyed nursing teachers primarily used lectures to teach theory courses and the direct demonstration method to teach skills courses, and the application frequencies of these two teaching methods were significantly higher than those of other teaching methods (P=0.000). More attention should be paid to the selection of nursing teaching methods. Every teacher should strategically choose teaching methods before each lesson, and nursing education training focused on selecting

A Learning Experience of the Gender Perspective in English Teaching Contexts

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Claudia Patricia Mojica

2017-01-01

Full Text Available Eighteen Colombian English teachers participated in a course with an emphasis on gender and foreign language teaching in a Master’s program in Bogotá. This text describes the design, implementation, and the learning in this educational experience. The analysis of the course was based on a view of learning as a process of participation rooted in the praxis of English teachers’ classrooms. This experience reveals that gender is a relevant category in the frame of English language teacher education as it provides teachers with tools from a broader social and educational perspective. This reflection also leads to implications for teachers’ practices with a gender perspective.

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

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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.

Reliability and smallest worthwhile difference in 1RM tests according to previous resistance training experience in young women

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Matheus Amarante do Nascimento

2017-10-01

Full Text Available The objective of this study was to determine the familiarization and smallest worthwhile difference (SWD of one-repetition maximum (1RM tests in detrained women according to their previous resistance training experience. Three groups of women with varying amounts of previous resistance training experience were recruited: Novice (n = 27, 1 to 6 months, Intermediate (n = 13, from 7 to 12 months, and Advanced (n = 20, 13 to 24 months. All participants performed four 1RM test sessions in the bench press (BP, squat (SQ, and arm curl (AC. A significant (p< 0.05 (group vs. time interaction was observed in SQ suggesting that more experienced participants needed fewer 1RM test sessions to reach a stable load compared to the less experienced groups. Strength changes (p 0.05, suggesting that experience had no impact on familiarization for these lifts. SWDs suggest that strength gains greater than 2-4% in these lifts would indicate a meaningful improvement in strength beyond random variation from trial to trial no matter the experience of the subject. Women with limited previous resistance training experience do not require more trials to reach load stabilization than those with more experience. Stability of 1RM loads for BP and AC may require only two sessions, while SQ may require at least three trials.

Confronting Barriers to Teaching Elementary Science: After-School Science Teaching Experiences for Preservice Teachers

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Cartwright, Tina; Smith, Suzanne; Hallar, Brittan

2014-01-01

This qualitative study examines the transition of eight elementary preservice teachers into student teaching after participating in a science methods course that included a significant amount of teaching after-school science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and to reform…

Previous experience in manned space flight: A survey of human factors lessons learned

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Chandlee, George O.; Woolford, Barbara

1993-01-01

Previous experience in manned space flight programs can be used to compile a data base of human factors lessons learned for the purpose of developing aids in the future design of inhabited spacecraft. The objectives are to gather information available from relevant sources, to develop a taxonomy of human factors data, and to produce a data base that can be used in the future for those people involved in the design of manned spacecraft operations. A study is currently underway at the Johnson Space Center with the objective of compiling, classifying, and summarizing relevant human factors data bearing on the lessons learned from previous manned space flights. The research reported defines sources of data, methods for collection, and proposes a classification for human factors data that may be a model for other human factors disciplines.

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

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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

Impact of vocational interests, previous academic experience, gender and age on Situational Judgement Test performance

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Schripsema, Nienke R.; Trigt, van Anke M.; Borleffs, Jan C. C.; Cohen-Schotanus, Janke

Situational Judgement Tests (SJTs) are increasingly implemented in medical school admissions. In this paper, we investigate the effects of vocational interests, previous academic experience, gender and age on SJT performance. The SJT was part of the selection process for the Bachelor's degree

Teaching experience in university students using social networks

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María del Rocío Carranza Alcántar

2016-11-01

Full Text Available Social networks, specifically Facebook and Twitter, are currently one of the mainstream media in the world, yet its educational use for the dissemination of knowledge is not significantly evident, under this premise this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge; In this sense, the research presented aimed to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application type of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favorable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. The proposal is to continue this type of strategies to promote flexible teaching-learning options.

The Effect of Teaching Experience on Service-Learning Beliefs of Dental Hygiene Educators

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Burch, Sharlee Shirley

2013-01-01

The purpose of this non-experimental causal-comparative study was to determine if service-learning teaching experience affects dental hygiene faculty perceptions of service-learning benefits and barriers in the United States. Dental hygiene educators from entry-level dental hygiene education programs in the United States completed the Web-based…

Perceptions of Co-Teaching in the Clinical Experience: How Well Is It Working?

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Kinne, Lenore J.; Ryan, Carol; Faulkner, Shawn A.

2016-01-01

This study examined the perceptions of teacher candidates, cooperating teachers, and university supervisors in the first year of state-mandated co-teaching in the clinical experience. Study results suggest the need (a) to emphasize the importance of the teacher candidate exerting leadership, (b) to develop and communicate specific criteria for…

The Influence of Professional Identity on Teaching Practice: Experiences of Four Music Educators

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Carrillo, Carmen; Baguley, Margaret; Vilar, Mercè

2015-01-01

This study explores the influence of professional identity on the teaching practice of four school music educators, two from Spain and two from Australia. Narrative inquiry methodology was utilized in order to investigate the full spectrum of their musical experiences, ranging from their earliest childhood memories to their current positions in…

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

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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.

Oyster Reef Communities in the Chesapeake Bay: A Brief Primer. VORTEX: Virginia's Oyster Reef Teaching EXperience.

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Harding, Juliana M.; Mann, Roger; Clark, Vicki P.

This document introduces Virginia's Oyster Reef Teaching EXperience (VORTEX), which is an interdisciplinary program focusing on the importance of oyster reef communities in the Chesapeake Bay ecosystem. The VORTEX program uses field and laboratory experience supported by multimedia instruction. This document presents an overview on the biology of…

Authentic Teaching Experiences in Secondary Mathematics Methods

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Stickles, Paula R.

2015-01-01

Often secondary mathematics methods courses include classroom peer teaching, but many pre-service teachers find it challenging to teach their classmate peers as there are no discipline issues and little mathematical discourse as the "students" know the content. We will share a recent change in our methods course where pre-service…

Teaching information seeking

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Louise Limberg

2006-01-01

Full Text Available Introduction. The article argues for a closer association between information seeking research and the practices of teaching information seeking. Findings are presented from a research project on information seeking, didactics and learning (IDOL investigating librarians' and teachers' experiences of teaching information seeking. Method. Thirteen teachers and five librarians, teaching 12-19 year-old students in three schools, participated. Forty-five interviews were conducted over a period of three years. Analysis. The IDOL project adopted a phenomenographic approach with the purpose of describing patterns of variation in experiences. The findings were also analysed by way of relating them to four competing approaches to the mediation of information literacy. Results. A gap was identified between experiences of teaching content that focused on sources and order, and experiences of assessment criteria applied to students' work that focused on the importance of correct facts and the analysis of information. These findings indicate a highly restricted range of teaching contents when compared with the four theoretical approaches to the mediation of information literacy. Conclusion. Teaching information seeking might be enhanced by a wider repertoire of contents reflecting more varied theoretical understanding developed in information seeking research, particularly as regards the importance of content and context related to user perspectives.

Near-peer teaching in clinical neuroanatomy.

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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.

Phet simulator and the table teaching in basic education: experience report

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Lilian de Fatima Oliveira Falchi

2018-06-01

Full Text Available This research was developed with the purpose of encouraging elementary school teachers to use the PhET simulator with their students as a means to enhance the learning of the table. The simulator is a learning facilitator, which aims to develop simulations for teaching science, mathematics, physics and chemistry. This paper reports the use of the simulator with the students of the third year of elementary school, applied under the joint supervision by the researchers and the schoolteachers. The use of the simulator with the students occurred in September and October of 2016 with weekly classes. Those were practical classes in the school’s computer lab, where students were able to explore the simulator as well as advance the phases according to their performance. This experience helped to understand the need to transform education and incorporate digital technology into teaching / learning to motivate and facilitate learning.

Fulfillment of the basic psychological needs of student teachers during their first teaching experiences

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Evelein, F.; Korthagen, F.; Brekelmans, M.

2008-01-01

This study focuses on an under-researched area, namely the fulfilment of basic psychological needs of student teachers during their first teaching experiences. Based on the Self-determination Theory of Ryan and Deci [(2002). Overview of self-determination theory: An organismic dialectical

Teaching and new technologies: change of time and teaching experience by the use of computer and internet

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Domenica Martinez

2017-05-01

Full Text Available This article aimed to answer how the use of computers and the Internet, directly and indirectly, has affected the time of teaching work and how these tool have determined the experience of teachers. Sources of research consisted of doctoral and master theses, as well as official documents that referring to these concepts and instruments. The survey instrument was developed as a form, using a software for the collection and analysis of data; for the assessment of the results we used the content analysis technique. The results show the relationship between time and experience under different cultural conventions that permeate the school, consolidating awareness under contradictions supported by the potential of new technologies in a condition of atrophying the experience to which the training process and the work of the teacher would tend to be reduced. The method is achieved from critical theory, especially the concepts of experience indicated by Adorno and Benjamin, ideology of technological rationality and industrial society, by Marcuse, and key concepts of dialectical materialism, such as alienated labor, commodity and machinery, from Marx.

Using Social Networks to Enhance Teaching and Learning Experiences in Higher Learning Institutions

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Balakrishnan, Vimala

2014-01-01

The paper first explores the factors that affect the use of social networks to enhance teaching and learning experiences among students and lecturers, using structured questionnaires prepared based on the Push-Pull-Mooring framework. A total of 455 students and lecturers from higher learning institutions in Malaysia participated in this study.…

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

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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.

People, personal projects and the challenging of social structures: a contribution to the reflection on the challenges of teaching development studies

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Parra Heredia, J.D. (Juan David)

2018-01-01

textabstractThis article makes a critique of using Post-Development as a tool in teaching an introductory course in development studies. Such a debate was initiated by Harcourt in a previous issue of Third World Quarterly as she reflected on her teaching experience in a European Institution.

Teachers' Experiences of Technology-Based Teaching and Learning in the Foundation Phase

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Hannaway, D. M.; Steyn, M. G.

2017-01-01

This paper presents one aspect of a larger scale doctoral study, namely the teachers' experiences of technology-based teaching and learning in the Foundation Phase. Technology is a huge driver of change and South African education has to change regularly to meet the requirements set out by the Department of Education, including the development of…

Reflections on Teaching Financial Statement Analysis

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Entwistle, Gary

2015-01-01

In her 2011 article "Towards a 'scholarship of teaching and learning': The individual and the communal journey," Ursula Lucas calls for more critical reflection on individual teaching experiences and encourages sharing such experiences with the wider academy. In this spirit Gary Entwistle reflects upon his experiences teaching financial…

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

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Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

2018-01-01

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

Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice

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Coker, Angela D.; Majuta, Aaron R.

2015-01-01

There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana,…

The teaching experience in the teaching of history of the book and of the libraries at the Universidade Federal do Pará (UFPA

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Rubens da Silva Ferreira

2016-04-01

Full Text Available Introduction: The work reports the teaching experience in the subject History of the Book and of the Libraries of Librarianship course of the Universidade Federal do Pará (UFPA. It presents in the curriculum of the course since 1963, this subject is fundamental to the formation of future librarians, because it works with three important elements that are dynamic in the history of the profession: the support (the book, the institution (the library and the professional (the librarian. Objectives: It collects, systematizes and socializes strategies used in the teaching-learning process in the context of the subject History of the Book and of the Libraries. Methodology: During two years (2010-2012, over expository classes, the teaching – learning process was improved with the achievement of technical visits, introduction of texts for complementary reading in foreign language, and the building of a site with the help of monitors, to associate the technological innovations to a subject which the elements “book” and “library” provoke in the universitarians the idea of tradition. Results: The used strategy shows to be satisfactory as to the performance of the students. The main challenge is in the necessity of development of the skills of reading and writing, essential aspects to be considered to the qualitative professional training, especially because the future graduated people will act in the documentation/information field. Conclusions: The negative aspects of the experience: (1 the difficulties of the students in evening classes to participate of technical visits; and (2 the accumulated stages by students that affect performance in the course. The positive aspects of the experience: (1 the improvement of writing skills; (2 the growth of interest by scientific production; (3 the growth of interest in language courses; (4 the contact of class monitors with the teaching practice; and (5 a better assimilation of the contents worked in the

[A new teaching mode improves the effect of comprehensive experimental teaching of genetics].

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Fenghua, He; Jieqiang, Li; Biyan, Zhu; Feng, Gao

2015-04-01

To improve the research atmosphere in genetics experimental teaching and develop students' creativity in research, we carried out a reform in comprehensive experimental teaching which is one of important modules for genetics practice. In our new student-centered teaching mode, they chose research topics, performed experiments and took innovative approaches independently. With the open laboratory and technical platform in our experimental teaching center, students finished their experiments and were required to write a mini-research article. Comprehensive experimental teaching is a scientific research practice before they complete their thesis. Through this teaching practice, students' research skills in experimental design and operation, data analysis and results presentation, as well as their collaboration spirit and innovation consciousness are strengthened.

Impact of Vocational Interests, Previous Academic Experience, Gender and Age on Situational Judgement Test Performance

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Schripsema, Nienke R.; van Trigt, Anke M.; Borleffs, Jan C. C.; Cohen-Schotanus, Janke

2017-01-01

Situational Judgement Tests (SJTs) are increasingly implemented in medical school admissions. In this paper, we investigate the effects of vocational interests, previous academic experience, gender and age on SJT performance. The SJT was part of the selection process for the Bachelor's degree programme in Medicine at University of Groningen, the…

[Effect of previous experience in reacting to a danger signal on "open field" behavior in the rat].

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Poltyreva, T E; Petrov, E S

1983-01-01

Modification of rats behaviour in an "hopen field" test was investigated, induced by an acoustic stimulus, previously subjected to conditioning in a shuttle chamber in experiments with possibility and impossibility of avoidance from electrical shock. It has been established that presentation of a stimulus having the meaning of a danger signal, in a new situation, significantly suppresses investigating behaviour of rats, whereas the stimulus which had not been subjected to conditioning exerts no marked effect on behaviour. The greatest suppression was observed in rats with "learned helplessness". This fact suggests that the degree of suppression of the behaviour in an open field in response to a danger signal, depends on the animal's previous experience in reacting to this signal.

Physiology Teaching and Learning Experience in a New Modular Curriculum at the National University of Rwanda

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Gahutu, Jean Bosco

2010-01-01

In the present article, I report on my experience in teaching and learning physiology in the first year of a new modular curriculum at the Faculty of Medicine of the National University of Rwanda. With self-reported questionnaires, I collected learning experience perceptions from 112 students who attended the module of physiology in 2008. The…

Previous Pedagogical Beliefs of Freshman of Teacher Education

OpenAIRE

Rivas Flores, José Ignacio; Pérez Ferra, Miguel; Leite-Méndez, Analía Elizabeth; Quijano López, Rocío; Núñez, Claudio

2013-01-01

This paper is part of a research project about how students of teacher education elaborate their professional identity. Through a inquiry on their life stories, the research aims to understand and analyse the experiences of these students along their primary and secondary education, their experiences in university classrooms, and the incidence of these experiences, as well as those generated in schools, in the early years of his teaching career. The project, called “the professional identity ...

The analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference

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Ma'rufi, Budayasa, I. Ketut; Juniati, Dwi

2017-08-01

The aim of this study was to describe the analysis of mathematics teachers' learning on algebra function limit material based on teaching experience difference. The purpose of this study is to describe the analysis of mathematics teacher's learning on limit algebraic functions in terms of the differences of teaching experience. Learning analysis focused on Pedagogical Content Knowledge (PCK) of teachers in mathematics on limit algebraic functions related to the knowledge of pedagogy. PCK of teachers on limit algebraic function is a type of specialized knowledge for teachers on how to teach limit algebraic function that can be understood by students. Subjects are two high school mathematics teacher who has difference of teaching experience they are one Novice Teacher (NP) and one Experienced Teacher (ET). Data are collected through observation of learning in the class, videos of learning, and then analyzed using qualitative analysis. Teacher's knowledge of Pedagogic defined as a knowledge and understanding of teacher about planning and organizing of learning, and application of learning strategy. The research results showed that the Knowledge of Pedagogy on subject NT in mathematics learning on the material of limit function algebra showed that the subject NT tended to describe procedurally, without explaining the reasons why such steps were used, asking questions which tended to be monotonous not be guiding and digging deeper, and less varied in the use of learning strategies while subject ET gave limited guidance and opportunities to the students to find their own answers, exploit the potential of students to answer questions, provide an opportunity for students to interact and work in groups, and subject ET tended to combine conceptual and procedural explanation.

"I Know What You Are about to Enter": Lived Experiences as the Curricular Foundation for Teaching Citizenship

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Vickery, Amanda E.

2016-01-01

This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and…

Background experiences, time allocation, time on teaching and perceived support of early-career college science faculty

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Sagendorf, Kenneth S.

The purposes of this research were to create an inventory of the research, teaching and service background experiences of and to document the time allocation and time spent on teaching by early-career college science faculty members. This project is presented as three distinct papers. Thirty early-career faculty in the science disciplines from sixteen different institutions in their first year of employment participated in this study. For the first two papers, a new survey was developed asking participants to choose which experiences they had acquired prior to taking their current faculty position and asking them to document their time allocation and time spent on teaching activities in an average work week. In addition, a third component documents the support early-career college faculty in the sciences are receiving from the perspective of faculty members and their respective department chairpersons and identifies areas of disagreement between these two different groups. Twenty early-career college science faculty and their respective department chairpersons completed a newly-designed survey regarding the support offered to new faculty. The survey addressed the areas of feedback on performance, clarity of tenure requirements, mentoring, support for teaching and scholarship and balancing faculty life. This dissertation presents the results from these surveys, accounting for different demographic variables such as science discipline, gender and institutional category.

Reciprocal Education Experiences In Two GK-12 Programs: Teachers Learning And Students Teaching In Diverse Settings

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Mayo, M.; Williams, C.; Rodriguez, T.; Greely, T.; Pyrtle, A. J.; Rivera-Rentas, A. L.; Vilches, M.

2004-12-01

The National Science Foundation's Graduate Teaching Fellows in K-12 Education (GK-12) Program has enabled science, technology, engineering and mathematics (STEM) graduate schools across the country to become more active in local area K-12 schools. An overview of a graduate student's experiences, insights gained and lessons learned as a Fellow in the 2003-2004 Universidad Metropolitana's (UMET) environmental science and the 2004-2005 University of South Florida's (USF) ocean science GK-12 Programs is presented. The major goals of the 2003-2004 UMET GK-12 Program were 1) to enrich environmental science teaching and learning via a thematic approach in eight local public schools and 2) to provide UMET graduate students with exposure to teaching methodologies and practical teaching experience. Utilizing examples from local environments in and nearby Carolina, Puerto Rico to teach key science principles at Escuela de la Comunidad Juana Rodriguez Mundo provided numerous opportunities to relate science topics to students' daily life experiences. By 2004, the UMET GK-12 Program had successfully engaged the entire student body (primarily comprised of bilingual minority kindergarten to sixth graders), teachers and school administrators in environment-focused teaching and learning activities. Examples of such activities include tree planting projects to minimize local erosion, conducting a science fair for the first time in many years, and numerous opportunities to experience what "real scientists do" while conducting environmental science investigations. During the 2004-2005 academic year, skills, insights and lessons learned as a UMET GK-12 Fellow are being further enhanced through participation in the USF GK-12 OCEANS Program. The overall objectives of the 2004-2005 USF GK-12 OCEANS assignment at Madeira Beach Elementary School in Saint Petersburg, Florida are to 1) engage students from various ethnic backgrounds and cultures in hands-on science activities, 2) enhance the

PREZI, CLOUD-BASED PRESENTATION, FOR TEACHING: HOW IS IT INTERESTING?

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Santiana Santiana

2017-08-01

Full Text Available This study aims at analyzing reflection of the use of prezi as instructional media for teaching English in Indonesian context. Prezi is presentation software which is not commonly used in Indonesia producing a cloud-based presentation and storytelling tool for presenting ideas on a virtual canvas. This study is conducted based on the previous survey study done by Fox et.al (2016 finding that all of the students in their study preferred prezi rather than power point as a presentation tool in the areas of ease of use, fun to use, text, graphics, and usage in future presentations. However, this study has a purpose to reflect the student-teacher’s experience when using prezi in teaching English. To obtain the data, journal writing and self-observation by using video recording are used. It deeply investigates: 1 how he creates prezi for teaching English and 2 challenges and benefits of using it for teaching. The finding revealed that prezi is a powerful tool attracting the students’ attention which creates better classroom atmosphere and meaningful learning experience. On the other hand, it encourages the teacher to have high access of internet and be creative on making prezi presentation.

Pre-Service Teachers' Humanistic vs. Custodial Beliefs: Before and After the Student Teaching Experience

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Schramm-Possinger, Megan

2016-01-01

The student teaching experience is cited as one of the most critical facets of teachers' professional development. However, teachers' beliefs about pedagogical practices and disciplinary procedures, as well as their perceptions of students, also influence the approaches they use in the classroom. This study uses a humanistic and custodial…

The relationship between emotional intelligence, previous caring experience and mindfulness in student nurses and midwives: a cross sectional analysis.

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Snowden, Austyn; Stenhouse, Rosie; Young, Jenny; Carver, Hannah; Carver, Fiona; Brown, Norrie

2015-01-01

Emotional Intelligence (EI), previous caring experience and mindfulness training may have a positive impact on nurse education. More evidence is needed to support the use of these variables in nurse recruitment and retention. To explore the relationship between EI, gender, age, programme of study, previous caring experience and mindfulness training. Cross sectional element of longitudinal study. 938year one nursing, midwifery and computing students at two Scottish Higher Education Institutes (HEIs) who entered their programme in September 2013. Participants completed a measure of 'trait' EI: Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF); and 'ability' EI: Schutte's et al. (1998) Emotional Intelligence Scale (SEIS). Demographics, previous caring experience and previous training in mindfulness were recorded. Relationships between variables were tested using non-parametric tests. Emotional intelligence increased with age on both measures of EI [TEIQ-SF H(5)=15.157 p=0.001; SEIS H(5)=11.388, p=0.044]. Females (n=786) scored higher than males (n=149) on both measures [TEIQ-SF, U=44,931, z=-4.509, pemotional intelligence. Mindfulness training was associated with higher 'ability' emotional intelligence. Implications for recruitment, retention and further research are explored. Copyright © 2014. Published by Elsevier Ltd.

Using spaced education to teach interns about teaching skills.

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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.

Three Years Experience of Third Year Undergraduate Medical Students in Different Teaching Learning Methods: A Qualitative Study

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Ariarathinam Newtonraj

2017-10-01

Full Text Available Introduction: India is a second largest populous country producing more than sixty thousand doctors every year. Still in India research on teaching learning methods are subtle. To improve the quality of knowledge and skills of medical students, there is a need to analyse the existing teaching learning methods as well as innovating new methods. Aim: To compare the three years experience of third year MBBS (Bachelor of Medicine and Bachelor of Surgery students in three different teaching learning methods (Tutorials, Integrated Teaching sessions and Routine Lectures. Materials and Methods: Qualitative study was carried out among 60 third year MBBS students in medical college in south India. A semi-structured questionnaire was developed, with the help of literature review and is distributed among 66 students. Six participants excluded due to incomplete information. Questionnaire consisted of totally 16 questions. For the first ten questions answers were captured in Likert scale of one to five (one-poor; five- excellent. Eleventh to sixteenth questions were asked as an open-ended question to mention some positive and negative things about each method. Questions with Likert scale were analysed using Kruskal Wallis H Test and the open ended questions were analysed by thematic analysis. Results: Overall mean rank for Tutorial was 129.03 followed by Integrated Teaching (mean rank 86.33 and Routine Lecture (mean rank 56.14. Students gave better scores for Tutorials in areas such as easily understandable, better attention span and students involvement in the session. Students gave better scoring for Integrated Teaching in areas such as well organized, integration with other departments, ideal usage of audio visual aids and providing detailed information to the students. Drawbacks of Integrated Teaching were failure to attract the students, prolonged sessions (long duration, boring and minimal involvement of students. Lecture classes on the other hand

Teaching Palatoplasty Using a High-Fidelity Cleft Palate Simulator.

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Cheng, Homan; Podolsky, Dale J; Fisher, David M; Wong, Karen W; Lorenz, H Peter; Khosla, Rohit K; Drake, James M; Forrest, Christopher R

2018-01-01

Cleft palate repair is a challenging procedure for cleft surgeons to teach. A novel high-fidelity cleft palate simulator has been described for surgeon training. This study evaluates the simulator's effect on surgeon procedural confidence and palatoplasty knowledge among learners. Plastic surgery trainees attended a palatoplasty workshop consisting of a didactic session on cleft palate anatomy and repair followed by a simulation session. Participants completed a procedural confidence questionnaire and palatoplasty knowledge test immediately before and after the workshop. All participants reported significantly higher procedural confidence following the workshop (p cleft palate surgery experience had higher procedural confidence before (p cleft palate experience did not have higher mean baseline test scores than those with no experience (30 percent versus 28 percent; p > 0.05), but did have significantly higher scores after the workshop (61 percent versus 35 percent; p cleft palate simulator as a training tool to teach palatoplasty. Improved procedural confidence and knowledge were observed after a single session, with benefits seen among trainees both with and without previous cleft experience.

“We Need more Practice!” How Future Teachers Evaluate Their Experiences with Micro-Teaching?

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Andreja Retelj

2016-12-01

Full Text Available This paper deals with micro-teaching as a possibility for combining theory and practice during the studies of future teachers of German. One of the key elements for combining theory and practice is pedagogical practicums in primary and secondary schools. From students’ reflections on their practicums, we have seen that it is very difficult for students to put their theoretical knowledge into practice. In order to alleviate initial difficulties and the anxiety future teachers face, we have implemented a specific micro-teaching model at the Department of German, Dutch and Swedish; students in the second year of the MA-level pedagogical stream participated in the model. The students’ self-evaluation on the effects of micro-learning showed it to be a useful model for obtaining their first pedagogical experience because it allows students, through reflection and feedback from their didactics teachers and from their fellow students, to become aware of the didactic and methodological principles of modern foreign language teaching and thus to be better prepared for their teaching practicums.

A Simple Experiment for Teaching Process Intensification by Static Mixing in Chemical Reaction Engineering

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Baz-Rodríguez, Sergio; Herrera-Soberanis, Natali; Rodríguez-Novelo, Miguel; Guillén-Francisc, Juana; Rocha-Uribe, José

2016-01-01

An experiment for teaching mixing intensification in reaction engineering is described. For this, a simple tubular reactor was constructed; helical static mixer elements were fabricated from stainless steel strips and inserted into the reactor. With and without the internals, the equipment operates as a static mixer reactor or a laminar flow…

From field schools and the lecture hall to online: Hands-on teaching based on the real science experience worldwide for MOOCs ?

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Huettmann, F.

2015-12-01

University-teaching is among the most difficult teaching tasks. That's because it involves to present front-line research schemes to students with complex backgrounds as a precious human resource of the future using, latest teaching styles, and many institutional fallacies to handle well. Here I present 15 years of experience from teaching in field schools, in the class room, and with pedagogical methods such as traditional top-down teaching, inquiry-based learning, eLearning, and flipped classrooms. I contrast those with teaching Massive Open Access Online Classes (MOOC) style. Here I review pros and cons of all these teaching methods and provide and outlook taking class evaluations, cost models and satisfaction of students, teachers, the university and the wider good into account.

The Journey of a Sandwich: Computer-Based Laboratory Experiments about the Human Digestive System in High School Biology Teaching

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Sorgo, Andrej; Hajdinjak, Zdravka; Briski, Darko

2008-01-01

Teaching high school students about the digestive system can be a challenge for a teacher when s/he wants to overcome rote learning of facts without a deeper understanding of the physiological processes inside the alimentary tract. A series of model experiments illustrating the journey of a sandwich was introduced into teaching high school…

The Lived Experiences of Instructors Co-Teaching in Higher Education

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Lock, Jennifer; Clancy, Tracey; Lisella, Rita; Rosenau, Patricia; Ferreira, Carla; Rainsbury, Jacqueline

2016-01-01

The strength of co-teaching informs educators' understanding of their own teaching practice and fosters a rediscovery of their passion for teaching. Instructors bring their skills and competencies to the co-teaching relationship in ways that create an instructional dynamic greater than can be achieved individually. From a qualitative research…

Exploring preservice teachers' interpretations of curricular experiences while learning to teach in an inquiry-oriented way: A phenomenology

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Sander, Scott A.

Despite ubiquitous calls for school reform, the traditional transmission model of education continues to dominate our nation's science classrooms at all levels. How do these experiences impact those who enter formal teacher education programs and Methods courses that promote a more inquiry-oriented way of teaching science? The purpose of this foundational study was to explore the interpretations of five preservice science teachers' (PSTs) curricular experiences in order to gain a greater understanding directly from the participants about learning to teach in an inquiry-oriented way. Phenomenology was selected as a flexible methodology that enabled access to the "lifeworld" that PSTs had constructed of their experiences within a science Methods course. The inquiry-based methods used within the course also provided the data that ultimately became the bulk of the stories presented in Chapter 4. The methods were selected for their ability to make the PSTs' thinking visible. The use of "thinking routines" within the context of the Methods course supplied data from the PSTs as they were in the role of a student. The use of the virtual classroom TeachLivE(TM) supplied data from the PSTs as they were in the role of a teacher. The data generated by these unique methods helped to constitute the stories presented in Chapter 4. Instead of stories about the PSTs these are stories constructed from the data that represents the thinking of PSTs. The stories are presented as what PSTs see, believe, care about, and wonder with regards to learning to teach in an inquiry-oriented way. This data indicates that while PSTs have taken notice of the challenge to their existing ideas about teaching science there are still significant barriers that must be overcome to replace entrenched beliefs in order for them to implement inquiry-oriented practices in their future classrooms. As a beginning step in the inquiry process and aligned with constructivist theories of learning, thinking routines

Teaching Methods and Their Impact on Students' Emotions in Mathematics: An Experience-Sampling Approach

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Bieg, Madeleine; Goetz, Thomas; Sticca, Fabio; Brunner, Esther; Becker, Eva; Morger, Vinzenz; Hubbard, Kyle

2017-01-01

Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced by the classroom social environment, which can include the teaching methods being employed (e.g.,…

Fulfilment of the Basic Psychological Needs of Student Teachers during Their First Teaching Experiences

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Evelein, Frits; Korthagen, Fred; Brekelmans, Mieke

2008-01-01

This study focuses on an under-researched area, namely the fulfilment of basic psychological needs of student teachers during their first teaching experiences. Based on the Self-determination Theory of Ryan and Deci [(2002). Overview of self-determination theory: An organismic dialectical perspective. In E.L. Deci, R.M. Ryan (Eds.), Handbook of…

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

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

2016-09-21

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

Fiber-optical sensor with intensity compensation model in college teaching of physics experiment

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Su, Liping; Zhang, Yang; Li, Kun; Zhang, Yu

2017-08-01

Optical fiber sensor technology is one of the main contents of modern information technology, which has a very important position in modern science and technology. Fiber optic sensor experiment can improve students' enthusiasm and broaden their horizons in college physics experiment. In this paper the main structure and working principle of fiberoptical sensor with intensity compensation model are introduced. And thus fiber-optical sensor with intensity compensation model is applied to measure micro displacement of Young's modulus measurement experiment and metal linear expansion coefficient measurement experiment in the college physics experiment. Results indicate that the measurement accuracy of micro displacement is higher than that of the traditional methods using fiber-optical sensor with intensity compensation model. Meanwhile this measurement method makes the students understand on the optical fiber, sensor and nature of micro displacement measurement method and makes each experiment strengthen relationship and compatibility, which provides a new idea for the reform of experimental teaching.

Discussion on Reformation of Biotechnological Pharmacy Experimental Teaching

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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.

Understanding Teachers' Pedagogical Knowledge In ESL Vocabulary Teaching

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Maizatulliza Muhamad

2018-02-01

Full Text Available In communicative language teaching classrooms, one of the main emphases is on students’ ability to use the target language for real life purposes. To achieve this goal, teachers may have to ensure that students have adequate vocabulary to express their feelings and ideas. Previous research on vocabulary teaching and learning tends to be quantitative in nature focusing on testing the effectiveness of some techniques. This research study however, is an attempt to understand teachers’ pedagogical systems that influence their practice in actual classroom interactions during vocabulary teaching and learning. In-depth interviews and classroom observations with two experienced Malaysian ESL teachers were conducted. The interviews highlighted the teachers’ beliefs as well as challenges they faced with regards to vocabulary teaching and learning. The classroom observations revealed that their practice was very much a reflection of their own beliefs, based on their own experience as students as well as teachers. The results of this study showcased the fact that teachers operate within the spectrum of their pedagogical knowledge.

Applying Internet-based Technologies to Teaching Corporate Finance and Investments

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Zhuoming “Joe” Peng, Ph.D.,

2006-07-01

Full Text Available Finance faculty are increasingly encouraged to use internet-based technologies in teaching. This paper examines students’ perceptions of finance faculty who use internet-based technologies and the impact on their learning experiences in undergraduate introductory corporate finance, investments, and MBA investments courses. The results suggest that offering all course materials online may enhance students’ learning experiences, however, the technologies may be best thought of as teaching tools. A better methodology for a finance course delivery may be that of in-classroom interactions between an instructor and the students while all the pertinent course materials are available online throughout the semester. There is a statistically significant difference between MBA (Master of Business Administration students and undergraduate business students in terms of their desire to use the internet for learning finance. Consistent with previous research, results indicate that it may not be common practice among faculty to use internet-based technologies, and that assistant professors tend to use technologies in teaching more often than their higher-ranked colleagues do.

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants

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DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor’s belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K–12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. PMID:26250562

IL4 gene polymorphism and previous malaria experiences manipulate anti-Plasmodium falciparum antibody isotype profiles in complicated and uncomplicated malaria

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Kalambaheti Thareerat

2009-12-01

Full Text Available Abstract Background The IL4-590 gene polymorphism has been shown to be associated with elevated levels of anti-Plasmodium falciparum IgG antibodies and parasite intensity in the malaria protected Fulani of West Africa. This study aimed to investigate the possible impact of IL4-590C/T polymorphism on anti-P. falciparum IgG subclasses and IgE antibodies levels and the alteration of malaria severity in complicated and uncomplicated malaria patients with or without previous malaria experiences. Methods Anti-P.falciparum IgG subclasses and IgE antibodies in plasma of complicated and uncomplicated malaria patients with or without previous malaria experiences were analysed using ELISA. IL4-590 polymorphisms were genotyped using RFLP-PCR. Statistical analyses of the IgG subclass levels were done by Oneway ANOVA. Genotype differences were tested by Chi-squared test. Results The IL4-590T allele was significantly associated with anti-P. falciparum IgG3 antibody levels in patients with complicated (P = 0.031, but not with uncomplicated malaria (P = 0.622. Complicated malaria patients with previous malaria experiences carrying IL4-590TT genotype had significantly lower levels of anti-P. falciparum IgG3 (P = 0.0156, while uncomplicated malaria patients with previous malaria experiences carrying the same genotype had significantly higher levels (P = 0.0206 compared to their IL4-590 counterparts. The different anti-P. falciparum IgG1 and IgG3 levels among IL4 genotypes were observed. Complicated malaria patients with previous malaria experiences tended to have lower IgG3 levels in individuals carrying TT when compared to CT genotypes (P = 0.075. In contrast, complicated malaria patients without previous malaria experiences carrying CC genotype had significantly higher anti-P. falciparum IgG1 than those carrying either CT or TT genotypes (P = 0.004, P = 0.002, respectively. Conclusion The results suggest that IL4-590C or T alleles participated differently in the

Educational training in ead: the experience of teaching, research and extension in the course of graduation computing

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Noeli Antonia Pimentel Vaz

2018-03-01

Full Text Available The University has as one of its pillars the teaching, research and extension triad. Only through the articulation between these three activities can higher education institutions fulfill their role: to fully form citizens capable of acting critically and reflexively in society. This work aims to present the experience of the Degree in Computer Science of the Center for Teaching and Learning in Network of the State University of Goiás in the curricular component Supervised Stage. Through this component the students went to elementary schools in their municipalities to analyze and intervene to propose improvements in the teaching-learning process, using computational resources with pedagogical functionalities. After the course of research and intervention, the academics presented their research papers to a committee made up of professors from the area at the First Scientific Meeting of the CEAR / UEG, and from these works, the best ones were selected and presented their work, also in the III Congress of Teaching, Research and Extension of UEG. In these two moments the academics had access to updated information in their area of professional training and / or study; Discussed with the academic community, through the presentation of relevant thematic banners. In this way, they had the opportunity to reflect the professional training panorama of the degrees, exchanging experiences and interacting with teachers / researchers in the area.

Reframing Pedagogy While Teaching about Teaching Online: A Collaborative Self-Study

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Fletcher, Tim; Bullock, Shawn M.

2015-01-01

The purpose of this paper is to use collaborative self-study to analyze and describe our experiences of teaching about teaching in a digital, online environment. Data were gathered from reflective journal entries, emails and monthly Skype calls. Our findings indicate that the perceived disembodiment of teaching and learning online affected how we…

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

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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…

Teachers' Teaching Experience and Students' Learning Outcomes in Secondary Schools in Ondo State, Nigeria

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Adeyemi, T. O.

2008-01-01

This article examined teachers' teaching experience and students' learning outcomes in the secondary schools in Ondo State Nigeria. As a correlational survey, the study population comprised all the 257 secondary schools in the State. This population was made up of 147 rural schools and 110 urban schools. It was also made up of 12 single sex…

Views of Pre-Service Teachers Following Teaching Experience on Use of Dynamic Geometry Software

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Günes, Kardelen; Tapan-Broutin, Menekse Seden

2017-01-01

The study aims to determine the views of final-year pre-service mathematics teachers towards their experience of the use of dynamic geometry software in teaching, following the implementation processes that they carried out when using this software in a real classroom environment. The study was designed as a case study, which is one of the…

Immersive virtual reality as a teaching tool for neuroanatomy.

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Stepan, Katelyn; Zeiger, Joshua; Hanchuk, Stephanie; Del Signore, Anthony; Shrivastava, Raj; Govindaraj, Satish; Iloreta, Alfred

2017-10-01

Three-dimensional (3D) computer modeling and interactive virtual reality (VR) simulation are validated teaching techniques used throughout medical disciplines. Little objective data exists supporting its use in teaching clinical anatomy. Learner motivation is thought to limit the rate of utilization of such novel technologies. The purpose of this study is to evaluate the effectiveness, satisfaction, and motivation associated with immersive VR simulation in teaching medical students neuroanatomy. Images of normal cerebral anatomy were reconstructed from human Digital Imaging and Communications in Medicine (DICOM) computed tomography (CT) imaging and magnetic resonance imaging (MRI) into 3D VR formats compatible with the Oculus Rift VR System, a head-mounted display with tracking capabilities allowing for an immersive VR experience. The ventricular system and cerebral vasculature were highlighted and labeled to create a focused interactive model. We conducted a randomized controlled study with 66 medical students (33 in both the control and experimental groups). Pertinent neuroanatomical structures were studied using either online textbooks or the VR interactive model, respectively. We then evaluated the students' anatomy knowledge, educational experience, and motivation (using the Instructional Materials Motivation Survey [IMMS], a previously validated assessment). There was no significant difference in anatomy knowledge between the 2 groups on preintervention, postintervention, or retention quizzes. The VR group found the learning experience to be significantly more engaging, enjoyable, and useful (all p < 0.01) and scored significantly higher on the motivation assessment (p < 0.01). Immersive VR educational tools awarded a more positive learner experience and enhanced student motivation. However, the technology was equally as effective as the traditional text books in teaching neuroanatomy. © 2017 ARS-AAOA, LLC.

Medical students' perceptions of bedside teaching.

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Gray, David; Cozar, Octavian; Lefroy, Janet

2017-06-01

Bedside teaching is recognised as a valuable tool in medical education by both students and faculty members. Bedside teaching is frequently delivered by consultants; however, junior doctors are increasingly engaging in this form of clinical teaching, and their value in this respect is becoming more widely recognised. The aim of this study was to supplement work completed by previous authors who have begun to explore students' satisfaction with bedside teaching, and their perceptions of the relationship with the clinical teachers. Specifically, we aimed to identify how students perceive bedside teaching delivered by junior doctors compared with consultants. We aimed to identify how students perceived bedside teaching delivered by junior doctors compared with consultants METHODS: A questionnaire was distributed to all third-year medical students at Keele University via e-mail. Responses were submitted anonymously. Forty-six students responded (37.4%), 73.3 per cent of whom said that they felt more comfortable having bedside teaching delivered by junior doctors than by consultants. Consultants were perceived as more challenging by 60 per cent of respondents. Students appeared to value feedback on their performance, trust the validity of taught information, and to value the overall educational experience equally, regardless of the clinical grade of the teacher. Student preference does not equate to the value that they place on their bedside teaching. Junior doctors are perceived as being more in touch with students and the curriculum, whereas consultants are perceived as having higher expectations and as being both stricter and more knowledgeable. The clinical teacher's approachable manner and enthusiasm for teaching are more important than clinical grade, as is the ability to deliver well-structured constructive feedback. © 2016 John Wiley & Sons Ltd.

Feel, Think, Teach--Emotional Underpinnings of Approaches to Teaching in Higher Education

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Kordts-Freudinger, Robert

2017-01-01

The paper investigates relations between higher education teachers' approaches to teaching and their emotions during teaching, as well as their emotion regulation strategies. Based on the assumption that the approaches hinge on emotional experiences with higher education teaching and learning, three studies assessed teachers' emotions, their…

Different approaches to the Czech and Chinese university students in Business Economics: A teaching experience

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Zuzana Wozniaková

2016-03-01

Full Text Available University internationalization in the field of education as well as in the field of science and research is one of the main priorities of VŠB – Technical University of Ostrava. VŠB – Technical University of Ostrava has several double degree agreements with foreign universities, mostly from Western Europe – e.g. Great Britain, Finland, but also with foreign universities outside Europe. In 2009 VŠB – Technical University of Ostrava signed a memorandum with Hubei University of Technology. This cooperation involves travelling of the Czech teachers to China and teaching several subjects at Hubei University of Technology as well as teaching 3rd year Chinese students at VŠB – Technical University of Ostrava (Czech Republic. This paper brings own teaching experience of the European lecturer who gave the lectures at the Chinese university for the Chinese students studying in English. Ishikawa diagram was used to determine the main causes of Chinese students’ failure in Business Economics. This paper brings modified methods of teaching Business Economics to be more suitable for Chinese students as well as critical review of Chinese students’ learning styles and characteristics observed by the author of the paper.

Teaching Medical Students Clinical Anesthesia.

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Curry, Saundra E

2018-05-01

There are many reasons for evaluating our approach and improving our teaching of America's future doctors, whether they become anesthesiologists (recruitment) or participate in patient management in the perioperative period (general patient care). Teaching medical students the seminal aspects of any medical specialty is a continual challenge. Although no definitive curricula or single clinical approach has been defined, certain key features can be ascertained from clinical experience and the literature. A survey was conducted among US anesthesiology teaching programs regarding the teaching content and approaches currently used to teach US medical students clinical anesthesia. Using the Accreditation Council for Graduate Medical Education website that lists 133 accredited anesthesiology programs, residency directors were contacted via e-mail. Based on those responses and follow-up phone calls, teaching representatives from 125 anesthesiology departments were identified and asked via e-mail to complete a survey. The survey was returned by 85 programs, yielding a response rate of 68% of individuals contacted and 63% of all departments. Ninety-one percent of the responding departments teach medical students, most in the final 2 years of medical school. Medical student exposure to clinical anesthesia occurred as elective only at 42% of the institutions, was requirement only at 16% of responding institutions, and the remainder had both elective and required courses. Anesthesiology faculty at 43% of the responding institutions reported teaching in the preclinical years of medical school, primarily in the departments of pharmacology and physiology. Forty-five percent of programs reported interdisciplinary teaching with other departments teaching classes such as gross anatomy. There is little exposure of anesthesiology faculty to medical students in other general courses. Teaching in the operating room is the primary teaching method in the clinical years. Students are

Reciprocity, culture and human cooperation: previous insights and a new cross-cultural experiment.

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Gächter, Simon; Herrmann, Benedikt

2009-03-27

Understanding the proximate and ultimate sources of human cooperation is a fundamental issue in all behavioural sciences. In this paper, we review the experimental evidence on how people solve cooperation problems. Existing studies show without doubt that direct and indirect reciprocity are important determinants of successful cooperation. We also discuss the insights from a large literature on the role of peer punishment in sustaining cooperation. The experiments demonstrate that many people are 'strong reciprocators' who are willing to cooperate and punish others even if there are no gains from future cooperation or any other reputational gains. We document this in new one-shot experiments, which we conducted in four cities in Russia and Switzerland. Our cross-cultural approach allows us furthermore to investigate how the cultural background influences strong reciprocity. Our results show that culture has a strong influence on positive and in especially strong negative reciprocity. In particular, we find large cross-cultural differences in 'antisocial punishment' of pro-social cooperators. Further cross-cultural research and experiments involving different socio-demographic groups document that the antisocial punishment is much more widespread than previously assumed. Understanding antisocial punishment is an important task for future research because antisocial punishment is a strong inhibitor of cooperation.

Re-Envisaging the Teaching of Mathematics: One Student Teacher's Experience Learning to Teach Primary Mathematics in a Manner Congruent with the New Zealand Curriculum

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Bailey, Judy

2013-01-01

Teacher education can provide opportunities for contributing towards a re-envisaging of the teaching and learning of mathematics in the primary classroom. This study documents the experiences of one student teacher who, during her mathematics education courses, embraced a perception of mathematics as a social, creative and experiential discipline.…

Specific Previous Experience Affects Perception of Harmony and Meter

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Creel, Sarah C.

2011-01-01

Prior knowledge shapes our experiences, but which prior knowledge shapes which experiences? This question is addressed in the domain of music perception. Three experiments were used to determine whether listeners activate specific musical memories during music listening. Each experiment provided listeners with one of two musical contexts that was…

Young Investigator Perspectives. Teaching and the postdoctoral experience: impact on transition to faculty positions.

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Uno, Jennifer; Walton, Kristen L W

2014-05-01

This editorial continues with our Young Investigator Perspectives series. Drs. Uno and Walton are young investigators who hold faculty positions. They completed a K12 postdoctoral program through the IRACDA (Individual Research and Career Development Award) program sponsored through the NIGMS institute at NIH. IRACDA programs exist at multiple institutions in the USA to combine postdoctoral training with formal training in academic skills and teaching at partner institutions. I thank Drs. Walton and Uno for a thoughtful perspective on how this experience shaped their career goals to combine teaching and research and inspire undergraduates to science careers. Given the current national dialog on broadening career paths and outcomes for PhD scientists, this is a timely perspective. -P. Kay Lund.

Reflecting on the Postgraduate Experience: Teaching Research Methods and Statistics: Review of the DART-P Sponsored Workshop at PsyPAG 2013

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Jackson, Emma J.; Davies, Emma. L.

2014-01-01

Following the success of last year's teaching and career development workshop, this year's DART-P sponsored workshop at the Psychology Postgraduate Affairs Group (PsyPAG) Annual Conference held at Lancaster University focused on postgraduate's experiences of teaching research methods. This article provides a review of the invited speakers…

Challenges of the ward round teaching based on the experiences of medical clinical teachers

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Kamran Soltani Arabshahi

2015-01-01

Full Text Available Background: Holding educational sessions in a clinical environment is a major concern for faculty members because of its special difficulties and restrictions. This study attempts to recognize the challenges of the ward round teaching through investigating the experiences of clinical teachers in 2011. Materials and Methods: This qualitative research is carried out through purposive sampling with maximum variation from among the clinical teachers of major departments in Isfahan University of Medical Sciences (9 persons. The sampling continued until data saturation. Data were collected through semi-structured interview and analyzed through Collaizzi method. Data reliability and validity was confirmed through the four aspects of Lincoln and Guba method (credibility, conformability, transferability, and dependability. Results: Three major themes and their related sub-themes (minor themes were found out including the factors related to the triad of clinical teaching (patient, learner, and clinical teacher (concern about patient′s welfare, poor preparation, lack of motivation, ethical problems, factors related to the educational environment (stressful environment, humiliating environment and poor communication and the factors related to the educational system of the clinical environment (poor organizing and arrangement of resources, poor system′s monitoring, bad planning and inadequate resource. Conclusion: Ward round teaching has many concerns for teachers, and this should be recognized and resolved by authorities and teachers. If these problems are not resolved, it would affect the quality of clinical teaching.

Challenges of the ward round teaching based on the experiences of medical clinical teachers.

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Arabshahi, Kamran Soltani; Haghani, Fariba; Bigdeli, Shoaleh; Omid, Athar; Adibi, Peyman

2015-03-01

Holding educational sessions in a clinical environment is a major concern for faculty members because of its special difficulties and restrictions. This study attempts to recognize the challenges of the ward round teaching through investigating the experiences of clinical teachers in 2011. This qualitative research is carried out through purposive sampling with maximum variation from among the clinical teachers of major departments in Isfahan University of Medical Sciences (9 persons). The sampling continued until data saturation. Data were collected through semi-structured interview and analyzed through Collaizzi method. Data reliability and validity was confirmed through the four aspects of Lincoln and Guba method (credibility, conformability, transferability, and dependability). Three major themes and their related sub-themes (minor themes) were found out including the factors related to the triad of clinical teaching (patient, learner, and clinical teacher) (concern about patient's welfare, poor preparation, lack of motivation, ethical problems), factors related to the educational environment (stressful environment, humiliating environment and poor communication) and the factors related to the educational system of the clinical environment (poor organizing and arrangement of resources, poor system's monitoring, bad planning and inadequate resource). Ward round teaching has many concerns for teachers, and this should be recognized and resolved by authorities and teachers. If these problems are not resolved, it would affect the quality of clinical teaching.

Teaching Practice Experience for Undergraduate Student Teachers: A Case Study of the Department of Education at Sokoine University of Agriculture, Tanzania

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Msangya, Benedicto William; Mkoma, Stelyus L.; Yihuan, Wang

2016-01-01

Education is the key to development; however, it is impossible to think the quality of education without having academically qualified and professional responsible teachers. The main objective of this study was to examine the perspectives of undergraduate student teachers toward teaching practice experience as a tool of learning to teach. A…

Increasing Teacher Confidence in Teaching and Technology Use through Vicarious Experiences within an Environmental Education Context

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Willis, Jana; Weiser, Brenda; Smith, Donna

2016-01-01

Providing teacher candidates opportunities to engage in experiences modeling effective technology integration could improve confidence/comfort in using technology and support skill development and transfer. A purposeful sample of 424 candidates in an educational technology course was administered the Technology and Teaching Efficacy Scale to…

The Influence of Informal Science Education Experiences on the Development of Two Beginning Teachers' Science Classroom Teaching Identity

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Katz, Phyllis; Randy McGinnis, J.; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy

2013-12-01

In case studies of two first-year elementary classroom teachers, we explored the influence of informal science education (ISE) they experienced in their teacher education program. Our theoretical lens was identity development, delimited to classroom science teaching. We used complementary data collection methods and analysis, including interviews, electronic communications, and drawing prompts. We found that our two participants referenced as important the ISE experiences in their development of classroom science identities that included resilience, excitement and engagement in science teaching and learning-qualities that are emphasized in ISE contexts. The data support our conclusion that the ISE experiences proved especially memorable to teacher education interns during the implementation of the No Child Left Behind policy which concentrated on school-tested subjects other than science.

Knowledge and willingness to teach cardiopulmonary resuscitation: a survey amongst 4273 teachers.

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Mpotos, Nicolas; Vekeman, Eva; Monsieurs, Koenraad; Derese, Anselm; Valcke, Martin

2013-04-01

Schoolteachers are expected to play a role in teaching cardiopulmonary resuscitation (CPR) to schoolchildren, but little is known about their attitudes, actual knowledge and willingness to do so. We conducted a survey about CPR knowledge, preparedness to perform and teach CPR as well as attitude towards an alternative self-learning strategy amongst Flemish teachers. A questionnaire was developed consisting of four distinct parts: (1) Demographics; (2) CPR knowledge and skills level; (3) Attitude towards training and (4) Resuscitation experience. Content experts screened the questionnaire in view of content validity. One hundred and seventy-one students in Educational Sciences were each asked to interview 25 different teachers. A total of 4273 teachers participated in the study (primary school n=856; secondary school n=2562; higher education n=855). Of all respondents, 59% (2539/4273) had received previous CPR training with the highest proportion observed in primary schoolteachers (69%) and in the age group 21-30 years (68%). Mandatory CPR training at school was supported by 41% (1751/4273) of the teachers and only 36% was aware that CPR is now formally included in the secondary education curriculum. Sixty-one percent (2621/4273) did not feel capable and was not willing to teach CPR, mainly because of a perceived lack of knowledge in 50% (2151/2621). In addition 69% (2927/4273) felt incompetent to perform correct CPR and 73% (3137/4273) wished more training. Feeling incompetent and not willing to teach was related to the absence of previous training. Primary schoolteachers and the age group 21-30 years were most willing to teach CPR. Although many teachers mentioned previous CPR training, only a minority of mostly young and primary schoolteachers felt competent in CPR and was willing to teach it to their students. Copyright © 2013 Elsevier Ireland Ltd. All rights reserved.

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students' learning.

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Edafe, Ovie; Brooks, William S; Laskar, Simone N; Benjamin, Miles W; Chan, Philip

2016-03-20

This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students' learning on clinical placement. This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model. The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of "standard" clinical teaching. Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching.

Mobile App Design for Teaching and Learning: Educators’ Experiences in an Online Graduate Course

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Yu-Chang Hsu

2013-09-01

Full Text Available This research explored how educators with limited programming experiences learned to design mobile apps through peer support and instructor guidance. Educators were positive about the sense of community in this online course. They also considered App Inventor a great web-based visual programming tool for developing useful and fully functioning mobile apps. They had great sense of empowerment through developing unique apps by using App Inventor. They felt their own design work and creative problem solving were inspired by the customized mobile apps shared by peers. The learning activities, including sharing customized apps, providing peer feedback, composing design proposals, and keeping design journals (blogging, complemented each other to support a positive sense of community and form a strong virtual community of learning mobile app design. This study helped reveal the educational value of mobile app design activities and the web-based visual programming tool, and the possibility of teaching/learning mobile app design online. The findings can also encourage educators to explore and experiment on the potential of incorporating these design learning activities in their respective settings, and to develop mobile apps for their diverse needs in teaching and learning.

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

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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.

Learning from Our Own Lessons: Pre-Service Teachers' Narratives of Teaching as an Experiment

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Wickstrom, Megan H.; Wilm, Stephanie; Mills, Emily; Johnson, Alexis; Leonard, Nicole; Larberg, Raegan

2018-01-01

Pre-service teachers need to develop habits of mind that allow them to grow as new teachers. This article describes an elementary mathematics methods course in which teaching as an experiment was used a framework for pre-service teachers to participate in action research by developing learning goals, observing and analyzing student thinking,…

Teaching and Learning Science Through Song: Exploring the experiences of students and teachers

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Governor, Donna; Hall, Jori; Jackson, David

2013-12-01

This qualitative, multi-case study explored the use of science-content music for teaching and learning in six middle school science classrooms. The researcher sought to understand how teachers made use of content-rich songs for teaching science, how they impacted student engagement and learning, and what the experiences of these teachers and students suggested about using songs for middle school classroom science instruction. Data gathered included three teacher interviews, one classroom observation and a student focus-group discussion from each of six cases. The data from each unit of analysis were examined independently and then synthesized in a multi-case analysis, resulting in a number of merged findings, or assertions, about the experience. The results of this study indicated that teachers used content-rich music to enhance student understanding of concepts in science by developing content-based vocabulary, providing students with alternative examples and explanations of concepts, and as a sense-making experience to help build conceptual understanding. The use of science-content songs engaged students by providing both situational and personal interest, and provided a mnemonic device for remembering key concepts in science. The use of songs has relevance from a constructivist approach as they were used to help students build meaning; from a socio-cultural perspective in terms of student engagement; and from a cognitive viewpoint in that in these cases they helped students make connections in learning. The results of this research have implications for science teachers and the science education community in developing new instructional strategies for the middle school science classroom.

An experience of science teaching among members for indigenous communities: a need for open activities

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Lúcia Helena Sasseron Roberto

2005-06-01

Full Text Available This a report of an indigenous teachers' trainning experience undertaken by the São Paulo State Education Secretariat for Terena, Kaingang, Krenak, Guarani e Tupi-Guarani ethnic groups. Bilingual and intercultural teaching is an old demand and has been made obligatory through the I996-Brazilian Education Legislation (LDB. The planning for an Indigenous Teachers Trainning Course started in 1999 and the first course was held in 2002. Sixty Indians graduated the 2,220-hour course - 360h of which were face-to-face teaching -In September 2003. The course was based on themes of interest of the students among which: garbage disposal, biodiversity, life cycles, solar system and electricity. The teaching group faced problemas when it chose to present non Indigenous concepts about the universe and were questioned by the students. They presented their interpretation of scientific concepts. These were the most productive and successful teaching/learning moments as they were dedicated to investigate problems according to the students' own perceptions and value system. The building of concepts and intellectual I development were the highlights of the activities and representative of the Indigenous world vision and their way of building scientific knowledge based on their own culture

Previous experiences and emotional baggage as barriers to lifestyle change - a qualitative study of Norwegian Healthy Life Centre participants.

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Følling, Ingrid S; Solbjør, Marit; Helvik, Anne-S

2015-06-23

Changing lifestyle is challenging and difficult. The Norwegian Directorate of Health recommends that all municipalities establish Healthy Life Centres targeted to people with lifestyle issues. Little is known about the background, experiences and reflections of participants. More information is needed about participants to shape effective lifestyle interventions with lasting effect. This study explores how participants in a lifestyle intervention programme describe previous life experiences in relation to changing lifestyle. Semi-structured qualitative in-depth interviews were performed with 23 participants (16 women and 7 men) aged 18 - 70 years. The data were analysed using systematic text condensation searching for issues describing participants' responses, and looking for the essence, aiming to share the basis of life-world experiences as valid knowledge. Participants identified two main themes: being stuck in old habits, and being burdened with emotional baggage from their previous negative experiences. Participants expressed a wish to change their lifestyles, but were unable to act in accordance with the health knowledge they possessed. Previous experiences with lifestyle change kept them from initiating attempts without professional assistance. Participants also described being burdened by an emotional baggage with problems from childhood and/or with family, work and social life issues. Respondents said that they felt that emotional baggage was an important explanation for why they were stuck in old habits and that conversely, being stuck in old habits added load to their already emotional baggage and made it heavier. Behavioural change can be hard to perform as psychological distress from life baggage can influence the ability to change. The study participants' experience of being stuck in old habits and having substantial emotional baggage raises questions as to whether or not Healthy Life Centres are able to help participants who need to make a lifestyle

Technology and Teaching Philosophy

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King, Paul C.

2012-01-01

This article discusses the challenges faced when integrating new technologies into the classroom. Viewing the experiences of teaching a first year learning community through the lens of the principles of the Reflective Teaching Portfolio, the author looks to answer the question: "How should Technology relate to our Teaching Philosophy?"…

Development and Experiment in College Teaching.

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Committee on Institutional Cooperation.

These reports comprise sample collections of experimental instructional projects seeking new and better arrangements for teaching. The entries in section one, describe department-based projects in accounting, art history, biology, botany, business administration, communication, counseling, dairy science, design, education, engineering, language,…

Peer teaching experience of the first year medical students from Turkey.

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Cansever, Zeliha; Avsar, Zeynep; Cayir, Yasemin; Acemoglu, Hamit

2015-02-01

To document peer teaching activity performed by first-year medical students and their views on the teaching activity. Survey. Medical Education Department, Ataturk University, Erzurum, Turkey, in the 2012 - 2013 academic year. Volunteer students were selected for peer teaching model by an academician from the Medical Education Department. Students were taught subjects selected from classes such as biochemistry and microbiology in the same way as the academicians do. Following each class activity, the teaching student was assessed by the other students on a 5-point rating scale. Written and verbal feedback was also obtained from both teaching students and participated students. Verbal feedbacks were noted by a faculty member and similar opinions were categorized. Data were analyzed by SPSS version 20 statistical program. Eleven students took part in the program. Feedback was received from students 171 times. The mean number of students participated was 24.4 ± 14.3 in each program. Statistical analysis revealed that mean value for teaching materials, peer instructors and teaching environment were 4.62 ± 0.49, 4.63 ± 0.47 and 3.88 ± 1. 27 respectively. Peer teaching method is a pretty good way of teaching for medical students. It is a practicable technique that can be used in medical training. Taking part in this program as a lecturer, student increased students' self-confidence in the learning and teaching activities. Quite positive feedbacks were received.

Underwater laboratory: Teaching physics through diving practice

International Nuclear Information System (INIS)

Favale, F.

2013-01-01

Diving education and diving science and technology may be a useful tool in teaching physics in non–physics-oriented High School courses. In this paper we present an activity which combines some simple theoretical aspects of fluid statics, fluid dynamics and gas behavior under pressure with diving experience, where the swimming pool and the sea are used as a laboratory. This topic had previously been approached in a pure experimental way in school laboratory, but some particular experiments became much more attractive and meaningful to the students when they could use their bodies to perform them directly in water. The activity was carried out with groups of students from Italian High School classes in different situations.

Quality Assurance: Adapting SERVQUAL to Measure the Perceived Quality of Pre-Service Teachers' Teaching Practice Experience

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Oliver, Henry; Koeberg, Jeremy

2013-01-01

This article describes a work in progress study which extends traditional quality assurance mechanisms through the application of the SERVQUAL instrument. It assesses the difference between pre-service teacher expectations and actual experience during a Teaching Practice period. Anecdotal evidence points to students being the recipients of poor…

Reform of experimental teaching based on quality cultivation

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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.

Co-Teaching in the College Classroom

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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…

Teaching Students from Other Cultures: An Exploration of Language Teachers' Experiences with Ethnic Minority Students

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Gu, Mingyue

2018-01-01

This article reports on a qualitative study investigating a group of novice ESL teachers' teaching experiences with ethnic minority students in secondary schools in Hong Kong. It finds that, while teachers argue that society has not been tolerant enough of ethnic minorities, they nonetheless believe that ethnic minorities should comply with…

Teaching Tourism Change Agents

DEFF Research Database (Denmark)

Stilling Blichfeldt, Bodil; Kvistgaard, Hans-Peter; Hird, John

2017-01-01

course that is part of a Tourism Master’s program, where a major challenge is not only to teach students about change and change agents, but to teach them how change feels and ho w to become change agents. The c hange management course contains an experiment inspired by experiential teaching literature...... change in tourism in the future....

Does previous open surgical experience have any influence on robotic surgery simulation exercises?

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Cumpanas, Alin Adrian; Bardan, Razvan; Ferician, Ovidiu Catalin; Latcu, Silviu Constantin; Duta, Ciprian; Lazar, Fulger Octavian

2017-12-01

Within the last years, there has been a trend in many hospitals to switch their surgical activity from open/laparoscopic procedures to robotic surgery. Some open surgeons have been shifting their activity to robotic surgery. It is still unclear whether there is a transfer of open surgical skills to robotic ones. To evaluate whether such transfer of skills occurs and to identify which specific skills are more significantly transferred from the operative table to the console. Twenty-five volunteers were included in the study, divided into 2 groups: group A (15 participants) - medical students (without any surgical experience in open, laparoscopic or robotic surgery); and group B (10 participants) - surgeons with exclusively open surgical experience, without any previous laparoscopic or robotic experience. Participants were asked to complete 3 robotic simulator console exercises structured from the easiest one (Peg Board) to the toughest one (Sponge Suture). Overall scores for each exercise as well as specific metrics were compared between the two groups. There were no significant differences between overall scores of the two groups for the easiest task. Overall scores were better for group B as the exercises got more complex. For the intermediate and high-difficulty level exercises, most of the specific metrics were better for group B, with the exception of the working master space item. Our results suggest that the open surgical skills transfer to robotic skills, at least for the very beginning of the training process.

Teaching Entrepreneurship as lived Experience through ‘Wonderment Exercises’

DEFF Research Database (Denmark)

Klapper, Rita G.; Neergaard, Helle

2017-01-01

This chapter focuses on how students think before we can teach them how to act. This idea is anchored in the observation that most institutions of higher education tend to teach their students to become employees, whether in the public or private sector, rather than to become employers. Thus, the...

Perspectives on learning, learning to teach and teaching elementary science

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Avraamidou, Lucy

-year elementary teacher's specialized knowledge and practices for giving priority to evidence in science teaching. The findings of this study indicated that Jean not only articulated, but also enacted, a student-centered approach to teaching science, which emphasized giving priority to evidence in the construction of scientific explanations. It also became evident through data analysis that Jean's practices were for the most part consistent with her knowledge and beliefs. This contradicts the findings of previous studies that indicate a mismatch between beginning teachers' knowledge and practices. Furthermore, the findings of this study illustrated that critical experiences during teacher preparation and specific university coursework acted as sources through which this aspect of pedagogical content knowledge was generated. The third manuscript proposes new directions for teaching science in elementary schools in Cyprus and makes recommendations to improve the current teacher preparation program in light of the need for a reform. This manuscript is built upon contemporary perspectives of learning and cognition, and is informed by current trends in science education in the United States and United Kingdom. Issues of teaching and learning science as inquiry, engaging in scientific argumentation, and the use of software scaffolds in support of learning and learning to teach science are discussed with special attention to the unique educational setting of Cyprus.

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

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

2009-01-01

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

Teaching tourism change agents

DEFF Research Database (Denmark)

Blichfeldt, Bodil Stilling; Kvistgaard, Hans-Peter; Hird, John

2017-01-01

This article discuss es know ledge, competencies and skills Master’s students should obtain during their academic studies and particularly, the differences between teaching about a topic and teaching to do. This is ex emplified by experiential learning theory and the case of a change management...... course that is part of a Tourism Master’s program, where a major challenge is not only to teach students about change and change agents, but to teach them how change feels and ho w to become change agents. The c hange management course contains an experiment inspired by experiential teaching literature...... and methods. The experiment seeks to make students not only hear/learn about change agency and management, but to make them feel cha nge, hereby enabling them to develop the skills and competencies necessary for them to take on the role as change agent s and thus enable them to play key role s in implementing...

Development of Teaching Materials for a Physical Chemistry Experiment Using the QR Code

OpenAIRE

吉村, 忠与志

2008-01-01

The development of teaching materials with the QR code was attempted in an educational environment using a mobile telephone. The QR code is not sufficiently utilized in education, and the current study is one of the first in the field. The QR code is encrypted. However, the QR code can be deciphered by mobile telephones, thus enabling the expression of text in a small space.Contents of "Physical Chemistry Experiment" which are available on the Internet are briefly summarized and simplified. T...

Experience with spice teaching power electronics

DEFF Research Database (Denmark)

Munk-Nielsen, Stig

2009-01-01

A free Spice version allowing general circuit simulation is used teaching power electronics. There is no lock on the circuit size, stabile and user friendly operation is experienced. A collection of transformer, converter and drive system models are implemented to investigate the usability...... of the programme in high power electronics....

Learning through Teaching: A Microbiology Service-Learning Experience

Directory of Open Access Journals (Sweden)

Ginny Webb

2015-11-01

Full Text Available Service learning is defined as a strategy in which students apply what they have learned in the classroom to a community service project. Many educators would agree that students often learn best through teaching others. This premise was the motivation for a new service-learning project in which undergraduate microbiology students developed and taught hands-on microbiology lessons to local elementary school children. The lessons included teaching basic information about microbes, disease transmission, antibiotics, vaccines, and methods of disease prevention. This service-learning project benefitted the college students by enforcing their knowledge of microbiology and provided them an opportunity to reach out to children within their community. This project also benefitted the local schools by teaching the younger students about microbes, infections, and handwashing. In this paper, I discuss the development and implementation of this new microbiology service-learning project, as well as the observed impact it had on everyone involved.

The Effects of Teaching and Learning Experiences, Tempo, and Mode on Undergraduates' and Children's Symphonic Music Preferences.

Science.gov (United States)

Flowers, Patricia J.

1988-01-01

Presents a study which assessed undergraduates' and children's music preferences for examples of symphonic music. Serving as a teaching and planning experience for undergraduates, the study revealed that children's preferences were increased through undergraduate presentations and that college students used larger vocabularies when describing…

Why Clinical Experience and Mentoring Are Replacing Student Teaching on the Best Campuses. A White Paper

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Fraser, James W.; Watson, Audra M.

2014-01-01

Woodrow Wilson Senior Fellow James W. Fraser and Audra Watson, the Foundation's Director of Mentoring and Induction Strategy, take a look at emerging trends in clinical preparation for new teachers. This new white paper is based on experience with the Woodrow Wilson Teaching Fellowships, and includes observations from some of the colleges and…

Teachers' Commitment To, and Experiences of, the Teaching Profession in Tanzania: Findings of Focus Group Research

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Mkumbo, Kitila A. K.

2012-01-01

This qualitative study examined teachers' commitment to, and experiences of, the teaching profession in six regions of Tanzania. The study used focus group discussions as research method and data collection tool. Twenty four groups were conducted, with group membership ranging from five to nine participants. The results show that the teachers'…

Successive Research: A Strategy for Building on Previous Research.

Science.gov (United States)

Noble, Mary Anne

1979-01-01

Describes an approach to clinical research used by the author in teaching graduate nursing students, involving replication and expansion of a primary study of hospital intensive care units. This approach provided valuable experience as well as validated data about clinical practice. Discusses advantages and disadvantages in the approach. (MF)

Which peer teaching methods do medical students prefer?

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Jayakumar, Nithish; Srirathan, Danushan; Shah, Rishita; Jakubowska, Agnieszka; Clarke, Andrew; Annan, David; Albasha, Dekan

2016-01-01

The beneficial effects of peer teaching in medical education have been well-described in the literature. However, it is unclear whether students prefer to be taught by peers in small or large group settings. This study's aim was to identify differences in medical students' preferences and perceptions of small-group versus large-group peer teaching. Questionnaires were administered to medical students in Year 3 and Year 4 (first 2 years of clinical training) at one institution in the United Kingdom to identify their experiences and perceptions of small-and large-group peer teaching. For this study, small-group peer teaching was defined as a tutorial, or similar, taught by peer tutor to a group of 5 students or less. Large-group peer teaching was defined as a lecture, or similar, taught by peer tutors to a group of more than 20 students. Seventy-three students (81% response rate) completed the questionnaires (54% males; median age of 23). Nearly 55% of respondents reported prior exposure to small-group peer teaching but a larger proportion of respondents (86%) had previously attended large-group peer teaching. Of all valid responses, 49% did not have a preference of peer teaching method while 47% preferred small-group peer teaching. The majority of Year 3 students preferred small-group peer teaching to no preference (62.5% vs 37.5%, Fisher's exact test; P = 0.035) whereas most Year 4 students did not report a particular preference. Likert-scale responses showed that the majority of students held negative perceptions about large-group peer teaching, in comparison with small-group peer teaching, with respect to (1) interactivity, (2) a comfortable environment to ask questions, and (3) feedback received. Most respondents in this study did not report a preference for small-versus large-group settings when taught by peers. More Year 3 respondents were likely to prefer small-group peer teaching as opposed to Year 4 respondents.

Impact of a novel teaching method based on feedback, activity, individuality and relevance on students’ learning

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Brooks, William S.; Laskar, Simone N.; Benjamin, Miles W.; Chan, Philip

2016-01-01

Objectives This study examines the perceived impact of a novel clinical teaching method based on FAIR principles (feedback, activity, individuality and relevance) on students’ learning on clinical placement. Methods This was a qualitative research study. Participants were third year and final year medical students attached to one UK vascular firm over a four-year period (N=108). Students were asked to write a reflective essay on how FAIRness approach differs from previous clinical placement, and its advantages and disadvantages. Essays were thematically analysed and globally rated (positive, negative or neutral) by two independent researchers. Results Over 90% of essays reported positive experiences of feedback, activity, individuality and relevance model.  The model provided multifaceted feedback; active participation; longitudinal improvement; relevance to stage of learning and future goals; structured teaching; professional development; safe learning environment; consultant involvement in teaching. Students perceived preparation for tutorials to be time intensive for tutors/students; a lack of teaching on medical sciences and direct observation of performance; more than once weekly sessions would be beneficial; some issues with peer and public feedback, relevance to upcoming exam and large group sizes. Students described negative experiences of “standard” clinical teaching. Conclusions Progressive teaching programmes based on the FAIRness principles, feedback, activity, individuality and relevance, could be used as a model to improve current undergraduate clinical teaching. PMID:26995588

Recent Educational Experiences in Electric Machine Maintenance Teaching

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Jose Alfonso Antonino-Daviu

2013-05-01

Full Text Available Maintenance of electric machines and installations is a particularly important area; eventual faults in these devices may lead to significant losses in terms of time and money. The investment and concern in developing proper maintenance protocols have been gradually increasing over recent decades. As a consequence, there is a need to instruct future engineers in the electric machines and installations maintenance area. The subject "Maintenance of Electric Machines and Installations" has been designed under this idea. It is taught within an official master degree in Maintenance Engineering. This work describes the educational experiences reached during the initial years of the teaching of the subject. Aspects such as student profiles, subject approaches, design of the syllabus, methodology and structure of the laboratory sessions are remarked in the work. In addition, the paper discusses other educational strategies which are being introduced to increase the interest in the subject, such as integration of Information and Communication Technologies (ICT, promotion of the collaborative work, inclusion of the possibility of remote learning or development of new assessment systems.

Teaching Speech Acts

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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.

How do Millennial Engineering and Technology Students Experience Learning Through Traditional Teaching Methods Employed in the University Setting?

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Howard, Elizabeth A

2011-01-01

The purpose of the study was to document and analyze how Millennial engineering and technology students experience learning in large lecture classrooms. To help achieve this purpose, perceptions Millennials have toward traditional teaching methods employed in large lecture classes were analyzed and discussed. Additionally, this study documented how Millennials experienced technology within large lecture classrooms. A learning model depicting how Millennials experience learning within the larg...

Learning experiences in the teaching of mathematics to incarcerated university students: a humanistic sense

OpenAIRE

Castrillo Duarte, Óscar Mario

2014-01-01

This paper brings together the experiences of research conducted with college students doing time at the Liberia Criminal Center, as support to the course of Mathematics for Administrators II of Universidad Estatal a Distancia (UNED). The problems they face are: lack of teaching resources, inadequate infrastructure, and lack of mentoring to provide them with meaningful learning. The commitment of the researcher was to provide support to the students in the course, through a participatory and ...

"Elite" Career-Changers and Their Experience of Initial Teacher Education

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Wilkins, Chris

2017-01-01

This study explores the motivation of "high-status" professionals to change career and enter teaching, and their experience of undertaking initial teacher education (ITE) programmes in England. The study builds on previous research which found that career-changers are disproportionately more likely to fail to complete their ITE studies,…

Teaching experience on learning to research in social education: design and development of socio-educational research projects

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Sonia MORALES CALVO

2013-01-01

Full Text Available With the introduction of the competency-based approach, university teaching has to face new challenges into the convergence process by the European Higher Education Area (EHEA. This situation involves a series of pedagogical implications related to: the emphasis on student learning, the changing role of the teacher as manager of the learning process, and the development of the ECTS methodology of «Other Teaching Spaces» such as teaching small groups (seminars or group works in the same classroom. The intention is to harness the educational potential of other teaching tools than those of lectures, for two reasons: better development in the acquisition of competence and greater concern for the quality of teaching, where ECTS credits, the competency as one of the axes of the curriculum, independent learning as aim and mean of higher education, learning throughout life as a synthesis of student learning and creating teaching materials as means of access to knowledge, are the benchmark in the construction of a university adapted to the EHEA. Similarly, we analyze the perceptions of students leading to curriculum development and methodology of the subject, comprising the high degree of satisfaction with the objectives, methodology and resources used in the subject, highlighting the tutorial and teamwork for effective learning. In this context, the aim of this paper is to show a teaching experience in the subject of Research Methods in Education, adapted to the requirements of the EHEA within the degree of Social Education in Talavera de la Reina (Toledo Campus of the University of Castilla-La Mancha. Likewise, we analyze the perceptions of students on the curricula and methodological development of the subject.

Previous International Experience, Cross-Cultural Training, and Expatriates' Cross-Cultural Adjustment: Effects of Cultural Intelligence and Goal Orientation

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Koo Moon, Hyoung; Kwon Choi, Byoung; Shik Jung, Jae

2012-01-01

Although various antecedents of expatriates' cross-cultural adjustment have been addressed, previous international experience, predeparture cross-cultural training, and cultural intelligence (CQ) have been most frequently examined. However, there are few attempts that explore the effects of these antecedents simultaneously or consider the possible…

Experience with virtual reality-based technology in teaching restorative dental procedures.

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Buchanan, Judith A

2004-12-01

This article reports on extensive experience with advanced simulation at the University of Pennsylvania, School of Dental Medicine (UPSDM). Virtual reality-based technology (VRBT) or advanced simulation is currently available for the instruction of dental students in preclinical restorative procedures. UPSDM was one of the first schools in the world to have extensive experience with VRBT technology using an advanced simulation unit (DentSim) from DenX, Ltd. UPSDM's experience consists of several years of research using control and experimental groups, employing students to participate in an investigative project, and using the units for remediation and a supplement to the preclinical laboratory. Currently, all first-year students (Class of 2007 and Class of 2008) are receiving most of their preparative operative training on the VRBT units. UPSDM started with one (beta) version unit in 1998, which was later updated and expanded first to four units and recently to fifteen units. This communication is presenting the studies that were of fundamental importance in making the decision to acquire fifteen units in 2003. The areas of main interest to the SDM concerning this technology were its use in teaching, refreshing, and remediating students in restorative procedures and its effectiveness as a teaching methodology in relation to time, efficiency, and faculty. Several studies with varying parameters were performed at various time points. The limited statistical analysis conducted was not conclusive for all measures, and in some cases the data only suggest areas of possible significance. This is due to the low number of students who could access the limited number of available units and the change of protocols in response to student and faculty input. Overall, the results do suggest, however, that students learn faster, arrive at the same level of performance, accomplish more practice procedures per hour, and request more evaluations per procedure or per hour than in our

Don't Waste My Time; Exploring the Reflective Journaling Requirement in the Student Teaching Experience

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Spiker, Amy

2014-01-01

For many years reflective journaling has been a required component of the student teaching experience at the University of Wyoming. Through action research, Amy Spiker, an instructor at the University of Wyoming, set out to explore the perceived disconnect between what faculty desires for and from student teachers and what student teachers view as…

Teaching the Virtues.

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Sommers, Christina Hoff

1993-01-01

Recommends an approach to the teaching of ethics from the perspective of the philosophy of virtue that begins with the work of the ancient Greek philosopher, Aristotle. Offers guidance on how to prepare and teach such a course based on the author's and other teachers' experiences in the classroom. (JB)

ACADEMIC ADVICE FOR ONLINE TEACHING AND LEARNING SPANISH. EXPERIENCE THE EDUCATION SYSTEM VALLADOLID

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Jesús Javier Vizcarra-Brito

2016-07-01

Full Text Available Distance education is a novel way to amass knowledge and raise levels of student learning. In this sense academic counseling online is a valuable method of teaching and distance learning. This article describes the scientific foundations, objectives, features and some of the main impacts of the program Online Guidance developed by the Valladolid education system, which is designed and implemented in various subjects are presented; in this case, the experience gained with the subject of Spanish at the elementary level is presented.

Teaching Bioethics in High Schools

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Araújo, Joana; Gomes, Carlos Costa; Jácomo, António; Pereira, Sandra Martins

2017-01-01

Objective: The Bioethics Teaching in Secondary Education (Project BEST) aims to promote the teaching of bioethics in secondary schools. This paper describes the development and implementation of the programme in Portugal. Design: Programme development involved two main tasks: (1) using the learning tools previously developed by the US Northwest…

[An experience applying the teaching strategies of cooperative learning and creative thinking in a mental-health nursing practicum for undergraduates at a technical college].

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Huang, Yu-Hsien; Lin, Mei-Feng; Ho, Hsueh-Jen; Chang, Lu-Na; Chen, Shiue

2015-04-01

Lack of knowledge and experience is prevalent in undergraduate students who are taking their clinical practicum for mental-health nursing. This issue negatively affects the learning process. This article shares an experience of implementing a practicum-teaching program. This program was developed by the authors to facilitate the cooperative learning and clinical care competence of students. A series of multidimensional teaching activities was designed by integrating the strategies of peer cooperation and creative thinking to promote group and individual learning. Results indicate that the program successfully encouraged the students to participate more actively in the learning process. Additionally, the students demonstrated increased competence in empathetic caring toward patients, stronger friendship relationships with peers, and improved self-growth. The authors hope this teaching program provides a framework to increase the benefits for students of participating in clinical practicums and provides a teaching reference for clinical instructors.

Modeling Sources of Teaching Self-Efficacy for Science, Technology, Engineering, and Mathematics Graduate Teaching Assistants.

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DeChenne, Sue Ellen; Koziol, Natalie; Needham, Mark; Enochs, Larry

2015-01-01

Graduate teaching assistants (GTAs) in science, technology, engineering, and mathematics (STEM) have a large impact on undergraduate instruction but are often poorly prepared to teach. Teaching self-efficacy, an instructor's belief in his or her ability to teach specific student populations a specific subject, is an important predictor of teaching skill and student achievement. A model of sources of teaching self-efficacy is developed from the GTA literature. This model indicates that teaching experience, departmental teaching climate (including peer and supervisor relationships), and GTA professional development (PD) can act as sources of teaching self-efficacy. The model is pilot tested with 128 GTAs from nine different STEM departments at a midsized research university. Structural equation modeling reveals that K-12 teaching experience, hours and perceived quality of GTA PD, and perception of the departmental facilitating environment are significant factors that explain 32% of the variance in the teaching self-efficacy of STEM GTAs. This model highlights the important contributions of the departmental environment and GTA PD in the development of teaching self-efficacy for STEM GTAs. © 2015 S. E. DeChenne et al. CBE—Life Sciences Education © 2015 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).

Subject- and Experience-Bound Differences in Teachers' Conceptual Understanding of Sustainable Development

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Borg, C.; Gericke, N.; Höglund, H.-O.; Bergman, E.

2014-01-01

This article describes the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers' conceptual understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable…

The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching

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Mathew, Nishi Mary

Preservice elementary teachers' science teaching efficacy and attitude towards science teaching are important determinants of whether and how they will teach science in their classrooms. Preservice teachers' understanding of science and science teaching experiences have an impact on their beliefs about their ability to teach science. This study had a quasi-experimental pretest-posttest control group design (N = 60). Preservice elementary teachers in this study were networked through the Internet (using e-mail, newsgroups, listserv, world wide web access and electronic mentoring) during their science methods class and student practicum. Electronic networking provides a social context in which to learn collaboratively, share and reflect upon science teaching experiences and practices, conduct tele-research effectively, and to meet the demands of student teaching through peer support. It was hoped that the activities over the electronic networks would provide them with positive and helpful science learning and teaching experiences. Self-efficacy was measured using a 23-item Likert scale instrument, the Science Teaching Efficacy Belief Instrument, Form-B (STEBI-B). Attitude towards science teaching was measured using the Revised Science Attitude Scale (RSAS). Analysis of covariance was used to analyze the data, with pretest scores as the covariate. Findings of this study revealed that prospective elementary teachers in the electronically networked group had better science teaching efficacy and personal science teaching efficacy as compared to the non-networked group of preservice elementary teachers. The science teaching outcome expectancy of prospective elementary teachers in the networked group was not greater than that of the prospective teachers in the non-networked group (at p < 0.05). Attitude towards science teaching was not significantly affected by networking. However, this is surmised to be related to the duration of the study. Information about the

A Program to Teach Programming.

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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…

Developing medical students as teachers: an anatomy-based student-as-teacher program with emphasis on core teaching competencies.

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Andrew Jay, Erie; Starkman, Sidney J; Pawlina, Wojciech; Lachman, Nirusha

2013-01-01

Teaching is an increasingly recognized responsibility of the resident physician. Residents, however, often assume teaching responsibilities without adequate preparation. Consequently, many medical schools have implemented student-as-teacher (SAT) programs that provide near-peer teaching opportunities to senior medical students. Near-peer teaching is widely regarded as an effective teaching modality; however, whether near-peer teaching experiences in medical school prepare students for the teaching demands of residency is less understood. We explored whether the anatomy-based SAT program through the Human Structure didactic block at Mayo Medical School addressed the core teaching competencies of a medical educator and prepared its participants for further teaching roles in their medical careers. A web-based survey was sent to all teaching assistants in the anatomy-based SAT program over the past five years (2007-2011). Survey questions were constructed based on previously published competencies in seven teaching domains--course development, course organization, teaching execution, student coaching, student assessment, teacher evaluation, and scholarship. Results of the survey indicate that participants in the anatomy-based SAT program achieved core competencies of a medical educator and felt prepared for the teaching demands of residency. Copyright © 2013 American Association of Anatomists.

Korean American Social Studies Teachers' Perceptions and Experiences of Teaching Profession in Multicultural Urban High Schools

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Choi, Yoonjung

2018-01-01

This study explores two Korean American social studies teachers' perceptions and experiences of the teaching profession in multicultural, urban public high schools. Drawing upon critical race theory (CRT) and its interconnection to the model minority myth, the most dominant form of racism against Asians as theoretical underpinnings, this study…

Experiences and emotions of faculty teaching in accelerated second baccalaureate degree nursing programs.

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Brandt, Cheryl L; Boellaard, Melissa R; Zorn, Cecelia R

2013-07-01

The number of accelerated second baccalaureate degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs. Copyright 2013, SLACK Incorporated.

Evaluating the learning experience of Undergraduate Entrepreneurship students exposed to an unconventional teaching approach: A South African Case Study

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Retha Strydom

2009-12-01

Full Text Available At the University of Pretoria in South Africa, the teaching personnel decided to implement, in addition to the conventional teaching approach, an unconventional approach towards teaching entrepreneurship. The approach is unconventional in the sense that it differs from the norm or standard classroom teaching. The third-year entrepreneurship course is enriched with an assignment to start and grow an actual business. The purpose of this assignment is not only the practical application of the theory taught, but also to provide an opportunity for the student to start a business in a protected environment in order to break down any psychological barriers such as fear of failure. The lecturer guides the students through the entrepreneurial process, from finding an idea to organising the business. This paper evaluates the learning experience of the students exposed to the unconventional teaching approach. Preliminary observations suggest that the students acquired business skills and knowledge about the entrepreneurial process and created potentially sustainable, profitable business ventures in the class situation, despite coming from different fields of reference and different syllabi. This would seem to suggest that the practical teaching approach towards entrepreneurial learning created the conditions for these achievements. Key words and phrases: entrepreneurial education, entrepreneurial learning, innovative learning methods, student business ventures, start-ups

Impact of peer teaching on nursing students: perceptions of learning environment, self-efficacy, and knowledge.

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Brannagan, Kim B; Dellinger, Amy; Thomas, Jan; Mitchell, Denise; Lewis-Trabeaux, Shirleen; Dupre, Susan

2013-11-01

Peer teaching has been shown to enhance student learning and levels of self efficacy. The purpose of the current study was to examine the impact of peer-teaching learning experiences on nursing students in roles of tutee and tutor in a clinical lab environment. This study was conducted over a three-semester period at a South Central University that provides baccalaureate nursing education. Over three semesters, 179 first year nursing students and 51 third year nursing students participated in the study. This mixed methods study, through concurrent use of a quantitative intervention design and qualitative survey data, examined differences during three semesters in perceptions of a clinical lab experience, self-efficacy beliefs, and clinical knowledge for two groups: those who received peer teaching-learning in addition to faculty instruction (intervention group) and those who received faculty instruction only (control group). Additionally, peer teachers' perceptions of the peer teaching learning experience were examined. Results indicated positive response from the peer tutors with no statistically significant differences for knowledge acquisition and self-efficacy beliefs between the tutee intervention and control groups. In contrast to previous research, students receiving peer tutoring in conjunction with faculty instruction were statistically more anxious about performing lab skills with their peer tutor than with their instructors. Additionally, some students found instructors' feedback moderately more helpful than their peers and increased gains in knowledge and responsibility for preparation and practice with instructors than with peer tutors. The findings in this study differ from previous research in that the use of peer tutors did not decrease anxiety in first year students, and no differences were found between the intervention and control groups related to self efficacy or cognitive improvement. These findings may indicate the need to better prepare peer

A Mixed-Methods Investigation of Preservice Music Teaching Efficacy Beliefs and Commitment to Music Teaching

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Prichard, Stephanie

2017-01-01

The purpose of this study was to investigate the music teaching efficacy beliefs and commitment to teaching of preservice music teachers enrolled in an introductory music education course. Also explored was the impact of introductory music education course experiences on preservice music teachers' music teaching efficacy beliefs and commitment to…

Lived experiences of nurse educators on teaching in a large class at a nursing college in Gauteng

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Maria G. Ndawo

2016-07-01

Full Text Available Background: The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators. Objectives: To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning. Method: A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness. Results: The themes that emerged from this study were that nurse educators experienced difficulty in recognising learners as individuals in a large class, using innovative pedagogical strategies, and managing a large class. These findings had a negative impact on meaningful teaching and learning as they interfered with an enabling learning environment. Recommendations: Nurse educators should be empowered with facilitative skills in order to effectively manage a large class and hence to achieve teaching and learning abilities. Conclusion: There is a need for nurse educators to finding alternative ways to overcome challenges associated with teaching in large classes and prepare learners to render individualised, caring and holistic nursing care to each unique patient in the healthcare setting. Keywords: Large class, Teaching, Learning; Hindrance

Experience in the modular teaching of the integrated course of metabolism and energy

Institute of Scientific and Technical Information of China (English)

Jian HUANG; Qian LI; Xue-mei TONG; Rong YANG; Ping ZHANG

2015-01-01

The teaching of eight-year clinical medicine program of Shanghai Jiao Tong University School of Medicine was reformed since 2009 to replace the traditional teaching model with modular teaching. As one of reformed courses,the metabolism and energy course combines biochemistry and physiology related knowledge points and endeavors to overcome shortcomings of traditional basic medical knowledge education,such as simple learning contents,isolation between basic medicine and clinical medicine,simple teaching methods of teachers,and passive learning methods of students. After 6 years of teaching practice,the new teaching model has been recognized by both teachers and students and the teaching quality improves comprehensively,but there are still some shortcomings that need to be overcome. This paper summarizes the gain and loss of the modular teaching of integrated course of metabolism and energy,so as to provide reference for extending the reform of modular teaching and further improving the teaching quality.

Health professionals as mobile content creators: teaching medical students to develop mHealth applications.

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Masters, Ken

2014-10-01

Patient access to health information and patient-provider communication is integral to medicine, and can be facilitated by mobile applications ("apps"). Traditionally, student training in mobile Health (mHealth) has focussed on health professionals as consumers of information, with negative impacts on the quality and value of medical apps. This study focuses on teaching medical students to develop their own medical apps. At Sultan Qaboos University, Oman, an app development environment, iBuildApp, was taught to medical students and used to develop their first apps. Students were surveyed on their perceptions of the project. Of the 166 students, 107 (64.5%) completed the survey. There was an increase in the perceived need for such learning, apps were aimed primarily at patients, and previous programming experience was the strongest influencer of a positive experience. A majority (77.6%) wanted more sophisticated development environments in spite of their apparent struggles. The impact of previous experience is similar to other studies; the perceived value and focus on patient apps is indicative of an awareness of patients' use of the devices not reflected in all literature. It is possible to teach medical students the fundamentals of app design so that they may contribute to app development in the future.

Storyline as a Space for Simulated Practice: A Teaching Experiment in Higher Education

DEFF Research Database (Denmark)

Jørgensen, Lone Tang; Lund, Birthe; Jensen, Henriette Gejel

2016-01-01

Research shows that students in the education for social science professions are experiencing a lack of coherence between the teaching and the actual demands that lies within the execution of their profession. In this article we focus on the development of a didactics that can support the acquiring...... of profession competencies for the students. Storyline is applied as the didactic method and is being tested through an educational experiment in the bachelor of social science. The framework provided by the Storyline method, with its professionally relevant, familar key questions and events, invites...

The Role of Technology in Science Teaching Activities: Web Based Teaching Applications

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Fatma ALKAN

2016-12-01

Full Text Available 2015 Abstract In this research the attitudes of pre-service teachers studying at Hacettepe University, Division of Science Education towards the importance of technological equipment in chemistry education activities and how effective they find technology in teaching different skills and applications have been examined. Pre-test/post-test control group design has been used in the research. In the experimental group Titrimetric Analysis has been conducted with simulations supported web based instruction and in the control group with teacher-centered instruction. In general, it has been found out that the attitudes of pre-service teachers in experiment group towards the importance of technological equipment as a teaching tool in chemistry are more positive than those in control group. In other words, statistically significant differences have occurred in attitudes of pre-service teachers in both experiment and control group towards the role of technology in chemistry teaching activities after web based teaching.

The design and analysis of a teaching and learning strategy in Biophysics Course

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Beatriz Aiziczon

2010-01-01

Full Text Available This work presents the design and analysis of a teaching and learning strategy of Biophysics in the Medical career, in the mark of the Ausubelian Significant Learning Model, to overtake the Model of Transmission-Reception of knowledge. It is an integrative Module constructed from our previous theoretical Model and based on the authors' previous works (AIZICZON; CUDMANI, 2004, 2005, 2007. We analyze applications of conceptual maps strategy and the previous organizing in Medical Education (AUSUBEL, 1981; MOREIRA, 1983, 1999 promoting the integration of concepts allowing the progressive differentiation and the integrative reorganization as well as the formative evaluation. In this work we analyze the experience with teachers.

Developing Environment–Based Materials to Teach Writing in Recount Texts

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Fauziah Ratna Hapsari

2015-10-01

Full Text Available The tenth graders of State Senior High School 2 Semarang had problems to write their experiences. Unfortunately the existing materials were not appropriate to facilitate the learners to write recount texts. Hence, this study would like to develop environment – based materials to teach writing recount texts. It was inspired by the previous studies held by Gürsoy (2010 and Hauschild (2012. The materials were expected to improve learners’ writing competence of recount texts by applying topics which learners found in their daily lives, that is, environmental education. This study employed Research and Development design adapted from Borg and Gall (2003. The study found that applying the environment – based materials to teach writing recount texts gained positive effects. Moreover, the test of effectiveness reported significant improvement. The average score of pre-test was 48.94 and of post-test was 81.61. Therefore, English teachers are suggested to employ the materials. It is also necessary to conduct further studies to gain more positive effects toward teaching and learning process and to improve the learners’ writing competence. Keywords: Teaching writing; recount text; environment – based materials; contextual teaching and learningCopyright © 2015 by Al-Ta'lim All right reserved

Does Burnout Begin with Student-Teaching? Analyzing Efficacy, Burnout, and Support during the Student-Teaching Semester

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Fives, Helenrose; Hamman, Doug; Olivarez, Arturo

2007-01-01

The burnout process may begin as early as the student-teaching experience [Gold, Y., 1985. Does teacher burnout begin with student teaching? "Education", 105, 254-257]. Data from 49 student-teachers in the southwest United States were gathered twice during their student-teaching practicum. Data assessing teacher efficacy, teacher…

An Examination of the Outcomes of the Undergraduate Leadership Teaching Assistant (ULTA) Experience as a High-Impact Practice in Leadership Education

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Odom, Summer F.; Ho, Sarah P.; Moore, Lori L.

2015-01-01

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

Teaching English for Specific Purposes

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Nijolė Netikšienė

2011-04-01

Full Text Available Teaching English for Specific Purposes and General English is analysed in the article. The scientific approach of a scientist M. Rosenberg is presented. The experience of teaching English for Specific Purposesat VGTU is alsopresented. The ideas and teaching methods from the classes of general English can be transferred to the classes of English for Specific Purposes.

Teaching Veterinary Anesthesia: A Survey-Based Evaluation of Two High-Fidelity Models and Live-Animal Experience for Undergraduate Veterinary Students.

Science.gov (United States)

Musk, Gabrielle C; Collins, Teresa; Hosgood, Giselle

In veterinary medical education, reduction, replacement, and refinement (the three Rs) must be considered. Three clinical skills in anesthesia were identified as challenging to students: endotracheal intubation, intravenous catheterization, and drug dose calculations. The aims of this project were to evaluate students' perception of their level of confidence in performing these three clinical skills in veterinary anesthesia, to document the extent of students' previous experience in performing these three tasks, and to describe students' emotional states during this training. Veterinary students completed a series of four surveys over the period of their pre-clinical training to evaluate the usefulness of high-fidelity models for skill acquisition in endotracheal intubation and intravenous catheterization. In addition, practice and ongoing assessment in drug dose calculations were performed. The curriculum during this period of training progressed from lectures and non-animal training, to anesthesia of pigs undergoing surgery from which they did not recover, and finally to anesthesia of dogs and cats in a neutering clinic. The level of confidence for each of the three clinical skills increased over the study period. For each skill, the number of students with no confidence decreased to zero and the proportion of students with higher levels of confidence increased. The high-fidelity models for endotracheal intubation and intravenous catheterization used to complement the live-animal teaching were considered a useful adjunct to the teaching of clinical skills in veterinary anesthesia. With practice, students became more confident performing drug dose calculations.

An investigation of strategies for integrated learning experiences and instruction in the teaching of creative art subjects

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Yolisa Nompula

2012-01-01

Full Text Available This study investigated the integrating possibilities within each creative arts subject. The objective was to optimize the limited teaching time, generally allocated to each art subject in schools, by developing a pedagogical strategy for its successful implementation. While the study was limited to South African schools, the results have global relevance and significance in the ongoing global trendsetting and discourse on arts education. In South Africa the previous National Curriculum Statement (NCS, 2002 integrated music, dance, drama and visual arts where possible, while the new Curriculum and Assessment Policy Statement (CAPS, 2011 offers two elective art subjects in the senior phase (Grades 7-9, each taught separately an hour per week during school hours and one hour per week after school, thereby attempting to extend the teaching time. This qualitative enquiry used documentary analyses, teacher interviews, and student group discussions for the collection of data. Pre-determined and emergent codes based on grounded theory showed that it is possible to integrate theory with practice within one art subject by teaching theoretical work in the context of practical work, thus optimizing the limited time allocated to arts and culture education in school timetables.

Cultivating Collective Reflection on Experiences of Teaching with ICT

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Beck, Eevi Elisabeth; Jamissen, Grete

2011-01-01

The question of how to teach digital literacy attracts the attention of researchers, government agencies, parents, mass media, etc. This paper proposes that the teacher’s role is crucial: to teach digital literacies, teachers must have developed their own digital literacies. When defining digital literacies broadly, skills-based approaches to teacher training are not enough. Inspiration from ‘critical’ approaches to reflection adds to our understanding of how to develop digital literacies in ...

Exploring science and mathematics teaching experiences in Thailand using reflective journals of an internship program between Vietnamese and Thai students

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Pruekpramool, Chaninan; Kanyaprasith, Kamonwan; Phonphok, Nason; Diem, Huynh Thi Thuy

2018-01-01

An internship program between Vietnamese student teachers from Cantho University and Thai graduate students from Srinakharinwirot University has occurred in June 2016. There were six Vietnamese student teachers and four Thai graduate students participated in this program with the help of science teachers from two schools in Sa Kaeo and Chachoengsao Provinces of Thailand. To explore Vietnamese and Thai students' life experiences and their perceptions in science and Mathematics teaching, reflective journals were used to record their progress as team teaching in primary and lower secondary classrooms in the form of the online format via social media in English language. The data were collected from 54 reflective journals from their eight days experiences at the schools. The data were analyzed qualitatively using Van Manen's level of reflectivity which composed of three levels; 1) Technical Rationality (TR), 2) Practical Action (PA) and 3) Critical Reflection (CR). The results explicitly revealed that the three levels of reflectivity have appeared in the reflective journals. Besides, Vietnamese and Thai students have learned more from each other and can exchange their educational experiences and culture. Certainly, this was the first time for them to teach science and mathematics in English to Thai students. Moreover, they have shared their impressions toward schools, teachers and also students in the schools in their reflective journal as well.

Differences between previously married and never married 'gay' men: family background, childhood experiences and current attitudes.

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Higgins, Daryl J

2004-01-01

Despite a large body of literature on the development of sexual orientation, little is known about why some gay men have been (or remain) married to a woman. In the current study, a self-selected sample of 43 never married gay men ('never married') and 26 gay men who were married to a woman ('previously married') completed a self-report questionnaire. Hypotheses were based on five possible explanations for gay men's marriages: (a) differences in sexual orientation (i.e., bisexuality); (b) internalized homophobia; (c) religious intolerance; (d) confusion created because of childhood/adolescent sexual experiences; and/or (e) poor psychological adjustment. Previously married described their families' religious beliefs as more fundamentalist than never married. No differences were found between married' and never married' ratings of their sexual orientation and identity, and levels of homophobia and self-depreciation. Family adaptability and family cohesion and the degree to which respondents reported having experienced child maltreatment did not distinguish between previously married and never married. The results highlight how little is understood of the reasons why gay men marry, and the need to develop an adequate theoretical model.

Thought Experiments in Teaching Free-Fall Weightlessness: A Critical Review and an Exploration of Mercury's Behavior in "Falling Elevator"

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Balukovic, Jasmina; Slisko, Josip; Cruz, Adrián Corona

2017-01-01

Different "thought experiments" dominate teaching approaches to weightlessness, reducing students' opportunities for active physics learning, which should include observations, descriptions, explanations and predictions of real phenomena. Besides the controversy related to conceptual definitions of weight and weightlessness, we report…

Intention to breastfeed in low-income pregnant women: the role of social support and previous experience.

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Humphreys, A S; Thompson, N J; Miner, K R

1998-09-01

The purpose of this study was to describe the relationship between breastfeeding intention among socioeconomically disadvantaged pregnant women and maternal demographics, previous breastfeeding experience, and social support. A cross-sectional, convenience sampling strategy was employed for data collection. Low-income women (n = 1001) in a public hospital completed a six-page questionnaire about their infant feeding plans, demographics, and social support. Simple regression analyses were conducted to compare maternal breastfeeding intention with the hypothesized correlates. Breastfeeding intention was positively correlated with older maternal age, higher education, more breastfeeding experience, Hispanic ethnicity, and hearing about breastfeeding benefits from family members, the baby's father, and lactation consultants, but not from other health professionals. Health professionals' attitudes were less influential on women's infant feeding decisions than the attitudes and beliefs of members of women's social support networks. When controlling for breastfeeding experience (none vs any), some findings, varied, indicating a need for breastfeeding interventions tailored to women's level of experience. Use of peer counselors and lactation consultants, inclusion of a woman's family members in breastfeeding educational contacts, and creation of breastfeeding classes tailored to influential members of women's social support networks may improve breastfeeding rates among low-income women, especially those with no breastfeeding experience, more effectively than breastfeeding education to pregnant women that is solely conducted by health professionals.

Teaching management information systems: an experience with the WEBCT.

OpenAIRE

García Ruiz, María Elena

2004-01-01

In order to improve teaching quality, web tools are becoming more important. Modern multimedia tools include a wide range of technologies to improve on-line education. At Universidad de Cantabria, several courses are given in a digital teaching web, named Aula Virtual, using state-of-the-art technologies. These new tools approach our students to a new environment, where they can obtain complementary material in the Internet that is not available in classroom or on the Aula Virtual. Nowadays, ...

Teamwork: Effectively Teaching an Employability Skill

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Riebe, Linda; Roepen, Dean; Santarelli, Bruno; Marchioro, Gary

2010-01-01

Purpose: The purpose of this paper is to present a case study on improvements to professional teaching practice within an undergraduate university business programme to more effectively teach an employability skill and enhance the student experience of teamwork. Design/methodology/approach: A three-phase approach to teaching teamwork was…

The Importance of Business Model Factors for Cloud Computing Adoption: Role of Previous Experiences

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Bogataj Habjan Kristina

2017-08-01

Full Text Available Background and Purpose: Bringing several opportunities for more effective and efficient IT governance and service exploitation, cloud computing is expected to impact the European and global economies significantly. Market data show that despite many advantages and promised benefits the adoption of cloud computing is not as fast and widespread as foreseen. This situation shows the need for further exploration of the potentials of cloud computing and its implementation on the market. The purpose of this research was to identify individual business model factors with the highest impact on cloud computing adoption. In addition, the aim was to identify the differences in opinion regarding the importance of business model factors on cloud computing adoption according to companies’ previous experiences with cloud computing services.

Previous experience of family violence and intimate partner violence in pregnancy.

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Ludermir, Ana Bernarda; Araújo, Thália Velho Barreto de; Valongueiro, Sandra Alves; Muniz, Maria Luísa Corrêa; Silva, Elisabete Pereira

2017-01-01

To estimate differential associations between the exposure to violence in the family of origin and victimization and perpetration of intimate partner violence in pregnancy. A nested case-control study was carried out within a cohort study with 1,120 pregnant women aged 18-49 years old, who were registered in the Family Health Strategy of the city of Recife, State of Pernambuco, Brazil, between 2005 and 2006. The cases were the 233 women who reported intimate partner violence in pregnancy and the controls were the 499 women who did not report it. Partner violence in pregnancy and previous experiences of violence committed by parents or other family members were assessed with a standardized questionnaire. Multivariate logistic regression analyses were modeled to identify differential associations between the exposure to violence in the family of origin and victimization and perpetration of intimate partner violence in pregnancy. Having seen the mother suffer intimate partner violence was associated with physical violence in childhood (OR = 2.62; 95%CI 1.89-3.63) and in adolescence (OR = 1.47; 95%CI 1.01-2.13), sexual violence in childhood (OR = 3.28; 95%CI 1.68-6.38) and intimate partner violence during pregnancy (OR = 1.47; 95% CI 1.01 - 2.12). The intimate partner violence during pregnancy was frequent in women who reported more episodes of physical violence in childhood (OR = 2.08; 95%CI 1.43-3.02) and adolescence (OR = 1.63; 95%CI 1.07-2.47), who suffered sexual violence in childhood (OR = 3.92; 95%CI 1.86-8.27), and who perpetrated violence against the partner (OR = 8.67; 95%CI 4.57-16.45). Experiences of violence committed by parents or other family members emerge as strong risk factors for intimate partner violence in pregnancy. Identifying and understanding protective and risk factors for the emergence of intimate partner violence in pregnancy and its maintenance may help policymakers and health service managers to develop intervention strategies.

Lost in Translation: Cross-Cultural Experiences in Teaching Geo-Genealogy

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Longley, Paul A.; Singleton, Alex D.; Yano, Keiji; Nakaya, Tomoki

2010-01-01

This paper reports on a cross-cultural outreach activity of the current UK "Spatial Literacy in Teaching" (SPLINT) Centre of Excellence in Teaching and Learning (CETL), a past UK Economic and Social Research Council (ESRC) grant, and shared interests in family names between Japanese and UK academics. It describes a pedagogic programme…

Assessing orientations to learning to teach.

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Oosterheert, Ida E; Vermunt, Jan D; Denessen, E

2002-03-01

An important purpose of teacher education is that student teachers develop and change their existing knowledge on learning and teaching. Research on how student teachers variously engage in this process is scarce. In a previous study of 30 student teachers, we identified five different orientations to learning to teach. Our aim was to extend the results of the previous study by developing an instrument to assess orientations to learning to teach at a larger scale. The development and psychometric properties of the instrument are discussed. The results with respect to how student teachers learn are compared to the results of the qualitative study. Participants in this study were 169 secondary student teachers from three institutes which had all adopted an initial in-service model of learning to teach. On the basis of extensive qualitative study, a questionnaire was developed to assess individual differences in learning to teach. Factor-, reliability-, and nonparametric scalability analyses were performed to identify reliable scales. Cluster analysis was used to identify groups of students with similar orientations to learning to teach. Eight scales covering cognitive, regulative and affective aspects of student teachers' learning were identified. Cluster analysis indicates that the instrument discriminates well between student teachers. Four of the five previously found patterns were found again. The four orientations found in relatively uniform learning environments indicate that student teachers need differential support in their learning. Although the instrument measures individual differences in a reliable way, it is somewhat one-sided in the sense that items representing constructive ways of learning dominate. New items forming a broader range of scales should be created.

Teaching Typography.

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Communication: Journalism Education Today, 1998

1998-01-01

Outlines nine objectives students should be able to accomplish after completing the activities in the unit on typography presented in the previous articles in this journal. Offers eight tips for teaching typography. Includes a short list of books about typography and a list of seven organizations. (SR)

Faculty development to enhance humanistic teaching and role modeling: a collaborative study at eight institutions.

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Branch, William T; Chou, Calvin L; Farber, Neil J; Hatem, David; Keenan, Craig; Makoul, Gregory; Quinn, Mariah; Salazar, William; Sillman, Jane; Stuber, Margaret; Wilkerson, LuAnn; Mathew, George; Fost, Michael

2014-09-01

There is increased emphasis on practicing humanism in medicine but explicit methods for faculty development in humanism are rare. We sought to demonstrate improved faculty teaching and role modeling of humanistic and professional values by participants in a multi-institutional faculty development program as rated by their learners in clinical settings compared to contemporaneous controls. Blinded learners in clinical settings rated their clinical teachers, either participants or controls, on the previously validated 10-item Humanistic Teaching Practices Effectiveness (HTPE) questionnaire. Groups of 7-9 participants at 8 academic medical centers completed an 18-month faculty development program. Participating faculty were chosen by program facilitators at each institution on the basis of being promising teachers, willing to participate in the longitudinal faculty development program. Our 18-month curriculum combined experiential learning of teaching skills with critical reflection using appreciative inquiry narratives about their experiences as teachers and other reflective discussions. The main outcome was the aggregate score of the ten items on the questionnaire at all institutions. The aggregate score favored participants over controls (P = 0.019) independently of gender, experience on faculty, specialty area, and/or overall teaching skills. Longitudinal, intensive faculty development that employs experiential learning and critical reflection likely enhances humanistic teaching and role modeling. Almost all participants completed the program. Results are generalizable to other schools.

Preservice teachers’ objectives and their experience of practical work

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V. Nivalainen

2013-01-01

Full Text Available This study explores third-year preservice physics teachers’ (n=32 views concerning the objectives of practical work at school and university. Content analysis of their essays about practical work revealed not only the objectives of the practical work undertaken but also how they had experienced teaching as school and university students. The objectives most commonly referred to were related to the connections between theory and practice, motivation, understanding phenomena, learning how to observe, and learning how to report. In contrast, some objectives were recognized only rarely, which is an important issue for discussion as a future challenge. Preservice teachers’ positive experiences of practical work resulted from the successful implementation of practical work. According to our findings, practical work can in many cases be regarded as successful, especially when the participants understand the objectives of the teaching. In contrast, negative experiences reflected failures or difficulties in implementation. We conclude by suggesting that preservice teachers should be offered opportunities to reflect on their previous experiences and to see and experience in practice the advantages of practical work.

Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience.

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Huang, Chung-I; Wung, Cathy; Yang, Che-Ming

2009-12-15

The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items), teaching and training plans and outcomes (42 items), research and results (9 items), development of clinical faculty and continuing education (8 items), academic exchanges and community education (8 items), and administration (8 items). The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

Learning the pedagogical implications of student diversity: The lived experience of preservice teachers learning to teach secondary science in diverse classrooms

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Larkin, Doug

This study explores the nature of the changes in thinking that occur in prospective teachers during teacher education programs, particularly as these changes pertain to the pedagogical implications of student diversity within the teaching of high school science. The specific research question examined here is: How do preservice secondary science teachers' conceptions about what it means to teach science in diverse classrooms change during a teacher education program, and in what ways are these changes influenced by their science methods courses and student teaching experiences? The theory of conceptual change serves as the framework for understanding preservice teacher learning in this study. In this research, I describe the experiences of six prospective secondary science teachers from four different teacher education programs located in the Midwestern United States using a multiple case study approach. Qualitative data was collected from students through interviews, questionnaires, teaching portfolios, written coursework, lesson planning materials, and naturalistic observations of student teaching. The questionnaire and interview protocols were based on those developed for the Teacher Education and Learning to Teach study (NCRTE, 1991) and adapted for specific science content areas. Findings of this study include the fact that participants came to view the salience of diversity in science teaching primarily in terms of students' interest, motivation, and engagement. Also, it appeared prospective teachers needed to first recognize the role that student thinking plays in learning before being able to understand the pedagogical implications of student diversity became possible. Finally, while all of the participants increasingly valued student ideas, they did so for a wide variety of reasons, not all of which related to student learning. The implications section of this study highlights opportunities for drawing on science education research to inform multicultural

Teaching in relationship: the impact on faculty of teaching "the Healer's Art".

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Rabow, Michael W; Newman, Maya; Remen, Rachel N

2014-01-01

Medical teachers report both positive and negative experiences, but these impacts are not well understood. In particular, the experience of faculty in relationship-centered education is unknown. We sought to assess the benefits to teachers of the Healer's Art, a popular international medical school elective course. We performed quantitative and qualitative analyses of course evaluations completed by 2009-10 Healer's Art faculty from 17 schools. Ninety-nine of 117 faculty (84.6%) completed the evaluation. No differences in quantitative responses based on gender, specialty, medical school, or year of graduation were observed. Respondents were likely or very likely to agree that the course was useful, positively impacted clinical work and teaching, and increased overall commitment to teaching. In describing the benefits of teaching in the Healer's Art, faculty emphasized four themes: Personal Response to Medicine, Professional Growth, Greater Connection, and Greater Empathy and Respect for Students. Healer's Art faculty report personal and professional benefits, as well as increased commitment to teaching and to a relationship-centered educational process.

Teaching to Enhance Research

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Harland, Tony

2016-01-01

In this paper, I present a conceptual argument for "teaching-led research" in which university lecturers construct courses that directly and positively influence their research, while at the same time, safeguard and enhance the student experience. A research-pedagogy for higher education considers the link between teaching and research,…

My Teaching Experience With Navajo College Students, Writing Anxiety, Contrastive Rhetoric, and Some Suggestions

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Yi-Wen Huang

2015-08-01

Full Text Available This article analyzes factors that might be associated with Navajo college students’ writing anxiety. Oral tradition, reading, syntax, and past experience are the factors discussed. Suggestions based on previous literature and personal experience are provided.

Teacher Candidates' Experiences with Clinical Teaching in Reading Instruction: A Comparison between the Professional Development School Environment and the Non-Professional Development School Environment

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Hopper, Cynthia J.

2016-01-01

Teacher candidates experience a variety of school settings when enrolled in teacher education methods courses. Candidates report varied experiences when in public school classrooms. This dissertation investigated clinical experiences of teacher candidates when placed in two different environments for clinical teaching. The two environments were a…

Teaching Biodiversity & Evolution through Travel Course Experiences

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Zervanos, Stam. M.; McLaughlin, Jacqueline S.

2003-01-01

Biodiversity is the extraordinary variety of life in this planet. In order to be fully appreciated, biodiversity needs to be experienced firsthand, or "experientially." Thus, the standard classroom lecture format is not the ideal situation for teaching biodiversity and evolutionary concepts, in that student interest and understanding are…

Discussing Princess Boys and Pregnant Men: Teaching about Gender Diversity and Transgender Experiences within an Elementary School Curriculum

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Ryan, Caitlin L.; Patraw, Jasmine M.; Bednar, Maree

2013-01-01

This study shares the experiences and outcomes of teaching about gender diversity in an elementary school classroom. It outlines how an urban public school teacher included discussions of transgender and gender-nonconforming people within the curriculum and documents the ways in which her students responded to those lessons. By making discussions…

The investigation of science teachers’ experience in integrating digital technology into science teaching

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Agustin, R. R.; Liliasari; Sinaga, P.; Rochintaniawati, D.

2018-05-01

The use of technology into science learning encounters problems. One of the problem is teachers’ less technological pedagogical and content knowledge (TPACK) on the implementation of technology itself. The purpose of this study was to investigate science teachers’ experience in using digital technology into science classroom. Through this study science teachers’ technological knowledge (TK) and technological content knowledge (TCK) can be unpacked. Descriptive method was used to depict science teachers’ TK and TCK through questionnaire that consisted of 20 questions. Subjects of this study were 25 science teachers in Bandung, Indonesia. The study was conducted in the context of teacher professional training. Result shows that science teachers still have less TK, yet they have high TCK. The teachers consider characteristics of concepts as main aspect for implementing technology into science teaching. This finding describes teachers’ high technological content knowledge. Meanwhile, science teachers’ technological knowledge was found to be still low since only few of them who can exemplify digital technology that can be implemented into several science concept. Therefore, training about technology implementation into science teaching and learning is necessary as a means to improve teachers’ technological knowledge.

Interdisciplinary debate in the teaching-learning process on bioethics: academic health experiences.

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Campos Daniel, Jéssica; Dias Reis Pessalacia, Juliana; Leite de Andrade, Ana Flávia

2016-06-01

The study aimed to understand the health of student experiences to participate in interdisciplinary discussions in bioethics and know the contributions of interdisciplinary methodological resource for the teaching-learning process at graduation. Descriptive study of qualitative approach in a public higher education institution of Divinópolis, Minas Gerais, Brazil. Three categories of analysis were identified: ''active methodologies in the training of a professional critic,'' ''interdisciplinary debate as facilitator reflection of bioethics'' and ''feelings and attitudes caused by the interdisciplinary debate.'' Discussion. There was a lack of approach of bioethical contents in the health curriculum, and the adoption of active methodologies provides a better reflection in bioethics, but that requires changing paradigms of teachers and educational institutions.

Self-directed learning: A heretical experiment in teaching physics

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Silverman, M. P.

1995-06-01

An account is given of the instruction of university-level introductory physics courses according to an educational framework in which (1) curiosity-driven inquiry is recognized as an essential activity of both science and science teaching; (2) the principal role of the instructor is to provide students the incentive to learn science through their pursuit of personally meaningful questions; (3) the commission of errors is regarded as a natural concomitant to learning and is not penalized; (4) emphasis is placed on laboratory investigations that foster minimally restrictive free exploration rather than prescriptive adherence to formal procedure; (5) research skills are developed through out-of-class projects that involve literature search, experiment, and the modeling of real-world physical phenomena: (6) the precise and articulate use of language is regarded as seminal to communication in science (as it is in the humanities) and is promoted through activities that help develop written and oral language skills; (7) the evaluation of student performance is based on a portfolio of accomplished work rather than on the outcome of formal testing.

Experiences and factors influencing a sample of teachers in New York state public elementary and middle schools to focus on environmental education in their teaching

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Tooker, Gail Patricia

This study focuses on how fourteen elementary and middle level teachers in New York chose to teach environmental topics as part of their science curricula. Prior research suggested that factors influencing teachers to make curricular decisions are different from those that motivated them to become teachers in the first place (Espinet, et.al. 1992). This was supported by the results of this study, which found that most of these teachers made the decision to begin teaching environmental education (EE) well after deciding to become teachers and that the decision to teach EE was influenced by a variety of factors including participation in EE-oriented in-service programs, media coverage of environmental issues, encouragement from colleagues and school administrators to undertake EE, and personal experiences in childhood or early adulthood with the environment and/or with EE. Studies examining experiences that influence people to practice "environmentally responsible" behaviors (Chawla, 1995; McGarry, 1994; Tanner, 1994) suggested that positive childhood contacts with nature were important predictors for such behavior in adulthood. Findings of this study were largely consistent with these results, however, this sample of teachers viewed their childhood nature experiences as being mostly responsible for the development of their appreciation of the environment, while their actual decision to begin teaching EE was primarily influenced by other experiences, as discussed above. This study also examined how these teachers prepared themselves for teaching EE. The findings indicate that these teachers used a wide variety of preparation strategies. A minority reported becoming prepared for teaching EE through their pre-service teacher education programs. These results were in agreement with prior findings that most teacher education programs in this country do not include a focus on EE. Even where preparation for EE is included, it has been rated by the participants as

Educational research methods for researching innovations in teaching, learning and assessment: The nursing lecturer as researcher.

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Marks-Maran, Diane

2015-11-01

The author, who has had previous experience as a nurse researcher, has been engaged in helping nurse lecturers to undertake evaluation research studies into innovations in their teaching, learning and assessment methods. In order to undertake this work successfully, it was important to move from thinking like a nurse researcher to thinking like an educational researcher and developing the role of the nursing lecturer as researcher of their teaching. This article explores the difference between evaluation and evaluation research and argues for the need to use educational research methods when undertaking evaluation research into innovations in teaching, learning and assessment. A new model for educational evaluation research is presented together with two case examples of the model in use. The model has been tested on over 30 research studies into innovations in teaching, learning and assessment over the past 8 years. Copyright © 2015 Elsevier Ltd. All rights reserved.

Teaching Agile Software Development: A Case Study

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Devedzic, V.; Milenkovic, S. R.

2011-01-01

This paper describes the authors' experience of teaching agile software development to students of computer science, software engineering, and other related disciplines, and comments on the implications of this and the lessons learned. It is based on the authors' eight years of experience in teaching agile software methodologies to various groups…

Impact of “smart” technologies in teaching maritime subjects

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Barsan, E.; Varsami, C.; Duse, A.; Hanzu-Pazara, R.; Jenaru, A.

2017-08-01

Nowadays students were born in a world of continuous evolution of technology. Technology is part of their daily life inside and outside their professional studies. One of the most important discoveries when it comes to technology is the internet which provides today the possibility for students to have access to all types of information and resources which are very useful in their studies activities. Therefore, in our paper we ask a very natural question: which is the place of technology in the university studies? Moreover: What part does technology play in teaching Maritime subjects? And: Which is the impact of technology in maritime teaching? Our intention is to go into more specific details on this subject, as in trying to exemplify our observations based on our own experience in teaching in Constanta Maritime University. Further on, we intend to discuss how the so called “smart” technologies came into occupying a very important place in the daily activities of our students forcing trainers to cope with this phenomenon in order to improve their teaching activities and even their relation (communication) with their students. We chose to develop this subject because everybody needs to be aware of the huge differences between generations of students. Previous generations used to require and enjoy studying from the traditional paper resources, while present generations do not even visit the libraries anymore. This is why university lecturers need to adapt their teaching methods, teaching tools and study materials to their students’ needs and of course to the evolution of technology.

Patient Satisfaction With Postpartum Teaching Methods.

Science.gov (United States)

Wagner, Debra L; Washington, Cynthia

2016-01-01

Postpartum discharge instructions are a crucial part of a mother's birth experience. Finding the method to provide those discharge instructions in a manner that increases the mother's satisfaction with her hospital experience is important. This quasi-experimental study examined the relationship between new mothers' interaction with nurses providing postpartum instructions by the traditional and class methods and their satisfaction with discharge teaching. The results indicated new mothers were satisfied with both methods of discharge teaching; however, they were more likely to report stronger agreement with overall satisfaction with the traditional method of discharge teaching than with attending the discharge class.

On Learning to Teach Fat Feminism

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Boling, Patricia

2011-01-01

As a feminist theorist who frequently teaches theorizing that starts from embodied experience, the author has begun to incorporate fat feminism into her teaching. As a neophyte and a relatively thin woman, she has been self-conscious about broaching issues related to fat bodies in her teaching, even though they clearly raise important issues about…

Developing clinical teaching capacities of midwifery students.

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Rance, Sharon; Sweet, Linda

2016-06-01

Competency Standards in Australia articulate that the midwife must be able to contribute to the professional development of themselves and others. Few undergraduate health professional curricula currently incorporate content for the development of specific knowledge and skills required for clinical teaching. This project aimed to understand and enhance midwifery students' preparedness to assume their future clinical teaching responsibilities. Design-based research was used to implement an educational intervention aimed at developing clinical teaching skills through a peer education session between 1st and 3rd year students. The perspectives of 30 undergraduate midwifery students about their preparedness for their teaching role and the intervention were obtained through 3 focus groups. A thematic analysis of the data was undertaken. Three themes were identified encompassing the research aims and objectives; 'Co-creating a culture for learning', 'reciprocal teaching and learning' and 'developing clinical teaching capacities'. The findings indicate that the midwifery students had a holistic understanding of their responsibilities in clinical teaching in the workplace. They were able to identify ways in which their teaching capacities were being developed through their clinical experiences and the curriculum, both intended and hidden. Despite limited educational activities for clinical teaching, the midwifery students made explicit connections of the relational interdependence of workplace-based experiences and their learning. Students were clearly able to identify ways in which their own learning experiences and the culture in which this learning is embedded, assists them to develop clinical teaching skills, ready to support the next generation of midwifery students. Copyright © 2015 Australian College of Midwives. Published by Elsevier Ltd. All rights reserved.

People, personal projects and the challenging of social structures: a contribution to the reflection on the challenges of teaching development studies

OpenAIRE

Parra Heredia, J.D. (Juan David)

2018-01-01

textabstractThis article makes a critique of using Post-Development as a tool in teaching an introductory course in development studies. Such a debate was initiated by Harcourt in a previous issue of Third World Quarterly as she reflected on her teaching experience in a European Institution. Harcourt concludes that the lack of engagement of some of the students in the course reflects the unwillingness of privileged middle-class pupils to challenge western lifestyles. I draw on a critical real...

EXPERIENCE, BODY AND MEMORY IN SCHOOL – REFLECTIONS ON THE TEACHING OF VISUAL ARTS FOR CHILDREN

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Maristani Polidori Zamperetti

2011-12-01

Full Text Available The separation of body and spirit, body and mind experienced by western culture perpetuates denial of embodiment and expression, following and promoting the separation and estrangement between the observed and observer, between Man and Nature. The body, which has been forgotten by the adults at school, is the object of knowledge and learning for children. Contrary to conventional educational forms, the body needs to take and hold other school spaces, increasing the materialization of our desires and possibilities of becoming the world. Trying to understand the issues of embodiment and the Arts at school realized experiences of teaching with research (2007-2009, with students of elementary school of Pelotas, Brazil, in the discipline of Visual Arts. I looked through the artistic process of drawing with chalk on the floor, enabling experiences of being in space and not being in it, as proposed by Merleau-Ponty (1989. In the artistic productions that have made the body and the manner of acting and body movement in the schoolyard, children have reaffirmed the proposition's author. Children are formed in the psychic space of their culture, in touch with people and with pedagogical proposals circulating in the school environment. Thus, there is the experience, students become belonging to a particular culture produced at the time actually experienced it, according to the relationships established among themselves, peers and teacher. Supporting me in Brandão (2008, Josso (2004 and Maturana (2004 long to reflect on the questions of experience and memory, issues considered relevant to the question of teacher education and teaching practices in visual arts.

Developing 21st century accreditation standards for teaching hospitals: the Taiwan experience

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Wung Cathy

2009-12-01

Full Text Available Abstract Background The purpose of this study is to establish teaching hospital accreditation standards anew with the hope that Taiwan's teaching hospitals can live up to the expectations of our society and ensure quality teaching. Methods The development process lasted two years, 2005-2006, and was separated into three stages. The first stage centered on leadership meetings and consensus building, the second on drafting the new standards with expert focus groups, and the third on a pilot study and subsequent revision. Results Our new teaching hospital accreditation standards have six categories and 95 standards as follows: educational resources (20 items, teaching and training plans and outcomes (42 items, research and results (9 items, development of clinical faculty and continuing education (8 items, academic exchanges and community education (8 items, and administration (8 items. Conclusions The new standards have proven feasible and posed reasonable challenges in the pilot study. We hope the new standards will strengthen teaching and research, and improve the quality of hospital services at the same time.

Personal experience narratives by students: a teaching-learning tool in bioethics.

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Pandya, Radhika H; Shukla, Radha; Gor, Alpa P; Ganguly, Barna

2016-01-01

The principles of bioethics have been identified as important requirements for training basic medical doctors. Till now, various modalities have been used for teaching bioethics, such as lectures, followed by a small case-based discussion, case vignettes or debates among students. For effective teaching-learning of bioethics, it is necessary to integrate theory and practice rather than merely teach theoretical constructs without helping the students translate those constructs into practice. Classroom teaching can focus on the theoretical knowledge of professional relationships, patient-doctor relationships, issues at the beginning and end of life, reproductive technologies, etc. However, a better learning environment can be created through an experiencebased approach to complement lectures and facilitate successful teaching. Engaging students in reflective dialogue with their peers would allow them to refine their ideas with respect to learning ethics. It can help in the development both of the cognitive and affective domains of the teaching of bioethics. Real-life narratives by the interns, when used as case or situation analysis models for a particular ethical issue, can enhance other students' insight and give them a moral boost. Doing this can change the classroom atmosphere, enhance motivation, improve the students' aptitude and improve their attitude towards learning bioethics. Involving the students in this manner can prove to be a sustainable way of achieving the goal of deep reflective learning of bioethics and can serve as a new technique for maintaining the interest of students as well as teachers.

Patient's anxiety and fear of anesthesia: effect of gender, age, education, and previous experience of anesthesia. A survey of 400 patients.

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Mavridou, Paraskevi; Dimitriou, Varvara; Manataki, Adamantia; Arnaoutoglou, Elena; Papadopoulos, Georgios

2013-02-01

Patients express high anxiety preoperatively, because of fears related to anesthesia and its implications. The purpose of this survey was to gain insight into these fears and to study whether they are affected by patients' sex, age, education, or previous experience of anesthesia. Questionnaires with fixed questions were distributed to consenting, consecutive surgical patients before the pre-anesthetic visit. The questionnaires included patients' demographics and questions related to their fears about anesthesia. Four-hundred questionnaires were collected and analyzed. Eighty-one percent of patients experience preoperative anxiety. The main sources of their anxiety were fear of postoperative pain (84 %), of not waking up after surgery (64.8 %), of being nauseous or vomiting (60.2 %), and of drains and needles (59.5 %). Patients are less concerned about being paralyzed because of anesthesia (33.5 %) or of revealing personal issues (18.8 %). Gender seems to affect patients fears, with women being more afraid (85.3 vs. 75.6 % of men, p = 0.014). The effects of patients' age, level of education, and previous experience of anesthesia are minor, except for individual questions. Sixty-three percent of our patients (mostly women 67.4 vs. 57.4 % of men, p = 0.039) talk about these fears with their relatives, although a vast majority of 95.5 % would prefer to talk with the anesthesiologist and be reassured by him. All patients, mostly women, express fears about anesthesia; this fear leads to preoperative anxiety. Slight differences are observed for some individual questions among patients of different sex, education level, and previous experience of anesthesia.

Near-peer teaching programme for medical students.

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Gottlieb, Zoe; Epstein, Samantha; Richards, Jeremy

2017-06-01

Near-peer teaching (NPT) is increasingly recognised as an effective method for teaching and learning within medical education. We describe a student-as-teacher programme developed for fourth-year students (MS4s) helping to deliver the second-year Respiratory Pathophysiology course at our medical school. Twelve MS4s were paired with faculty members to co-teach one or two small group case-based sessions for second-year students (MS2s). Beforehand, MS4s attended an orientation session and workshop, reviewing skills and strategies for teaching effectively. Following each teaching session co-taught by MS4s, both MS4s and MS2s completed multiple-choice surveys evaluating the MS4's teaching skills and the experience overall. MS4s also wrote reflection essays describing their experiences. Faculty member co-teachers completed a 12-question feedback form for MS4s during the session. We received 114 post-session MS2 surveys, 13 post-session MS4 surveys and 13 post-session faculty staff evaluations. The majority of MS2s reported that MS4s enhanced their understanding of the material, and considered the quality of MS4 teaching to be 'good' or 'outstanding'. Nearly all of the MS4s enjoyed their experiences and believed that the programme improved their teaching skills. Time management was the most common challenge cited by both MS4s and faculty member co-teachers. These data demonstrate that NPT is valuable for both MS2s and MS4s: MS2s benefited from the social and cognitive congruence afforded by near-peer teachers, whereas MS4s used this experience to build and enhance their skills as educators. These results support the continued involvement of MS4s in this second-year course, as well as broadening the scope of and opportunities for student teaching at our medical school and beyond. Near-peer teaching is recognised as an effective method for teaching and learning within medical education. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.

Work-related teaching and learning methods to foster generic skills in Higher Education. An Italian experience

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Daniela Frison

2016-11-01

Full Text Available Within the framework of modernisation of higher education systems in Europe, universities are invited to go beyond a knowledge-based perspective focused on disciplinary approaches and to be more concentrated on encouraging generic skills to deal with today’s complex and unpredictable career paths. The literature about Work-Related Learning and Work-Integrated Learning offers evidence to research regarding contributions of work-related experiences to the development of generic skills. The first part of the article presents a literature review carried out following the matching among three main keywords: work-related learning, generic skills, and higher education. Resources focused on the integration/teaching of generic skills in formal curriculum or in co-curriculum work-related activities and they were collected in order to explore the link between work-related learning in higher education and the development of generic skills. The focus is to identify valuable considerations to improve teaching strategies and methods. The second part presents an Italian work-related experience developed within the course of “Organizational Intervention Research Methods,” which involved 22 master’s degree students. The work-related assignment will be described in addition to the content analysis process of the 22 collected texts and the findings about the development of generic skills.

Teaching Journalism in Guangzhou.

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Zeitlin, Arnold

2002-01-01

Explains that at the core of an effort to teach journalism in English to students in the People's Republic of China is the question of whether there is a point to exposing western values to students. Includes an American journalist's experience teaching in an English-language journalism program at a Chinese University and his search for an answer…

Use of interactive teaching techniques to introduce mental health ...

African Journals Online (AJOL)

Methods: Teaching techniques included didactic lectures, case based discussion ... Conclusion: Interactive teaching provided a learning experience for both ... Keywords: Mental Health; Teaching; Resource-poor; Pilot; Innovative; Somaliland ...

Teaching Residents Practice-Management Knowledge and Skills: An "in Vivo" Experience

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Williams, Laurel Lyn

2009-01-01

Objective: This article explores the relevant data regarding teaching psychiatric residents practice management knowledge and skills. This article also introduces a unique program for teaching practice management to residents. Methods: A literature search was conducted through PubMed and "Academic Psychiatry". Additionally residents…

Relationship between premature loss of primary teeth with oral hygiene, consumption of soft drinks, dental care, and previous caries experience.

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López-Gómez, Sandra Aremy; Villalobos-Rodelo, Juan José; Ávila-Burgos, Leticia; Casanova-Rosado, Juan Fernando; Vallejos-Sánchez, Ana Alicia; Lucas-Rincón, Salvador Eduardo; Patiño-Marín, Nuria; Medina-Solís, Carlo Eduardo

2016-02-26

We determine the relationship between premature loss of primary teeth and oral hygiene, consumption of soft drinks, dental care and previous caries experience. This study focused on 833 Mexican schoolchildren aged 6-7. We performed an oral examination to determine caries experience and the simplified oral hygiene index. The dependent variable was the prevalence of at least one missing tooth (or indicated for extraction) of the primary dentition; this variable was coded as 0 = no loss of teeth and 1 = at least one lost primary tooth. The prevalence of at least one missing tooth was 24.7% (n = 206) (95% CI = 21.8-27.7). The variables that were associated with the prevalence of tooth loss (p oral hygiene (OR = 3.24), a lower frequency of brushing (OR = 1.60), an increased consumption of soda (OR = 1.89) and use of dental care (curative: OR = 2.83, preventive: OR = 1.93). This study suggests that the premature loss of teeth in the primary dentition is associated with oral hygiene, consumption of soft drinks, dental care and previous caries experience in Mexican schoolchildren. These data provide relevant information for the design of preventive dentistry programs.

A Latin Functionalist Dictionary as a Self-Learning Language Device: Previous Experiences to Digitalization

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Márquez, Manuel; Chaves, Beatriz

2016-01-01

The application of a methodology based on S.C. Dik's Functionalist Grammar linguistic principles, which is addressed to the teaching of Latin to secondary students, has resulted in a quantitative improvement in students' acquisition process of knowledge. To do so, we have used a self-learning tool, an ad hoc dictionary, of which the use in…

Working Overseas: An Ideal Way to Improve Teaching Profession

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Hamdi Serin

2017-10-01

Full Text Available Working abroad as a teacher is a great opportunity to develop teaching skills. Teachers develop new teaching strategies and transfer them to their own countries, learn how to use technological devices effectively in the classroom, learn about other people and other cultures and share their experiences with their students to create a stress free learning environment. These notions help teachers facilitate learning and make difference in teaching. Moreover, teachers with international experience can understand their students better. They can discern the needs and difficulties the students have and develop teaching strategies to help students with them. This paper explains the benefits of working abroad and writes about experiences of some teachers who worked overseas.

Including subjectivity in the teaching of Psychopathology

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Octavio Domont de Serpa Junior

2007-01-01

Full Text Available Current psychopathology studies have often been presented in their descriptive dimension. This perspective is important for teaching because it helps the students to recognize and identify the symptomatology of each psychopathology case. However, subjectivity, the experience of suffering and interpersonal aspects are all lost in this perspective. Coming from another psychopathology tradition - existential anthropology - this paper presents practical psychopathology teaching experience which considers such dimensions as being relevant to the understanding of mental suffering. The features and limitations of such traditions are briefly reviewed to support this teaching experience. Two new modalities of practical teaching, used in the discipline of "Special Psychopathology I" offered by the Department of Psychiatry and Forensic Medicine at the medical school of the Federal University of Rio de Janeiro for students of psychology, will be presented according to descriptive case study methodology. With these activities we also expect to change the practice of teaching. Traditionally, interviewing of in-patients by a large group of students who observe passively what is happening is the center of this kind of education. We intend to develop a model of teaching which is closer to the proposal of the Brazilian Psychiatric Reform which views mental illness as a complex phenomenon, always involving the relationship that the subject establishes with the world.

Autonomous Motivation for Teaching: How Self-Determined Teaching May Lead to Self-Determined Learning

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Roth, Guy; Assor, Avi; Kanat-Maymon, Yaniv; Kaplan, Haya

2007-01-01

This study examined teachers' experience of autonomous motivation for teaching and its correlates in teachers and students. It was hypothesized that teachers would perceive various motivations posited by E. L. Deci and R. M. Ryan's (2000) self-determination theory as falling along a continuum of autonomous motivation for teaching. Autonomous…

Teaching Women's Rights and the Imperialist Agenda

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Long, Alex

2014-01-01

The author is a graduate student studying English at the University of Wisconsin-Eau Claire, and recently concluded co-teaching a course called The Human Experience of War. The course consisted of reading various works of British literature that spanned World Wars I and II. Through the experience of teaching this course, one recurring theme that…

Using SMART Board Technology to Teach Young Students with Disabilities and Limited Group Learning Experience to Read Environmental Text

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Shepley, Collin; Lane, Justin D.; Gast, David L.

2016-01-01

A multiple probe design across behaviors was used to evaluate the effectiveness of a SMART Board used in conjunction with teacher delivered constant time delay (CTD) to teach environmental text to three young students with disabilities and minimal group learning experience during small group direct instruction. Observational learning, instructive…

Team Teaching: Are Two Better than One?

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Bettencourt, M. L.; Weldon, A. A.

2011-01-01

The authors explored two assumptions about college teaching and learning: first, that faculty teach in isolation, as institutional culture values and rewards autonomy over collaboration; and second, that faculty collaboration improves instruction. They present findings from an experiment in team teaching in a university beginning Spanish course in…

Peer Observation of Teaching: A Decoupled Process

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Chamberlain, John Martyn; D'Artrey, Meriel; Rowe, Deborah-Anne

2011-01-01

This article details the findings of research into the academic teaching staff experience of peer observation of their teaching practice. Peer observation is commonly used as a tool to enhance a teacher's continuing professional development. Research participants acknowledged its ability to help develop their teaching practice, but they also…

Previous experience of family violence and intimate partner violence in pregnancy

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Ana Bernarda Ludermir

2017-09-01

Full Text Available ABSTRACT OBJECTIVE To estimate differential associations between the exposure to violence in the family of origin and victimization and perpetration of intimate partner violence in pregnancy. METHODS A nested case-control study was carried out within a cohort study with 1,120 pregnant women aged 18–49 years old, who were registered in the Family Health Strategy of the city of Recife, State of Pernambuco, Brazil, between 2005 and 2006. The cases were the 233 women who reported intimate partner violence in pregnancy and the controls were the 499 women who did not report it. Partner violence in pregnancy and previous experiences of violence committed by parents or other family members were assessed with a standardized questionnaire. Multivariate logistic regression analyses were modeled to identify differential associations between the exposure to violence in the family of origin and victimization and perpetration of intimate partner violence in pregnancy. RESULTS Having seen the mother suffer intimate partner violence was associated with physical violence in childhood (OR = 2.62; 95%CI 1.89–3.63 and in adolescence (OR = 1.47; 95%CI 1.01–2.13, sexual violence in childhood (OR = 3.28; 95%CI 1.68–6.38 and intimate partner violence during pregnancy (OR = 1.47; 95% CI 1.01 – 2.12. The intimate partner violence during pregnancy was frequent in women who reported more episodes of physical violence in childhood (OR = 2.08; 95%CI 1.43–3.02 and adolescence (OR = 1.63; 95%CI 1.07–2.47, who suffered sexual violence in childhood (OR = 3.92; 95%CI 1.86–8.27, and who perpetrated violence against the partner (OR = 8.67; 95%CI 4.57–16.45. CONCLUSIONS Experiences of violence committed by parents or other family members emerge as strong risk factors for intimate partner violence in pregnancy. Identifying and understanding protective and risk factors for the emergence of intimate partner violence in pregnancy and its maintenance may help

Vocational trainees’ views and experiences regarding the learning and teaching of communication skills in general practice

OpenAIRE

Van Nuland, Marc; Thijs, Gaby; Van Royen, Paul; Van Den Noortgate, Wim; Goedhuys, Jo

2010-01-01

Objective: To explore the views and experiences of general practice (GP) vocational trainees regarding communication skills (CS) and the teaching and learning of these skills. METHODS: A purposive sample of second and third (final) year GP trainees took part in six focus group (FG) discussions. Transcripts were coded and analysed in accordance with a grounded theory approach by two investigators using Alas-ti software. Finally results were triangulated by means of semi-structured telephone in...

Fostering nature of science teaching in elementary pre-service teachers through developing reflection on teaching and learning

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Pongsanon, Khemmawadee

Although teacher educators have successfully helped K-12 teachers' develop adequate views of NOS, their views have not been transferred to their students. It is evident that K-12 students' understanding of NOS still does not align with the recommendation of the reforms document, indicating that holding an adequate view of NOS is insufficient for teaching NOS effectively. Instead, to teach NOS, teachers must develop the knowledge for translating their understanding of NOS into the forms accessible to students. The current study investigated the influence of four contexts of reflective practice on prospective elementary teachers' learning of how and intention to teach NOS. The participants were 18 pre-service teachers enrolled in a science methods course that was tied to a field experience course. To understand the development of the participants' intentions, knowledge of instructional strategies, and knowledge of assessment for teaching NOS, multiple data were collected throughout the science methods course and the field experience. Data sources included different versions of participants' lesson plans, video recordings of their teaching and teaching debriefings, online weekly teaching reflections, final semester reflection and other artifacts from the methods course. Content analysis was conducted with all data. The data revealed that the participants' knowledge of how and intentions to teach NOS were developed throughout the science methods course. Toward the conclusion of the semester, the participants showed intention to include NOS in their science instruction. With regard to strategies, participants planned to apply explicit reflective NOS instruction in the context of inquiry-based activities and stories from children's literature. They also planned to use age-appropriate language to refer to the targeted NOS aspects. In terms of assessment, by the conclusion of the semester the participants tended to use more formal assessment strategies. They reported

Secondary school teachers' experiences of teaching pregnant learners in Limpopo Province, South Africa

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Sogo F Matlala

2014-11-01

Full Text Available This paper presents the findings of a study on the experiences of secondary school teachers on teaching pregnant learners in Limpopo Province. A qualitative, exploratory, descriptive and contextual design was used. Semi-structured interviews were conducted with ten purposively selected secondary school teachers. Data analysis yielded six themes, which are: (1 identification of pregnant learners; (2 continuation of pregnant learners' school career; (3 dilemmas related to school-attending pregnant learners; (4 support of school-attending pregnant learners; (5 gender in pregnancy caretaking; and (6 communication and cooperation between teachers and parents. Teachers experienced challenges in identifying pregnant learners, and to meet their health needs as they lacked health related skills. Parents were not always cooperative towards teachers. It can be concluded that teachers face many dilemmas related to pregnant learners, and this requires a health facilitation model to enable teachers to assist pregnant learners such that they might better benefit from their schooling, and experience a positive health outcome.

[Teaching methods for clinical settings: a literature review].

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Brugnolli, Anna; Benaglio, Carla

2017-01-01

. Teaching Methods for clinical settings: a review. The teaching process during internship requires several methods to promote the acquisition of more complex technical skills such as relational, decisional and planning abilities. To describe effective teaching methods to promote the learning of relational, decisional and planning skills. A literature review of the teaching methods that have proven most effective, most appreciated by students, and most frequently used in Italian nursing schools. Clinical teaching is a central element to transform clinical experiences during internship in professional competences. The students are gradually brought to become more independent, because they are offered opportunities to practice in real contexts, to receive feedback, to have positive role models, to become more autonomous: all elements that facilitate and potentiate learning. Clinical teaching should be based on a variety of methods. The students value a gradual progression both in clinical experiences and teaching strategies from more supervised methods to methods more oriented towards reflecting on clinical practice and self-directed learning.

Ethical and Moral Matters in Teaching and Teacher Education

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Bullough, Robert V., Jr.

2011-01-01

The author reviews a set of articles on ethical and moral matters in teaching and teacher education previously published by Teaching and Teacher Education. Comparisons are made and a summary of findings offered.

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...

Honoring Thy Self in the Transition to Online Teaching.

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Maggio, Lauren A; Daley, Barbara J; Pratt, Daniel D; Torre, Dario M

2018-05-08

Increasingly health professions education (HPE) faculty are choosing or being required to transition their face-to-face teaching to online teaching. For many faculty, the online learning environment may represent a new context with unfamiliar technology, changing expectations, and unknown challenges. In this context, faculty members may find themselves teaching in ways that are dissonant with the existing assumptions, beliefs, and views that are central to their pedagogical or teaching identity. This "identity dissonance" may lead to dissatisfaction and frustration for the faculty and potentially suboptimal learning experience for students. In this Perspective, the authors propose that faculty consider using Pratt's five teaching perspectives as a conceptual framework to recognize and mitigate potential identity dissonance as they transition to teaching online. Derived and refined through several years of research, these teaching perspectives are based upon interrelated sets of intentions and beliefs that give direction and justification to faculty members' actions. They have been used in higher education to improve faculty satisfaction, self-reflection capabilities, and faculty development. The authors, therefore, believe that these teaching perspectives hold the potential to assist HPE faculty enhance their teaching and retain their primary teaching identify, even as they shift to online teaching. Doing so may ensure that the components of teaching they enjoy and draw self-efficacy from are still central to their teaching experience. Pratt's teaching perspectives also provide a conceptual framework for creating future faculty development initiatives and conducting research to better understand and improve the experience of transitioning to online teaching.Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a "work of the United States Government" for which copyright protection under Title

The Hospitalist Huddle: a 1-year experience of teaching Hospital Medicine utilizing the concept of peer teaching in medical education.

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Elhassan, Mohammed

2017-01-01

The relatively new specialty of Hospital Medicine in the USA is one of the fastest growing fields in internal medicine. Academic hospitalists are largely involved in the medical education of postgraduate residents and medical students. Little is known about the effectiveness of peer-to-peer teaching in internal medicine residency training programs and how the medical residents perceive its educational value in learning Hospital Medicine. The Hospitalist Huddle is a weekly educational activity newly established by our Hospitalist Division to facilitate the concept of peer-to-peer teaching. It requires medical residents to teach and educate their peers about the clinical topics related to Hospital Medicine. Faculty hospitalists serve as facilitators during the teaching sessions. A survey disseminated at the end of the first year of its implementation examined the residents' perception of the educational value of this new teaching activity. Most residents reported that they see the Huddle as a useful educational forum which may improve their skills in teaching, create a better educational and learning environment during their inpatient rotation, and improve their understanding of Hospital Medicine. Most residents also prefer that their peers, rather than faculty hospitalists, run the activity and do the teaching. The survey results support the notion that teaching and learning with flat hierarchies can be an appealing educational method to medical residents to help them understand Hospital Medicine during their medical wards rotation. Some areas need to be improved and others need to be continued and emphasized in order to make this novel educational activity grow and flourish in terms of its educational value and residents' satisfaction.

The Cat Is out of the Bag: The Joint Influence of Previous Experience and Looking Behavior on Infant Categorization

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Kovack-Lesh, Kristine A.; Horst, Jessica S.; Oakes, Lisa M.

2008-01-01

We examined the effect of 4-month-old infants' previous experience with dogs, cats, or both and their online looking behavior on their learning of the adult-defined category of "cat" in a visual familiarization task. Four-month-old infants' (N = 123) learning in the laboratory was jointly determined by whether or not they had experience…

Multimedia Products as Basis of New Teaching Organisation (Within Foreign Language Teaching

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Dobrinka Toteva

2014-05-01

Full Text Available University foreign language lecturers need to equalize prior language competence and expand students’ knowledge and skills. The existing teaching approaches prove insufficient, which is a reason to search for new and change the old ones. The development of learning skills using ICT extends basic information channels and thus stimulates the acquisition of new competences. When IT-assisted learning is used in cooperative environment, students gain more knowledge and retain it better. This article is based on practical experience in multimedia product development and study of international attempts to achieve identical teaching goals and turn products into good teaching materials.

Evaluation of teaching and learning in family medicine by students: a sri lankan experience.

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Ramanayake, R P J C; De Silva, A H W; Perera, D P; Sumanasekara, R D N; Gunasekara, R; Chandrasiri, P

2015-01-01

Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Completed questionnaires were returned by 114(99%) students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1%) followed by learning from patients(91.2%), debate(87.6%), seminar(87.5%) and small group discussions(71.9%). They were highly satisfied with the opportunity they had to develop communication skills (95.5%) and presentation skills (92.9%). Lesser learning opportunity was experienced for history taking (89.9%), problem solving (78.8%) and clinical examination (59.8%) skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62%) and availability of clinical equipment (53%) were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

Evaluation of teaching and learning in family medicine by students: A Sri Lankan experience

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R. P. J. C. Ramanayake

2015-01-01

Full Text Available Background: Family Medicine occupies a prominent place in the undergraduate curriculum of the Faculty of Medicine, University of Kelaniya, Sri Lanka. The one month clinical attachment during the fourth year utilizes a variety of teaching methods. This study evaluates teaching learning methods and learning environment of this attachment. Methodology: A descriptive cross sectional study was carried out among consenting students over a period of six months on completion of the clinical attachment using a pretested self administered questionnaire. Results: Completed questionnaires were returned by 114(99% students. 90.2% were satisfied with the teaching methods in general while direct observation and feed back from teachers was the most popular(95.1% followed by learning from patients(91.2%, debate(87.6%, seminar(87.5% and small group discussions(71.9%. They were highly satisfied with the opportunity they had to develop communication skills (95.5% and presentation skills (92.9%. Lesser learning opportunity was experienced for history taking (89.9%, problem solving (78.8% and clinical examination (59.8% skills. Student satisfaction regarding space within consultation rooms was 80% while space for history taking and examination (62% and availability of clinical equipment (53% were less. 90% thought the programme was well organized and adequate understanding on family medicine concepts and practice organization gained by 94% and 95% of the students respectively. Conclusions: Overall student satisfaction was high. Students prefer learning methods which actively involve them. It is important to provide adequate infra structure facilities for student activities to make it a positive learning experience for them.

International infectious diseases teaching to undergraduate medical students: A successful European collaborative experience.

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Charlier, Caroline; Johannessen, Ingólfur; Mackintosh, Claire L; Wilks, David; Cauda, Roberto; Wolf, Federica I; Le Jeunne, Claire

2017-09-01

The emerging global-health paradigm requires medical teaching to be continuously redefined and updated; to this end, transnational approaches should be encouraged and medical training harmonized. Infectious diseases (ID) teaching in the current context of emerging infections, fast-increasing bacterial resistance and large-scale human migration, was chosen to develop a common international course. We report the successful implementation of a joint European undergraduate course aiming to (i) develop a common ID core curriculum among European medical schools; (ii) promote mobility among teachers and students (iii) promote international cooperation among European teachers. The course was built around teachers' mobility. It was delivered in English by a team of European medical educators from Paris Descartes University, Università Cattolica del Sacro Cuore in Rome and the University of Edinburgh to groups of 25-30 undergraduate medical students at each university. Partner Institutions officially recognized the course as substitutive of or additive to the regular curriculum. The course has been running for 3 years and received excellent satisfaction scores by students and staff as regards to scientific content, pedagogy and international exchanges. This cooperative approach demonstrates the feasibility of a harmonized European undergraduate medical education, having ID as a test experiment for future developments.

Can Near-Peer Teaching Improve Academic Performance?

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Williams, Brett; Fowler, James

2014-01-01

Near peer teaching is becoming increasingly popular within healthcare education. The experiences and effects of near-peer teaching upon the near-peer teachers' academic performance are poorly understood. In order to address this, the objective of this study was to examine whether a near-peer teaching program improved the overall clinical unit…

Teaching Introductory Life Science Courses in Colleges of Agriculture: Faculty Experiences

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Balschweid, Mark; Knobloch, Neil A.; Hains, Bryan J.

2014-01-01

Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food…

Online Language Teaching: Teacher Perceptions of Effective Communication Tools, Required Skills and Challenges of Online Teaching

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De Paepe, Liesbeth; Zhu, Chang; Depryck, Koen

2018-01-01

To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides…

The effects of laboratory inquire-based experiments and computer simulations on high school students‘ performance and cognitive load in physics teaching

Directory of Open Access Journals (Sweden)

Radulović Branka

2016-01-01

Full Text Available The main goal of this study was to examine the extent to which different teaching instructions focused on the application of laboratory inquire-based experiments (LIBEs and interactive computer based simulations (ICBSs improved understanding of physical contents in high school students, compared to traditional teaching approach. Additionally, the study examined how the applied instructions influenced students’ assessment of invested cognitive load. A convenience sample of this research included 187 high school students. A multiple-choice test of knowledge was used as a measuring instrument for the students’ performance. Each task in the test was followed by the five-point Likert-type scale for the evaluation of invested cognitive load. In addition to descriptive statistics, determination of significant differences in performance and cognitive load as well as the calculation of instructional efficiency of applied instructional design, computed one-factor analysis of variance and Tukey’s post-hoc test. The findings indicate that teaching instructions based on the use of LIBEs and ICBSs equally contribute to an increase in students’ performance and the reduction of cognitive load unlike traditional teaching of Physics. The results obtained by the students from the LIBEs and ICBSs groups for calculated instructional efficiency suggest that the applied teaching strategies represent effective teaching instructions. [Projekat Ministarstva nauke Republike Srbije, br. 179010: The Quality of Education System in Serbia from European Perspective

Teaching Students with Special Educational Needs in Inclusive Music Classrooms: Experiences of Music Teachers in Hong Kong Primary Schools

Science.gov (United States)

Wong, Marina Wai-yee; Chik, Maria Pik-yuk

2016-01-01

It has been a decade since the implementation of Hong Kong's policy of inclusion, that mainstream schools should admit students with special educational needs (SEN). This study reports on music teachers' experiences of teaching SEN students in inclusive music classrooms. Data were derived from a qualitative multiple case study comprising 10…

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.…

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…

Confidence Demonstrated by Students of Pedagogy on the Teaching of Astronomy in the Initial Years of the Elementary School

Science.gov (United States)

Welington, Cerqueira, Jr.; dos Santos Almeida, Robenil; do Santos da Conceição, Regiane; Dutra, Glênon

2015-12-01

This work attempts to identify the level of confidence of some students of the course in Pedagogy of a public University located in the interior of the Bahia state, for the teaching of contents of Astronomy in the initial years of the Elementary School. The data was obtained from the application of a questionnaire, answered by 16 students. The analysis of these results took into account several factors, like the framework of the curriculum of the graduation course in Pedagogy, the reading profile of the students and the level of experience regarding their teaching in classroom. The obtained results point to a great insecurity of the students regarding the teaching of contents of Astronomy, being compatible with previous findings of other investigators of the area.

Rule-Governed Behavior: Teaching a Preliminary Repertoire of Rule-Following to Children With Autism

OpenAIRE

Tarbox, Jonathan; Zuckerman, Carrie K; Bishop, Michele R; Olive, Melissa L; O'Hora, Denis P

2011-01-01

Rule-governed behavior is generally considered an integral component of complex verbal repertoires but has rarely been the subject of empirical research. In particular, little or no previous research has attempted to establish rule-governed behavior in individuals who do not already display the repertoire. This study consists of two experiments that evaluated multiple exemplar training procedures for teaching a simple component skill, which may be necessary for developing a repertoire of rule...

Experiences of leaders in the implementation of Lean in a teaching hospital--barriers and facilitators in clinical practices: a qualitative study.

NARCIS (Netherlands)

Aij, K.H.; Simons, F.E.; Widdershoven, G.A.; Visse, M.A.

2013-01-01

Objectives: To date, experiences of leaders in the implementation of Lean after a Lean Training Programme have not been systematically investigated within teaching hospitals. Existing studies have identified barriers and facilitators only from an improvement programme perspective and have not

Culture in teaching English as an international language in CLT curriculum

Institute of Scientific and Technical Information of China (English)

韩笑晨

2017-01-01

This thesis explored the role of culture in EIL teaching on the basis of CLT contexts by reviewing plentiful previous studies. Generally speaking, this thesis emphasized the relationship between language and culture, the necessity and importance of culture teaching in language teaching, what kind of culture should be included in cultural content for culture teaching and challenges of culture teaching in EIL teaching as well. In a word, Culture is correlated with language. Culture teaching plays a significant role in EIL teaching. In culture teaching, not only the target culture, but also various cultures related to EIL learners' daily life should be included.

[A Teaching Experience: Psychiatric Interview on a Simulated Scenario With the Participation of Actors of the Altergesto Theater Group].

Science.gov (United States)

Betancourt Galeano, Wendy; Castrillón Muñoz, Eduardo; Godoy Jaimes, Kristy Alejandra; Matheus Lamus, Johanna; Ramírez Rivera, Sandra Milena; Ríos Castañeda, Sandra Viviana

2016-01-01

Simulation has been used as a learning tool in different disciplines and professions, including medicine and its specialties. Its usefulness is directly related to the integration of objectives, contents, methodologies and specific resources in each area of knowledge. To describe the development of an educational experience implemented in the Pontificia Universidad Javeriana Cali (Cali, Colombia) with medical students of Human Behavior II program, between 2012 and 2013. This experience was performed with simulated patients played by actors of the Altergesto theater group, that were interviewed by students under the supervision of psychiatrists and teachers of the subject, using the Simulated Hospital of the University. A historical development recall of the teaching sequence was made from the first half of 2012 to the second half of 2013, a statement of pedagogical objectives, and a description of the teaching-learning strategies. 158 interviews were conducted over a period of two years during which it was necessary to raise methodological solutions to adapt this teaching sequence to the content and objectives of the subject. The high-fidelity simulation, integrating actors who represent psychiatric patients mixed with the technology of a Simulated Hospital was useful to achieve compliance with the objectives proposed in the course of Human Behavior II, as a part of the program of Medicine at the Pontificia Universidad Javeriana Cali. In parallel, the construction of experience as an interdisciplinary project and the practical approach of this strategy may impact on cognitive, emotional, behavioral dimensions of the participants, encouraging meaningful learning. An easy access database for the collected material and the study of the effects of this strategy in the formation of long-term students is needed. Copyright © 2015 Asociación Colombiana de Psiquiatría. Publicado por Elsevier España. All rights reserved.

Towards an Integrated Approach to Teaching Business English: A Chinese Experience

Science.gov (United States)

Zhang, Zuocheng

2007-01-01

This paper reviews the practices in the teaching of Business English in China over the past 50 years and two perspectives on Business English that have been influential in conceptualizing a new approach to curriculum design. The review demonstrates that there has been an evolution from intuition-led practices to content-based teaching, and to more…

[Teaching quantitative methods in public health: the EHESP experience].

Science.gov (United States)

Grimaud, Olivier; Astagneau, Pascal; Desvarieux, Moïse; Chambaud, Laurent

2014-01-01

Many scientific disciplines, including epidemiology and biostatistics, are used in the field of public health. These quantitative sciences are fundamental tools necessary for the practice of future professionals. What then should be the minimum quantitative sciences training, common to all future public health professionals? By comparing the teaching models developed in Columbia University and those in the National School of Public Health in France, the authors recognize the need to adapt teaching to the specific competencies required for each profession. They insist that all public health professionals, whatever their future career, should be familiar with quantitative methods in order to ensure that decision-making is based on a reflective and critical use of quantitative analysis.

LabView Based Nuclear Physics Laboratory experiments as a remote teaching and training tool for Latin American Educational Centers

International Nuclear Information System (INIS)

Sajo-Bohus, L.; Greaves, E. D.; Barros, H.; Gonzalez, W.; Rangel, A.

2007-01-01

A virtual laboratory via internet to provide a highly iterative and powerful teaching tool for scientific and technical discipline is given. The experimenter takes advantage of a virtual laboratory and he can execute nuclear experiment at introductory level e.g. Gamma ray detection with Geiger-Mueller Counter at remote location using internet communication technology

Reflections on the Teaching of Programming

DEFF Research Database (Denmark)

general challenge of  teaching software engineering. The primary issues covered in this part are testing,  extreme programming, and frameworks. These are all issues that are typically covered  in later courses.  Part IV, the last part of the book, consists of two chapters addressing innovative  approaches...... in teaching programming, as well as a  substantial body of publications in the computer science education literature.  The authors are members of the Scandinavian Pedagogy of Programming Network,  and bring together a diverse body of experiences from the Nordic European countries.  The 14 chapters of the book......This state-of-the-art survey, reflecting on the teaching of programming, has been written by a group of primarily Scandinavian researchers and educators with special interest and experience in the subject of programming. The 14 chapters - contributed by 24 authors - present practical experience...

Facilities as teaching tools: A transformative participatory professional development experience

Science.gov (United States)

Wilson, Eric A.

Resource consumption continues to increase as the population grows. In order to secure a sustainable future, society must educate the next generation to become "sustainability natives." Schools play a pivotal role in educating a sustainability-literate society. However, a disconnect exists between the hidden curriculum of the built environment and the enacted curriculum. This study employs a transformative participatory professional development model to instruct teachers on how to use their school grounds as teaching tools for the purpose of helping students make explicit choices in energy consumption, materials use, and sustainable living. Incorporating a phenomenological perspective, this study considers the lived experience of two sustainability coordinators. Grounded theory provides an interpretational context for the participants' interactions with each other and the professional development process. Through a year long professional development experience - commencing with an intense, participatory two-day workshop -the participants discussed challenges they faced with integrating facilities into school curriculum and institutionalizing a culture of sustainability. Two major needs were identified in this study. For successful sustainability initiatives, a hybrid model that melds top-down and bottom-up approaches offers the requisite mix of administrative support, ground level buy-in, and excitement vis-a-vis sustainability. Second, related to this hybrid approach, K-12 sustainability coordinators ideally need administrative capabilities with access to decision making, while remaining connected to students in a meaningful way, either directly in the classroom, as a mentor, or through work with student groups and projects.

The student experience of applied equivalence-based instruction for neuroanatomy teaching.

Science.gov (United States)

Greville, W James; Dymond, Simon; Newton, Philip M

2016-01-01

Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone 'equivalence-based instruction' (EBI) learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology) results in the learning of higher numbers of untaught relationships. We used a pre and post test design to assess students' learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding 'rote' vs. 'deep' learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.

Early Career Mathematics Teachers' General Pedagogical Knowledge and Skills: Do Teacher Education, Teaching Experience, and Working Conditions Make a Difference?

Science.gov (United States)

König, Johannes; Blömeke, Sigrid; Kaiser, Gabriele

2015-01-01

We examined several facets of general pedagogical knowledge and skills of early career mathematics teachers, asking how they are associated with characteristics of teacher education, teaching experience, and working conditions. Declarative general pedagogical knowledge (GPK) was assessed via a paper-and-pencil test, while early career teachers'…

A collection of problems for physics teaching

International Nuclear Information System (INIS)

Groeber, S; Jodl, H-J

2010-01-01

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

Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video

DEFF Research Database (Denmark)

Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte

2017-01-01

OBJECTIVES: The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students......' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. METHODS: The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed...

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

Science.gov (United States)

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

2017-12-01

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

Experimenting with practice

DEFF Research Database (Denmark)

Knudsen, Hanne; Adriansen, Hanne Kirstine

2016-01-01

Abstract Purpose Teaching executive courses always raises the challenge of how to deal with the tension between theory and practice. The present chapter analyses the use of experiments in practice as a pedagogical approach to deal with this tension in Master’s programmes. Design/methodology/appro......Abstract Purpose Teaching executive courses always raises the challenge of how to deal with the tension between theory and practice. The present chapter analyses the use of experiments in practice as a pedagogical approach to deal with this tension in Master’s programmes. Design...... that it is important to observe the distinction between the role of the manager and the role of the student in order to meet ethical challenges, inevitably raised by experimenting with practice. Finally we argue that the experimental teaching practice can be conceptualised as a monstrous pedagogy, as the pedagogy...... pedagogy they use fort dealing with this tension. Practical implications Many Master’s programmes draw empirical data from the students’ own practice into the teaching. We argue that using experiments is highly useful to identify some of the general challenges inherent in analyses of one’s own practice...

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.

EDUCATION IN TIMES NET GENERATION: HOW DIGITAL IMMIGRANTS CAN TEACH DIGITAL NATIVES

Directory of Open Access Journals (Sweden)

Hamilton Viana Chaves

2016-04-01

Full Text Available Members of the knowledge society, of the network society or of the informatics society are some names that seem to define the current generation. Net generation is a generic nomenclature which covers all the previous terms. Digital immigrants are the subjects whom were born before the advent of digital technologies and who joined to them. Digital natives are the subjects whom were born in the current generation and that would have special qualities, especially regarding the learning process. Considering all this context, a question arises: how the digital immigrants teach the digital natives? This item justifies itself because there is a meeting of generations, in theory, significantly differentiated. Due to this, it would be necessary to identify the appropriate educational forms according to the presented situation. Our teaching experience convinces us that, yes, we should valorize the information’s technologies and communication, understanding that these are means, not ends. It is important to highlight that any tool causes advances and regressions, a fact that serves to guide our teaching practice.

Innovative practices in teaching information sciences and technology experience reports and reflections

CERN Document Server

Carroll, John M

2014-01-01

University teaching and learning has never been more innovative than it is now.This has been enabled by a better contemporary understanding of teaching and learning. Instructors now present situated projects and practices to their students, not just foundational principles. Lectures and structured practice are now often replaced by engaging and constructivist learning activities that leverage what students know about, think about and care about.Teaching innovation has also been enabled by online learning in the classroom, beyond the classroom and beyond the campus. Learning online is perhaps n

Promoting Culturally Responsive Standards-Based Teaching

Science.gov (United States)

Saifer, Steffen; Barton, Rhonda

2007-01-01

Culturally responsive standards-based (CRSB) teaching can help bring diverse school communities together and make learning meaningful. Unlike multicultural education--which is an important way to incorporate the world's cultural and ethnic diversity into lessons--CRSB teaching draws on the experiences, understanding, views, concepts, and ways of…

The Teaching Procedure to Improve Students’ Memory

Institute of Scientific and Technical Information of China (English)

Yan Kefei

2015-01-01

Memory is the normal function of brain, and important psychological process for recognizing new information. Memory plays a very important role in teaching and learning. But according to the writer’s teaching experience for many years, writer realizes that students always forget what they learned in a short time. In order to improve students’ memory, writer researches effective teaching procedure in this paper.

Effective Teaching Methods in Higher Education: Requirements and Barriers.

Science.gov (United States)

Shirani Bidabadi, Nahid; Nasr Isfahani, Ahmmadreza; Rouhollahi, Amir; Khalili, Roya

2016-10-01

Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology. This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors). Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes. According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered) plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors' behavior and some of these are prerequisite in professors' outlook. Also, there are some major barriers, some of which are associated with the professors' operation and others are related to laws and regulations. Implications of these findings for teachers' preparation in education are discussed. In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities should be awarded of these barriers and requirements as a way to

Effective teaching methods in higher education: requirements and barriers

Directory of Open Access Journals (Sweden)

NAHID SHIRANI BIDABADI

2016-10-01

Full Text Available Introduction: Teaching is one of the main components in educational planning which is a key factor in conducting educational plans. Despite the importance of good teaching, the outcomes are far from ideal. The present qualitative study aimed to investigate effective teaching in higher education in Iran based on the experiences of best professors in the country and the best local professors of Isfahan University of Technology. Methods: This qualitative content analysis study was conducted through purposeful sampling. Semi-structured interviews were conducted with ten faculty members (3 of them from the best professors in the country and 7 from the best local professors. Content analysis was performed by MAXQDA software. The codes, categories and themes were explored through an inductive process that began from semantic units or direct quotations to general themes. Results: According to the results of this study, the best teaching approach is the mixed method (student-centered together with teacher-centered plus educational planning and previous readiness. But whenever the teachers can teach using this method confront with some barriers and requirements; some of these requirements are prerequisite in professors’ behavior and some of these are prerequisite in professors’ outlook. Also, there are some major barriers, some of which are associated with the professors’ operation and others are related to laws and regulations. Implications of these findings for teachers’ preparation in education are discussed. Conclusion: In the present study, it was illustrated that a good teaching method helps the students to question their preconceptions, and motivates them to learn, by putting them in a situation in which they come to see themselves as the authors of answers, as the agents of responsibility for change. But training through this method has some barriers and requirements. To have an effective teaching; the faculty members of the universities

Teaching Poetry Tips; Teaching English without Desks; A Brief History of Time and the "Red Clock."

Science.gov (United States)

Reid, Gem; And Others

1993-01-01

This issue of "Insights into Open Education" presents three short articles dealing with teaching poetry, English instruction, and the concept of time. The first article, "Teaching Poetry Tips" (Gem Reid), discusses the author's experiences conducting a week-long poetry workshop for a class of 30 second graders. The second article, "Teaching…

Teaching Syllogistics Using E-learning Tools

DEFF Research Database (Denmark)

Øhrstrøm, Peter; Sandborg-Petersen, Ulrik; Thorvaldsen, Steinar

2016-01-01

This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do l...... involving different teaching methods will be compared.......This paper is a study of various strategies for teaching syllogistics as part of a course in basic logic. It is a continuation of earlier studies involving practical experiments with students of Communication using the Syllog system, which makes it possible to develop e-learning tools and to do...... learning analytics based on log-data. The aim of the present paper is to investigate whether the Syllog e-learning tools can be helpful in logic teaching in order to obtain a better understanding of logic and argumentation in general and syllogisms in particular. Four versions of a course in basic logic...

FTA Training Programs: Searching for Appropriate Teaching Styles.

Science.gov (United States)

Byrd, Patricia; Constantinides, Janet C.

1988-01-01

In addition to acquiring communicative competence, teaching assistants who speak English as a second language must learn human relations skills, and how to teach content through appropriate teaching methods and skills that will help them bridge the cultural and language differences they experience in U.S. institutions of higher education. (CB)

Nuclear track detector kit for use in teaching

Energy Technology Data Exchange (ETDEWEB)

Medveczky, L.; Somogyi, G.; Nagy, M.

1986-01-01

By the use of solid state nuclear track detectors (SSNTDs) one may carry out several useful and impressive educational experiments and demonstrations to illustrate different phenomena when teaching of nuclear physics. Realizing this situation the authors have published, since 1970, reports on several experiments for teaching demonstrations. Based on the authors instructions, a factory in Hungary (TANFRT, National Manufacturers and Suppliers of School Equipment, Budapest) constructed a kit for the use of nuclear track detectors in teaching. The portable kit contains the following items: alpha-emitting weak sources, solid state nuclear track detectors (unirradiated, irradiated, unetched and etched sheets), simple tools for carrying out experiments (facilities for irradiation and etching, etc.), slides showing photos of typical etch-tracks of light and heavy nuclei, user manual. By the help of the kit both pupils and teachers can perform various useful experiments and/or demonstrations.

Teaching Evolution: From SMART Objectives to Threshold Experience

Science.gov (United States)

Wolf, Alexander; Akkaraju, Shylaja

2014-01-01

Despite the centrality of evolution to the study of biology, the pedagogical methods employed to teach the subject are often instructor-centered and rarely embedded in every topic throughout the curriculum. In addition, students' prior beliefs about evolution are often dismissed rather than incorporated into the classroom. In this article we…

Student Teaching--An Experience of Change and Growth.

Science.gov (United States)

Nicholsen, Jean

1980-01-01

Jonathan Livingston Seagull represents the concepts of change and growth in the elementary student teaching program at Indiana University-Purdue University. Student feedback indicates acceptance of the symbolism as it is used in materials and activities to reinforce the motto, "We can be free! We can learn to fly!" (CM)

The student experience of applied equivalence-based instruction for neuroanatomy teaching

Directory of Open Access Journals (Sweden)

W. James Greville

2016-09-01

Full Text Available Purpose Esoteric jargon and technical language are potential barriers to the teaching of science and medicine. Effective teaching strategies which address these barriers are desirable. Here, we created and evaluated the effectiveness of stand-alone ‘equivalence-based instruction’ (EBI learning resources wherein the teaching of a small number of direct relationships between stimuli (e.g., anatomical regions, their function, and pathology results in the learning of higher numbers of untaught relationships. Methods We used a pre and post test design to assess students’ learning of the relations. Resources were evaluated by students for perceived usefulness and confidence in the topic. Three versions of the resources were designed, to explore learning parameters such as the number of stimulus classes and the number of relationships within these classes. Results We show that use of EBI resulted in demonstrable learning of material that had not been directly taught. The resources were well received by students, even when the quantity of material to be learned was high. There was a strong desire for more EBI-based teaching. The findings are discussed in the context of an ongoing debate surrounding ‘rote’ vs. ‘deep’ learning, and the need to balance this debate with considerations of cognitive load and esoteric jargon routinely encountered during the study of medicine. Conclusion These standalone EBI resources were an effective, efficient and well-received method for teaching neuroanatomy to medical students. The approach may be of benefit to other subjects with abundant technical jargon, science and other areas of medicine.

The Effects of Working Abroad on the Development of Teaching Skills

Directory of Open Access Journals (Sweden)

Bünyamin Çelik

2018-04-01

Full Text Available Teaching overseas has always been a great opportunity 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 contribute to the achievement of their students more. This paper focuses on the effects of working abroad as a teacher on the development of teaching skills.

We Don't Get Any Training: The Impact of a Professional Development Model on Teaching Practices of Chemistry and Biology Graduate Teaching Assistants

Science.gov (United States)

Mutambuki, Jacinta M.; Schwartz, Renee

2018-01-01

This study investigated the implementation of best teaching practices by science graduate teaching assistants [GTAs] (3 chemists and 2 biologists) in five inquiry-based, interdisciplinary chemistry-biology experiments during a six-week professional development (PD) program, Engage PD. Additionally, we examined GTAs' experiences in implementing…

Characteristics of medical teachers using student-centered teaching methods.

Science.gov (United States)

Kim, Kyong-Jee; Hwang, Jee-Young

2017-09-01

This study investigated characteristics of medical teachers who have adopted student-centered teaching methods into their teaching. A 24-item questionnaire consisted of respondent backgrounds, his or her use of student-centered teaching methods, and awareness of the school's educational objectives and curricular principles was administered of faculty members at a private medical school in Korea. Descriptive statistics and chi-square analysis were conducted to compare faculty use of student-centered approaches across different backgrounds and awareness of curricular principles. Overall response rate was 70% (N=140/200), approximately 25% (n=34) of whom were using student-centered teaching methods. Distributions in the faculty use of student-centered teaching methods were significantly higher among basic sciences faculty (versus clinical sciences faculty), with teaching experiences of over 10 years (versus less than 10 years), and who were aware of the school's educational objectives and curricular principles. Our study indicates differences in medical faculty's practice of student-centered teaching across disciplines, teaching experiences, and their understanding of the school's educational objectives curricular principles. These findings have implications for faculty development and institutional support to better promote faculty use of student-centered teaching approaches.

Congruency between educators' teaching beliefs and an electronic health record teaching strategy.

Science.gov (United States)

Bani-issa, Wegdan; Rempusheski, Veronica F

2014-06-01

Technology has changed healthcare institutions into automated settings with the potential to greatly enhance the quality of healthcare. Implementation of electronic health records (EHRs) to replace paper charting is one example of the influence of technology on healthcare worldwide. In the past decade nursing higher education has attempted to keep pace with technological changes by integrating EHRs into learning experiences. Little is known about educators' teaching beliefs and the use of EHRs as a teaching strategy. This study explores the composition of core teaching beliefs of nurse educators and their related teaching practices within the context of teaching with EHRs in the classroom. A collective case study and qualitative research approach was used to explore and describe teaching beliefs of seven nurse educators teaching with EHRs. Data collection included open-ended, audio-taped interviews and non-participant observation. Content analysis of transcribed interviews and observational field notes focused on identification of teaching belief themes and associated practices. Two contrasting collective case studies of teaching beliefs emerged. Constructivist beliefs were dominant, focused on experiential, student-centered, contextual and collaborative learning, and associated with expanded and a futuristic view of EHRs use. Objectivist beliefs focused on educators' control of the context of learning and were associated with a constrained, limited view of EHRs. Constructivist educators embrace technological change, an essential ingredient of educational reform. We encourage nurse educators to adopt a constructivist view to using technology in teaching in order to prepare nurses for a rapidly changing, technologically sophisticated practice. Copyright © 2014 Elsevier Ltd. All rights reserved.

Young Muslim Women's Experiences of Islam and Physical Education in Greece and Britain: A Comparative Study

Science.gov (United States)

Dagkas, Symeon; Benn, Tansin

2006-01-01

Previous research suggests that Muslim women can experience particular problems when taking physical education (PE) lessons, for example with dress codes, mixed-teaching and exercise during Ramadan; and they can face restrictions in extra-curricular activities for cultural and religious reasons. The area is under-researched and there is little…

Learning to teach science in urban schools

Science.gov (United States)

Tobin, Kenneth; Roth, Wolff-Michael; Zimmermann, Andrea

2001-10-01

Teaching in urban schools, with their problems of violence, lack of resources, and inadequate funding, is difficult. It is even more difficult to learn to teach in urban schools. Yet learning in those locations where one will subsequently be working has been shown to be the best preparation for teaching. In this article we propose coteaching as a viable model for teacher preparation and the professional development of urban science teachers. Coteaching - working at the elbow of someone else - allows new teachers to experience appropriate and timely action by providing them with shared experiences that become the topic of their professional conversations with other coteachers (including peers, the cooperating teacher, university supervisors, and high school students). This article also includes an ethnography describing the experiences of a new teacher who had been assigned to an urban high school as field experience, during which she enacted a curriculum that was culturally relevant to her African American students, acknowledged their minority status with respect to science, and enabled them to pursue the school district standards. Even though coteaching enables learning to teach and curricula reform, we raise doubts about whether our approaches to teacher education and enacting science curricula are hegemonic and oppressive to the students we seek to emancipate through education.

Training of Trainers (ToT) Program in Team Teaching

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Febrianti, Werry; Wiryanto, Leo Hari

2018-01-01

The first year students in Sumatera Institute of Technology (ITERA) follow the first year program (TPB). They will learn about mathematics, physics, chemistry, and all of the basic subjects that they need for learning in ITERA. They will study in the big classrooms with different background department of their friends. This situation makes the lectures become more challenging in teaching their lessons. Besides the classrooms, the experience of the lecturers is still need to be improved because the lecturers are young and less of experience in teaching so that they need guidance from their senior lecturer. Because of that situation, Training of Trainers (ToT) program in team teaching is one of the solution that can increase the young lecturers’s ability so that they can teach well in the massal conditions of the classrooms. ToT program in team teaching indicated the better result than regular teaching.

ICT in Psychology Teaching: Formative Evaluations

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Chen, Weiqin; Reber, Rolf; Stokke-Olsen, Anne Margrethe; Gudem, Birgitte

2008-01-01

This article presents design, development, and evaluation of POSbase in Psychology teaching. POSbase is a highly flexible system that encourages constructive and self-regulated learning. It also allows researchers and instructors to share their teaching materials and experience. POSbase was introduced to undergraduate and to masters students in…

Teaching Shakespeare, II.

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Salomone, Ronald E., Ed.

1985-01-01

Because of the wide and continuing interest in a previous issue on techniques for teaching works by Shakespeare, this journal issue presents 19 additional articles on a broad range of Shakespeare related topics. Following an introduction, the titles of the articles and their authors are as follows: (1) "Making Changes/Making Sense"…

Modern Approaches to Foreign Language Teaching: World Experience

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Shumskyi, Oleksandr

2016-01-01

The problem of applying communicative approach to foreign language teaching of students in non-language departments of higher education institutions in a number of countries has been analyzed in the paper. The brief overview of main historic milestones in the development of communicative approach has been presented. It has been found out that…

Higher Education: The Online Teaching and Learning Experience

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Barr, Betty A.; Miller, Sonya F.

2013-01-01

Globally, higher education, as well as K-12, utilizes online teaching to ensure that a wide array of learning opportunities are available for students in a highly competitive technological arena. The most significant influence in education in recent years is the increase and recognition of private for-profit adult distance and online education…

The Meaning of Older Adults' Peer Teaching: A Phenomenological Study

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Choi, Ilseon

2009-01-01

This study investigated older adults' peer teaching experiences at a Lifelong Learning Institute through interviews with eight teachers and observations of their classes. Thematic analysis revealed themes of peer-to-peer teaching, volunteer teaching, and explorative teaching. Discussion of the themes examines the meaning of older adults' peer…

Engaging non-Majors: Teaching From the Eye of Hurricane Katrina and the Pacific Ocean

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Sarmiento, S. E.

2007-12-01

Engaging non-majors to become interested in the geosciences college courses they take for a science requirement represents a challenge. These courses are most likely the only exposure they will ever have to a formal earth science curriculum. Experience shows a general lack of motivation and the need to find effective teaching methods to raise their interest. In the beginning of the fall 2005 semester, I participated in a research project to measure water vapor contents on the ground of the eye of hurricane Katrina in Slidell, Louisiana. Sharing this experience with my physical and environmental geology students made a significant difference (25 percentage final grade improvement) on their interest and course performance over previous semesters. Class presentations with data collected in Katrina contributed to build a general trust in the instructor and in the way, students viewed the role of geosciences in the mitigation of natural hazardous processes. The use of travel blogs and internet enhanced courses allows teaching real time from almost anywhere as it was recently done from the east pacific (360 miles NW from Guam). An interactive portfolio of the faculty field experiences presented at the beginning of the semester has the potential to build student interest and their trust on the faculty experience and passion for the subject.

The study of topics of Astronomy in Physics teaching that addresses the significant learning

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Santos Neta, M. L.; Voelzke, M. R.

2017-12-01

In this work are discussed the results of the case study on the oceanic tides for which it was used didactic sequences, based on the Cycle of Experience of George Kelly (Kelly 1963), applied in four groups of the first year of the integral medium teaching. The data obtained in two same tests - Pre and Post-Test - before and after the application of the didactic sequences, as well as the verification of the significant learning analysed as for the conditions of the previous knowledge considering authors Boczko (1984), Horvath (2008) and Kepler & Saraiva (2013). Also the values were analysed obtained the Post-Test II applied to the long period. The results reveal that the worked groups presented previous knowledge in conditions adapted for the understanding of the event, as well as, for they be used in the situation-problem resolution that demands the understanding. Verify also that the idea of the didactic sequence can be used as tool in the relationship teaching-learning addressed to the significant learning.

Experimental research on application of mutual-aid teaching method in technique teaching of university’s football elective course

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Wu Jiarong

2016-01-01

Full Text Available With the social development and reform of education system, the quality-oriented education and lifelong education gradually become education reform goals of colleges and universities, the physical education of the higher education and university are also developed. This research adopts the literature data method, ques-tionnaire method, experimental method, mathematical statistics or other methods to do experiments for the stu-dents who take the football elective course (a total of 36 class hours per semester in Zhuhai College of Jilin University with the mutual-aid teaching method. The experimental results show that: First, there is a significant difference between achievements of the specific football technique of the students in the experimental group and the students in the control group (P <0.05; second, in the teaching evaluation, the failure rate of the students in the experimental group significantly reduces, and the pass rate and good rate significantly increases after experi-ment; third, the majority of students accept the mutual-aid teaching method; fourth, the mutual-aid teaching method can be used to significantly improve the learning motivation level of the students.

Topics of Astronomy in Physics Teaching: the study of the oceanic tides addressed to the significant learning

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Dos Santos Neta, Maria Luiza

2017-02-01

In the Medium Teaching when topics of Astronomy are supplied happen in Physics discipline with the use of methodologies that don't contribute to the development of the learning significant, however to turn them effective it is fundamental, for the apprehension of habitual events. By this context intends to analyze and to understand the current contributions of the use of a proposal of Teaching of Physics promoted the significant learning again, when topics of Astronomy be worked with the students of the Medium Teaching of a public school of the State Net of Teaching located in the city of Sirinhaém, in the south coast of Pernambuco. This research presented characteristic qualitative, as well as quantitative contemplating methodological procedures, such as: the application of a Pre-Test, the didactic intervention/sequences stages of the Cycle of Experience and Post-Test, following by situation-problem. As central theme one worked contents regarding the Astronomy, with prominence for the oceanic tides, being the significant learning stimulated to each stage: exhibition of videos, slides groups, discussions and activities written. The results obtained in the Pre-Test demonstrated that, the conditions of the previous knowledge presented by the students, in relation to the theme to be worked - oceanic tides - if they found inadequate to begin the study on the phenomenon. However, after the application of the didactic intervention/ sequences stages and comparing the result of the Post-Test in function of the Pre-Test was verified that, the previous knowledge are in appropriate conditions for the understanding of the event, as well as, for they be used in situation-problem that demands her understanding They suggests her that, the application of the Cycle of Experience as didactic sequence frequently happens, because it is verified that her use potentiates the construction of the significant learning.

Joining the Global Village: Teaching Globalization with Wikipedia

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Konieczny, Piotr