WorldWideScience

Sample records for teaching activities analyse

  1. A theoretical framework for analysing preschool teaching

    DEFF Research Database (Denmark)

    Chaiklin, Seth

    2014-01-01

    This article introduces a theoretical framework for analysing preschool teaching as a historically-grounded societal practice. The aim is to present a unified framework that can be used to analyse and compare both historical and contemporary examples of preschool teaching practice within and across...... national traditions. The framework has two main components, an analysis of preschool teaching as a practice, formed in relation to societal needs, and an analysis of the categorical relations which necessarily must be addressed in preschool teaching activity. The framework is introduced and illustrated...

  2. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching....

  3. Active teaching methods, studying responses and learning

    DEFF Research Database (Denmark)

    Christensen, Hans Peter; Vigild, Martin Etchells; Thomsen, Erik Vilain

    2010-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed.......Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed....

  4. Activating teaching methods, studying responses and learning

    OpenAIRE

    Christensen, Hans Peter; Vigild, Martin E.; Thomsen, Erik; Szabo, Peter; Horsewell, Andy

    2009-01-01

    Students’ study strategies when exposed to activating teaching methods are measured, analysed and compared to study strategies in more traditional lecture-based teaching. The resulting learning outcome is discussed. Peer Reviewed

  5. Classroom Activity and Intrinsic Motivationin EFL Teaching and Learning

    Institute of Scientific and Technical Information of China (English)

    郑玉全

    2015-01-01

    The question of how to motivate language learners has been a neglected area in L2 motivation research, and even thefew available analyses lack an adequate research base. This article presents the results of an empirical survey aimed at initiatinginterviews and conducting follow-up questionnaire to obtain classroom data on motivational classroom teaching activities and theactual effect of these strategies. This current study provides new insights into English classroom teaching with further researchinvestigation and teaching implication to promote students' integrative motivation through classroom teaching activities.

  6. Activating teaching methods in french language teaching

    OpenAIRE

    Kulhánková, Anna

    2009-01-01

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

  7. Relationships between Mathematics Teacher Preparation and Graduates' Analyses of Classroom Teaching

    Science.gov (United States)

    Hiebert, James; Berk, Dawn; Miller, Emily

    2017-01-01

    The purpose of this longitudinal study was to investigate the relationships between mathematics teacher preparation and graduates' analyses of classroom teaching. Fifty-three graduates from an elementary teacher preparation program completed 4 video-based, analysis-of-teaching tasks in the semester before graduation and then in each of the 3…

  8. Collaborative activities for improving the quality of science teaching and learning and learning to teach science

    Science.gov (United States)

    Tobin, Kenneth

    2012-03-01

    I have been involved in research on collaborative activities for improving the quality of teaching and learning high school science. Initially the collaborative activities we researched involved the uses of coteaching and cogenerative dialogue in urban middle and high schools in Philadelphia and New York (currently I have active research sites in New York and Brisbane, Australia). The research not only transformed practices but also produced theories that informed the development of additional collaborative activities and served as interventions for research and creation of heuristics for professional development programs and teacher certification courses. The presentation describes a collage of collaborative approaches to teaching and learning science, including coteaching, cogenerative dialogue, radical listening, critical reflection, and mindful action. For each activity in the collage I provide theoretical frameworks and empirical support, ongoing research, and priorities for the road ahead. I also address methodologies used in the research, illustrating how teachers and students collaborated as researchers in multilevel investigations of teaching and learning and learning to teach that included ethnography, video analysis, and sophisticated analyses of the voice, facial expression of emotion, eye gaze, and movement of the body during classroom interactions. I trace the evolution of studies of face-to-face interactions in science classes to the current focus on emotions and physiological aspects of teaching and learning (e.g., pulse rate, pulse strength, breathing patterns) that relate to science participation and achievement.

  9. Activating Teaching for Quality Learning

    DEFF Research Database (Denmark)

    Zhurbenko, Vitaliy

    2013-01-01

    Activating teaching is an educational concept which is based on active participation of students in the study process. It is becoming an alternative to more typical approach where the teacher will just lecture and the students will take notes. The study described in this paper considers student...... activating teaching methods focusing on those based on knowledge dissemination. The practical aspects of the implemented teaching method are considered, and employed assessment methods and tools are discussed....

  10. Student active teaching

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    to the surface (Best, 2006). In order to avoid fads, fancy and personal bias in education the science of teaching has gained ground over the last decades. Today we have from research and especially from syntheses of research results quite much evidence on what works and to what degree it works. This presentation...... will give a brief introduction to meta-analyses and syntheses of educational research related to student achievement (Hattie, 2009, 2011). And then point to teaching methods that are manageable in classes of any size, are engaging to students, and qualified for increasing and developing students’ abilities......It seems unsatisfactory that much teaching practice is based on ideas with only weak or sometimes even no documentation for their effect. Many resources in terms of money and time have been lost on implementing ideas that after a short while must be dropped because they did not function well...

  11. Coevolution of teaching activity promotes cooperation

    International Nuclear Information System (INIS)

    Szolnoki, Attila; Perc, Matjaz

    2008-01-01

    Evolutionary games are studied where the teaching activity of players can evolve in time. Initially all players following either the cooperative or defecting strategy are distributed on a square lattice. The rate of strategy adoption is determined by the payoff difference and a teaching activity characterizing the donor's capability to enforce its strategy on the opponent. Each successful strategy adoption process is accompanied by an increase in the donor's teaching activity. By applying an optimum value of the increment, this simple mechanism spontaneously creates relevant inhomogeneities in the teaching activities that support the maintenance of cooperation for both the prisoner's dilemma and the snowdrift game

  12. Teaching micro skills Through Communicative Activities in EFL Classes in Albania

    Directory of Open Access Journals (Sweden)

    Marsela HARIZAJ

    2015-07-01

    Full Text Available In English language teaching and learning, an essential role is played by grammar and vocabulary. The main question stated in the study lays on how grammar is taught in our English classes, inductively or deductively? In EFL classes, it is thought that grammar is not particularly special, but studies show that teaching it communicatively enables student to improve communicative ability in foreign language. This paper focuses on: How grammar and vocabulary are taught? What is their importance in language learning? What kind of strategies and activities may be used to facilitate teaching in English classes? What is the perception of students about communicative activities used in class? This paper is based on theoretical analysis and practical analyses. When the purpose of learning is to achieve communication, skills and microskills are learned in meaningful contexts.

  13. Analysing the Correlations between Primary School Teachers' Teaching Styles and Their Critical Thinking Disposition

    Science.gov (United States)

    Sen, Özgür

    2018-01-01

    This study aims to analyse the correlations between teaching styles primary school teachers prefer to use and their critical thinking disposition. The research was conducted with the participation of 380 primary school teachers teaching in schools located in Ankara. The study employs relational survey model. In this study "Teaching Styles…

  14. Toward a unified method for analysing and teaching Human Robot Interaction

    DEFF Research Database (Denmark)

    Dinesen, Jens Vilhelm

    , drawing on key theories and methods from both communications- and interaction-theory. The aim is to provide a single unified method for analysing interaction, through means of video analysis and then applying theories, with proven mutual compatibility, to reach a desired granularity of study.......This abstract aims to present key aspect of a future paper, which outlines the ongoing development ofa unified method for analysing and teaching Human-Robot-Interaction. The paper will propose a novel method for analysing both HRI, interaction with other forms of technologies and fellow humans...

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

    Science.gov (United States)

    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.

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

    Science.gov (United States)

    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

  17. EFFECTIVENESS OF ACTIVE TEACHING METHODS FOR THE RESIDENTS OF PHYSICAL MEDICINE AND REHABILITATION

    Directory of Open Access Journals (Sweden)

    Mohan Raj Manjalavil

    2017-03-01

    Full Text Available BACKGROUND Lecture is the most common teaching aid not only for medical undergraduates, but also specialty residents. There are many disadvantages for this type of teaching. Active teaching methods include didactic lectures followed by interactive sessions, problem-based teaching and hands on demonstration apart from the traditional didactic lecture. The aim of this project was to compare the effectiveness of active teaching method over the didactic lecture to the first year residents of Physical Medicine and Rehabilitation. MATERIALS AND METHODS Settings- Physical Medicine and Rehabilitation Department among first year residents. Study Design- Educational intervention. Didactic lecture followed by active teaching method. Statistical Analysis- Analysed using SPSS-16 package software. Initially, the first year students were subjected to a pretest, which consists of ten single responses multiple choice questions regarding - “The Carpel Tunnel Syndrome.” This is followed by didactic lecture about the above topic. After this lecture, a post test was conducted with identical questions as the pretest. Then, an interactive session and hands on demonstration of confirming the carpel tunnel syndrome by nerve conduction studies were given. Following this, the same post test was then repeated. RESULTS The arithmetic mean value of pretest score was 3.5, which improved to 8.33 after the lecture session. After the live demonstration of nerve conduction studies, the mean value further increased to 9.8333. The ‘p’ value of the paired t-test after the lecture session was 0.000113, which is significant. The ‘p’ value after the live demonstration session was 0.008612, which is also significant. CONCLUSION The active teaching learning method is found to be more effective than the didactic lecture. Immediate and short-term gains are seen with such programmes.

  18. Active Learning versus Traditional Teaching

    Directory of Open Access Journals (Sweden)

    L.A. Azzalis

    2009-05-01

    Full Text Available In traditional teaching most of the class time is spent with the professor lecturing and the students watching and listening. The students work individually, and cooperation is discouraged. On the other hand,  active learning  changes the focus of activity from the teacher to the learners, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate during class;  moreover, students work in teams on problems and projects under conditions that assure positive interdependence and individual accountability. Although student-centered methods have repeatedly been shown to be superior to the traditional teacher-centered approach to instruction, the literature regarding the efficacy of various teaching methods is inconclusive. The purpose of this study was to compare the student perceptions of course and instructor effectiveness, course difficulty, and amount learned between the active learning and lecture sections  in Health Sciences´ courses by statistical data from Anhembi Morumbi University. Results indicated significant  difference between active  learning and traditional  teaching. Our conclusions were that strategies promoting  active  learning to  traditional lectures could increase knowledge and understanding.

  19. Teaching Movement Activities as Performativity

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2017-01-01

    subjects the teaching style should be characterized by more variation and motivate the pupils. Research has shown that there is a correlation between physical activity and intellectual capital (e.g. educational attainment and academic performance), physical capital (e.g. physical fitness and reduction...... of the risk for diseases and risk factors) and emotional capital (e.g. fun, enjoyment and self-esteem) (Bailey, Hillman, Arent, & Petitpas, 2013). The school reform prescribes that all pupils from grade 1-9 must have at least 45 minutes of movement activities in average every day.Next to the well-known PE...... without prerequisites but part of discourses and at the same time individual interpretations of specific practices. The teaching role is something that is constantly produced and reproduced in the bodily interaction. Understanding teaching as performativity means that teachers are not acting in certain...

  20. GP supervisors--an investigation into their motivations and teaching activities.

    Science.gov (United States)

    Ingham, Gerard; O'Meara, Peter; Fry, Jennifer; Crothers, Natalie

    2014-11-01

    There is little empirical information on how general practitioner (GP) supervisors teach and the reasons for the variation in their teaching methods. Could the variation be due to differing motivations to teach? Supervisors from one regional training provider who attended educational workshops in 2013 were surveyed, seeking infor-mation on their motivation to become and remain a supervisor, and the frequency of use of selected teaching activities. The majority of respondents cited intrinsic motivators, including enjoying teaching (84%), contribution to the profession and community (82%), adding variety (78%) and workforce/succession planning (69%), as reasons for becoming GP supervisors. The expected relationships between motivations and teaching activities were not found. Variation in teaching activities used by supervisors does not appear to be associated with differing motivations. Measuring the use of teaching activities is not a mechanism to determine a supervisor's commitment to teaching.

  1. The Fourth Revolution in Teaching: Meta-Analyses.

    Science.gov (United States)

    Kulik, James A.

    Three major educational revolutions have been the advent of writing, the use of books as teaching tools, and the shift in educational responsibility from the home to the school. The fourth revolution, which is based on the use of electronic technology in teaching, began with programmed teaching machines, individualized instruction, and the…

  2. Teaching for Engagement: Part 3: Designing for Active Learning

    Science.gov (United States)

    Hunter, William J.

    2015-01-01

    In the first two parts of this series, ("Teaching for Engagement: Part 1: Constructivist Principles, Case-Based Teaching, and Active Learning") and ("Teaching for Engagement: Part 2: Technology in the Service of Active Learning"), William J. Hunter sought to outline the theoretical rationale and research basis for such active…

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

    Directory of Open Access Journals (Sweden)

    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.

  4. Activation of Students with Various Teaching Methods

    DEFF Research Database (Denmark)

    Andersen, Shuang Ma

    2011-01-01

    A group of teaching methodes to active engineer students have been tried out. The methodes are developed based on the Pedagogical Cyclic Workflow (PCW). Comparing with earlier evaluation, positive feedback is achieved among the students.......A group of teaching methodes to active engineer students have been tried out. The methodes are developed based on the Pedagogical Cyclic Workflow (PCW). Comparing with earlier evaluation, positive feedback is achieved among the students....

  5. Mediational Analyses of the Effects of Responsive Teaching on the Developmental Functioning of Preschool Children with Disabilities

    Science.gov (United States)

    Karaaslan, Ozcan; Mahoney, Gerald

    2015-01-01

    Mediational analyses were conducted with data from two small randomized control trials of the Responsive Teaching (RT) parent-mediated developmental intervention which used nearly identical intervention and control procedures. The purpose of these analyses was to determine whether or how the changes in maternal responsiveness and children's…

  6. Multidisciplinary Wildlife Teaching Activities.

    Science.gov (United States)

    Hernbrode, William R., Ed.

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

  7. WRITING ACTIVITIES IN A LITERACY BASED TEACHING

    Directory of Open Access Journals (Sweden)

    Yentri Anggeraini

    2017-12-01

    Full Text Available Literacy brings students to current and future learning, and for participation in the communication, society and workforce. As well as providing access to personal enrichment through literature, culture and social interaction. It provides access to material enrichment through further education, training and skilled employment. One of parts of literacy based teaching is writing. Writing is a principal form of communication, necessary in everyday life, in business, in creativity, in scholarly pursuits; in short, it is not a just tool of living, it is a tool of survival. It is the key activity in fostering language learners` awareness of how purpose audience and context affect the design of texts. In order to help the students to write effectively, the teacher should provide some interesting and useful activities. This paper aims at explaining what the literacy based teaching is and writing activities that can be used a literacy based teaching such as letter writing, journal writing, and creative writing

  8. Active Ways to Teach Health Concepts in the Elementary Setting

    Science.gov (United States)

    Gregory, Julie

    2015-01-01

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

  9. Effect of information sharing on research and teaching activities of ...

    African Journals Online (AJOL)

    This study was designed to determine the effect of Information sharing on research and teaching activities of Academic Scientists in Federal Universities in the North- East Nigeria. Investigation was done on the activities of information sharing and the effect of information sharing on teaching and research activities. Survey ...

  10. Radiochemistry teaching and research activities in Brazil

    International Nuclear Information System (INIS)

    Vasconcellos, M.B.A.; Saiki, M.

    2006-01-01

    Much concern has been expressed lately about the decline of teaching and research activities in radiochemistry in many countries, as was discussed in an IAEA Technical Meeting in Antalya, Turkey, in 2002, and also at MTAA-11 in Guildford, UK. In the IAEA meeting, a survey was presented about the current situation in different regions of the world (Eastern Europe, East and West Asia, Africa, North America and Latin America) by experts of each region. In the case of Brazil, which has nuclear research reactors and also cyclotrons in operation, the teaching and research activities in radiochemistry are concentrated in the three main institutes of the Brazilian Nuclear Energy Commission, in the University of Sao Paulo and in other universities, in different regions of the country. In the present paper, a closer look is given to the radiochemistry teaching and research activities that are being conducted nowadays in Brazil, comprising: number of radiochemistry courses and students being formed, main research areas being conducted, as well as research and production of radioisotopes for nuclear medicine, using nuclear reactors and cyclotrons. (author)

  11. Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

    Science.gov (United States)

    Mohamad, Siti Nurul Mahfuzah; Salam, Sazilah; Bakar, Norasiken; Sui, Linda Khoo Mei

    2014-07-01

    The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, co-operation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

  12. Carbohydrate metabolism teaching strategy for the Pharmacy course, applying active teaching methodology

    Directory of Open Access Journals (Sweden)

    Uderlei Donizete Silveira Covizzi

    2012-12-01

    Full Text Available The traditional teaching method has been widely questioned on the development of skills and abilities in training healthcare professionals. In the traditional methodology the main transmitter of knowledge is the teacher while students assume passive spectator role. Some Brazilian institutions broke with this model, structuring the curriculum to student-centered learning. Some medical schools have adopted the Problem Based Learning (PBL, a methodology that presents problem questions, to be encountered by future physicians, for resolution in small tutorial groups. Our work proposes to apply an active teaching-learning methodology addressing carbohydrate metabolism during the discipline of biochemistry for under graduation students from pharmacy course. Thus, the academic content was presented through brief and objective talks. Later, learners were split into tutorial groups for the resolution of issues in context. During the activities, the teacher drove the discussion to the issues elucidation. At the end of the module learners evaluated the teaching methodology by means of an applied questionnaire and the developed content was evaluated by an usual individual test. The questionnaire analysis indicates that students believe they have actively participated in the teaching-learning process, being encouraged to discuss and understand the theme. The answers highlight closer ties between students and tutor. According to the professor, there is a greater student engagement with learning. It is concluded that an innovative methodology, where the primary responsibility for learning is centered in the student himself, besides to increase the interest in learning, facilitates learning by cases discussion in groups. The issues contextualization establishes a narrowing between theory and practice.

  13. CHALLENGING PROJECTS OF TEACHING ACTIVITIES IN SPEAKING CLASS

    Directory of Open Access Journals (Sweden)

    Teguh Sarosa

    2017-04-01

    Full Text Available This paper proposes an alternative way of teaching speaking through challenging classroom activities. The abundant number of teaching techniques in speaking skill designed by linguists and English practitioners make English second-language teachers exultant in searching and designing classroom activities. Since teaching speaking could do with accuracy and fluency, teachers should provide a conducive atmosphere for students’ free will in expressing their thoughts without being afraid of making mistakes as well as a favorable condition for fostering students’ correctness in producing utterances. Designing challenging projects which encompass interactive activities can be used as an alternative model for developing learners’ fluency and repetitive doings can be used for fostering learners’ accuracy. Interactive activities involving information gap demand the second-language learners’ critical thinking in organizing the logical relationships among ideas, the soundness of evidence, and the differences between fact and opinion in order to keep the communication flows. Whereas the repetitive doings help second-language learners in producing appropriate utterances. Besides, the project upshots contribute contentments to students in appreciating theirs collaborative efforts.

  14. Low-Threshold Active Teaching Methods for Mathematic Instruction

    Science.gov (United States)

    Marotta, Sebastian M.; Hargis, Jace

    2011-01-01

    In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction…

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

    Science.gov (United States)

    Allen, Eileen E.

    1995-01-01

    Discusses ways to improve postsecondary library instruction based on theories of active learning. Topics include a historical background of active learning; student achievement and attitudes; cognitive development; risks; active teaching; and instructional techniques, including modified lectures, brainstorming, small group work, cooperative…

  16. Using Office Simulation Software in Teaching Computer Literacy Using Three Sets of Teaching/Learning Activities

    Directory of Open Access Journals (Sweden)

    Azad Ali

    2016-05-01

    Full Text Available The most common course delivery model is based on teacher (knowledge provider - student (knowledge receiver relationship. The most visible symptom of this situation is over-reliance on textbook’s tutorials. This traditional model of delivery reduces teacher flexibility, causes lack of interest among students, and often makes classes boring. Especially this is visible when teaching Computer Literacy courses. Instead, authors of this paper suggest a new active model which is based on MS Office simulation. The proposed model was discussed within the framework of three activities: guided software simulation, instructor-led activities, and self-directed learning activities. The model proposed in the paper of active teaching based on software simulation was proven as more effective than traditional.

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

    Science.gov (United States)

    Han, Yongseung; Ryan, Michael

    2017-01-01

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

  18. EFFECTIVENESS OF ACTIVE TEACHING METHODS FOR THE RESIDENTS OF PHYSICAL MEDICINE AND REHABILITATION

    OpenAIRE

    Mohan Raj Manjalavil; Reeba Mary Mani; Shehadad Kammili; Sreejith Kalathummarthu; Hemalta Viswan; Sooraj Rajagopal; Shervin Sheriff; Sreedevi Menon Parappil

    2017-01-01

    BACKGROUND Lecture is the most common teaching aid not only for medical undergraduates, but also specialty residents. There are many disadvantages for this type of teaching. Active teaching methods include didactic lectures followed by interactive sessions, problem-based teaching and hands on demonstration apart from the traditional didactic lecture. The aim of this project was to compare the effectiveness of active teaching method over the didactic lecture to the first year re...

  19. Designing Online Teaching and Learning Activities for Higher Education in Hong Kong

    Directory of Open Access Journals (Sweden)

    Kevin Downing

    2008-06-01

    Full Text Available Instruction using the Web as a vehicle for content dissemination has increasingly dominated debates related to online learning (Nash, 2004 and there is little doubt that the exponential growth in the use of the internet and web-based instruction continues to present educators with considerable opportunities and challenges (Boettcher, 1999; McNaught & Lam, 2005. Many teachers and researchers (Wood, 1997; Littlejohn et al., 1999 point out that the organization and reflection necessary to effectively teach online often improves an instructor’s traditional teaching. This is a theme continued by Downing (2001 who identifies the eventual success or failure of online teaching as largely due to the same factors that have always been central to the provision of a quality learning experience. These factors include the energy, commitment and imagination of those responsible for providing the teaching and learning environment, whether it is virtual or actual. It is within this context that the authors of this paper set themselves the task of designing innovative online teaching and learning activities which add value to the student experience and genuinely assist learning traditionally difficult and dynamic concepts. The increasing adoption of outcomes based teaching and learning environments in universities around the world has provided wide-ranging opportunities to reflect on current learning and teaching practice. Whilst outcomes based teaching and learning is not a new idea (Biggs, 1999, many academic colleagues are actively seeking ways to leverage information technology solutions to design constructively aligned online teaching and learning activities which add value to the student learning experience and significantly assist in the understanding of difficult concepts and processes. This paper will describe and demonstrate the innovative development of online teaching and learning activities which adhere to the principles of both outcomes based

  20. Analyses of Teaching Strategies and Learning of Concepts of Astronomy in Elementary Education II

    Science.gov (United States)

    Voelzke, Marcos Rincon; Poffo, M. Roberta

    2012-07-01

    The proposed curricular of the State of Sao Paulo suggests for the discipline of Physical and Biological Sciences contents related to Astronomy for the Elementary Education. In 2010, a study was realised in a public school in Santo Andr to examine the pupils' previous knowledge. Only 19% of them reached a satisfactory note. In this year the contents were presented with three different teaching strategies. In the first class an expositive lesson with audiovisual aids was held, in the second one an expositive lesson in dialogue form was used, and in the third class a textbook research. After the approach a clear improvement of the performance was observe, and the class where the contents had been presented in an expositive lesson with dialogue showed the best effectsciency. This study facilitates analyses of the learning procedure and teaching strategies to improve the Astronomy education in the discipline of Science.

  1. An active learning curriculum improves fellows' knowledge and faculty teaching skills.

    Science.gov (United States)

    Inra, Jennifer A; Pelletier, Stephen; Kumar, Navin L; Barnes, Edward L; Shields, Helen M

    2017-01-01

    Traditional didactic lectures are the mainstay of teaching for graduate medical education, although this method may not be the most effective way to transmit information. We created an active learning curriculum for Brigham and Women's Hospital (BWH) gastroenterology fellows to maximize learning. We evaluated whether this new curriculum improved perceived knowledge acquisition and knowledge base. In addition, our study assessed whether coaching faculty members in specific methods to enhance active learning improved their perceived teaching and presentation skills. We compared the Gastroenterology Training Exam (GTE) scores before and after the implementation of this curriculum to assess whether an improved knowledge base was documented. In addition, fellows and faculty members were asked to complete anonymous evaluations regarding their learning and teaching experiences. Fifteen fellows were invited to 12 lectures over a 2-year period. GTE scores improved in the areas of stomach ( p active learning curriculum. Scores in hepatology, as well as biliary and pancreatic study, showed a trend toward improvement ( p >0.05). All fellows believed the lectures were helpful, felt more prepared to take the GTE, and preferred the interactive format to traditional didactic lectures. All lecturers agreed that they acquired new teaching skills, improved teaching and presentation skills, and learned new tools that could help them teach better in the future. An active learning curriculum is preferred by GI fellows and may be helpful for improving transmission of information in any specialty in medical education. Individualized faculty coaching sessions demonstrating new ways to transmit information may be important for an individual faculty member's teaching excellence.

  2. How Learning Designs, Teaching Methods and Activities Differ by Discipline in Australian Universities

    Science.gov (United States)

    Cameron, Leanne

    2017-01-01

    This paper reports on the learning designs, teaching methods and activities most commonly employed within the disciplines in six universities in Australia. The study sought to establish if there were significant differences between the disciplines in learning designs, teaching methods and teaching activities in the current Australian context, as…

  3. Evaluating peer teaching about chronic disease.

    Science.gov (United States)

    Guenther, Sylvia; Shadbolt, Narelle; Roberts, Chris; Clark, Tyler

    2014-12-01

    The primary care areas of priority (PCAP) activity was developed to engage medical students in learning about chronic disease management in a clinical context from their peers. It is one of several summative assessment tasks that occur during a primary care community term rotation in a graduate-entry medical programme. We evaluated the acceptability and effectiveness of the PCAP activity as a combined teaching, learning and assessment innovation. Evaluation and assessment data from students who rotated through the four community term blocks during the 2011-2012 academic year was analysed using both qualitative and quantitative methods. PCAP peer teaching activity is an effective format for teaching about the management of chronic conditions in the community Analysis indicated that 89 per cent (n = 148/166) of responding students rated the PCAP as satisfactory, good or excellent. The marking rubric contained 11 assessable components, including teaching skills, mastery of clinical knowledge, developing a management plan, disease prevention and health promotion opportunities, identifying patient safety issues, the impact of the clinical presentation on the patient and family, and consideration of health equity factors. Analysis of the assessment scores indicated that the majority of students achieved the specified learning outcomes. The PCAP peer teaching activity was an acceptable and effective format for teaching about the management of chronic conditions in the community, and is adaptable to other teaching contexts. Students enjoyed teaching and being taught by their peers, and assessment results indicated that they developed their clinical knowledge as well as their teaching ability regarding chronic disease management. © 2014 John Wiley & Sons Ltd.

  4. Using perceptual control theory to analyse technology integration in teaching

    Directory of Open Access Journals (Sweden)

    D W Govender

    2013-07-01

    Full Text Available Contrary to the more traditional scenario of instructor-focused presentation, contemporary education allows individuals to embrace modern technological advances such as computers to concur with, conceptualize and substantiate matters presented before them. Transition from instructor-focused to student-centred presentation is prone to dissension and strife, motivating educators to assess elements of learner-centred teaching in conjunction with traditional teaching mechanisms and how individuals perceive and comprehend information (Andersson, 2008; Kiboss, 2010; United Nations Educational, Scientific and Cultural Organization (UNESCO, 2004. Computers can assist when used in the traditional teacher-student interface, but consideration must be given to teaching method variations and the students embracing these learning applications. If learner-centred teaching is to become accepted certain elements need to be introduced: revision of educators’ learning and teaching applications, time to facilitate knowledge and use of applicable contemporary technologies, and methods compatible with various technologies (Kiboss, 2010. Change is often not easy – while acknowledging the need to alter and revise methods they were taught to instil, educators may fail to embrace incorporation of technology into their teaching platform. Why are educators, who are quite knowledgeable and competent in computer applications and their merits, failing to embrace the benefits of technology in the classroom? A critical assessment of this mandates a transdisciplinary disposition in order to come to an amenable resolution. Perception, inhibition, ignorance and goals are just some reasons why educators are reluctant to incorporate technology despite their proficiency. Perceptual control theory (PCT will be implemented to assess these reasons as a means towards achieving change and assessing how to move forward. Issues associated with educators’ short- and long-term goals as

  5. Active Learning Strategies in Physics Teaching

    Science.gov (United States)

    Karamustafaoglu, Orhan

    2009-01-01

    The purpose of this study was to determine physics teachers' opinions about student-centered activities applicable in physics teaching and learning in context. A case study approach was used in this research. First, semi-structured interviews were carried out with 6 physics teachers. Then, a questionnaire was developed based on the data obtained…

  6. Classroom Active Learning Complemented by an Online Discussion Forum to Teach Sustainability

    Science.gov (United States)

    Dengler, Mary

    2008-01-01

    This paper identifies some of the pedagogical benefits of an active learning course delivery complemented by an online discussion forum to teach sustainability by evaluating the case of a geography master's course. The potential benefits and some challenges of an active learning course delivery to teach sustainability in geography and related…

  7. ON ORGANIZING EDUCATIONAL ACTIVITY OF THE FUTURE TEACHING COACHES

    Directory of Open Access Journals (Sweden)

    Svatyev Andrey Vyacheslavovich

    2012-12-01

    Full Text Available In didactics of higher education institution’s scientists reveal the forms of learning process organisation and the forms of teaching students through the ways of the interaction between the teacher and their students when solving didactic tasks. They are revealed by means of different ways of activity management, communication, interpersonal relations. The content of education, educational technologies, styles, principles, methods and teaching aids etc. are realized in them. The analysis of the Ukrainian studies and publications of the decade (A. M. Aleksyuk, Y. Y. Bolyubash, A. A. Vasilyuk, V. I. Bondar, V. A. Semichenko and others gives reasons to state that unfortunately we observe the substitution of two notions: the form of organization and the form of teaching, as well as narrowing the notion “teaching of students”.

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

    Science.gov (United States)

    MacDougall, Conan

    2017-03-25

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

  9. The multiple intelligence theory for the teaching of languages

    Directory of Open Access Journals (Sweden)

    María Encarnación Carrillo García

    2014-05-01

    Full Text Available In the following essay we analyse the Multiple Intelligence Theory of Howard Gardner focus on the teaching of languages, in order to describe its main points, such us: its description; the types of intelligences explained in it; and the activities, that some authors describe, for developing this theory in the teaching and learning language context.

  10. Outside the Classroom and beyond Psychology: A Citation Analysis of the Scientific Influence of Teaching Activities

    Science.gov (United States)

    Tomcho, Thomas J.; Foels, Rob; Walter, Mark I.; Yerkes, Kyle; Brady, Brittany; Erdman, Molly; Dantoni, Lindsay; Venables, Megan; Manry, Allison

    2015-01-01

    A primary objective for researchers who publish teaching activities and methods in the "Teaching of Psychology" (ToP) is to inform best practices in classroom teaching. Beyond the learning effect in the classroom, these ToP teaching activity and method articles may also have a "scientific" effect that heretofore researchers…

  11. Teaching Plate Tectonic Concepts using GeoMapApp Learning Activities

    Science.gov (United States)

    Goodwillie, A. M.; Kluge, S.

    2012-12-01

    GeoMapApp Learning Activities ( http://serc.carleton.edu/geomapapp/collection.html ) can help educators to expose undergraduate students to a range of earth science concepts using high-quality data sets in an easy-to-use map-based interface called GeoMapApp. GeoMapApp Learning Activities require students to interact with and analyse research-quality geoscience data as a means to explore and enhance their understanding of underlying content and concepts. Each activity is freely available through the SERC-Carleton web site and offers step-by-step student instructions and answer sheets. Also provided are annotated educator versions of the worksheets that include teaching tips, additional content and suggestions for further work. The activities can be used "off-the-shelf". Or, since the educator may require flexibility to tailor the activities, the documents are provided in Word format for easy modification. Examples of activities include one on the concept of seafloor spreading that requires students to analyse global seafloor crustal age data to calculate spreading rates in different ocean basins. Another activity has students explore hot spots using radiometric age dating of rocks along the Hawaiian-Emperor seamount chain. A third focusses upon the interactive use of contours and profiles to help students visualise 3-D topography on 2-D computer screens. A fourth activity provides a study of mass wasting as revealed through geomorphological evidence. The step-by-step instructions and guided inquiry approach reduce the need for teacher intervention whilst boosting the time that students can spend on productive exploration and learning. The activities can be used, for example, in a classroom lab with the educator present and as self-paced assignments in an out-of-class setting. GeoMapApp Learning Activities are funded through the NSF GeoEd program and are aimed at students in the introductory undergraduate, community college and high school levels. The activities are

  12. Teaching statistics in an activity encouraging format

    NARCIS (Netherlands)

    Knypstra, S.

    2009-01-01

    In a statistics course for bachelor students in econometrics a new format was adopted in which students were encouraged to study more actively and in which cooperative learning and peer teaching was implemented. Students had to work in groups of two or three students where each group had to perform

  13. A Guided Inquiry Activity for Teaching Ligand Field Theory

    Science.gov (United States)

    Johnson, Brian J.; Graham, Kate J.

    2015-01-01

    This paper will describe a guided inquiry activity for teaching ligand field theory. Previous research suggests the guided inquiry approach is highly effective for student learning. This activity familiarizes students with the key concepts of molecular orbital theory applied to coordination complexes. Students will learn to identify factors that…

  14. Educational Psychologist Training for Special and Developmental Teaching as Professional Activity

    Directory of Open Access Journals (Sweden)

    Gavrilushkina O.P.

    2015-11-01

    Full Text Available The article presents the experience of designing the educational module "Special and Developmental Teaching" of School Psychology Master’s program. The modular-sized program includes practical training and research activity in each module in a networking, it complies with Federal State Educational Standard and professional teaching and educational psychology standarts. Practice-oriented education Master’s training model based on the activity and competence approaches is productive. We have shown the advantages of networking and the need to divert more resources towards practical training and to include research activity in particular module. It is necessary to teach educational psychologists not only to "know", but also to "knows how", to have professional thinking and metasubject competencies, to have the capacity for reflection, i. e. to operate in an uncertain environment for new schemes on the basis of the scientific method. It is important that the modular principle design allows adding training subjects from one of educational program to other and so developing new programs.

  15. An Innovative Teaching Method To Promote Active Learning: Team-Based Learning

    Science.gov (United States)

    Balasubramanian, R.

    2007-12-01

    Traditional teaching practice based on the textbook-whiteboard- lecture-homework-test paradigm is not very effective in helping students with diverse academic backgrounds achieve higher-order critical thinking skills such as analysis, synthesis, and evaluation. Consequently, there is a critical need for developing a new pedagogical approach to create a collaborative and interactive learning environment in which students with complementary academic backgrounds and learning skills can work together to enhance their learning outcomes. In this presentation, I will discuss an innovative teaching method ('Team-Based Learning (TBL)") which I recently developed at National University of Singapore to promote active learning among students in the environmental engineering program with learning abilities. I implemented this new educational activity in a graduate course. Student feedback indicates that this pedagogical approach is appealing to most students, and promotes active & interactive learning in class. Data will be presented to show that the innovative teaching method has contributed to improved student learning and achievement.

  16. Application of the activation model in the education/teaching of future food engineers

    Directory of Open Access Journals (Sweden)

    Mijić Ljubica

    2006-01-01

    Full Text Available Some problems during the course of chemical education in junior colleges may arise due to the usage of prescribed text books and fixed education plans and programs. Considering that the goal of modern chemical education is the training of qualified, research-capable students, it appears necessary to carry out investigation in chemical education as a whole, starting with elementary and all the way to the university level. The purpose of such investigations is the increased efficiency and quality of student knowledge. Knowing that modern chemical teaching is independent student work, students should be active subjects in the teaching process. It is expected that students are capable to make decisions by themselves and to take full responsibility for them. So, in order for students to be active subjects in the teaching process, it is necessary to modernize teaching, which assumes active work techniques.

  17. Hands-On and Kinesthetic Activities for Teaching Phonological Awareness

    Science.gov (United States)

    Rule, Audrey C.; Dockstader, C. Jolene; Stewart, Roger A.

    2006-01-01

    Object box and environmental print card activities and kinesthetic/oral activities used in two before school programs for Title 1 students are presented for teaching phonological awareness concepts to students in primary grades. A small program evaluation study in which the two experimental groups made similar improvements and larger gains than a…

  18. Categorizing Pedagogical Patterns by Teaching Activities and Pedagogical Value

    DEFF Research Database (Denmark)

    Eriksen, Ole

    2006-01-01

    The main contribution of this paper is a proposal for a universal pedagogical pattern categorization based on teaching values and activities. This categorization would be more sustainable than the arbitrary categorization implied by pedagogical pattern language themes. Pedagogical patterns from two...... central patterns languages are analyzed and categorized, and the result is a catalogue theoretically founded and practical in its application. The teaching values are derived from learning theories, implying the theoretical foundation of the catalogue. In order to increase the usability of the value...

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

    OpenAIRE

    Fatma ALKAN; Canan KOÇAK ALTUNDAĞ

    2016-01-01

    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 ...

  20. Innovative activities for teaching anatomy of speech production.

    Science.gov (United States)

    Skinder-Meredith, Amy E

    2010-01-01

    Courses in anatomy have traditionally relied on lectures and cadaver dissection laboratories. In speech and hearing sciences, there tends to be less access to cadavers than in medical schools and other allied health professions. It is more typical to use anatomical models, diagrams and lecture slides. Regardless of the resources available, anatomy is a subject that lends itself to hands-on learning. This article briefly reviews teaching methods and describes a variety of innovative activities to enhance learning of anatomical concepts and clinical relevance of anatomy for speech production. Teaching strategies and activities were developed to capitalize on students' multimodal learning preferences as revealed by responses to a survey administered to 49 undergraduates in the beginning of an anatomy of speech production course. At the end of the semester, students completed a second survey. A five-point Likert scale was used to assess the usefulness of each activity as a learning tool or level of clinical relevance and the level of enjoyability. The responses were overwhelmingly positive with level of usefulness and level of clinical relevance rated higher on average than the level of enjoyment.

  1. ACTIVE LEARNING STRATEGIES IN TEACHING CROSS CULTURAL UNDERSTANDING FOR ENGLISH EDUCATION STUDENTS

    Directory of Open Access Journals (Sweden)

    Ikke Dewi Pratama

    2017-02-01

    Full Text Available Cross Cultural Understanding (CCU is one of required courses in English Language Teaching which aims at connecting language and culture so that language learners can use foreign language appropriately, i.e. appropriate forms of language for appropriate context of situation. However, some obstacles usually occur during the course, for examples: students’ lack of understanding that lead to opinions stating that this is a boring and useless course, and large number of students within a class where lecturer must teach more than 40 students in one class. Considering the importance of CCU course as well as the needs to overcome the problems during this course, this paper proposes some particular teaching strategies to help students in apprehending CCU materials through students’ active participations. Active learning strategies are preferred by means of raising students’ participation and critical thinking so that the class would run more effectively. Other consideration in composing the strategies is to prepare English Education students to be future English language teachers by training their ability in teaching performance as well as connecting language and culture in English Language Teaching (ELT.   Keywords: language, culture, strategies, media, ELT

  2. Special Education in General Education Classrooms: Cooperative Teaching Using Supportive Learning Activities.

    Science.gov (United States)

    Johnson, Robin R.; And Others

    1995-01-01

    Supportive learning activities were implemented in a multiple-baseline time series design across four fifth-grade classrooms to evaluate the effects of a cooperative teaching alternative (supportive learning) on teaching behavior, the behavior and grades of general and special education students, and the opinions of general education teachers.…

  3. Involving postgraduate's students in undergraduate small group teaching promotes active learning in both

    Science.gov (United States)

    Kalra, Ruchi; Modi, Jyoti Nath; Vyas, Rashmi

    2015-01-01

    Background: Lecture is a common traditional method for teaching, but it may not stimulate higher order thinking and students may also be hesitant to express and interact. The postgraduate (PG) students are less involved with undergraduate (UG) teaching. Team based small group active learning method can contribute to better learning experience. Aim: To-promote active learning skills among the UG students using small group teaching methods involving PG students as facilitators to impart hands-on supervised training in teaching and managerial skills. Methodology: After Institutional approval under faculty supervision 92 UGs and 8 PGs participated in 6 small group sessions utilizing the jigsaw technique. Feedback was collected from both. Observations: Undergraduate Feedback (Percentage of Students Agreed): Learning in small groups was a good experience as it helped in better understanding of the subject (72%), students explored multiple reading resources (79%), they were actively involved in self-learning (88%), students reported initial apprehension of performance (71%), identified their learning gaps (86%), team enhanced their learning process (71%), informal learning in place of lecture was a welcome change (86%), it improved their communication skills (82%), small group learning can be useful for future self-learning (75%). Postgraduate Feedback: Majority performed facilitation for first time, perceived their performance as good (75%), it was helpful in self-learning (100%), felt confident of managing students in small groups (100%), as facilitator they improved their teaching skills, found it more useful and better identified own learning gaps (87.5%). Conclusions: Learning in small groups adopting team based approach involving both UGs and PGs promoted active learning in both and enhanced the teaching skills of the PGs. PMID:26380201

  4. The Quest for Less: Activities and Resources for Teaching K-8

    Science.gov (United States)

    The Quest for Less provides hands-on lessons and activities, enrichment ideas, journal writing assignments, and other educational tools related to preventing and reusing waste. This document includes factsheets, activities, and teaching notes for 6-8

  5. Teaching Grade Eight Science with Reference to the Science Curriculum

    Directory of Open Access Journals (Sweden)

    Rasel Babu

    2016-08-01

    Full Text Available A mixed methodological approach was used to explore to what extent the science curriculum was being reflected in science teaching-learning of grade VIII students in Bangladesh. 160 students were randomly selected and 10 science teachers were purposively selected as study respondents. Fifteen science lessons were observed. Data were collected via student questionnaires, teacher interviews, and classroom observation checklists. Grade VIII science teaching-learning activities were not conducted according to the instructions of the science curriculum. Most teachers did not adhere to the curriculum and teacher's guide. Teachers mainly depended on lecture methods for delivering lessons. Learning by doing, demonstrating experiments, scientific inquiry, rational thinking, and analysing cause-effect relationships were noticeably absent. Teachers reported huge workloads and a lack of ingredients as reasons for not practising these activities. Teachers did not use teaching aids properly. Science teaching-learning was fully classroom centred, and students were never involved in any creative activities

  6. Teaching English to Engineers: Between English Language Teaching and Psychology

    OpenAIRE

    Irina-Ana Drobot

    2016-01-01

    Teaching English to Engineers is part of English for Specific Purposes, a domain which is under the attention of English students especially under the current conditions of finding jobs and establishing partnerships outside Romania. The paper will analyse the existing textbooks together with the teaching strategies they adopt. Teaching English to Engineering students can intersect with domains such as psychology and cultural studies in order to teach them efficiently. Textbooks for students o...

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

    Science.gov (United States)

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

    2015-01-01

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

  8. Teaching physical activities to students with significant disabilities using video modeling.

    Science.gov (United States)

    Cannella-Malone, Helen I; Mizrachi, Sharona V; Sabielny, Linsey M; Jimenez, Eliseo D

    2013-06-01

    The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e., feet going in and out), ladder design (i.e., multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e., verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e., complete an obstacle course). All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e., without error correction). Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed.

  9. Social Studies Education as a Moral Activity: Teaching towards a Just Society

    Science.gov (United States)

    Byrd, Daniel

    2012-01-01

    Many competing ideas exist around teaching "standard" high school social studies subjects such as history, government, geography, and economics. The purpose of this paper is to explore the potential of social studies teaching and learning as a moral activity. I first propose that current high school curriculum standards in the United States often…

  10. Activity-Based Approach for Teaching Aqueous Solubility, Energy, and Entropy

    Science.gov (United States)

    Eisen, Laura; Marano, Nadia; Glazier, Samantha

    2014-01-01

    We describe an activity-based approach for teaching aqueous solubility to introductory chemistry students that provides a more balanced presentation of the roles of energy and entropy in dissolution than is found in most general chemistry textbooks. In the first few activities, students observe that polar substances dissolve in water, whereas…

  11. Integrator element as a promoter of active learning in engineering teaching

    Science.gov (United States)

    Oliveira, Paulo C.; Oliveira, Cristina G.

    2014-03-01

    In this paper, we present a teaching proposal used in an Introductory Physics course to civil engineering students from Porto's Engineering Institute/Instituto Superior de Engenharia do Porto (ISEP). The proposal was born from the need to change students' perception and motivation for learning physics. It consists in the use of an integrator element, called the physics elevator project. This integrator element allows us to use, in a single project, all the content taught in the course and uses several active learning strategies. In this paper, we analyse this project as: (i) a clarifying element of the contents covered in the course; (ii) a promoter element of motivation and active participation in class and finally and (iii) a link between the contents covered in the course and the 'real world'. The data were collected by a questionnaire and interviews to students. From the data collected, it seems that the integrator element improves students' motivation towards physics and develops several skills that they consider to be important to their professional future. It also acts as a clarifying element and makes the connection between the physics that is taught and the 'real world'.

  12. Daily practical activities and science teaching at EJA: Teacher and students' perception

    Directory of Open Access Journals (Sweden)

    Denise Westphal Merazzi

    2007-06-01

    Full Text Available The main theme of this paper is the science teaching in Adults and Youth Education. It was investigated the students' perceptions of adult and youth education (elementary school and their teachers, from science content's development through the works involving practical activities of everyday life. In this context, the methodology used in the research process was based on a survey of qualitative and quantitative approach, with hermeneutic content analysis' methodology and technique. In quantitative terms, we used the average ranking and statistical tests of Wilcoxon. Analyzing the data obtained, it was observed that the use of practical activities in science teaching in adult education is a satisfactory strategy for teaching and learning process and that there is a need to instill these practices in young and adults' education

  13. Public Trust, Research Activity, and the Ideal of Service to Students as Clients of Teaching.

    Science.gov (United States)

    Braxton, John M.; Berger, Joseph B.

    1996-01-01

    A summary of articles on the relationship between faculty research and college teaching finds that faculty scholarship does not adversely affect teaching norms, teacher effectiveness, student cognitive development, or currency of course content. However, research activity affects two teaching dimensions detrimentally: rigor of course examinations…

  14. How My Daughter Taught Me to Teach: The Importance of Active Communication

    Science.gov (United States)

    Hunt-Gierut, Deborah

    2011-01-01

    In this article, the author shares how her daughter, who was diagnosed with a profound hearing loss when she was a year old, taught her to teach, and demonstrates the importance of active communication. Teaching her daughter English as her second language has posed many challenges, but has also revealed successful strategies that the author has…

  15. Using Active Learning in a Studio Classroom to Teach Molecular Biology

    Science.gov (United States)

    Nogaj, Luiza A.

    2013-01-01

    This article describes the conversion of a lecture-based molecular biology course into an active learning environment in a studio classroom. Specific assignments and activities are provided as examples. The goal of these activities is to involve students in collaborative learning, teach them how to participate in the learning process, and give…

  16. Implementation of an active instructional design for teaching the concepts of current, voltage and resistance

    Science.gov (United States)

    Orlaineta-Agüero, S.; Del Sol-Fernández, S.; Sánchez-Guzmán, D.; García-Salcedo, R.

    2017-01-01

    In the present work we show the implementation of a learning sequence based on an active learning methodology for teaching Physics, this proposal tends to promote a better learning in high school students with the use of a comic book and it combines the use of different low-cost experimental activities for teaching the electrical concepts of Current, Resistance and Voltage. We consider that this kind of strategy can be easily extrapolated to higher-education levels like Engineering-college/university level and other disciplines of Science. To evaluate this proposal, we used some conceptual questions from the Electric Circuits Concept Evaluation survey developed by Sokoloff and the results from this survey was analysed with the Normalized Conceptual Gain proposed by Hake and the Concentration Factor that was proposed by Bao and Redish, to identify the effectiveness of the methodology and the models that the students presented after and before the instruction, respectively. We found that this methodology was more effective than only the implementation of traditional lectures, we consider that these results cannot be generalized but gave us the opportunity to view many important approaches in Physics Education; finally, we will continue to apply the same experiment with more students, in the same and upper levels of education, to confirm and validate the effectiveness of this methodology proposal.

  17. Using reading to teach a world language strategies and activities

    CERN Document Server

    Spangler, Donna

    2015-01-01

    To help your students learn a world language, don't forget the power of reading! In this practical book from Donna Spangler and John Alex Mazzante, you'll gain a variety of strategies and activities that you can use to teach students to read in a world language, boosting their comprehension, vocabulary, and fluency. Perfect for any age or proficiency level, these classroom-ready activities can easily be adapted to suit your needs! Special features: A discussion of the challenges to teaching reading in the world language classroom A variety of adaptable pre-reading, during-reading, and post-reading strategies and activities for students across grade levels and languages Essential tips for cultivating vocabulary, fluency, and comprehension Reader's Theater - a special chapter of strategies for implementing this exciting technique A list of helpful websites and apps for world language teachers Useful appendices, including reproducible material for your classroom Busy world language teachers will love this book's...

  18. Foreign language teaching for specific purposes: basic aspects

    Directory of Open Access Journals (Sweden)

    Svitlana Grynyuk

    2016-03-01

    Full Text Available The present article is an attempt to understand, analyse and provide an overall picture on basic aspects of English for Specific Purposes: its definition, scope, historical background, characteristics, types and aims. It also discusses the ESP teaching objectives, the role of ESP teacher and the training process to become an ESP teacher, the purpose of an ESP course and an ESP program.We see a clear rationale, amongst the variety of contradicting views on ESP policy, in coming to an agreement finally that ESP is the teaching of English to the learners who have specific goals and purposes: professional, academic or scientific.The article analyses the main roles and functions of teachers of foreign languages for specific purposes. It outlines the general tasks and responsibilities of higher education teachers whose professional activity is multispectral and multifunctiona; it also analyses the ESP courses and their specific features

  19. Interactive Whiteboards and All That Jazz: Analysing Classroom Activity with Interactive Technologies

    Science.gov (United States)

    Tanner, Howard; Beauchamp, Gary; Jones, Sonia; Kennewell, Steve

    2010-01-01

    The term "orchestration", has been used to describe the teacher's role in activity settings incorporating interactive technologies. This musical analogy suggests pre-planned manipulation of events to generate "performance" leading to learning. However, in two recent projects we have observed how effective teaching and learning…

  20. HOW E-LEARNING DEMONSTRATES THE FORMATION OF STUDENTS' COGNITIVE ACTIVITY IN THE TEACHING OF QUANTUM PHYSICS

    Directory of Open Access Journals (Sweden)

    Ihor V. Korsun

    2017-10-01

    Full Text Available The aim of this article is to prove the advisability of using the e-learning of quantum physics in the Moodle environment to help students achieve better success in this difficult subject area. The possibilities of Moodle in a distance learning environment have been analysed. E-learning tool of quantum physics in the Moodle environment has been described, and its educational opportunities have been determined. The need for material models and thought models for teaching of quantum physics has been proven. Modeling method and thought experiments explain phenomena of physics help to better understand real experiments and the essence of physics theories. The method of creation of computer models using Easy Gif Animator has been discussed. The requirements for material models have been identified, and an example of material model of Large Hadron Collider has been demonstrated. Results showed that e-learning of quantum physics increases the level of students' cognitive activity. This technique can be used for teaching other sections of physics and other natural sciences.

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

    Science.gov (United States)

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

    2015-01-01

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

  2. A protocol for analysing mathematics teacher educators' practices

    OpenAIRE

    Kuzle , Ana; Biehler , Rolf

    2015-01-01

    International audience; Studying practices in a teaching-learning environment, such as professional development programmes, is a complex and multi-faceted endeavour. While several frameworks exist to help researchers analyse teaching practices, none exist to analyse practices of those who organize professional development programmes, namely mathematics teacher educators. In this paper, based on theoretical as well as empirical results, we present a protocol for capturing different aspects of ...

  3. Dramatization at Extracurricular Activities as a Means to Enhance Foreign Language Teaching

    Directory of Open Access Journals (Sweden)

    Marina Valeryevna Kuimova

    2015-02-01

    Full Text Available The main purpose of foreign language teaching is to learn to communicate and overcome the language barrier. The article studies dramatization and its appropriateness in foreign language teaching, provides criteria for choosing a literary work for dramatization. The use of dramatization at extracurricular activities develops communication abilities, creativity; enhances motivation to learn a foreign language and strengthens students’ confidence in a foreign language.

  4. Teaching Diversity and Aging through Active Learning Strategies: An Annotated Bibliography.

    Science.gov (United States)

    Fried, Stephen B.; Mehrotra, Chandra M.

    Covering 10 topical areas, this annotated bibliography offers a guide to journal articles, book chapters, monographs, and books useful for teaching diversity and aging through active learning. Active learning experiences may help expand students' awareness of elements of their own diversity, broaden their world view, and enhance their culturally…

  5. PROPOSAL OF ACTIVITY FOR APPROACH TO CONCEPT TEACHING IN THE MIDDLE OF ENTROPY

    OpenAIRE

    Monteiro, Marco Aurélio Alvarenga; ITA - São Paulo; Monteiro, Isabel Cristina de Castro; UNESP/Guaratinguetá - SP; Gaspar, Alberto; UNESP/Guaratinguetá-SP; Germano, Jóse Silvério Edmundo; ITA-SP

    2009-01-01

    To teach concepts of Thermodynamics for students of high school, primarily those relating to the Second Law, is not trivial task, in view of the rare activities proposed to approach these concepts in the classroom. The aim of this article is to offer a proposal for construction activity from simple, inexpensive and easy to use in the classroom so that it can be used by teachers of Physical of the high school aiming teach concepts relating to the Second Law of Thermodynamics. La enseñanza d...

  6. PROPOSAL OF ACTIVITY FOR APPROACH TO CONCEPT TEACHING IN THE MIDDLE OF ENTROPY

    Directory of Open Access Journals (Sweden)

    Marco Aurélio Alvarenga Monteiro

    2009-08-01

    Full Text Available To teach concepts of Thermodynamics for students of high school, primarily those relating to the Second Law, is not trivial task, in view of the rare activities proposed to approach these concepts in the classroom. The aim of this article is to offer a proposal for construction activity from simple, inexpensive and easy to use in the classroom so that it can be used by teachers of Physical of the high school aiming teach concepts relating to the Second Law of Thermodynamics.

  7. Racial Disparity in Duration of Patient Visits to the Emergency Department: Teaching Versus Non-teaching Hospitals

    Directory of Open Access Journals (Sweden)

    Zynal Karaca

    2013-09-01

    Full Text Available Introduction: The sources of racial disparity in duration of patients’ visits to emergency departments (EDs have not been documented well enough for policymakers to distinguish patient-related factors from hospital- or area-related factors. This study explores the racial disparity in duration of routine visits to EDs at teaching and non-teaching hospitals.Methods: We performed retrospective data analyses and multivariate regression analyses to investigate the racial disparity in duration of routine ED visits at teaching and non-teaching hospitals. The Healthcare Cost and Utilization Project (HCUP State Emergency Department Databases (SEDD were used in the analyses. The data include 4.3 million routine ED visits encountered in Arizona, Massachusetts, and Utah during 2008. We computed duration for each visit by taking the difference between admission and discharge times.Results: The mean duration for a routine ED visit was 238 minutes at teaching hospitals and 175 minutes at non-teaching hospitals. There were significant variations in duration of routine ED visits across race groups at teaching and non-teaching hospitals. The risk-adjusted results show that the mean duration of routine ED visits for Black/African American and Asian patients when compared to visits for white patients was shorter by 10.0 and 3.4%, respectively, at teaching hospitals; and longer by 3.6 and 13.8%, respectively, at non-teaching hospitals. Hispanic patients, on average, experienced 8.7% longer ED stays when compared to white patients at non-teaching hospitals.Conclusion: There is significant racial disparity in the duration of routine ED visits, especially in non-teaching hospitals where non-White patients experience longer ED stays compared to white patients. The variation in duration of routine ED visits at teaching hospitals when compared to non-teaching hospitals was smaller across race groups. [West J Emerg Med. 2013;14(5:529–541.

  8. Development of active learning modules in pharmacology for small group teaching.

    Science.gov (United States)

    Tripathi, Raakhi K; Sarkate, Pankaj V; Jalgaonkar, Sharmila V; Rege, Nirmala N

    2015-01-01

    Current teaching in pharmacology in undergraduate medical curriculum in India is primarily drug centered and stresses imparting factual knowledge rather than on pharmacotherapeutic skills. These skills would be better developed through active learning by the students. Hence modules that will encourage active learning were developed and compared with traditional methods within the Seth GS Medical College, Mumbai. After Institutional Review Board approval, 90 second year undergraduate medical students who consented were randomized into six sub-groups, each with 15 students. Pre-test was administered. The three sub-groups were taught a topic using active learning modules (active learning groups), which included problems on case scenarios, critical appraisal of prescriptions and drug identification. The remaining three sub-groups were taught the same topic in a conventional tutorial mode (tutorial learning groups). There was crossover for the second topic. Performance was assessed using post-test. Questionnaires with Likert-scaled items were used to assess feedback on teaching technique, student interaction and group dynamics. The active and tutorial learning groups differed significantly in their post-test scores (11.3 ± 1.9 and 15.9 ± 2.7, respectively, P active learning session as interactive (vs. 37/90 students in tutorial group) and enhanced their understanding vs. 56/90 in tutorial group), aroused intellectual curiosity (47/90 students of active learning group vs. 30/90 in tutorial group) and provoked self-learning (41/90 active learning group vs. 14/90 in tutorial group). Sixty-four students in the active learning group felt that questioning each other helped in understanding the topic, which was the experience of 25/90 students in tutorial group. Nevertheless, students (55/90) preferred tutorial mode of learning to help them score better in their examinations. In this study, students preferred an active learning environment, though to pass examinations, they

  9. The role of active teaching programmes in academic skills ...

    African Journals Online (AJOL)

    The role of active teaching programmes in academic skills enhancement of Grade 12 Learners in the Stellenbosch Region. ... The premise of this study focused on the holistic approach to the human body, mainly the connection between the brain and the body. Learners attend school as holistic beings and both the body ...

  10. Improving teaching on the basis of student evaluation: Integrative teaching consultation

    Directory of Open Access Journals (Sweden)

    Wibbecke, Gerald

    2015-02-01

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

  11. Designing Classroom Activities for Teaching English to Children

    OpenAIRE

    Emma Malia

    2004-01-01

    This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmental...

  12. Analyses on How to Permeate Psychological Health Education in College English Teaching

    Directory of Open Access Journals (Sweden)

    Wang Yifei

    2015-01-01

    Full Text Available College students’ mental health education research has become an important subject of psychological research in our country. Questionnaire survey and analysis are conducted on the adaptability to the campus life of college students. And we may have better and more effective college English teaching methods through this research. The data used in this paper come from 100 freshmen from Jiujiang University, majoring in Business English. Based on the analysis of the data, the following findings are obtained. By analyzing the psychological problems in college students’ learning process and putting forward the method to solve those problems, universities should carefully summarize the good experience and characteristics, and explore new ideas actively on college students’ psychological health education work to encourage students to learn English better.

  13. Preparing graduate student teaching assistants in the sciences: An intensive workshop focused on active learning.

    Science.gov (United States)

    Roden, Julie A; Jakob, Susanne; Roehrig, Casey; Brenner, Tamara J

    2018-03-12

    In the past ten years, increasing evidence has demonstrated that scientific teaching and active learning improve student retention and learning gains in the sciences. Graduate teaching assistants (GTAs), who play an important role in undergraduate education at many universities, require training in these methods to encourage implementation, long-term adoption, and advocacy. Here, we describe the design and evaluation of a two-day training workshop for first-year GTAs in the life sciences. This workshop combines instruction in current research and theory supporting teaching science through active learning as well as opportunities for participants to practice teaching and receive feedback from peers and mentors. Postworkshop assessments indicated that GTA participants' knowledge of key topics increased during the workshop. In follow-up evaluations, participants reported that the workshop helped them prepare for teaching. This workshop design can easily be adapted to a wide range of science disciplines. Overall, the workshop prepares graduate students to engage, include, and support undergraduates from a variety of backgrounds when teaching in the sciences. © 2018 by The International Union of Biochemistry and Molecular Biology, 2018. © 2018 The International Union of Biochemistry and Molecular Biology.

  14. Teaching Primary Science: Emotions, Identity and the Use of Practical Activities

    Science.gov (United States)

    Cripps Clark, John; Groves, Susie

    2012-01-01

    This paper uses cultural historical activity theory to examine the interactions between the choices primary teachers make in the use of practical activities in their teaching of science and the purposes they attribute to these; their emotions, background and beliefs; and the construction of their identities as teachers of science. It draws on four…

  15. Value Informed Conception, Design, Implementation and Operation of Education and Teaching Activities

    DEFF Research Database (Denmark)

    Nielsen, Michael Havbro Faber; Nielsen, Linda

    2017-01-01

    In the present paper we take basis in the basic postulate that the objective of education and teaching is value creation. With this setout we take up two implications, namely: i) decision analysis is the logical choice of management framework for conceiving, designing, implementing and operating ...... (CDIO) education and teaching activities and ii) a thorough, transparent and continuously informed discourse is necessary among all stakeholders to education on what this “value” actually is....

  16. Let’s Get Moving!: Eight Ways to Teach Information Literacy Using Kinesthetic Activities

    Directory of Open Access Journals (Sweden)

    Alexandria Chisholm

    2017-05-01

    Full Text Available Kinesthetic pedagogy uses physical movement to stimulate learning; recent studies in higher education increasingly reveal the effectiveness of kinesthetic activities (KAs in college teaching. Accordingly, this paper suggests that academic librarians explore the use of kinesthetic activities in their instruction. Librarians have designed many excellent classroom activities based on other active learning pedagogies that happen to provide opportunities for some student movement. However, few librarians have intentionally incorporated KAs into their instructional design or contextualized their efforts within kinesthetic pedagogy. Nevertheless, some existing teaching methodologies discussed in library literature can offer a starting point for kinesthetic-conscious information literacy (IL teachers. This article presents librarians with a menu of effective, evidence-based library activities documented in the literature along with practical advice from our trial-and-error experiences to enhance the kinesthetic benefits of these activities and manage student movement in the classroom.

  17. Exploration of Pre-Service Teachers' Beliefs in Relation to Mathematics Teaching Activities in Classroom-Based Setting

    Science.gov (United States)

    Kul, Umit; Celik, Sedef

    2017-01-01

    This paper has been conducted to determine future teachers' mathematical beliefs and to explore the relationship between their mathematical beliefs and initial teaching practice in a classroom setting, in terms of how they design the content of teaching activities, they employed the style of teaching in mathematics, and they engaged with pupils. A…

  18. SOCIO-PEDAGOGICAL EVALUATION OF TEACHING STAFF ACTIVITIES IN COMPREHENSIVE SCHOOLS AS AN INDEPENDENT MECHANISM OF EDUCATION QUALITY ASSESSMENT

    Directory of Open Access Journals (Sweden)

    Irina О. Antipina

    2014-01-01

    Full Text Available The aim of the research is to reveal various ways for developing the independent mechanisms of education quality assessment.Methods involve the analysis of the existing views concerning the quality assessment of teaching staff activities.Results: The research findings demonstrate functional specificity of comprehensive schools, the main phases of socio-pedagogic assessment of teaching staff activities, and the main criteria and indices of their monitoring. The author considers professional educational activity as a general assessment criterion. The main feature of socio-pedagogic assessment procedures involves participation of different categories of teaching and research staff, along with students’ parents and the neighboring society members.Scientific novelty: The author specifies the concept of socio-pedagogic assessment of teaching staff activities.Practical significance: Implementation of the research outcomes can stimulate professional activity of pedagogical society in developing the independent system of education quality assessment.

  19. Effect of bedside teaching activities on patients' experiences at an ...

    African Journals Online (AJOL)

    Items where respondents scored less than the median of 67 (interquartile range 21) were categorised as displaying a negative attitude. Results. Patients (60%) did not favour the bedside teaching activities. No significant association was found with age, sex, occupation, literacy level, duration of hospital stay, and ward.

  20. Reforming pathology teaching in medical college by peer-assisted learning and student-oriented interest building activities: A pilot study.

    Science.gov (United States)

    Grover, Sumit; Sood, Neena; Chaudhary, Anurag

    2017-01-01

    Peer-assisted learning (PAL) is a teaching-learning method in which students act as peer teachers and help other students to learn while also themselves learning by teaching. PAL through modified interest building activities (MIBAs) is seldom tried in teaching pathology in medical colleges. This study aimed to evaluate the usefulness of peer teaching using MIBA, obtain feedback from students, and compare different activities with each other and with traditional teaching-learning methods. An interventional pilot study was conducted in 2 months on the 2nd MBBS undergraduates learning pathology at a medical college in North India. Students acted as peer teachers and performed different MIBAs including role plays, demonstration of pathogenesis through props, student-led seminars such as PowerPoint teaching, blackboard teaching, multiple choice question seminars, case-based learning (CBL) exercises, and quizzes before teaching sessions. Feedback was obtained through structured questionnaires on a 5-point Likert scale. Paired t-test was used to compare traditional teaching with MIBAs, and Friedman test was used to compare among different MIBAs. Students found ease of understanding and the interaction and involvement of students as the most important benefits of PAL. MIBAs increased voluntary participation, coordination, teamwork, shared responsibility, and group dynamics among students. Quiz sessions followed by PowerPoint seminars and prop demonstrations received highest mean scores from students on most of the parameters. Quizzes, blackboard teaching, prop activities, and CBL helped students understand topics better and generated interest. Learners advocated for making MIBAs and PAL compulsory for future students. PAL complemented by MIBAs may be adopted to make teaching-learning more interesting and effective through the active involvement and participation of students.

  1. The SERC K12 Educators Portal to Teaching Activities and Pedagogic Approaches

    Science.gov (United States)

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

    2013-12-01

    The Science Education Resource Center (SERC) has created a portal to information for K12 educators to provide high-quality grade level appropriate materials from a wide variety of projects and topics. These materials were compiled across the SERC site, showcasing materials that were created for, or easily adaptable to, K12 classrooms. This resource will help support implementation of Next Generation Science Standards by assisting educators in finding innovative resources to address areas of instruction that are conceptually different than previous national and state science standards. Specifically, the K12 portal assists educators in learning about approaches that address the cross-cutting nature of science concepts, increasing students quantitative reasoning and numeracy skills, incorporating technology such as GIS in the classroom, and by assisting educators of all levels of K12 instruction in using relevant and meaningful ways to teach science concepts. The K12 portal supports educators by providing access to hundreds of teaching activities covering a wide array of science topics and grade levels many of which have been rigorously reviewed for pedagogic quality and scientific accuracy. The portal also provides access to web pages that enhance teaching practices that help increase student's system thinking skills, make lectures interactive, assist instructors in conducting safe and effective indoor and outdoor labs, providing support for teaching energy and climate literacy principles, assisting educators in addressing controversial content, provide guidance in engaging students affective domain, and provides a collection of tools for making teaching relevant in 21st century classrooms including using GIS, Google Earth, videos, visualizations and simulations to model and describe scientific concepts. The portal also provides access to material for specific content and audiences by (1) Supporting AGIs 'Map your World' week to specifically highlight teaching

  2. Effect of Child Centred Methods on Teaching and Learning of Science Activities in Pre-Schools in Kenya

    Science.gov (United States)

    Andiema, Nelly C.

    2016-01-01

    Despite many research studies showing the effectiveness of teacher application of child-centered learning in different educational settings, few studies have focused on teaching and learning activities in Pre-Schools. This research investigates the effect of child centered methods on teaching and learning of science activities in preschools in…

  3. Designing Classroom Activities for Teaching English to Children

    Directory of Open Access Journals (Sweden)

    Emma Malia

    2004-01-01

    Full Text Available This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmentally have shorter attention span composed to adults, to learn English naturally.

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

    Science.gov (United States)

    de Jong, Onno; Acampo, Jeannine; Verdonk, Adri

    Although there is growing interest in studies of teachers' actions and conceptions, little is known about content-related teaching problems arising in science classrooms. This article presents a case study of problems which can occur when teaching the topic of redox reactions to Grade 11 students. Two chemistry teachers, a senior and a junior teacher, were involved in the study. Their reflective comments on the teaching problems were also investigated. Research data were obtained from classroom observations and audiotaped recordings of classroom practice. After the lessons, we conducted semistructured interviews with the teachers. The teaching problems are reported in terms of teaching activities causing difficulties for students in considering new conceptions to be necessary, intelligible, plausible, or fruitful. Analyses of the teachers' comments on these teaching activities clarifies a number of reasons why they acted as they did. It can be concluded that teachers' scientific expertise is an important source of difficulties when teaching redox reactions. Implications for an improvement of current chemistry classroom practice and content-related teacher training are offered.Received: 11 April 1994; Revised: 5 June 1995;

  5. Corporate Secretarial Bilingual Activity: An English Teaching Proposal Based on Corpora Directed to the Secretaries

    Directory of Open Access Journals (Sweden)

    José Roberto Lourenço

    2015-07-01

    Full Text Available This article presents part of research conducted in the field of Corpus Linguistics about the use of corpora in English Language Teaching specifically directed to corporate secretarial activities. The study developed at the doctoral level had FATEC-SP students as voluntary respondents to a questionnaire on corporate secretarial activities; the responses presented as one of the most important and frequent secretarial activities, "Reading, Preparation and Presentation of Administrative Report". We present a model of practice in English Teaching with an initial focus on "Company History, Strategies and Structure".

  6. Strategies to Address Common Challenges When Teaching in an Active Learning Classroom

    Science.gov (United States)

    Petersen, Christina I.; Gorman, Kristen S.

    2014-01-01

    This chapter provides practical strategies for addressing common challenges that arise for teachers in active learning classrooms. Our strategies come from instructors with experience teaching in these environments.

  7. Analysing the Continuity of Teaching and Learning in Classroom Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses

    Science.gov (United States)

    Ligozat, Florence; Lundqvist, Eva; Amade-Escot, Chantal

    2018-01-01

    One strand of comparative didactics aims at discussing the relationships between the theoretical constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract,…

  8. Use of gamma spectroscopy in activation analysis; Utilisation de la spectrographie gamma dans l'analyse par activation

    Energy Technology Data Exchange (ETDEWEB)

    Leveque, [Commissariat a l' Energie Atomique, Saclay (France).Centre d' Etudes Nucleaires

    1959-07-01

    Brief review of the principles of activation analysis: calculation of activities, decay curves, {beta} absorption curves, examples of application. - Principle and description of the {gamma} spectrograph. - Practical utilisation of the {gamma} spectrograph: analysis by activation, analysis by {beta} - x fluorescence. - Sensitivity limit of the method and precision of the measurements. - Possible improvements to the method: {gamma} spectroscopy with elimination of the Compton effect. (author) [French] Bref rappel des principes de l'analyse par activation: calcul des activites, courbes de decroissance, courbes d'absorption {beta}, exemples d'utilisation. - Principe et description du spectrographe {gamma}. - Utilisation pratique de la spectrographie {gamma}: analyse par activation, analyse par fluorescence {beta} - x. - Limite de sensibilite de la methode et precision des mesures. - Ameliorations possibles de la methode: spectrographe {gamma} avec elimination de l'effet Compton. (auteur)

  9. A laboratory activity for teaching natural radioactivity

    Science.gov (United States)

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

    2017-01-01

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

  10. Altered Brain Activity in Unipolar Depression Revisited: Meta-analyses of Neuroimaging Studies.

    Science.gov (United States)

    Müller, Veronika I; Cieslik, Edna C; Serbanescu, Ilinca; Laird, Angela R; Fox, Peter T; Eickhoff, Simon B

    2017-01-01

    During the past 20 years, numerous neuroimaging experiments have investigated aberrant brain activation during cognitive and emotional processing in patients with unipolar depression (UD). The results of those investigations, however, vary considerably; moreover, previous meta-analyses also yielded inconsistent findings. To readdress aberrant brain activation in UD as evidenced by neuroimaging experiments on cognitive and/or emotional processing. Neuroimaging experiments published from January 1, 1997, to October 1, 2015, were identified by a literature search of PubMed, Web of Science, and Google Scholar using different combinations of the terms fMRI (functional magnetic resonance imaging), PET (positron emission tomography), neural, major depression, depression, major depressive disorder, unipolar depression, dysthymia, emotion, emotional, affective, cognitive, task, memory, working memory, inhibition, control, n-back, and Stroop. Neuroimaging experiments (using fMRI or PET) reporting whole-brain results of group comparisons between adults with UD and healthy control individuals as coordinates in a standard anatomic reference space and using an emotional or/and cognitive challenging task were selected. Coordinates reported to show significant activation differences between UD and healthy controls during emotional or cognitive processing were extracted. By using the revised activation likelihood estimation algorithm, different meta-analyses were calculated. Meta-analyses tested for brain regions consistently found to show aberrant brain activation in UD compared with controls. Analyses were calculated across all emotional processing experiments, all cognitive processing experiments, positive emotion processing, negative emotion processing, experiments using emotional face stimuli, experiments with a sex discrimination task, and memory processing. All meta-analyses were calculated across experiments independent of reporting an increase or decrease of activity in

  11. Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

    Science.gov (United States)

    2014-01-01

    Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE teaching format structured around the following steps: assemble (A) into groups, convey (C) learning objectives, teach (T) background information, inquire (I) through cases and questions, verify (V) understanding, and explain (E) answer choices and educate on the learning points. We conducted a prospective, controlled study of the ACTIVE teaching format versus the standard lecture format, comparing resident satisfaction, immediate knowledge achievement and long-term knowledge retention. We qualitatively assessed participating faculty members’ perspectives on the faculty development efforts and the feasibility of teaching using the ACTIVE format. Results Sixty-nine internal medicine residents participated in the study. Overall, there was an improvement in perceived engagement using the ACTIVE teaching format (4.78 vs. 3.80, P teaching format (overall absolute score increase of 11%, P = 0.04) and a trend toward improvement in long-term knowledge retention. Faculty members felt adequately prepared to use the ACTIVE teaching format, and enjoyed teaching with the ACTIVE teaching format more than the standard lecture. Conclusions A structured ACTIVE teaching format improved resident engagement and initial knowledge, and required minimal resources. The ACTIVE teaching format offers an exciting alternative to the standard lecture for resident noon conference and is easy to implement. PMID:24985781

  12. Using Kinesthetic Activities to Teach Ptolemaic and Copernican Retrograde Motion

    Science.gov (United States)

    Richards, Ted

    2012-01-01

    This paper describes a method for teaching planetary retrograde motion, and the Ptolemaic and Copernican accounts of retrograde motion, by means of a series kinesthetic learning activities (KLAs). In the KLAs described, the students literally walk through the motions of the planets in both systems. A retrospective statistical analysis shows that…

  13. Cultivating the scientific research ability of undergraduate students in teaching of genetics.

    Science.gov (United States)

    Xing, Wan-jin; Morigen, Morigen

    2016-11-20

    The classroom is the main venue for undergraduate teaching. It is worth pondering how to cultivate undergraduate's research ability in classroom teaching. Here we introduce the practices and experiences in teaching reform in genetics for training the research quality of undergraduate students from six aspects: (1) constructing the framework for curriculum framework systematicaly, (2) using the teaching content to reflect research progress, (3) explaining knowledge points with research activities, (4) explaining the scientific principles and experiments with PPT animation, (5) improving English reading ability through bilingual teaching, and (6) testing students' analysing ability through examination. These reforms stimulate undergraduate students' enthusiasm for learning, cultivate their ability to find, analyze and solve scientific problems, and improve their English reading and literature reviewing capacity, which lay a foundation for them to enter the field of scientific research.

  14. The Bourgeoisie Dream Factory: Teaching Marx's Theory of Alienation through an Experiential Activity

    Science.gov (United States)

    Windsor, Elroi J.; Carroll, Alana M.

    2015-01-01

    Effectively teaching sociological theories to undergraduate students is challenging. Students often enroll in theory courses due to major requirements, not personal interest. Consequently, many students approach the study of theory with anxiety. This study examined the effectiveness of an experiential learning activity designed to teach Karl…

  15. Promoting Student Autonomy and Competence Using a Hybrid Model for Teaching Physical Activity

    Directory of Open Access Journals (Sweden)

    Christine Bachman

    2015-01-01

    Full Text Available For approximately twenty-years, Web-enhanced learning environments have been popular in higher education. Much research has examined how best practices can integrate technology, pedagogical theories, and resources to enhance learning. Numerous studies of hybrid teaching have revealed mostly positive effects. Yet, very little research has examined how to teach a successful physical activity course using a hybrid format. Review of the literature: We reviewed the research regarding the design and implementation of a Web-enhanced physical activity course in a college population using pedagogical principles of learning and the10 self-determination theory. Method: Data were collected from students at the beginning and end of the course. The hybrid course consisted of completing weekly online activities, and selecting and participating in a face-to-face physical activity based on student’s choice. Conclusion: The authors propose this template as a model to assist faculty in designing and implementing a blended physical activity course.

  16. Complex Dynamics in Academics' Developmental Processes in Teaching

    Science.gov (United States)

    Trautwein, Caroline; Nückles, Matthias; Merkt, Marianne

    2015-01-01

    Improving teaching in higher education is a concern for universities worldwide. This study explored academics' developmental processes in teaching using episodic interviews and teaching portfolios. Eight academics in the context of teaching development reported changes in their teaching and change triggers. Thematic analyses revealed seven areas…

  17. Teaching English for Specific Purposes

    Directory of Open Access Journals (Sweden)

    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.

  18. Place-Based Science Teaching and Learning: 40 Activities for K-8 Classrooms

    Science.gov (United States)

    Buxton, Cory A.; Provenzo, Eugene F., Jr.

    2011-01-01

    Grounded in theory and best-practices research, this practical text provides elementary and middle school teachers with 40 place-based activities that will help them to make science learning relevant to their students. This text provides teachers with both a rationale and a set of strategies and activities for teaching science in a local context…

  19. A New Look at an Old Activity: Resonance Tubes Used to Teach Resonance

    Science.gov (United States)

    Nelson, Jim; Nelson, Jane

    2017-01-01

    There are several variations of resonance laboratory activities used to determine the speed of sound. This is "not" one of them. This activity uses the resonance tube idea to teach "resonance," not to verify the speed of sound. Prior to this activity, the speed of sound has already been measured using computer sound-sensors and…

  20. Collegiate Mathematics Teaching: An Unexamined Practice

    Science.gov (United States)

    Speer, Natasha M.; Smith, John P., III; Horvath, Aladar

    2010-01-01

    Though written accounts of collegiate mathematics teaching exist (e.g., mathematicians' reflections and analyses of learning and teaching in innovative courses), research on collegiate teachers' actual classroom teaching practice is virtually non-existent. We advance this claim based on a thorough review of peer-reviewed journals where scholarship…

  1. Teaching Criteria That Matter in University Academic Promotions

    Science.gov (United States)

    Subbaye, Reshma; Vithal, Renuka

    2017-01-01

    While many universities have taken steps to recognise teaching in academic promotions, debate continues on the teaching criteria to be used and their evaluation. This article analyses the 10 criteria that inform the evaluation of teaching and eventual promotion decisions at a South African university: rationale for teaching, teaching methods,…

  2. Teaching with Technology. Teaching in Focus. No. 12

    Science.gov (United States)

    OECD Publishing, 2015

    2015-01-01

    Information and communication technology (ICT) use has been identified as one of the more active teaching practices, which promote skills students need for success. And yet, less than 40% of teachers across Teaching and Learning International Survey (TALIS) countries report using ICT as a regular part of their teaching practice. Shortages in…

  3. Determinants of Teachers' Intentions To Teach Physically Active Physical Education Classes.

    Science.gov (United States)

    Martin, Jeffrey J.; Kulinna, Pamela Hodges; Eklund, Robert C.; Reed, Brett

    2001-01-01

    Investigated elementary and secondary teachers' intentions to teach physically active physical education classes, examining a model hypothesizing that teachers' intentions were determined by subjective norm, attitude, perceived behavioral control, and self-efficacy. Teacher surveys supported the theories of reasoned action and planned behavior.…

  4. Active-learning laboratory session to teach the four M's of diabetes care.

    Science.gov (United States)

    Darbishire, Patricia L; Plake, Kimberly S; Nash, Christiane L; Shepler, Brian M

    2009-04-07

    To implement an active-learning methodology for teaching diabetes care to pharmacy students and evaluate its effectiveness. Laboratory instruction was divided into 4 primary areas of diabetes care, referred to by the mnemonic, the 4 M's: meal planning, motion, medication, and monitoring. Students participated in skill-based learning laboratory stations and in simulated patient experiences. A pretest, retrospective pretest, and posttest were administered to measure improvements in students' knowledge about diabetes and confidence in providing care to diabetes patients. Students knowledge of and confidence in each area assessed improved. Students enjoyed the laboratory session and felt it contributed to their learning. An active-learning approach to teaching diabetes care allowed students to experience aspects of the disease from the patient's perspective. This approach will be incorporated in other content areas.

  5. [Structured teaching of surgery the LMU model in Munich].

    Science.gov (United States)

    Chiapponi, C; Bruns, C J; Pilz, F; Kanz, K-G; Mutschler, W; Jauch, K-W; Siebeck, M

    2014-12-01

    The medical curriculum (MeCuM) of the Ludwig Maximilian University (LMU) in Munich is a dynamic curriculum aimed to support the learning process of all students with their different learning styles. It is based on interactive, activating teaching methods in order to increase students' interest, and on repetitive evaluation of teaching units to modify the teaching in order to meet students' needs and wishes. In this context the teaching of surgery at our faculty takes place. Besides interdisciplinary lessons where diseases are taught in cooperation with our colleagues from internal medicine, indications for surgery, complications and consequences of surgery for the patients are analysed in PBL tutorials, online cases, bedside teachings and practical teaching on the ward. Surgical skills like suturing are demonstrated in videos, practiced on models or during practical teaching on the ward and they are tested in OSCEs. During the "praktisches Jahr", the students in the last year of their medical studies are supposed to apply their practical skills besides repeating theoretical knowledge in order to pass the final examination. For this purpose they are taught in a revision course called "LMU-StaR" (revision course for the Staatsexamen). In this paper we describe in detail the teaching of surgery at our faculty. Georg Thieme Verlag KG Stuttgart · New York.

  6. Teaching Children To Love: 80 Games & Fun Activities for Raising Balanced Children in Unbalanced Times.

    Science.gov (United States)

    Childre, Doc Lew; Paddison, Sara Hatch, Ed.

    Raising children in today's fast-paced society requires love and technique. Ways that parents can teach children to love, teach them values, and help them balance their lives are discussed in this activity book. The text opens with a discussion of heart intelligence (what is sometimes equated with emotional intelligence). Heart intelligence…

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

    Science.gov (United States)

    Kosmatin Fras, M.; Grigillo, D.

    2016-06-01

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

  8. IMPLEMENTATION OF ACTIVE TEACHING METHODS AND EMERGING TOPICS IN PHOTOGRAMMETRY AND REMOTE SENSING SUBJECTS

    Directory of Open Access Journals (Sweden)

    M. Kosmatin Fras

    2016-06-01

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

  9. Application of case analysis teaching method in nursing teaching in Department of Internal Medicine

    Directory of Open Access Journals (Sweden)

    Zhang-xiu SHENG

    2014-04-01

    Full Text Available Objective:In order to adapt to the modern occupation education teaching idea, to stimulate students’ interest in learning, training students' comprehensive quality, improve the students' active participation, understanding, analysis and problem solving skills. Methods: I In the course of different stages using teaching methods of case analysis: case introduction before class teaching method, case analysis during and after class teaching method, and case analysis of the whole chapter after class teaching method.  Results and Conclusion: Through the course of different stages of using case analysis teaching method, we can launch the students’ active learning, stimulate the students' interest in learning, activate classroom atmosphere, train students' independent thinking, strengthen the problems solving ability, improve the self-learning ability of students, activate their participation and awareness, analysis, judgment, introduction, and strengthen students' exam ability, improve the test scores of students and the teaching effect of nursing in Department of internal medicine.

  10. ACTIVE METHODOLOGY AS A TEACHING AND PREPAREDNESS TOOL IN THE TECHNICAL COURSE OF LOGISTICS

    Directory of Open Access Journals (Sweden)

    Juliana ferreira de Vales

    2018-03-01

    Full Text Available With the change of the profile of the student, the educational institutions are following new forms for teaching-learning; and within this scenario the Active Methodologies have a great role to provide students with autonomy. The article aims to present the use of Active Methodologies as a teaching and learning tool in the logistics technical course, using the methods Flipped Classroom and Problem-Based Learning (PBL, with the aim of showing the effectiveness of both methods in technical education. For the elaboration of this article the methods used were: bibliographic research and direct observation. The implementation of the Active Methodologies makes the students more interested in the course, besides being an excellent pedagogical resource and an additional motivation for the students.

  11. The Integrated Curriculum, University Teacher Identity and Teaching Culture: The Effects of an Interdisciplinary Activity

    Science.gov (United States)

    Sáez, Israel Alonso; Sancho, Naiara Berasategi

    2017-01-01

    The results of an investigative process are reported that centre on the impact that modular curricular organization and its interdisciplinary activity are having on the teaching culture in the Degree in Social Education at the University of the Basque Country (UPV/ EHU). This understanding of the curriculum is a seminal change for teaching staff…

  12. Interaction between Philosophy of Education and Teaching Practice

    Science.gov (United States)

    Bim-Bad, Boris Michailovich; Egorova, Lioudmila Ivanovna

    2016-01-01

    The article attempts to analyse the interaction between philosophy of education and teaching practice. Such area of learning as "philosophy of education" is defined, genesis and dynamics of practice as universals of human existence are traced; such concepts as "practice," "teaching practice" are analysed in view of…

  13. Active Teaching of Diffusion through History of Science, Computer Animation and Role Playing

    Science.gov (United States)

    Krajsek, Simona Strgulc; Vilhar, Barbara

    2010-01-01

    We developed and tested a lesson plan for active teaching of diffusion in secondary schools (grades 10-13), which stimulates understanding of the thermal (Brownian) motion of particles as the principle underlying diffusion. During the lesson, students actively explore the Brownian motion through microscope observations of irregularly moving small…

  14. WHO activities in teaching radioimmunoassay and related techniques

    International Nuclear Information System (INIS)

    Goncharov, N.P.; Sufi, S.B.; Donaldson, A.; Jeffcoate, S.L.

    1986-01-01

    The Special Programme of Research, Development and Research Training in Human Reproduction of the World Health Organization has recognized from its beginning that training is a key component of its activities, including its immunoassay standardization programme. Since the start of the Special Programme more than 250 scientists have received training in RIA and related procedures and 27 training courses have been held in various countries. Many of the courses have been held in collaboration with the International Atomic Energy Agency, and these co-operative activities have established a core of scientific expertise worldwide which has contributed to the increased availability of modern diagnostic techniques in many countries. The increasing number of medical and non-medical applications of immunoassays and the special expertise required for some immunoassay methods create a continuing demand for training in RIA techniques. Both WHO and the IAEA have responded by organizing courses to 'train the trainers' and by supporting national and regional courses based on centrally provided material, as well as by commissioning the production of additional teaching documents and audio-visual aids in English and Spanish. It is envisaged that such materials, complete with centrally provided materials for practicals and other teaching aids, will be made available to national reagent programmes and will be used in the future as a well characterized, standardized core around which local organizers can construct training programmes geared to local needs and drawing upon local experience. (author)

  15. How do medical schools use measurement systems to track faculty activity and productivity in teaching?

    Science.gov (United States)

    Mallon, William T; Jones, Robert F

    2002-02-01

    The authors describe their findings from a study that (1) identified 41 medical schools or medical school departments that used metric systems to quantify faculty activity and productivity in teaching and (2) analyzed the purposes and progress of those systems. Among the reasons articulated for developing these systems, the most common was to identify a "rational" method for distributing funds to departments. More generally, institutions wanted to emphasize the importance of the school's educational mission. The schools varied in the types of information they tracked, ranging from a selective focus on medical school education to a comprehensive assessment of teaching activity and educational administration, committee work, and advising. Schools were almost evenly split between those that used a relative-value-unit method of tracking activity and those that used a contact-hour method. This study also identified six challenges that the institutions encountered with these metric systems: (1) the lack of a culture of data in management; (2) skepticism of faculty and chairs; (3) the misguided search for one perfect metric; (4) the expectation that a metric system will erase ambiguity regarding faculty teaching contributions; (5) the lack of, and difficulty with developing, measures of quality; and (6) the tendency to become overly complex. Because of the concern about the teaching mission at medical schools, the number of institutions developing educational metric systems will likely increase in the coming years. By documenting and accounting financially for teaching, medical schools can ensure that the educational mission is valued and appropriately supported.

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

    Science.gov (United States)

    Rana, Jasmine; Burgin, Susan

    2017-11-01

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

  17. Designing flexible instructional space for teaching introductory physics with emphasis on inquiry and collaborative active learning

    Science.gov (United States)

    Bykov, Tikhon

    2010-03-01

    In recent years McMurry University's introductory physics curriculum has gone through a series of significant changes to achieve better integration of traditional course components (lecture/lab/discussion) by means of instructional design and technology. A system of flexible curriculum modules with emphasis on inquiry-based teaching and collaborative active learning has been introduced. To unify module elements, a technology suite has been used that consists of Tablet PC's and software applications including Physlets, tablet-adapted personal response system, PASCO data acquisition systems, and MS One-note collaborative writing software. Adoption of the new teaching model resulted in reevaluation of existing instructional spaces. The new teaching space will be created during the renovation of the McMurry Science Building. This space will allow for easy transitions between lecture and laboratory modes. Movable partitions will be used to accommodate student groups of different sizes. The space will be supportive of small peer-group activities with easy-to-reconfigure furniture, multiple white and black board surfaces and multiple projection screens. The new space will be highly flexible to account for different teaching functions, different teaching modes and learning styles.

  18. Language Teacher Candidates’ Self-Assessment Process for Teaching to Young Learners in EFL Classes

    Directory of Open Access Journals (Sweden)

    Binnur GENÇ İLTER

    2017-12-01

    Full Text Available Teaching a foreign language to young learners have some differences from teaching adults. Young children have concentration problems and they tend to change their mood every ten minutes and need more creative activities than adults. Therefore, foreign language teachers have to choose interesting activities for them and foreign language teacher candidates should learn the correct methods and techniques during their training period. Although some teacher candidates think the solution for training is simply to get all theoretical knowledge, some of them think that solution lies in encouraging the teacher candidates to create their own activities. This descriptive action research paper arises of a quantitative study the purpose of which is to seek the process of ELT students’ development and reflection on teaching English to children. In order to find out language teacher candidates’ ideas about how they improve themselves, five point Likert scale was prepared. Data collection was achieved by giving the same questionnaires at the beginning and the end of the term at One State University, ELT students in the academic year 2015–2016. 16 male and 32 female students answered the questionnaire. The data were analysed using factor analyses and Levene Test. Findings were examined and some suggestions that focused on language teacher training candidates were put forward.

  19. Teaching English Activities for the Gifted And Talented Students

    Directory of Open Access Journals (Sweden)

    Cigdem CELIK-SAHIN

    2014-06-01

    Full Text Available This paper reviews the literature and recommends activities that can be used to teach English to gifted and talented students. It includes the responsibilities that teachers of the gifted and talented have in teaching the English language. Strategies for teaching the language in a natural and flowing way to increase intake and usage are also presented. Also discussed are the pressures on gifted and talented students when they are learning a new subject such as the English language and how these pressures occur because of beliefs about giftedness and how gifted learners learn. Teachers need to also be aware of the linguistic and cultural backgrounds of their students. This information can be used to help students speak English more naturally during informal talks/discussions in class about their different lifestyles and/or cultural features. The special and different learning characteristics of gifted students are important for their teachers to know. Teachers of gifted students should then use that knowledge when they differentiate curriculum. To be a teacher of these special children means being open to ongoing professional development and always focusing on the learner rather than the learning. Finally, the teachers of the gifted need to shift their approaches in order to become counsellors and guides more than instructors and directors of learning.

  20. Activation analyses for different fusion structural alloys

    International Nuclear Information System (INIS)

    Attaya, H.; Smith, D.

    1991-01-01

    The leading candidate structural materials, viz., the vanadium alloys, the nickel or the manganese stabilized austenitic steels, and the ferritic steels, are analysed in terms of their induced activation in the TPSS fusion power reactor. The TPSS reactor has 1950 MW fusion power and inboard and outboard average neutron wall loading of 3.75 and 5.35 MW/m 2 respectively. The results shows that, after one year of continuous operation, the vanadium alloys have the least radioactivity at reactor shutdown. The maximum difference between the induced radioactivity in the vanadium alloys and in the other iron-based alloys occurs at about 10 years after reactor shutdown. At this time, the total reactor radioactivity, using the vanadium alloys, is about two orders of magnitude less than the total reactor radioactivity utilizing any other alloy. The difference is even larger in the first wall, the FW-vanadium activation is 3 orders of magnitude less than other alloys' FW activation. 2 refs., 7 figs

  1. Meta-Teaching: Meaning and Strategy

    Science.gov (United States)

    Chen, Xiaoduan

    2013-01-01

    Meta-teaching is the knowledge and reflection on teaching based on meta-ideas. It is the teaching about teaching, a teaching process with practice consciously guided by thinking, inspiring teachers to teach more effectively. Meta-teaching is related to the knowledge, inspection and amendment of teaching activities in terms of their design,…

  2. Action-research and the elaboration of teaching knowledge in sciences

    Directory of Open Access Journals (Sweden)

    Maria Nizete de Azevedo

    Full Text Available In this paper we analyze the way in which a training process, in which the methodological option approaches an action-research in teacher education, contributes with the elaboration of teaching knowledge in sciences by a group of teachers of the initial school years. In colaborative situations of teaching knowledge, those teachers elect education problems, for which they seek for solutions through planned, developed and reflected actions. We explored data obtained from a wide research, realized in a public school which took as basis this formative process. The results analysed under a qualitative approach show that the action-research contributes with the elaboration of the teaching knowledge, creating situations of learning necessary to the organization and development of education. We identified important knowledge related to indicating elements of learning about teaching, such as self-organization and formation, the disposition to study and to research, a way to teach sciences through investigative activities, the construction of cooperative practice at school, the articulation of science teaching with the alphabetization process in the native language, the consideration of the school's social and cultural context in its teaching plans, among others. Those results take us to reinforce the potential of action-research on teacher’s formation and on the improvement of the practiced teaching.

  3. A New Approach to Teaching Petrology: Active Learning in a Studio Classroom

    Science.gov (United States)

    Perkins, D.

    2003-12-01

    During the past 15 years it has become clear that the traditional lecture and lab approach to college science teaching leaves much to be desired. The traditional approach is instructor oriented and based on passive learning. In contrast, current studies show that most students learn best when actively engaged in the learning process. Inquiry based learning and open ended projects have been shown to especially enhance learning by promoting higher order thinking. Recognizing the need for change, however, does not mean the changes are simple. The task of overhauling a course, replacing traditional approaches with more student oriented activities, requires a great deal of time and effort. It also involves much uncertainty and risk. At UND we have been experimenting with alternative pedagogies for a number of years. Change has been incremental, but this year we made wholesale changes in our petrology class. We converted it from the standard three lecture and one lab format to two 3-hour studio sessions per week. The distinction between lab and lecture is gone. In fact, there really are no lectures. The instructor talks for no more than 15 or 20 minutes at a time. Students spend most of their time doing, not listening. We emphasize collaborative active learning projects, some quite short and others lengthy and involved, and use a wide variety of activities. To assess the class, we have an outside consultant and we carry out weekly assessments to measure (1) how students are reacting to the various pedagogical approaches, and (2) how much student learning is actually occurring. This allows us to make adjustments and fine tune as necessary. We could not have made such changes a few years ago, simply because of the amount of work involved to create and test the necessary classroom materials. Today, however, there are many resources available to the reform minded teacher, and the resource base continues to grow. We borrowed heavily from other instructors at other

  4. Institutional traditions in teachers' manners of teaching

    Science.gov (United States)

    Lundqvist, Eva; Almqvist, Jonas; Östman, Leif

    2012-03-01

    The aim of this article is to make a close case study of one teacher's teaching in relation to established traditions within science education in Sweden. The teacher's manner of teaching is analysed with the help of an epistemological move analysis. The moves made by the teacher are then compared in a context of educational philosophy and selective tradition. In the analyses the focus is to study the process of teaching and learning in action in institutionalised and socially shared practices. The empirical material consists of video recordings of four lessons with the same group of students and the same teacher. The students are all in Year 7 in a Swedish 9-year compulsory school. During these lessons the students work with a subject area called "Properties of materials". The results show that the teacher makes a number of different moves with regard to how to proceed and come to a conclusion about what the substances are. Many of these moves are special in that they indicate that the students need to be able to handle the procedural level of school science. These moves do not deal directly with the knowledge production process, but with methodological aspects. The function of the moves turns the students' attention from one source of knowledge to another. The moves are aimed at helping the students to help themselves, since it is through their own activity and their own thinking that learning takes place. This is characteristic in the teacher's manner of teaching. When compared in a context of educational philosophy, this manner of teaching has similarities with progressentialism; a mixture of essentialism and progressivism. This educational philosophy is a central aspect of what is called the academic tradition—a selective tradition common in science education in Sweden between 1960 and 1990.

  5. Enhancing Student Engagement and Active Learning through Just-in-Time Teaching and the Use of Powerpoint

    Science.gov (United States)

    Wanner, Thomas

    2015-01-01

    This instructional article is about an innovative teaching approach for enhancing student engagement and active learning in higher education through a combination of just-in-time teaching and the use of PowerPoint technology. The central component of this approach was students' pre-lecture preparation of a short PowerPoint presentation in which…

  6. The Teaching of Language or The Teaching of Communication?

    Directory of Open Access Journals (Sweden)

    Rodolfo Acosta Padrón

    2012-12-01

    Full Text Available This article shows the position of the author about the dilemma in language teaching of what is primary: the teaching of communicative skills or the knowledge of the language system. Some concepts are clarified and lead to the nec essity to conceive a language teaching - learning process that takes into account what constitute appropriate (pragmatic as well as correct language behavior (activity in the teaching of both the mother tongue and the foreign languages.

  7. TEACHING METHODS IN MBA AND LIFELONG LEARNING PROGRAMMES FOR MANAGERS

    Directory of Open Access Journals (Sweden)

    Jarošová, Eva

    2017-09-01

    Full Text Available Teaching methods in MBA and Lifelong Learning Programmes (LLP for managers should be topically relevant in terms of content as well as the teaching methods used. In terms of the content, the integral part of MBA and Lifelong Learning Programmes for managers should be the development of participants’ leadership competencies and their understanding of current leadership concepts. The teaching methods in educational programmes for managers as adult learners should correspond to the strategy of learner-centred teaching that focuses on the participants’ learning process and their active involvement in class. The focus on the participants’ learning process also raises questions about whether the programme’s participants perceive the teaching methods used as useful and relevant for their development as leaders. The paper presents the results of the analysis of the responses to these questions in a sample of 54 Czech participants in the MBA programme and of lifelong learning programmes at the University of Economics, Prague. The data was acquired based on written or electronically submitted questionnaires. The data was analysed in relation to the usefulness of the teaching methods for understanding the concepts of leadership, leadership skills development as well as respondents’ personal growth. The results show that the respondents most valued the methods that enabled them to get feedback, activated them throughout the programme and got them involved in discussions with others in class. Implications for managerial education practices are discussed.

  8. Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms

    Science.gov (United States)

    Hora, Matthew T.

    2015-01-01

    Detailed accounts of teaching can shed light on the nature and prevalence of active learning, yet common approaches reduce teaching to unidimensional descriptors or binary categorizations. In this paper, I use the instructional systems-of-practice framework and the Teaching Dimensions Observation Protocol (TDOP) to advance an approach to thinking…

  9. The integration of creative drama into science teaching

    Science.gov (United States)

    Arieli, Bracha (Bari)

    This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A treatment group of sixth grade students was taught a Full Option Science System (FOSS) science unit on Mixtures and Solutions with the addition of creative drama while a control group was taught using only the FOSS teaching protocol. Quantitative and qualitative data analyses demonstrated that students who studied science through creative drama exhibited a greater understanding of scientific content of the lessons and preferred learning science through creative drama. Treatment group students stated that they enjoyed participating in the activities with their friends and that the creative drama helped them to better understand abstract scientific concepts. Teachers involved with the creative drama activities were positively impressed and believed creative drama is a good tool for teaching science. Observations revealed that creative drama created a positive classroom environment, improved social interactions and self-esteem, that all students enjoyed creative drama, and that teachers' teaching style affected students' use of creative drama. The researcher concluded that the inclusion of creative drama with the FOSS unit enhanced students' scientific knowledge and understanding beyond that of the FOSS unit alone, that both teachers and students reacted positively to creative drama in science and that creative drama requires more time.

  10. Global Change. Teaching Activities on Global Change for Grades 4-6.

    Science.gov (United States)

    Geological Survey (Dept. of Interior), Reston, VA.

    This packet contains a series of teaching guides on global change. The series includes lessons on dendrochronology; land, air, and water; and island living. Included is information such as : laws of straws; where land, air, and water meet; and Earth as home. Each section provides an introductory description of the activity, the purpose of the…

  11. A New Comparison of Active Learning Strategies to Traditional Lectures for Teaching College Astronomy

    Science.gov (United States)

    LoPresto, Michael C.; Slater, Timothy F.

    2016-01-01

    Although traditional lectures are still the dominant form of undergraduate instruction, there have been relatively few studies comparing various learner-centered and active learning teaching strategies to one another in order to guide professors in making informed instructional decisions. To study the impact of different active learning…

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

    Science.gov (United States)

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

    2016-12-01

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

  13. Using Kinesthetic Activities to Teach Ptolemaic and Copernican Retrograde Motion

    Science.gov (United States)

    Richards, Ted

    2012-06-01

    This paper describes a method for teaching planetary retrograde motion, and the Ptolemaic and Copernican accounts of retrograde motion, by means of a series kinesthetic learning activities (KLAs). In the KLAs described, the students literally walk through the motions of the planets in both systems. A retrospective statistical analysis shows that students who participated in these activities performed better on examination questions pertaining to retrograde motion than students who did not. Potential explanations for this result, including the breaking of classroom routine, the effect of body movement on conceptual memory, and egocentric spatial proprioception, are considered.

  14. Cooperation enhanced by the coevolution of teaching activity in evolutionary prisoner's dilemma games with voluntary participation.

    Science.gov (United States)

    Shen, Chen; Chu, Chen; Geng, Yini; Jin, Jiahua; Chen, Fei; Shi, Lei

    2018-01-01

    Voluntary participation, as an additional strategy involved in repeated games, has been proved to be an efficient way to promote the evolution of cooperation theoretically and empirically. Besides, current studies show that the coevolution of teaching activity can promote cooperation. Thus, inspired by aforementioned above, we investigate the effect of coevolution of teaching activity on the evolution of cooperation for prisoner's dilemma game with voluntary participation: when the focal player successfully enforces its strategy on the opponent, his teaching ability will get an increase. Through numerical simulation, we have shown that voluntary participation could effectively promote the fraction of cooperation, which is also affected by the value of increment. Furthermore, we investigate the influence of the increment value on the density of different strategies and find that there exists an optimal increment value that plays an utmost role on the evolutionary dynamics. With regard to this observation, we unveil that an optimal value of increment can lead to strongest heterogeneity in agents' teaching ability, further promoting the evolution of cooperation.

  15. Cooperation enhanced by the coevolution of teaching activity in evolutionary prisoner's dilemma games with voluntary participation.

    Directory of Open Access Journals (Sweden)

    Chen Shen

    Full Text Available Voluntary participation, as an additional strategy involved in repeated games, has been proved to be an efficient way to promote the evolution of cooperation theoretically and empirically. Besides, current studies show that the coevolution of teaching activity can promote cooperation. Thus, inspired by aforementioned above, we investigate the effect of coevolution of teaching activity on the evolution of cooperation for prisoner's dilemma game with voluntary participation: when the focal player successfully enforces its strategy on the opponent, his teaching ability will get an increase. Through numerical simulation, we have shown that voluntary participation could effectively promote the fraction of cooperation, which is also affected by the value of increment. Furthermore, we investigate the influence of the increment value on the density of different strategies and find that there exists an optimal increment value that plays an utmost role on the evolutionary dynamics. With regard to this observation, we unveil that an optimal value of increment can lead to strongest heterogeneity in agents' teaching ability, further promoting the evolution of cooperation.

  16. TEACHING AIDS – CONTINUITY, INTEGRATION

    Directory of Open Access Journals (Sweden)

    ABRUDAN Ovidiu

    2007-06-01

    Full Text Available For the authors of this paper, the teaching aids were and will always be a priority in their teaching activity. The contents of this paper is the result of a long strained period of efforts made to improve the teaching process, a period in which the teaching aids were permanently improved – as a result of attentively monitoring the students’ results. We can say that motivated students, who wanted to become mechanical engineers, used these teaching aids successfully in their learning activity.

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

    Directory of Open Access Journals (Sweden)

    Fatih ULUKAYA

    2017-12-01

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

  18. Traditional Lecture Versus an Activity Approach for Teaching Statistics: A Comparison of Outcomes

    OpenAIRE

    Loveland, Jennifer L.

    2014-01-01

    Many educational researchers have proposed teaching statistics with less lecture and more active learning methods. However, there are only a few comparative studies that have taught one section of statistics with lectures and one section with activity-based methods; of those studies, the results are contradictory. To address the need for more research on the actual effectiveness of active learning methods in introductory statistics, this research study was undertaken. An introductory, univ...

  19. Analyse de Online Communication in Language Learning and Teaching

    Directory of Open Access Journals (Sweden)

    Maud Ciekanski

    2013-04-01

    Full Text Available Date de réception et d'acceptation : janvier 2009. 1. Contexte général de parution L'ouvrage Online Communication in Language Learning and Teaching, coécrit par M-N. Lamy et R. Hampel, de l'Open University (Royaume-Uni, paraît dans un contexte de renouvellement des enjeux et des perspectives de la recherche en Alao (apprentissage des langues assisté par ordinateur. Le développement d'Internet et de ses usages dans de nombreux domaines de la vie quotidienne, en offrant de nouvelles perspecti...

  20. Teaching Reaction Stoichiometry: Exploring and Acknowledging Nigerian Chemistry Teachers Pedagogical Content Knowledge

    Directory of Open Access Journals (Sweden)

    Ayoade Ejiwale Okanlawon

    2010-06-01

    Full Text Available Although there is a growing interest in studies of students’ problem-solving strategies and difficulties, and misconceptionsregarding stoichiometry, little is known about the way teachers understand and teach reaction stoichiometry. This articlepresents a case study of pedagogical content knowledge put into actions by chemistry teachers when teaching the topic ofstoichiometry to second year senior secondary school students. Fourteen chemistry teachers with teaching experience rangingfrom 5 to 20 years were involved in this study. Research data were obtained from classroom observations and videotapedrecordings of classroom practice. Analyses of the teachers’ teaching activities revealed their skillfulness, resourcefulness, andweaknesses in terms of pedagogical content knowledge displayed when teaching stoichiometry. The results of this exploratorystudy offer insight into the knowledge systems that need to be expanded, enriched, and elaborated for teaching stoichiometry.To better understand the findings of this study, the results obtained were presented under two separate sections: (1 resultsconcerning introducing reaction stoichiometry to students and (2 results concerning leading students to identify limitingreagents. Implications for instruction and teachers’ professional development are offered.

  1. Reconceptualizing context from a situated perspective: Teacher beliefs and the activity of teaching within the context of science reform

    Science.gov (United States)

    Smith, Leigh K.

    An increasing interest in illuminating the relationships between context and educational reform has led researchers to examine the various interconnected factors that constitute different teaching contexts and the relationships between these elements and teachers' beliefs. The challenge is to identify those aspects of context that facilitate change in teachers' thinking and the way they approach science instruction. This study investigated the relationships between elementary teachers' science-related beliefs and the external forces within the context of their teaching. Using a situated perspective from which to view context, the activity of teaching and the related beliefs of 2 elementary teachers was examined in an effort to better understand the role of context in teachers' thinking about what science is, what it means to teach and learn science, what is involved in reform-based practices, and what science instruction might look like in their classrooms based on their interpretation of reform. Comparative case studies were developed and analyzed using a constant comparative method of analysis. Cross-ease analyses revealed a number of major themes: (a) teachers' science-related beliefs vary in level of commitment; (b) more deeply held beliefs about what it means to teach and learn science, or guiding beliefs, are profoundly resistant to change and are derived primarily from teachers' personal histories both in and outside of schools; (c) guiding beliefs are also shaped by science methods courses, teacher development, and practical classroom experience; (d) less deeply held beliefs, or perceptions of control, are teachers' beliefs about their ability to teach science according to their guiding beliefs in the presence of physical, social, or structural factors within the context of their teaching; (e) guiding beliefs are likely to override perceptions of control, enabling teachers to adapt their teaching contexts; and (f) although all aspects of context impact

  2. Learning to Listen: Teaching an Active Listening Strategy to Preservice Education Professionals

    Science.gov (United States)

    McNaughton, David; Hamlin, Dawn; McCarthy, John; Head-Reeves, Darlene; Schreiner, Mary

    2008-01-01

    The importance of parent-teacher communication has been widely recognized; however, there is only limited research on teaching effective listening skills to education professionals. In this study, a pretest-posttest control group design was used to examine the effect of instruction on the active listening skills of preservice education…

  3. Examples of analysis by activation; Exemples d'analyse par activation

    Energy Technology Data Exchange (ETDEWEB)

    Leveque, P [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

    1955-07-01

    We were used various nuclear reactions to do some analysis by neutron or by X-ray activation. We used the french reactor core Zoe as neutrons sources and an Allis-Chalmers betatron as X-rays sources for the dosage of the light elements. The described processes were revealed fast and particularly useful for determination of traces. The fact that most of them don't require any chemical operations, is especially substantial when the solubilization of the sample is difficult. (M.B.) [French] Nous avons utilise des reactions nucleaires diverses pour effectuer des analyses par activation neutronique ou par rayon X. Nous avons utilise la pile francaise Zoe comme sources de neutrons et un betatron Allis-Chalmers comme sources de rayons X pour le dosage des elements legers. Les procedes decrits se sont reveles rapides et particulierement utiles dans la determination des traces. Le fait que, pour la plupart, ils n'exigent pas d'operations chimiques, est particulierement appreciable lorsque la solubilisation des echantillons est difficile. (M.B.)

  4. Adopting an Active Learning Approach to Teaching in a Research-Intensive Higher Education Context Transformed Staff Teaching Attitudes and Behaviours

    Science.gov (United States)

    White, Paul J.; Larson, Ian; Styles, Kim; Yuriev, Elizabeth; Evans, Darrell R.; Rangachari, P. K.; Short, Jennifer L.; Exintaris, Betty; Malone, Daniel T.; Davie, Briana; Eise, Nicole; Mc Namara, Kevin; Naidu, Somaiya

    2016-01-01

    The conventional lecture has significant limitations in the higher education context, often leading to a passive learning experience for students. This paper reports a process of transforming teaching and learning with active learning strategies in a research-intensive educational context across a faculty of 45 academic staff and more than 1,000…

  5. Impact of a faculty development programme for teaching communication skills on participants' practice.

    Science.gov (United States)

    Junod Perron, Noelle; Cullati, Stephane; Hudelson, Patricia; Nendaz, Mathieu; Dolmans, Diana; van der Vleuten, Cees

    2014-05-01

    A 6-month faculty development programme was designed to improve supervisors' feedback to junior doctors on their clinical communication skills (CS) and included both CS and teaching skills training. The aim of this study was to assess supervisors' views on the impact of the programme on their subsequent teaching and communication practice. 28 clinical supervisors at the Geneva University Hospitals, from either inpatient or outpatient settings (general internists or primary care specialists), undertook a six-session faculty development programme, between 2009 and 2011, and each completed a short questionnaire before and 1 month after the course. Between 3 and 6 months after the course, the participants were interviewed about their views on the impact of the course on their practice using a semistructured interview. Interviews were audiotaped and transcribed verbatim and analysed thematically. The percentage of participants who reported teaching CS at least once a week had increased from 5/26 (19%) to 8/26 (30%), p=0.07. Participants reported using teaching skills, especially giving structured feedback. Use of newly acquired teaching skills was more likely when participants had protected time for teaching or were involved in formal teaching activities. Even participants who reported minimal teaching activity found the newly acquired CS to be useful, both with their own patients and in other professional situations. The few participants who explicitly reported teaching regularly CS in practice had generally become formal teachers in CS training. A faculty development programme on how to teach CS is perceived to be useful by clinical supervisors to acquire new skills, but using them in the workplace appears to depend on creation of a supportive environment with protected time for teaching. Involving supervisors in formal communication teaching may be one way to ensure continued use of newly learned teaching skills.

  6. Actively Teaching Research Methods with a Process Oriented Guided Inquiry Learning Approach

    Science.gov (United States)

    Mullins, Mary H.

    2017-01-01

    Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…

  7. Regulatory support activities of JNES by thermal-hydraulic and safety analyses

    International Nuclear Information System (INIS)

    Kasahara, Fumio

    2008-01-01

    Current status and some related topics on regulatory support activities of Japan Nuclear Energy Safety Organization (JNES) by thermal-hydraulic and safety analyses are reported. The safety of nuclear facilities is secured primarily by plant owners and operators. However, the regulatory body NISA (Nuclear and Industrial Safety Agency) has conducted a strict regulation to confirm the adequacy of the site condition as well as the basic and detailed design. The JNES has been conducting independent analyses from applicants (audit analyses, etc.) by direction of NISA and supporting its review. In addition to the audit analysis, thermal-hydraulic and safety analyses are used in such areas as analytical evaluation for investigation of causes of accidents and troubles, level 2 PSA for risk informed regulation, etc. Recent activities of audit analyses are for the application of Tsuruga 3 and 4 (APWR), the spent fuel storage facility for the establishment, and the LMFBR Monju for the core change. For the trouble event evaluation, the criticality accident analysis of Sika1 was carried out and the evaluation of effectiveness of accident management (AM) measure for Tomari 3 (PWR) and Monju was performed. The analytical codes for these evaluations are continuously revised by reflecting the state-of-art technical information and validated using the information provided by the data from JAEA, OECD project, etc. (author)

  8. A student-centered approach for developing active learning: the construction of physical models as a teaching tool in medical physiology.

    Science.gov (United States)

    Rezende-Filho, Flávio Moura; da Fonseca, Lucas José Sá; Nunes-Souza, Valéria; Guedes, Glaucevane da Silva; Rabelo, Luiza Antas

    2014-09-15

    Teaching physiology, a complex and constantly evolving subject, is not a simple task. A considerable body of knowledge about cognitive processes and teaching and learning methods has accumulated over the years, helping teachers to determine the most efficient way to teach, and highlighting student's active participation as a means to improve learning outcomes. In this context, this paper describes and qualitatively analyzes an experience of a student-centered teaching-learning methodology based on the construction of physiological-physical models, focusing on their possible application in the practice of teaching physiology. After having Physiology classes and revising the literature, students, divided in small groups, built physiological-physical models predominantly using low-cost materials, for studying different topics in Physiology. Groups were followed by monitors and guided by teachers during the whole process, finally presenting the results in a Symposium on Integrative Physiology. Along the proposed activities, students were capable of efficiently creating physiological-physical models (118 in total) highly representative of different physiological processes. The implementation of the proposal indicated that students successfully achieved active learning and meaningful learning in Physiology while addressing multiple learning styles. The proposed method has proved to be an attractive, accessible and relatively simple approach to facilitate the physiology teaching-learning process, while facing difficulties imposed by recent requirements, especially those relating to the use of experimental animals and professional training guidelines. Finally, students' active participation in the production of knowledge may result in a holistic education, and possibly, better professional practices.

  9. Putting Teachers First: Leading Change through Design--Initiating and Sustaining Effective Teaching of Mathematics

    Science.gov (United States)

    Proffitt-White, Rob

    2017-01-01

    The Teachers First initiative is a grass-roots cluster-model approach for bringing together primary and secondary teachers and school principals: to analyse student performance data; design and practice activities and assessment tools; and promote teaching practices that address students' learning difficulties in mathematics. The balance of both…

  10. Radon adsorbed in activated charcoal—a simple and safe radiation source for teaching practical radioactivity in schools and colleges

    Science.gov (United States)

    Al-Azmi, Darwish; Mustapha, Amidu O.; Karunakara, N.

    2012-07-01

    Simple procedures for teaching practical radioactivity are presented in a way that attracts students' attention and does not make them apprehensive about their safety. The radiation source is derived from the natural environment. It is based on the radioactivity of radon, a ubiquitous inert gas, and the adsorptive property of activated charcoal. Radon gas from ambient air in the laboratory was adsorbed into about 70 g of activated charcoal inside metallic canisters. Gamma radiation was subsequently emitted from the canisters, following the radioactive decay of radon and its progenies. The intensities of the emitted gamma-rays were measured at suitable intervals using a NaI gamma-ray detector. The counts obtained were analysed and used to demonstrate the radioactive decay law and determine the half-life of radon. In addition to learning the basic properties of radioactivity the students also get practical experience about the existence of natural sources of radiation in the environment.

  11. Radon adsorbed in activated charcoal- a simple and safe radiation source for teaching practical radioactivity in schools and colleges

    International Nuclear Information System (INIS)

    Al-Azmi, D.S.

    2014-01-01

    Simple procedures for teaching practical radioactivity are presented in a way that attracts students' attention and does not make them apprehensive about their safety. The radiation source is derived from the natural environment. It is based on the radioactivity of radon, an ubiquitous inert gas, and the adsorptive property of activated charcoal. Radon gas from ambient air in the laboratory was adsorbed into about 70 gram of activated charcoal inside metallic canisters. Gamma radiation was subsequently emitted from the canisters, following the radioactive decay of radon and its progenies. The intensities of the emitted gamma-rays were measured at suitable intervals using a NaI gamma-ray detector. The counts obtained were analysed and used to demonstrate the radioactive decay law and determine the half-life of radon. In addition to learning the basic properties of radioactivity, the students also get practical experience about the existence of natural sources of radiation in the environment. (author)

  12. Bedside teaching-making it an effective instructional tool.

    Science.gov (United States)

    Khan, Ishtiaq Ali

    2014-01-01

    Bedside teaching is defined as any teaching in the presence of patient and is the core teaching strategy during the clinical years of a medical student. Although it is considered the most effective method to teach clinical and communication skills but its quality is deteriorating with the passage of time. The objective of this study is to explore faculty's perceptions about bedside teaching. This study was conducted in clinical disciplines of Ayub Medical College and hospital Abbottabad, Pakistan from January 2012 to July 2012. Pragmatic paradigm was selected to gather both quantitative and qualitative information. Data was collected sequentially to validate findings. Perceptions of all professors of clinical subjects about bed side teaching were recorded on a close-ended structured questionnaire. Then in-depth interviews were taken from 5 professors using an open ended questionnaire. Quantitative data was analysed using, SPSS-16. Qualitative research data was analysed through content analysis. Out of 20 professors of clinical departments 18 agreed to respond to the questionnaire assessing their perceptions about bed side teaching. Non-existence of bedside teaching curriculum, lack of discipline in students and faculty, lack of accountability, poor job satisfaction and low salary were identified as major factors responsible for decline in quality of bedside teaching. Most of them advocated that curriculum development, planning bedside teaching, implementation of discipline and accountability, improved job satisfaction and performance based promotions will improve quality of clinical teaching. Curriculum development for bedside teaching, institutional discipline, application of best planning strategies, performance based appraisal of faculty and good job satisfaction can make bedside teaching an effective instructional tool.

  13. Application of the IEAF-2001 activation data library to activation analyses of the IFMIF high flux test module

    International Nuclear Information System (INIS)

    Fischer, U.; Wilson, P.P.H.; Leichtle, D.; Simakov, S.P.; Moellendorff, U. von; Konobeev, A.; Korovin, Yu.; Pereslavtsev, P.; Schmuck, I.

    2002-01-01

    A complete activation data library IEAF-2001 (intermediate energy activation file) has been developed in standard ENDF-6 format with neutron-induced activation cross sections for 679 target nuclides from Z=1 (hydrogen) to Z=84 (polonium) and incident neutron energies up to 150 MeV. Using the NJOY processing code, an IEAF-2001 working library has been prepared in a 256 energy group structure for enabling activation analyses of the International Fusion Material Irradiation Facility (IFMIF) D-Li neutron source. This library was applied to the activation analysis of the IFMIF high flux test module using the recent Analytical and Laplacian Adaptive Radioactivity Analysis activation code which is capable of handling the variety of reaction channels open in the energy domain above 20 MeV. The IEAF-2001 activation library was thus shown to be suitable for activation analyses in fusion technology and intermediate energy applications such as the IFMIF D-Li neutron source

  14. A prospective audit of emergency urology activity in a university teaching hospital

    LENUS (Irish Health Repository)

    2014-06-01

    Urology cover is commonly available out-of-hours in most teaching hospitals. However, increased pressure to reduce hospital expenditure has forced many institutions to consider removing middle grade cover outside of normal working hours. The aim of this study was to audit the emergency urology activity in our institution over a 12-month period.

  15. Satisfaction with Online Teaching Videos: A Quantitative Approach

    Science.gov (United States)

    Meseguer-Martinez, Angel; Ros-Galvez, Alejandro; Rosa-Garcia, Alfonso

    2017-01-01

    We analyse the factors that determine the number of clicks on the "Like" button in online teaching videos, with a sample of teaching videos in the area of Microeconomics across Spanish-speaking countries. The results show that users prefer short online teaching videos. Moreover, some features of the videos have a significant impact on…

  16. Teaching and researching

    CERN Document Server

    Grabe, William

    2013-01-01

    Teaching and Researching Reading was first written to help language professionals understand the complex nature of reading. Now in a thoroughly updated and improved second edition, the book expands connections from research on reading to instructional practices and teacher-initiated action research. Offering an updated overview of reading theory, it summarises key ideas and issues in first and second language contexts.In addition to providing insightful research analyses, Grabe and Stoller offer practical advice for practitioners and researchers, including evidence-based teaching ideas and a m

  17. Teaching and learning in the science classroom: The interplay between teachers' epistemological moves and students' practical epistemology

    Science.gov (United States)

    Lidar, Malena; Lundqvist, Eva; Östman, Leif

    2006-01-01

    The practical epistemology used by students and the epistemological moves delivered by teachers in conversations with students are analyzed in order to understand how teaching activities interplay with the how and the what of students' learning. The purpose is to develop an approach for analyzing the process of privileging in students' meaning making and how individual and situational aspects of classroom discourse interact in this process. Here we especially focus on the experiences of students and the encounter with the teacher. The analyses also demonstrate that a study of teaching and learning activities can shed light on which role epistemology has for students' meaning making, for teaching and for the interplay between these activities. The methodological approach used is an elaboration a sociocultural perspective on learning, pragmatism, and the work of Wittgenstein. The empirical material consists of recordings made in science classes in two Swedish compulsory schools.

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

    Science.gov (United States)

    Korat, Ofra

    2009-01-01

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

  19. Teaching Methods in Biology Education and Sustainability Education Including Outdoor Education for Promoting Sustainability—A Literature Review

    Directory of Open Access Journals (Sweden)

    Eila Jeronen

    2016-12-01

    Full Text Available There are very few studies concerning the importance of teaching methods in biology education and environmental education including outdoor education for promoting sustainability at the levels of primary and secondary schools and pre-service teacher education. The material was selected using special keywords from biology and sustainable education in several scientific databases. The article provides an overview of 24 selected articles published in peer-reviewed scientific journals from 2006–2016. The data was analyzed using qualitative content analysis. Altogether, 16 journals were selected and 24 articles were analyzed in detail. The foci of the analyses were teaching methods, learning environments, knowledge and thinking skills, psychomotor skills, emotions and attitudes, and evaluation methods. Additionally, features of good methods were investigated and their implications for teaching were emphasized. In total, 22 different teaching methods were found to improve sustainability education in different ways. The most emphasized teaching methods were those in which students worked in groups and participated actively in learning processes. Research points toward the value of teaching methods that provide a good introduction and supportive guidelines and include active participation and interactivity.

  20. Initial Awareness as Perceived by a Group of Senior Students Majoring in High School Teaching in regards to their Own Teaching Process Focused on Assessment Activities

    Directory of Open Access Journals (Sweden)

    Gerardo Ignacio Sánchez-Sánchez

    2015-05-01

    Full Text Available Developed in a regional campus of a university located 200 miles south of Santiago de Chile, the research showed the initial awareness of 50 senior students majoring in three High School Teaching Training Programs: Spanish Language; History; and Math, in regards to their own teaching process The qualitative approach used in this research is supported by the grounded theory. The critical incident technique was used to obtain the information about the individuals mentioned above, after their first period as in-practice High School teachers. Results show that the assessment teaching functions are mostly mentioned as essential to improve their teaching activities focused on the learning process of high school students. However, Teacher Training Programs should also emphasize real challenges and the abilities that a teacher must successfully develop during the process, instead of mainly focusing on measurement instruments and theoretical outlines

  1. Teaching styles used in Malawian BSN programmes: a survey of nurse educator preferences.

    Science.gov (United States)

    Chilemba, Evelyn B; Bruce, Judith C

    2015-02-01

    This paper describes the teaching styles employed by Malawian nurse educators in the four year Bachelor of Science in Nursing (BSN) programme, according to Grasha's (1996) five teaching styles. An analysis of the educational processes of undergraduate nurses in Malawi followed anecdotal reports from stakeholders on the low levels of nurses' performance in the workplace. It was postulated that, in most instances, nursing students are exposed to traditional teaching approaches that do not equip them with skills for a demanding and ever-changing healthcare system. A survey was conducted as part of a two-phased, sequential, explanatory mixed methods study. The target population comprised fifty nurse educators (N=50) who were invited to participate in the survey. Data were collected using Grasha's Teaching Styles Inventory (Version 3.0). A total of 44 inventories (n=44) were returned amounting to a response rate of 88%. Survey results were analysed using the Statistical Package for the Social Sciences (SPSS), version 16.0. Descriptive statistics were used to analyse the data. The Expert and Delegator teaching styles were moderately preferred (x̅ 4.02; SD 1.06) by the majority of nurse educators (70.45%; n=31 and 86.36%; n=38 respectively). The Facilitator teaching style was the least preferred (x̅ 3.7; SD 1.43) by 66.90% of educators (n=29), who also reported weak facilitative skills in the sub-scales. Similarly, educators reported a low preference for the Personal Model teaching style (x̅ 3.6; SD 1.17). Teacher-centred styles tend to dominate the teaching activities of Malawian nurse educators in the BSN programme. Facilitative pedagogical approaches must be encouraged coupled with appropriate staff development that enables educators to facilitate learning with confidence, competence and self-efficacy. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Clarity in Teaching and Active Learning in Undergraduate Microbiology Course for Non-Majors

    Science.gov (United States)

    Marbach-Ad, Gili; McGinnis, J. Randy; Pease, Rebecca; Dai, Amy H.; Schalk, Kelly A.; Benson, Spencer

    2010-01-01

    We investigated a pedagogical innovation in an undergraduate microbiology course (Microbes and Society) for non-majors and education majors. The goals of the curriculum and pedagogical transformation were to promote active learning and concentrate on clarity in teaching. This course was part of a longitudinal project (Project Nexus) which…

  3. Incorporating active-learning techniques into the photonics-related teaching in the Erasmus Mundus Master in "Color in Informatics and Media Technology"

    Science.gov (United States)

    Pozo, Antonio M.; Rubiño, Manuel; Hernández-Andrés, Javier; Nieves, Juan L.

    2014-07-01

    In this work, we present a teaching methodology using active-learning techniques in the course "Devices and Instrumentation" of the Erasmus Mundus Master's Degree in "Color in Informatics and Media Technology" (CIMET). A part of the course "Devices and Instrumentation" of this Master's is dedicated to the study of image sensors and methods to evaluate their image quality. The teaching methodology that we present consists of incorporating practical activities during the traditional lectures. One of the innovative aspects of this teaching methodology is that students apply the concepts and methods studied in class to real devices. For this, students use their own digital cameras, webcams, or cellphone cameras in class. These activities provide students a better understanding of the theoretical subject given in class and encourage the active participation of students.

  4. Les conditions d'exploitation et d'analyse des pratiques pour la formation des enseignants

    Directory of Open Access Journals (Sweden)

    Jean-Paul Bronckart

    2010-01-01

    Full Text Available Two different approaches currently dominate the teacher training field. One consists in the traditional transmission of knowledge and generally takes the form of conventional classroom teaching. The other, more recent and emerging from the domain of work sciences, consists in different methods for analysing teaching practices (interviews, peer instruction, self-confrontation, etc. so that future teachers can be confronted with real-life situations and become aware of some of the characteristics of the profession they have chosen.The first part of this article examines the conditions and reasons for the emergence of practice analysis in teacher training, starting with the example of the recent evolution in the field of mother tongue didactics. The second part presents a critical assessment and balance of this evolution. On the one hand, it highlights the need for a deep change in the “logic” underlying innovative initiatives in the field; on the other hand, it formulates proposals to redefine teacher training objectives and methods by focussing on a close association between the classical methods of knowledge transmission and the more recent methods of teaching practice analysis. The third part analyses the characteristics of some of the methods used in teaching practice analysis, focussing on the nature of their “objects”, their intelligibility, and the role they play in raising trainees’ awareness about their own development. Finally, the last part of the article is devoted to trainees’ own verbal production during practice analysis, with a view to highlighting the discursive processes used by trainees to (reconstruct the meaning of their activity, which in turn leads them to question the very conditions under which teaching practice analysis truly contributes to their personal and professional development.

  5. Teaching information seeking

    Directory of Open Access Journals (Sweden)

    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.

  6. Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP) classes.

    Science.gov (United States)

    Oyarzabal, Omar A; Rowe, Ellen

    2017-04-01

    The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP). In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56%) provided the most appropriate definition of hazard, 19 participants (27%) provided the most appropriate definition of risk, 14 participants (20%) provided the most appropriate definitions of both hazard and risk, and 23 participants (32%) did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important food safety terms that serve as building blocks for the understanding of more complex food safety topics.

  7. METHODOLOGICAL PECULIARITIES OF TEACHING FUTURE ECONOMISTS TO READ ENGLISH TEXTS RELATED TO PROFESSIONAL AREA

    Directory of Open Access Journals (Sweden)

    Ліліана Білогорка

    2015-09-01

    Full Text Available The role of reading competence in the structure of English professionally oriented communicative competence has been analysed; types of economics texts which should be used in teaching future economists – scientific economics texts, texts of professional economics activity, educational economics texts, texts of non-professional economics activity have been defined; the necessity of using not only authentic, but also semi-authentic and adapted texts in teaching future economists to read English texts related to professional area has been grounded; bachelor’s level requirements for students’ knowledge and skills in skimming, scanning reading and reading for detail have been defined; direct (cognitive and compensatory and indirect (metacognitive, affective and social learning strategies to enhance the quality of text reading have been specified in the article.

  8. Case Study Analyses of the Impact of Flipped Learning in Teaching Programming Robots

    Directory of Open Access Journals (Sweden)

    Majlinda Fetaji

    2016-11-01

    Full Text Available The focus of the research study was to investigate and find out the benefits of the flipped learning pedagogy on the student learning in teaching programming Robotics classes. Also, the assessment of whether it has any advantages over the traditional teaching methods in computer sciences. Assessment of learners on their attitudes, motivation, and effectiveness when using flipped classroom compared with traditional classroom has been realized. The research questions investigated are: “What kind of problems can we face when we have robotics classes in the traditional methods?”, “If we applied flipped learning method, can we solve these problems?”. In order to analyze all this, a case study experiment was realized and insights as well as recommendations are presented.

  9. Both preparing to teach and teaching positively impact learning outcomes for peer teachers.

    Science.gov (United States)

    Gregory, Alexander; Walker, Ian; McLaughlin, Kevin; Peets, Adam D

    2011-01-01

    We sought to evaluate the independent effects of preparing to teach and teaching on peer teacher learning outcomes. To evaluate the independent contributions of both preparing to teach and teaching to the learning of peer teachers in medical education. In total, 17 third-year medical students prepared to teach second-year students Advanced Cardiac Life Support algorithms and electrocardiogram (ECG) interpretation. Immediately prior to teaching they were randomly allocated to not teach, to teach algorithms, or to teach ECG. Peer teachers were tested on both topics prior to preparation, immediately after teaching and 60 days later. Compared to baseline, peer teachers' mean examination scores (±SD) demonstrated the greatest gains for content areas they prepared for and then taught (43.0% (13.9) vs. 66.3% (8.8), p teach but did not teach, less dramatic gains were evident (43.6% (8.3) vs. 54.7% (9.4), p teaching were greater than those for preparation (23.3% (10.9) vs. 8% (9.6), p teach and actively teaching may have independent positive effects on peer teacher learning outcomes.

  10. Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching-learning Task.

    Science.gov (United States)

    Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

    2016-01-01

    Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching-learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher-student pairs in total ( N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching-learning task. Two sessions, each including a triplet of a 30-s teaching-learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching-learning state. Changes in the teachers' left PFC activity between the first and second session positively correlated with those observed in students ( r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one's own teaching and the student's understanding ( β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching-learning state. The left PFC of teachers may be involved in integrating information regarding one's own teaching process and the student's learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher-student interactions may be useful in the field of educational neuroscience.

  11. Administrators in Action--Managing Public Monies and Processing Emotion in School Activities: A Teaching Case Study

    Science.gov (United States)

    Tenuto, Penny L.; Gardiner, Mary E.; Yamamoto, Julie K.

    2015-01-01

    This teaching case describes school administrators in action performing day-to-day leadership tasks, managing public funds in school activities, and interacting with others appropriately. The case focuses on administrative challenges in handling and managing school activity funds. A method for processing emotion is discussed to assist…

  12. Trajectory data analyses for pedestrian space-time activity study.

    Science.gov (United States)

    Qi, Feng; Du, Fei

    2013-02-25

    It is well recognized that human movement in the spatial and temporal dimensions has direct influence on disease transmission(1-3). An infectious disease typically spreads via contact between infected and susceptible individuals in their overlapped activity spaces. Therefore, daily mobility-activity information can be used as an indicator to measure exposures to risk factors of infection. However, a major difficulty and thus the reason for paucity of studies of infectious disease transmission at the micro scale arise from the lack of detailed individual mobility data. Previously in transportation and tourism research detailed space-time activity data often relied on the time-space diary technique, which requires subjects to actively record their activities in time and space. This is highly demanding for the participants and collaboration from the participants greatly affects the quality of data(4). Modern technologies such as GPS and mobile communications have made possible the automatic collection of trajectory data. The data collected, however, is not ideal for modeling human space-time activities, limited by the accuracies of existing devices. There is also no readily available tool for efficient processing of the data for human behavior study. We present here a suite of methods and an integrated ArcGIS desktop-based visual interface for the pre-processing and spatiotemporal analyses of trajectory data. We provide examples of how such processing may be used to model human space-time activities, especially with error-rich pedestrian trajectory data, that could be useful in public health studies such as infectious disease transmission modeling. The procedure presented includes pre-processing, trajectory segmentation, activity space characterization, density estimation and visualization, and a few other exploratory analysis methods. Pre-processing is the cleaning of noisy raw trajectory data. We introduce an interactive visual pre-processing interface as well as an

  13. A Hybrid Teaching and Learning Model

    Science.gov (United States)

    Juhary, Jowati Binti

    This paper aims at analysing the needs for a specific teaching and learning model for the National Defence University of Malaysia (NDUM). The main argument is that whether there are differences between teaching and learning for academic component versus military component at the university. It is further argued that in order to achieve excellence, there should be one teaching and learning culture. Data were collected through interviews with military cadets. It is found that there are variations of teaching and learning strategies for academic courses, in comparison to a dominant teaching and learning style for military courses. Thus, in the interest of delivering quality education and training for students at the university, the paper argues that possibly a hybrid model for teaching and learning is fundamental in order to generate a one culture of academic and military excellence for the NDUM.

  14. Research and Teaching Efficiencies of Turkish Universities with Heterogeneity Considerations: Application of Multi-Activity DEA and DEA by Sequential Exclusion of Alternatives Methods

    OpenAIRE

    Çinar, Y.

    2016-01-01

    The research and teaching efficiencies of 45 Turkish state universities are evaluated by using Multi-Activity Data Envelopment Analysis (MA-DEA) model developed by Beasley (1995). Universities are multi-purpose institutions, therefore they face multiple production functions simultaneously associated with research and teaching activities. MA-DEA allows assigning priorities and allocating shared resources to these activities.

  15. The organization of successful education: Between traditional and modern teaching

    Directory of Open Access Journals (Sweden)

    Požar Hajnalka F.

    2017-01-01

    Full Text Available A number of reforms by the educational system have conditioned the changes in working methods and the attitude towards students. Modern teaching in schools of the 21st century was marked by the terms of flexibility and innovation, which requires the introduction of a number of innovations. Contemporary concepts of teaching arose from the need to increase the efficiency of teaching and to provide an organizational scheme where students have more freedom of movement and more diverse models of individual work and creation. The aim of our work is the research of didactic prerequisites for improving the teaching of health care. The paper analyses the prospect of utilizing different forms of work from the aspect of successfulness of education, for the improvement of teaching, as well as to overcome the traditional way of teaching. Special emphasis is placed on collaborative work, in which students work together, in pairs or in small groups. The positive effects of collaborative learning are reflected in a much faster and more lasting acquisition of knowledge and thought activity. Furthermore, the independence of students is increased, while critical and creative thinking is developed, along with communication and social skills. It encourages students to exchange experiences and to practice collaborative problem solving; therefore, the goals of individual students connect with the common goals.

  16. Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university

    OpenAIRE

    Juan Antonio Moreno-Murcia; Yolanda Silveira Torregrosa; Noelia Belando Pedreño

    2015-01-01

    The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research)]) questionnaire was administered to 1297 university students. Various factor analyses were performed (exploratory and confirmatory), of the internal consistency, descriptive statistics, and correlation of all of the items. The dat...

  17. Ion-exchange resin separation applied to activation analysis (1963); Separation par resines echangeuses d'ions appliquees a l'analyse par activation (1963)

    Energy Technology Data Exchange (ETDEWEB)

    Aubouin, G; Laverlochere, J [Commissariat a l' Energie Atomique, Grenoble (France). Centre d' Etudes Nucleaires

    1963-07-01

    The separation techniques based on ion-exchange resins have been used, in this study, for carrying out activation analyses on about thirty impurities. A separation process has been developed so as to standardise these analyses and to render them execution a matter of routine. The reparation yields obtained are excellent and make it possible to carry out analyses on samples having a large activation cross-section ween working inside a reinforced fume-cupboard. This technique has been applied to the analysis of impurities in tantalum, iron, gallium, germanium, terphenyl, and tungsten. The extension of this process to other impurities and to other matrices is now being studied. (authors) [French] Les techniques de separations sur resines echangeusee d'ions ont ete utilisees, dans cette etude, pour effectuer des analyses par activation sur une trentaine d'impuretes. Un schema de separation a ete mis au point de maniere a normaliser ces analyses et a pouvoir les faire en routine. Les rendements de separation obtenus sont excellents et permettent de proceder a des analyses d'echantillons a grande section efficace d'activation en travaillant dans une sorbonne blindee. Des applications de cette technique ont ete faites pour des analyses d'impuretes dans le tantale, le fer, le gallium, le germanium, le terphenyle, le tungstene. L'extension de ce schema a d'autres impuretes et a d'autres matrices est en cours d'etude. (auteurs)

  18. TEACHING GRAMMAR FOR ACTIVE USE: A FRAMEWORK FOR COMPARISON OF THREE INSTRUCTIONAL TECHNIQUES

    Directory of Open Access Journals (Sweden)

    Sasan Baleghizadeh

    2011-01-01

    Full Text Available Teaching grammar in a way that enables students to use grammatical structures correctly in their active use has always been one of the intricate tasks for most practitioners. This study compared the ef­fectiveness of three instructional methods: games, dialogues practiced through role-play, and unfocused tasks for teaching grammar. Forty eight pre-intermediate female students participated in this study. The structures chosen were Conditional Sentence Type 2 and Wish structures for expressing present desires. A posttest was administered to assess the subjects' productive knowledge of the grammatical patterns. The results showed that there were no significant differences in the performance of groups. In other words, all three methods were equally effective to boost students' grammatical knowledge of the two structures.

  19. Teaching Photosynthesis with ELL Students

    Science.gov (United States)

    Piper, Susan; Shaw, Edward Lewis, Jr.

    2010-01-01

    Although the teaching of photosynthesis occurs yearly in elementary classrooms, one thing that makes it challenging is the inclusion of English language learners (ELLs). This article presents several activities for teaching and assessing of photosynthesis in a third grade classroom. The activities incorporate the photosynthesis content, teaching…

  20. ROLE OF DIVERSITY IN TEACHING MARKETING

    Directory of Open Access Journals (Sweden)

    MAGDALENA PLATIS

    2013-05-01

    Full Text Available In a contemporary context, education is regarded as an innovative concept that has a powerful impact on educating the young generation. Selectively passing over knowledge in an adequate framework allows an optimum development of educational actions that have a specific goal. The role of education in the society’s development and in the development of each individual increases significantly as the impact of technological progress on the educational process requires an organization of the educative activity in accordance with these significant changes in society. From the past and up to now, the education system has undergone important stages in the transformation and improvement of the educational activity. The modernization of the education system aims to achieve an optimal balance between the contemporary society’s demands and the quality of the educational activity. The objectives of this study are the following: highlighting the context of higher education in Romania, presenting the importance of teaching marketing in an applied way, the analysis of the effectiveness of implementing modern teaching techniques, the analysis of the impact of diversity in teaching marketing discipline, highlighting the role of the teacher in teaching and learning activities. Teaching strategies and interactive teaching methods are direct ways of action that stimulate the activity of teaching-learning. By using modern strategies and means of education, the teacher makes task achievement more efficient, thus facilitating the transmission of knowledge taught.

  1. Activation and afterheat analyses for the HCPB test blanket

    International Nuclear Information System (INIS)

    Pereslavtsev, P.; Fischer, U.

    2007-01-01

    The Helium-Cooled Pebble Bed (HCPB) blanket is one of two breeder blanket concepts developed in the framework of the European Fusion Technology Programme for performance tests in ITER. The recent development programme focussed on the detailed engineering design of the Test Blanket Module (TBM) and associated systems including the assessment of safety and licensing related issues with the objective to prepare for a preliminary Safety Report. To provide a sound data basis for the safety analyses of the HCPB TBM system in ITER, the afterheat and activity inventories were assessed making use of a code system that allows performing 3D activation calculations by linking the Monte Carlo transport code MCNP and the fusion inventory code FISPACT through an appropriate interface. A suitable MCNP model of a 20 degree ITER torus sector with an integrated TBM of the HCPB PI (Plant Integration) type in the horizontal test blanket port was developed and adapted to the requirements for coupled 3D neutron transport and activation calculations. Two different irradiation scenarios were considered in the coupled 3D neutron transport and activation calculations. The first one is representative for the TBM irradiation in ITER with a total of 9000 neutron pulses over a three (calendar) years period. It was simulated by a continuous irradiation for 3 years minus the last month and a discontinuous irradiation with 250 pulses (420 s pulse length, 1200 s power-off in between) over the last month. The second (conservative) irradiation scenario assumes an extended irradiation time over the full anticipated lifetime of ITER according to the M-DRG-1 irradiation scenario with a total first wall fluence of 0.3 MWa/m 2 . For both irradiation scenarios the radioactivity inventories, the afterheat and the contact gamma dose were calculated as function of the decay time. Data were processed for the total activity and afterheat of the TBM, its constituting components and materials including their

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

    Science.gov (United States)

    Sinnema, Claire; Meyer, Frauke; Aitken, Graeme

    2017-01-01

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

  3. Activating a Teaching Philosophy in Social Work Education: Articulation, Implementation, and Evaluation

    Science.gov (United States)

    Owens, Larry W.; Miller, J. Jay; Grise-Owens, Erlene

    2014-01-01

    This article describes how to develop a comprehensive teaching philosophy from articulation through implementation to evaluation. Using literature and teaching-learning experiences, we discuss pragmatic steps for using a teaching philosophy to inform, engage, and evaluate teaching-learning. We promote an integrated teaching philosophy to ensure…

  4. Perceptions of medical school graduates and students regarding their academic preparation to teach.

    Science.gov (United States)

    Henry, B W; Haworth, J G; Hering, P

    2006-09-01

    How medical students learn and develop the characteristics associated with good teaching in medicine is not well known. Information about this process can improve the academic preparation of medical students for teaching responsibilities. The purpose of this study was to determine how different experiences contributed to the knowledge, skills, and attitudes of medical school graduates and students regarding medical teaching. A questionnaire was developed, addressing reliability and validity considerations, and given to first year residents and third year medical students (taught by those residents). Completed questionnaires were collected from 76 residents and 110 students (81% of the sample group). Item responses were analysed using descriptive and inferential statistics. Most residents (n = 54; 71%) positively viewed opportunities they had to practice teaching when they were seniors. Residents rated three activities for learning to teach highest: (1) observing teachers as they teach; (2) reviewing the material to be taught; and (3) directly teaching students; representing both individual and participatory ways of learning. Residents' self ratings of teaching behaviours improved over time and this self assessment by the residents was validated by the students' responses. Comparison between residents' self ratings and students' views of typical resident teaching behaviours showed agreement on levels of competence, confidence, and motivation. The students rated characteristics of enthusiasm, organisation, and fulfilment lower (pteaching responsibilities positively and showed agreement on characteristics of good teaching that may be helpful indicators in the process of developing medical teachers.

  5. Developing Activities for Teaching Cloud Computing and Virtualization

    Directory of Open Access Journals (Sweden)

    E. Erturk

    2014-10-01

    Full Text Available Cloud computing and virtualization are new but indispensable components of computer engineering and information systems curricula for universities and higher education institutions. Learning about these topics is important for students preparing to work in the IT industry. In many companies, information technology operates under tight financial constraints. Virtualization, (for example storage, desktop, and server virtualization, reduces overall IT costs through the consolidation of systems. It also results in reduced loads and energy savings in terms of the power and cooling infrastructure. Therefore it is important to investigate the practical aspects of this topic both for industry practice and for teaching purposes. This paper demonstrates some activities undertaken recently by students at the Eastern Institute of Technology New Zealand and concludes with general recommendations for IT educators, software developers, and other IT professionals

  6. L'analyse par activation de neutrons de réacteur

    Science.gov (United States)

    Meyer, G.

    2003-02-01

    Quand les neutrons traversent la matière, certains sont transmis sans interaction, les autres interagissent avec le milieu traversé par diffusion et par absorption. Ce phénomène d'absorption est utilisé pour se protéger des neutrons, mais aussi pour les détecter; il peut également être utilisé pour identifier les noyaux “absorbants" et ainsi analyser le milieu traversé. En effet par différentes réactions nucléaires (n,γ), (n,p), (n,α), (n,fission), on obtient des noyaux résiduels qui sont souvent radioactifs; on dit que l'échantillon est “activé". Si l'on connaît le rendement d'activation et donc le pourcentage de noyaux ainsi “transmutés", les mesures de radioactivité induite vont permettre de déterminer la composition de l'échantillon irradié. Cette méthode dite d'analyse par activation neutronique est pratiquée depuis la découverte du neutron. Elle a permis grâce à sa sélectivité et à sa sensibilité d'avoir accès au domaine des traces et des ultra-traces dans des champs d'application très divers comme la métallurgie, l'archéologie, la biologie, la géochimie etc...

  7. "To Market, to Market": Exploring the Teaching-Learning Interface in Developing Intercultural Interactions from Textbook Activities--Crossing Languages and Cultures

    Science.gov (United States)

    Morgan, Anne-Marie; Mercurio, Nives

    2011-01-01

    In this paper we consider what happens at the "teaching-learning interface" in some Indonesian and Italian examples of classroom interactions within an intercultural orientation to languages teaching and learning. Using activities from textbooks as a starting point, we identify the underlying linguistic, cultural, and intercultural…

  8. Teaching meta-analysis using MetaLight

    Directory of Open Access Journals (Sweden)

    Thomas James

    2012-10-01

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

  9. Do Prospective Teachers Have Anxieties about Teaching Mathematics?

    Science.gov (United States)

    Yavuz, Günes

    2018-01-01

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

  10. Quantifying faculty teaching time in a department of obstetrics and gynecology.

    Science.gov (United States)

    Emmons, S

    1998-10-01

    The goal of this project was to develop a reproducible system that measures quantity and quality of teaching in unduplicated hours, such that comparisons of teaching activities could be drawn within and across departments. Such a system could be used for allocating teaching monies and for assessing teaching as part of the promotion and tenure process. Various teaching activities, including time spent in clinic, rounds, and doing procedures, were enumerated. The faculty were surveyed about their opinions on the proportion of clinical time spent in teaching. The literature also was reviewed. Based on analysis of the faculty survey and the literature, a series of calculations were developed to divide clinical time among resident teaching, medical student teaching, and patient care. The only input needed was total time spent in the various clinical activities, time spent in didactic activities, and the resident procedure database. This article describes a simple and fair database system to calculate time spent teaching from activities such as clinic, ward rounds, labor and delivery, and surgery. The teaching portfolio database calculates teaching as a proportion of the faculty member's total activities. The end product is a report that provides a reproducible yearly summary of faculty teaching time per activity and per type of learner.

  11. Teaching with Technology

    Science.gov (United States)

    Attard, Catherine

    2011-01-01

    New technologies continue to change every aspect of home, life and work: the way people communicate, calculate, analyse, shop, make presentations and socialise. "The Australian Curriculum" acknowledges the importance of teaching and learning with technology by including the use of information and communication technology (ICT) as one of…

  12. Principles of Activity Theory in analysing the process of construction of pedagogic activities with the use of mobile devices in the Chemistry learning

    Directory of Open Access Journals (Sweden)

    Liliane da Silva Coelho Jacon

    2014-06-01

    Full Text Available Mobile devices emerge as the major players to ensure a favorable resource to connect, minimizing the limitation space-time constraints among people and enabling the use of emerging mobile learning (m-learning. The use of mobile devices in pedagogic praxis implies in a closer link between teachers in their initial development and their teacher educator in order to enable the incorporation of this mobile technology in undergraduate courses. This “approach” means the facilitation of meeting to discuss, reflect and talk about the incorporation of this technology in the teaching learning process. In this research, two professors had meetings to discuss and reflect about the employment of this mobile technology in the undergraduate course. One of them, a Chemistry teacher educator and the other is a computer and education teacher-research. The methodological approach is based on a qualitative method with some elements of action-research based on theoretical assumptions of the Activity Theory (ENGESTRÖM, 1999. Therefore, the study based on the debates over the use of mobile devices in the teaching of chemistry was developed as part of the undergraduate course in Chemistry at the Federal University of Rondonia. Among a set of activities, in which students and professors were present with their objects of specific activities, was presented the Activity system related to the construction of those activities. The analysis of SA from the perspective of the 5 principles of Activity Theory points out that the process of collaborative participation in the meetings, the implementation of activities with the students of the degree course and the preparation of scientific papers demonstrated the qualitative evolution of the chemistry teacher educator

  13. Understanding the Factors that Support the Use of Active Learning Teaching in STEM Undergraduate Courses: Case Studies in the Field of Geoscience

    Science.gov (United States)

    Iverson, Ellen A. Roscoe

    The purpose of this study was to understand the factors that support the adoption of active learning teaching strategies in undergraduate courses by faculty members, specifically in the STEM disciplines related to geoscience. The focus of the study centered on the context of the department which was identified as a gap in evaluation and educational research studies of STEM faculty development. The study used a mixed-method case study methodology to investigate the influences of departmental context on faculty members' adoption of active-learning teaching practices. The study compared and contrasted the influence of two faculty development strategies initiated in the field of geoscience. Six university geoscience departments were selected that had participated in two national geoscience professional development programs. Data were generated from 19 faculty interviews, 5 key informant interviews, and documents related to departmental and institutional context. The study concluded that two main factors influenced the degree to which faculty who participated in geoscience faculty development reported adoption of active learning pedagogies. These conclusions are a) the opportunity to engage in informal, regular conversations with departmental colleagues about teaching promoted adoption of new teaching approaches and ideas and b) institutional practices regarding the ways in which teaching practices were typically measured, valued, and incentivized tended to inhibit risk taking in teaching. The conclusions have implications related to institutional policy, faculty development, and the role of evaluation.

  14. EFL Pronunciation Teaching: A Theoretical Review

    Directory of Open Access Journals (Sweden)

    Hamid Nikbakht

    2010-05-01

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

  15. Does Lesson Study contribute to activating and cognitively demanding teaching behavior? A single case study

    NARCIS (Netherlands)

    de Vries, Siebrich; Roorda, Gerrit

    2015-01-01

    Activating and cognitively demanding teaching behavior is problematic for many teachers in Dutch secondary education, in particular for the less experienced advanced beginners. In the context of a Professional Learning Community (PLC) for both less and more experienced teachers of mathematics,

  16. Interaction Of Verbal Communication Of The Teacher From The Philippines In The Teaching Activity For Nursery II Students At The Singapore International School Medan

    Directory of Open Access Journals (Sweden)

    Tetti Nauli Panjaitan

    2017-07-01

    Full Text Available The title of the research was Interaction of Verbal Communication of the Teacher from thePhilippines in the Teaching Activity for Nursery II Students at the Singapore International School Medan. The objective of the research was to find out the verbal Interaction communicationin the teaching activity of the teacher from the Philippines in Nursery II Class at the Singapore International School Medan. The school is one of the international schools with foreign teachers. It uses English as the teaching medium in the teaching-learning process. The teacher in this class comes from the Philippines and the students are from 3 to 4 years old.The result of the research showed that the teaching activity in the Nursery II class at the Singapore International School Medan was done in two ways between teacher and students the teacher used more verbal communication while non-verbal communication was used as a supporting method. The learning process was done through singing telling stories games and using teaching tools like television pictures and toys in the communication process in order to make the students easier to understand what had been conveyed by the teacher.

  17. Evaluating learning and teaching using the Force Concept Inventory

    Science.gov (United States)

    Zitzewitz, Paul

    1997-04-01

    Teaching methods used in the calculus-based mechanics course for engineers and scientists (P150) at the University of Michigan-Dearborn were markedly changed in September, 1996. Lectures emphasize active learning with Mazur's ConcepTests, Sokoloff's Interactive Demonstrations, and Van Heuvelen's ALPS Kit worksheets. Students solve context-rich problems using Van Heuvelen's multiple representation format in cooperative groups in discussion sections. Labs were changed to use MBL emphasizing concepts and Experiment Problems to learn lab-based problem solving. Pre- and post-testing of 400 students with the Force Concept Inventory has demonstrated considerable success. The average increase in score has been 35-45methods as defined by Hake. The methods and results will be discussed. Detailed analyses of the FCI results will look at success in teaching specific concepts and the effect of student preparation in mathematics and high school physics.

  18. Cultivating Change through Peer Teaching

    Science.gov (United States)

    Velez, Jonathan J.; Cano, Jamie; Whittington, M. Susie; Wolf, Kattlyn J.

    2011-01-01

    The purpose of this qualitative research study was to describe the impact of peer teaching on both the students and the classroom environment. Students, enrolled in two Introduction to Teaching courses in agricultural and extension education, were asked to engage in peer teaching activities. The researchers utilized discourse analysis, textual…

  19. Elments constintute teachers’ teaching skills

    OpenAIRE

    Hoa, H.; Lам, P.

    2014-01-01

    Teachers’ pedagogical activities are constituted by many skills such as teaching skills, education skills, and skills of performing varied pedagogical ac- tivities. Each skill is formed from a variety of specifi c skills. Approaching teachers’ teaching skills based on pedagogical operation base can help us establish methods and develop skills for teachers. By doing so, we can assist teachers to enhance their teaching competence contributing to teaching quality improvement in schools

  20. Active learning in Operations Management: interactive multimedia software for teaching JIT/Lean Production

    Directory of Open Access Journals (Sweden)

    Carmen Medina-López

    2011-04-01

    Full Text Available Purpose: Information & Communication Technologies (ICT can be a fundamental aid for the design of new teaching methods that better adapt to the framework of the European Higher Education Area. In this context, this study aims to develop and assess a complex and truly interactive ICT-based teaching tool for instruction in OM.Design/methodology/approach: A multimedia application for Just-in-Time (JIT / Lean Production has been conceived, designed and assessed. A constructivist focus was followed in its conception and design to encourage active and flexible learning adapted to each individual’s own requirements. Using empirical research the tool has been assessed by students and compared to the traditional teaching methods.Findings: The interactive multimedia application has been clearly valued for the way it conveys information and for its usability, for the way the application is structured and the improvements to students’ understanding of the knowledge. Students are also in favour of ICT being incorporated into teaching over more traditional methods. The assessment took students’ gender and the average overall mark on their academic records as control variables but, broadly-speaking, no significant differences were found. Research limitations/implications: The study was carried out in a controlled environment and not in the normal on-site university teaching process. Conclusions could be extended to OM and other related subjects, especially if they make use of similar tools to the one described in this paper. Practical implications: This study provides a contribution that allows reflections to be made on the design of specific software for OM and students’ perceptions when using it.Originality/value: Through this paper we contribute to an improvement in learning methods in general and to higher education in OM in particular.

  1. A model for analysing factors which may influence quality management procedures in higher education

    Directory of Open Access Journals (Sweden)

    Cătălin MAICAN

    2015-12-01

    Full Text Available In all universities, the Office for Quality Assurance defines the procedure for assessing the performance of the teaching staff, with a view to establishing students’ perception as regards the teachers’ activity from the point of view of the quality of the teaching process, of the relationship with the students and of the assistance provided for learning. The present paper aims at creating a combined model for evaluation, based on Data Mining statistical methods: starting from the findings revealed by the evaluations teachers performed to students, using the cluster analysis and the discriminant analysis, we identified the subjects which produced significant differences between students’ grades, subjects which were subsequently subjected to an evaluation by students. The results of these analyses allowed the formulation of certain measures for enhancing the quality of the evaluation process.

  2. Improving Teaching through Collaborative Reflective Teaching Cycles

    Science.gov (United States)

    Murray, Eileen

    2015-01-01

    Reflection and collaboration are two activities teachers can use to change and improve their practice. However, finding the time and space to do so can be challenging. The collaborative reflective teaching cycle is a structured activity teachers can use to engage in reflection and collaboration. This article describes how a seventh grade teaching…

  3. Genre based Approach to Teach Writing Descriptive Text

    Directory of Open Access Journals (Sweden)

    Putu Ngurah Rusmawan

    2017-10-01

    Full Text Available This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.

  4. Matching the Neurobiology of Learning to Teaching Principles

    Science.gov (United States)

    Moffett, Nelle; Fleisher, Steven C.

    2013-01-01

    The authors describe principles of good teaching drawn from meta-analyses of research on teaching effectiveness. Recent developments in neurobiology are presented and aligned to provide biological support for these principles. To make it easier for college faculty to try out sample instructional strategies, the authors map principles of good…

  5. Innovations in teaching university: emerging opportunities

    Directory of Open Access Journals (Sweden)

    Daniele Simões Borges

    2012-09-01

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

  6. CONVERSATIONS IN THE TEACHING INTERNSHIP: THE EMERGENCE OF THE POTENTIAL OF VIRTUAL LEARNING OBJECTS BY PEDAGOGICAL MEDIATION IN PHYSICS TEACHING

    OpenAIRE

    Berenice Vahl Vaniel; Débora Pereira Laurino

    2013-01-01

    In this article we attempt to explain a study experienced in Teaching Internship, of the Graduate Course in Physics, discipline of Physics Education Activities II, Federal University of Rio Grande-FURG. The activities developed aimed to experience teaching as an interactive and reflective process, and also investigate the potential of virtual learning objects (OV) for educational activities in physics teaching. The concepts of recursion, recursiveness and structural coupling, present in Biolo...

  7. RESPONDING AND ANALYSING: STAGES OF TEACHING FUNCTIONAL GRAMMAR IN INDONESIAN CONTEXT

    Directory of Open Access Journals (Sweden)

    Lala Bumela

    2014-07-01

    Full Text Available Abstract: This paper offers an alternative to the teaching of a functional grammar course in Indonesian TEFL tertiary level context. An issue raised here is whether the course should directly require students to undertake textual analysis or provide them first with subjective reading experiences.  This issue is inspired by Jones and Lock¹s approach to teaching grammar in context (2011. This paper reports on a study that focused on two related phases of dealing with texts: responding and analyzing.  In the first phase, students were encouraged to take a personalised approach in responding to written English texts.  They had the freedom to decide whether the texts were meaningful for them in certain ways. Mckee (2003 and Lehtonen (2000 posit that as the sole decision maker in meaning negotiation, readers perceive the meaningfulness of texts in very diverse ways. In the second phase of the study, the students undertook an individual analysis of different text types.  This study reveals that a successful textual analysis is determined by how students make sense of the texts. The analysis of context of situation, for example, becomes meaningful to students after they demonstrate a proper position as a reader.  This, in turn, helps them in gaining insights into the structure and grammar of those texts.   Keywords: systemic functional linguistics, genre-based approach, textual analysis

  8. Professional-applied pedagogical teaching of junior school future teachers to working activity.

    Directory of Open Access Journals (Sweden)

    Kozhevnikova L.K.

    2012-03-01

    Full Text Available A purpose of work is determination of maintenance and most meaningful features of activity of teachers of initial classes in the after hours forms of work with students on a section «physical culture». The program is presented professionally-applied preparations and directions of forming professional readiness of students to their future professional activity. 323 students of pedagogical faculty and 253 students - future teachers of initial classes took part in the questionnaire questioning. The most essential sides of preparation of students are selected: motivation, awareness of the future profession as a process of decision of pedagogical tasks, independent participating in the real process of teaching.

  9. Using Active Learning to Teach Concepts and Methods in Quantitative Biology.

    Science.gov (United States)

    Waldrop, Lindsay D; Adolph, Stephen C; Diniz Behn, Cecilia G; Braley, Emily; Drew, Joshua A; Full, Robert J; Gross, Louis J; Jungck, John A; Kohler, Brynja; Prairie, Jennifer C; Shtylla, Blerta; Miller, Laura A

    2015-11-01

    This article provides a summary of the ideas discussed at the 2015 Annual Meeting of the Society for Integrative and Comparative Biology society-wide symposium on Leading Students and Faculty to Quantitative Biology through Active Learning. It also includes a brief review of the recent advancements in incorporating active learning approaches into quantitative biology classrooms. We begin with an overview of recent literature that shows that active learning can improve students' outcomes in Science, Technology, Engineering and Math Education disciplines. We then discuss how this approach can be particularly useful when teaching topics in quantitative biology. Next, we describe some of the recent initiatives to develop hands-on activities in quantitative biology at both the graduate and the undergraduate levels. Throughout the article we provide resources for educators who wish to integrate active learning and technology into their classrooms. © The Author 2015. Published by Oxford University Press on behalf of the Society for Integrative and Comparative Biology. All rights reserved. For permissions please email: journals.permissions@oup.com.

  10. Integrating Active Learning, Critical Thinking and Multicultural Education in Teaching Media Ethics across the Curriculum.

    Science.gov (United States)

    Brislin, Tom

    This paper presents four teaching strategies, grounded in pedagogical theory, to encourage an active, challenging, creative, and meaningful experience for journalism and mass communication students grappling with moral issues, and developing higher order thinking in ethical decision-making processes. Strategies emphasizing critical thinking and…

  11. Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection.

    Science.gov (United States)

    Higgins, R; Hogg, P; Robinson, L

    2017-09-01

    To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). Copyright © 2016 The College of Radiographers. Published by Elsevier Ltd. All rights reserved.

  12. Teaching customer-centric operations management - evidence from an experiential learning-oriented mass customisation class

    Science.gov (United States)

    Medini, Khaled

    2018-01-01

    The increase of individualised customer demands and tough competition in the manufacturing sector gave rise to more customer-centric operations management such as products and services (mass) customisation. Mass customisation (MC), which inherits the 'economy of scale' from mass production (MP), aims to meet specific customer demands with near MP efficiency. Such an overarching concept has multiple impacts on operations management. This requires highly qualified and multi-skilled engineers who are well prepared for managing MC. Therefore, this concept should be properly addressed by engineering education curricula which needs to keep up with the emerging business trends. This paper introduces a novel course about MC and variety in operations management which recalls several Experiential Learning (EL) practices consistently with the principle of an active learning. The paper aims to analyse to which extent EL can improve the efficiency of the teaching methods and the retention rate in the context of operations management. The proposed course is given to engineering students whose' perceptions are collected using semi-structured questionnaires and analysed quantitatively and qualitatively. The paper highlights the relevance (i) of teaching MC, and (ii) of active learning in engineering education, through the specific application in the domain of MC.

  13. Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education

    Directory of Open Access Journals (Sweden)

    Maria Kalamas Hedden

    2017-07-01

    Full Text Available In this paper we present our rationale for using an active learning constructivist approach to teach sustainability-related topics in a higher education. To push the boundaries of ecological literacy, we also develop a theoretical model for sustainability knowledge co-creation. Drawing on the experiences of faculty at a major Southeastern University in the United States, we present case studies in architecture, engineering, geography, and marketing. Four Sustainability Faculty Fellows describe their discipline-specific case studies, all of which are project-based learning experiences, and include details regarding teaching and assessment. Easily replicated in other educational contexts, these case studies contribute to the advancement of sustainability education.

  14. Analysing the problems of science teachers that they encounter while teaching physics education

    Directory of Open Access Journals (Sweden)

    Cihat Demir

    2015-12-01

    Full Text Available Even though physical science is very important in our daily lives, it is insufficiently understood by students. In order for students to get a better physical education, the teachers who have given physics lesson should first eliminated the problems that they face during the teaching process. The aim of this survey is to specify the matters encountered by science teachers during the teaching of physics and to provide them with solutions. The study group consisted of 50 science teachers who worked in Diyarbakır and Batman over the period of 2014 - 2015. This research is a descriptive study carried out by content analysis. In this study, semi-structured interview have been used along with qualitative research methods. According to the research findings, the top problems that the physics teachers encountered in physics lesson while processing the topics were laboratory problems. Some solutions have been introduced for science teachers in order to help them provide a better physics education.

  15. Clinical teaching in paediatrics: understanding perceptions, motives and concerns.

    Science.gov (United States)

    Klaber, R E; Pollock, I

    2009-05-01

    Children and young people are used as cases and standardised patients in clinical exams and teaching courses. Consultation with them suggests that education and training are areas they feel they should actively participate in. To examine the perceptions, motives and concerns of children and young people participating in exam-focused clinical teaching, and to compare these views with those of their parents, trainees and tutors. Consultation and a pilot study were used to design an anonymised questionnaire with 5-point Likert scales and free text answers. This was sent to 112 children and young people, their parents, and tutors and trainees attending a clinical teaching course. Results were analysed using the Mann-Whitney U test. 71% of the questionnaires sent to children and young people and their parents were completed. For children and young people the major reasons for taking part were the enjoyment of helping people to learn (92% agreement) and wanting to "give something back" (85% agreement). Parents put significantly more emphasis on giving something back than anything else. Tutors and trainees felt the chance for children and young people to earn pocket money was their most important motivation. The major problem highlighted was that it is tiring being repeatedly examined. All children and young people and their parents said that they would participate in future clinical teaching. This study demonstrates that in the context of well-planned, structured clinical teaching, most children and young people are primarily motivated to participate to help educate doctors.

  16. A teaching mentorship program to facilitate excellence in teaching and learning.

    Science.gov (United States)

    Slimmer, Lynda

    2012-01-01

    The impact of decreasing faculty numbers on the nursing shortage has been well documented. Mentoring is recognized as the most significant way to grow and nurture nurse educators. The purpose of this article was to describe the Teaching Mentorship Program within the College of Nursing Department of Biobehavioral Health Science at a Midwestern state university. The program activities are designed to facilitate new faculty members' transition from the role of nurse clinician to the role of nurse educator, to support the implementation of evidence-based teaching practices, and to encourage the development of teaching scholarship. Outcomes of the program include retention of new faculty, improved student satisfaction with the quality of instruction, and increased teaching scholarship activities. The program demonstrates the three hallmarks of an effective mentoring program. First, the program is supported by an institutional culture that values mentoring and provides it with an organizational home. Second, the Associate Department Head and primary mentor has been an educator for 37 years with expertise in curriculum development, program evaluation, and teaching methodologies. Third, because the associate department head's principle role is to implement the program and serve as the primary mentor, her commitment is to provide flexible, timely access to faculty. Copyright © 2012 Elsevier Inc. All rights reserved.

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

    Science.gov (United States)

    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.

  18. What Is Construed as Relevant Knowledge in Physics Teaching? Similarities and Differences in How Knowledge and Power Are Staged in Three Lower Secondary Classrooms

    Science.gov (United States)

    Lidar, Malena; Danielsson, Anna T.; Berge, Maria

    2018-05-01

    The content that is privileged in teaching has consequences for what the students are given the opportunity to learn and can thus be regarded as an aspect of power. We analyse power aspects in the teaching of physics by identifying actions that guide or direct other people's actions, and then analyse similarities and differences in different classrooms in terms of how governance is staged and what potential consequences this can have. The analyses are made on data from classroom activities, documented through video recordings and field notes, in three lower secondary schools in Y8 and Y9, respectively. At first glance, teachers from all three schools adhere to a traditional interpretation of a physics curriculum. But a more in-depth analysis shows that the students in the different classrooms are given quite dissimilar opportunities to participate in teaching and create relationships with the content. What appears to be a desirable way of acting offers different conditions for meaning-making. In an increasingly individualised society where people are expected to be active, reflective and make choices for their own personal good, the students in these three classrooms are offered very different conditions to practice and learn to take part in knowledge-making, connect physics content to their everyday life and exercise informed citizenship.

  19. Why should the faculty adopt reciprocal teaching as part of the medical curriculum?

    Science.gov (United States)

    Khan, Muhammad Jaffar; Fatima, Sadia; Akhtar, Mehnaz; Owais, Muhammad

    2016-01-01

    Understanding the text is crucial to achieve depth in understanding of complex concepts for students at all levels of education for whom English is not their first language. Reciprocal teaching is an instructional activity that stimulate learning through a dialogue between teachers and students regarding segments of text. The process of summarizing, question-generating, clarifying and predicting allows the gaps to be recognised and filled by the student, who is in control of the learning process and able to analyse and reflect upon the reading material. Whereas reciprocal teaching has been applied at school and college level, little is known about its effectiveness in medical education. Incorporating reciprocal teaching in early years of medical education such as reading the literature and summarizing the flow of information in the study of integrated body systems could be an area to explore. Feasibility exercises and systematic validation studies are required to confirm authors' assertion.

  20. FOREIGN LANGUAGE TEACHING WITH AUGMENTED REALITY APPLICATION

    OpenAIRE

    GÜNDOĞMUŞ, Niyazi; ORHAN, Gökhan; ŞAHIN, İsmail

    2016-01-01

    One of the main aims in Foreign Language Teaching is to actualize naturaland entertaining educational environment. Foreign Language Teaching Activitiesshould stress on motivational goals furthering interests and motivation oflearners and minimizing their anxiety in language teaching activities. So as toadopt that, these activities should be designed to incite students’ interests,curiosity and include some diverse alternatives from school textbooks tohandheld technological devices and other el...

  1. The construction of teaching professionality

    Directory of Open Access Journals (Sweden)

    Heloisa Helena Oliveira de Azevedo

    2013-04-01

    Full Text Available This article was prepared by the results of a research of a investigation about the formative strategies developed by educators related to the construction of the professionality of future childhood and elementary school teachers.From the analysis of the content of the interviews, we want to know what the educators think about the teaching profession and conducting training activities aimed at building the professionalism of future teachers.With theoretical bases for analyses related to the historical-critical conception of education, we inferred that educators have tried to break with the traditional paradigm of teacher’s education, creating new learning alternatives and stimulating the construction of a new professionality that overcomes the culture of isolated an individual thinking

  2. A framework for teaching educators to teach innovation

    DEFF Research Database (Denmark)

    Rump, Camilla Østerberg; Nielsen, Jan Alexis; Andersson, Pernille Hammar

    in the form of a possible conceptual basis for teachers of I&E, that will enable them to interpret the meaning of I&E in their own discipline, and design teaching and learning activities that will support student development of I&E capabilities. In the paper, we present a framework for the course in the form...... to these challenges, three Danish universities in the Copenhagen area have taken the initiative to develop a course for educators at the three institutions that will provide the necessary skills to teach innovation and entrepreneurship (I&E) to their students. In this paper, we present a framework for the course...... and non-intended use of the innovation. • Teaching for innovation with the intension for students to develop innovative skills or teaching through innovation with the intention for students to learn the disciplinary knowledge through innovative processes. • How does I&E relate to the disciplinary...

  3. Assessing a Broad Teaching Approach: The Impact of Combining Active Learning Methods on Student Performance in Undergraduate Peace and Conflict Studies

    Science.gov (United States)

    Sjöstedt, Roxanna

    2015-01-01

    Teaching introductory International Relations (IR) and peace and conflict studies can be challenging, as undergraduate teaching frequently involves large student groups that limit student activity to listening and taking notes. According to pedagogic research, this is not the optimal structure for learning. Rather, although a teacher can pass on…

  4. A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings.

    Science.gov (United States)

    McKenzie, Karen

    2013-12-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching received significantly higher ratings than the online activity. The study suggests that short online game informed learning activities may offer an effective alternative for health professional training where face to face training is not possible. Further research is needed on the longer term impact of both types of training on practice.

  5. Triple Nexus: Improving STEM Teaching through a Research-Public Engagement-Teaching Nexus

    Science.gov (United States)

    Stevenson, E.; McArthur, J.

    2015-01-01

    In this Reflection on Practice we propose a triple nexus of research, public engagement and teaching that could provide a new pathway for academic developers to enable greater engagement in learning and teaching issues from science, technology, engineering, and mathematics (STEM) academics. We argue that the public engagement activities demanded…

  6. Active Learning and Just-in-Time Teaching in a Material and Energy Balances Course

    Science.gov (United States)

    Liberatore, Matthew W.

    2013-01-01

    The delivery of a material and energy balances course is enhanced through a series of in-class and out-of-class exercises. An active learning classroom is achieved, even at class sizes over 150 students, using multiple instructors in a single classroom, problem solving in teams, problems based on YouTube videos, and just-in-time teaching. To avoid…

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

    Science.gov (United States)

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

    2016-08-01

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

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

    Directory of Open Access Journals (Sweden)

    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

  9. Tasks for Integrating Language and Culture Teaching

    Science.gov (United States)

    Neff, Peter; Rucynski, John, Jr.

    2013-01-01

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

  10. Teaching atlas of mammography

    International Nuclear Information System (INIS)

    Tabar, L.; Dean, P.B.

    1985-01-01

    The illustrated case reports in this teaching atlas cover practically the entire range of possible pathological changes and are based on in-patient case material and 80,000 screening documents. The two basic approaches, - detection and analysis of changes -, are taught comprehensively and in great detail. A systematic procedure for analysing the mammographies, in order to detect even the very least changes, and its practical application is explained using mammographies showing unclear findings at first sight. A system of coordinates is presented which allows precise localisation of the changes. Exercises for practising the technique of identifying the pathological changes round up the methodolical chapters. Additional imaging technical enhancements and detail enlargements are of great help in interpreting the findings. The specific approach adopted for this teaching atlas is a 'reverse procedure', which leaves the beaten track and starts with analysing the mammographies and evaluating the radiographic findings, in order to finally derive the diagnosis. (orig./CB) [de

  11. TUTOR SUPPORT OF TEACHING MATHEMATICS WITH INFORMATION AND COMMUNICATION TECHNOLOGIES

    Directory of Open Access Journals (Sweden)

    Kateryna P. Osadcha

    2017-10-01

    Full Text Available The paper describes the tutor activity in the process of mathematics teaching support on the basis of the use of information and communication technologies (ICT. The author has analysed the available Internet resources and mobile applications in mathematics, which are classified according to their functional purposes into groups: systems of mass open courses, platforms for adaptive learning, video channels, mathematical online simulators, online tasks, mathematical games, mathematical portals, online platforms, mathematical sites, mathematical online platforms, mathematical services, mobile applications in mathematics (simulators, games, generators of example, assistant programs, training complexes, calculators. In accordance with the student age categories mathematical information and communication technologies are divided into three groups: for elementary school students, secondary school students and high school students. The basic ICT tools for teaching mathematics are outlined. The algorithm for constructing tutorial classes with their application is presented.

  12. Creativity in Teaching

    Directory of Open Access Journals (Sweden)

    Szafernakier-Świrko Anna

    2016-12-01

    Full Text Available Background: The research of effective teaching is an actual problem of modern linguistics because of active promotion of its unequal manifestations and amplification of the functional load in various sectors of society. Purpose: The purpose of the analysis is to determine the qualifying and classifying features of creative and effective teacher. Results: A foreign language teacher should develop an attractive manner of communication with students. His straightforward behaviour may be expressed in non-verbal communication, through using sympathetic gestures, voice variation, smile and verbal communication expressed through a good sense of humour, personal examples, using words “we” and “our”. This manner of communication provides for a favourable condition for an atmosphere of open-mindedness and mutual understanding. A creative attitude of a teacher towards the organization of a teaching process is related to the updating of the features like fluidity understood as a spontaneous reaction during classes. The teacher as a person who creates and organises a teaching unit should possess leader’s features. Gaining a position of a group leader provides for an opportunity to arrange undisturbed work without any communication misunderstandings. Learners are given precisely formulated instructions, do the tasks in an effective and efficient manner. Therefore, it should be emphasized that a creative teacher should enjoy the features of a reflective practitioner. Being which constantly learns and improves his qualifications, studies and examines his teaching techniques, introduces changes and some time or another revisits his “beaten tracks”, breaking down routine and habits. Getting rid of habits and routines, teaching in harmony with himself, as well as appropriate selection of methods do guarantee a high comfort of work in a well-motivated group, where due to teacher’s creativity a teaching success is achieved, as expressed in

  13. COMMUNICATIVE LANGUAGE TEACHING AND ITS MISCONCEPTIONS ABOUT THE PRACTICE IN ENGLISH LANGUAGE TEACHING (ELT

    Directory of Open Access Journals (Sweden)

    Sri Diana

    2014-04-01

    Full Text Available Communicative Language Teaching (CLT has been accepted as one of the teaching methods by numerous language teachers due to its major focus on developing learners’ communicative competence. This paper aims to describe communicative language teaching, misinterpretations about its practice and the factors leading to teachers’ misconceptions. It shows four misinterpreted beliefs of the implementation of communicative language teaching: communicative skills, teacher’s role in communicative activities, fluency and accuracy as the main goals and teaching techniques. It then presents three reasons that might lead to teachers’ misinterpretations concerning the practice of CLT. Teachers do not have enough training and  adequate resources.

  14. Emotional Education in English Teaching

    Institute of Scientific and Technical Information of China (English)

    Li; Xiu; zhi

    2014-01-01

    The emotional education is part of the educational process.Concerned about students’attitude towards emotions,feelings,and beliefs in the educational process,it is aimed at promoting the development of students and society.If teachers can actively carry out the emotional education teaching method in English teaching,it is certain that such actions will play an important role in English teaching.

  15. Emotional Education in English Teaching

    Institute of Scientific and Technical Information of China (English)

    Li Xiu zhi

    2014-01-01

    The emotional education is part of the educational process. Concerned about students’ attitude towards emotions, feelings, and beliefs in the educational process, it is aimed at promoting the development of students and society. If teachers can actively carry out the emotional education teaching method in English teaching, it is certain that such actions will play an important role in English teaching.

  16. Aspirational Model Teaching Criteria for Psychology

    Science.gov (United States)

    Richmond, Aaron S.; Boysen, Guy A.; Gurung, Regan A. R.; Tazeau, Yvette N.; Meyers, Steven A.; Sciutto, Mark J.

    2014-01-01

    In 2011, the Society for the Teaching of Psychology commissioned a presidential task force to document teaching criteria for model psychology teachers in undergraduate education. The resulting list of criteria reflects activities related to face-to-face course interaction and online teaching, training, and education; course design; implementation…

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

    Science.gov (United States)

    Apiwan, Suttinee; Puttharugsa, Chokchai; Khemmani, Supitch

    2018-01-01

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

  18. Could hands-on activities and smartphone in science CLIL teaching foster motivation and positive attitudes in students?

    Science.gov (United States)

    Ercolino, Immacolata; Maraffi, Sabina; Sacerdoti, Francesco M.

    2016-04-01

    Motivating students is one of the most challenging things we do as educators. We know that students need to be engaged to fully appreciate and learn what has been taught; the secret consists in nurturing student engagement. One of the newer ways to involve students and foster motivation in their Science learning consists in focusing on their usage and on applying knowledge and skills in their real-life. Students usually are engaged in authentic teaching pathway. Learning focusing on the experience helps teachers to improve classroom management by gathering students around a common organized activity. Hands-on activities support problem-based approaches to learning by focusing on the experience and process of investigating, proposing and creating solutions developing critical thinking skills and enlarge student's scientific glossary. We utilized in our classroom some lab activities that we learned at an ESA/GTTP Teacher training Workshop 2014 program at the Lorentz Center Leiden, Netherlands. "Cooking a comet - Ingredients for life" "Demonstration of the second Kepler's law using marbles" New media equipment, as student's own smartphones, can increase the teaching impact speaking the same language used by the students every day. They can measure magnetic fields, their GPS coordinates (longitude and latitude), and so on. In this way we can measure distances as parallax using mobile devices and simulating distance measurements in the classroom, on the school campus. The smartphone is the device with which the students answer questions, take decisions, and solve quests. Students infact can observe the Universe from their classroom and scientifically they can watch the Sun with "Google sky map" or "Star walk" are excellent tools to learn your way around the night sky .As teachers we used these apps in the classroom when Sun goes through the constellations so our students don't believe in horoscopes. This paper is focused on hands on activities and the effects of the

  19. Activation analysis using {gamma} photons; Analyse par activation aux photons {gamma}

    Energy Technology Data Exchange (ETDEWEB)

    Engelmann, Ch [Commissariat a l' Energie Atomique, Saclay (France). Centre d' Etudes Nucleaires

    1967-07-01

    This report summarizes all the data required for using photonuclear reactions in the field of analysis. After a brief review of the elementary properties of nuclear reactions induced by photon irradiation, the main characteristics are given of high energy (E > 20 MeV) Bremsstrahlung sources. The principle of activation analysis based on the use of photons is given. Actual examples of the analytic possibilities are described in detail, in particular in the case of the determination of very small quantities (< 10{sup -6}) of C, N, O and F. The influence of interfering nuclear reactions is discussed. (author) [French] Ce rapport se propose de resumer l'ensemble des connaissances indispensables pour l'utilisation des reactions photonucleaires a des fins analytiques. Apres quelques rappels concernant les proprietes elementaires des reactions nucleaires induites par irradiation dans les photons, les principales caracteristiques des sources de rayonnement de freinage de haute energie (E > 20 MeV)| sont donnees. Le principe de l'analyse par activation aux photons est rappele. Des exemples concrets sur les possibilites analytiques sont developpes, particulierement en ce qui concerne la determination de quantites tres faibles (< 10{sup -6}) de C, N, O et F. L'influence des reactions nucleaires parasites est discutee. (auteur)

  20. Ion-exchange resin separation applied to activation analysis (1963); Separation par resines echangeuses d'ions appliquees a l'analyse par activation (1963)

    Energy Technology Data Exchange (ETDEWEB)

    Aubouin, G.; Laverlochere, J. [Commissariat a l' Energie Atomique, Grenoble (France). Centre d' Etudes Nucleaires

    1963-07-01

    The separation techniques based on ion-exchange resins have been used, in this study, for carrying out activation analyses on about thirty impurities. A separation process has been developed so as to standardise these analyses and to render them execution a matter of routine. The reparation yields obtained are excellent and make it possible to carry out analyses on samples having a large activation cross-section ween working inside a reinforced fume-cupboard. This technique has been applied to the analysis of impurities in tantalum, iron, gallium, germanium, terphenyl, and tungsten. The extension of this process to other impurities and to other matrices is now being studied. (authors) [French] Les techniques de separations sur resines echangeusee d'ions ont ete utilisees, dans cette etude, pour effectuer des analyses par activation sur une trentaine d'impuretes. Un schema de separation a ete mis au point de maniere a normaliser ces analyses et a pouvoir les faire en routine. Les rendements de separation obtenus sont excellents et permettent de proceder a des analyses d'echantillons a grande section efficace d'activation en travaillant dans une sorbonne blindee. Des applications de cette technique ont ete faites pour des analyses d'impuretes dans le tantale, le fer, le gallium, le germanium, le terphenyle, le tungstene. L'extension de ce schema a d'autres impuretes et a d'autres matrices est en cours d'etude. (auteurs)

  1. A New Look at an Old Activity: Resonance Tubes Used to Teach Resonance

    Science.gov (United States)

    Nelson, Jim; Nelson, Jane

    2017-12-01

    There are several variations of resonance laboratory activities used to determine the speed of sound. This is not one of them. This activity uses the resonance tube idea to teach resonance, not to verify the speed of sound. Prior to this activity, the speed of sound has already been measured using computer sound-sensors and timing echoes produced in long tubes like carpet tubes. There are other methods to determine the speed of sound. Some methods are referenced at the end of this article. The students already know the speed of sound when they are confronted with data that contradict their prior knowledge. Here, the mystery is something the students solve with the help of a series of demonstrations by the instructor.

  2. Teaching SIMS fundamentals using the FIB ion microscope

    International Nuclear Information System (INIS)

    Chater, Richard J.; McPhail, David S.

    2008-01-01

    The use of liquid metal source ion beams for microscopy and ion milling applications has increased dramatically in recent years. This paper explores the teaching of ion-solid sputtering and ionization phenomena without the facility to mass analyse the ionised yield available in dedicated SIMS instrumentation. Fundamental parameters can be demonstrated during the limited period of an undergraduate laboratory teaching session

  3. TEACHING INTERPERSONAL SKILLS

    DEFF Research Database (Denmark)

    Andersson, Niclas

    2009-01-01

    of the examination. This study aims at presenting and reviewing a practical approach to teaching of interpersonal skills, referred to as the Social Risk Analysis, which has been applied and integrated into the curriculum of two engineering courses. The Social Risk Analysis encourages and imposes a critical review......In addition to the traditional learning outcomes for technical disciplinary knowledge, the CDIO-syllabus also specifies personal and interpersonal learning outcomes. The argument for teaching interpersonal skills rest upon the team-based working environment that is typical for engineers, where...... knowledge and skills in teamwork, leadership, and communications are highly required. Thus, the practice of interpersonal skills need to be implemented in engineering teaching, not only in terms of learning objectives, but realised in practical teaching activities and as an integrated part...

  4. Cultures of Teaching in Childhood: Formal Schooling and Maya Sibling Teaching at Home

    Science.gov (United States)

    Maynard, Ashley E.

    2004-01-01

    Culture can be thought of a set of shared practices, beliefs, and values that are transmitted across generations through language [Bruner, J. (1990). "Acts of meaning". Cambridge, MA: Harvard University Press]. Teaching is one way that culture is transmitted, but forms of teaching vary across cultures and across activity settings within…

  5. Developing critical practitioners: A review of teaching methods in the Bachelor of Radiography and Medical Imaging

    International Nuclear Information System (INIS)

    Mc Inerney, J.; Baird, M.

    2016-01-01

    Background: The capacity to apply critical thinking clinically is no longer an option for radiographers. Radiographers are obliged by their registration board to embrace a contemporary and integrated conceptualisation of competence, including the capacity to think critically and reflectively to resolve clinical challenges. The study examines the complexity of critical thinking, identifies the skill set and personal traits necessary to enact it practically. Methods: Third and final year radiography students' perceptions of three teaching approaches used within the undergraduate course were explored using peer reviewed survey instruments. Thematic analysis and descriptive analyses were applied to the data to make sense of the responses. Conclusions: Students are exhibiting the capacity to formulate, evaluate and revise their own work practices through critical thinking. Educational activities that have been proven effective in empowering students with the skills necessary to meet professional standards and the personal traits required to enact them should be prioritised in curricula. The study has shown that establishment of an audit trail for the educational activities in use within radiography programs can facilitate the acquisition of evidence-based and reflective practice skills amongst students. An assessment of student's perceptions of the learning activities they engage with is an important step on this trail, though a before and after measure could be applied. - Highlights: • Examines the concept of critical thinking including the personal traits required to enact it. • Reviews three teaching activities aimed at teaching critical thinking. • Assesses student perceptions of the activities in facilitating critical thinking skills. • Students who acquire critical thinking skills can undergo transformative learning. • Establishing an audit trail can ensure teaching activities are having desired effect.

  6. THE ELUSIVENESS OF LEARNER-CENTRED TEACHING

    Directory of Open Access Journals (Sweden)

    Ervin Kovačević

    2016-03-01

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

  7. 45 CFR 73.735-706 - Teaching, lecturing, and speechmaking.

    Science.gov (United States)

    2010-10-01

    ... 45 Public Welfare 1 2010-10-01 2010-10-01 false Teaching, lecturing, and speechmaking. 73.735-706... OF CONDUCT Outside Activities § 73.735-706 Teaching, lecturing, and speechmaking. (a) Employees are encouraged to engage in teaching and lecturing activities which are not part of their official duties when...

  8. Activation and Shielding Analyses in Support of the GUINEVERE Project

    International Nuclear Information System (INIS)

    Serikov, A.; Fischer, U.; Mercatali, L.; Baeten, P.; Vittiglio, G.

    2008-01-01

    The GUINEVERE facility (Generator of Uninterrupted Intense Neutrons at the lead Venus Reactor) must satisfy the nuclear safety criteria required by the Belgian safety authority to be licensed. The radiation dose and activation analyses for the nuclear safety assessment of the GUINEVERE project were performed at FZK. The concerted efforts of several European institutions were concentrated on the development and construction of a subcritical fast lead core based on the Venus water moderated reactor at the SCK-CEN site in Mol, Belgium. A Monte Carlo (MC) MCNP5 model was developed in accordance with the current design of the GUINEVERE fast lead core. The analytical MC method does not work for shielding analysis of the GUINEVERE building because of the large size of the rooms and thick concrete walls and floors. MC variance reduction techniques, such as particles splitting, Russian roulette, and point detectors were therefore applied. The JEFF-3.1 nuclear data library was used for radiation transport calculations. The activation analyses for the lead core and building materials were performed with the FISPACT-2005 inventory code and the EAF-2005 library. The neutron and photon dose rate maps were produced using MCNP track-length estimations, point detectors, and a mesh tally superimposed over the GUINEVERE geometry. The effects of D-D and D-T fusion neutron sources were estimated. (authors)

  9. Activation and Shielding Analyses in Support of the GUINEVERE Project

    Energy Technology Data Exchange (ETDEWEB)

    Serikov, A.; Fischer, U.; Mercatali, L. [Association FZK-EURATOM, KIT, Forschungszentrum Karlsruhe, P.O. Box 3640, 76021 Karlsruhe (Germany); Baeten, P.; Vittiglio, G. [SCK-CEN, Boeretang 200, B-2400 Mol (Belgium)

    2008-07-01

    The GUINEVERE facility (Generator of Uninterrupted Intense Neutrons at the lead Venus Reactor) must satisfy the nuclear safety criteria required by the Belgian safety authority to be licensed. The radiation dose and activation analyses for the nuclear safety assessment of the GUINEVERE project were performed at FZK. The concerted efforts of several European institutions were concentrated on the development and construction of a subcritical fast lead core based on the Venus water moderated reactor at the SCK-CEN site in Mol, Belgium. A Monte Carlo (MC) MCNP5 model was developed in accordance with the current design of the GUINEVERE fast lead core. The analytical MC method does not work for shielding analysis of the GUINEVERE building because of the large size of the rooms and thick concrete walls and floors. MC variance reduction techniques, such as particles splitting, Russian roulette, and point detectors were therefore applied. The JEFF-3.1 nuclear data library was used for radiation transport calculations. The activation analyses for the lead core and building materials were performed with the FISPACT-2005 inventory code and the EAF-2005 library. The neutron and photon dose rate maps were produced using MCNP track-length estimations, point detectors, and a mesh tally superimposed over the GUINEVERE geometry. The effects of D-D and D-T fusion neutron sources were estimated. (authors)

  10. Teaching Monologue Type of Language in a Technical University

    Directory of Open Access Journals (Sweden)

    Aleksandras Velička

    2011-04-01

    Full Text Available The article deals with a very urgent issue of the methods of teaching foreign languages – teaching monologue type of language in a technical university. The author analyses psychological and linguistic aspects of monologue as a subject of teaching and what could influence scientifically motivated selection of teaching methods. There are three stages of teaching monologue. They comprise the ability to speak monologue as well as the process of gaining the skills – from elementary to intermediate and advanced. The article presents a number of recommendations for practice. The main principles of the article are based on the author‘s practical experience in the teaching process as well as on the analysis of scientific data in the field. The findings could be useful for practice and theory in the field.

  11. TeachEnG: a Teaching Engine for Genomics.

    Science.gov (United States)

    Kim, Minji; Kim, Yeonsung; Qian, Lei; Song, Jun S

    2017-10-15

    Bioinformatics is a rapidly growing field that has emerged from the synergy of computer science, statistics and biology. Given the interdisciplinary nature of bioinformatics, many students from diverse fields struggle with grasping bioinformatic concepts only from classroom lectures. Interactive tools for helping students reinforce their learning would be thus desirable. Here, we present an interactive online educational tool called TeachEnG (acronym for Teaching Engine for Genomics) for reinforcing key concepts in sequence alignment and phylogenetic tree reconstruction. Our instructional games allow students to align sequences by hand, fill out the dynamic programming matrix in the Needleman-Wunsch global sequence alignment algorithm, and reconstruct phylogenetic trees via the maximum parsimony, Unweighted Pair Group Method with Arithmetic mean (UPGMA) and Neighbor-Joining algorithms. With an easily accessible interface and instant visual feedback, TeachEnG will help promote active learning in bioinformatics. TeachEnG is freely available at http://teacheng.illinois.edu. The source code is available from https://github.com/KnowEnG/TeachEnG under the Artistic License 2.0. It is written in JavaScript and compatible with Firefox, Safari, Chrome and Microsoft Edge. songj@illinois.edu. © The Author 2017. Published by Oxford University Press. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com

  12. Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area

    Science.gov (United States)

    Chamnanwong, Pornpaka; Thathong, Kongsak

    2018-01-01

    In preparing a science lesson plan, teachers may deal with numerous difficulties. Having a deep understanding of their problems and their demands is extremely essential for the teachers in preparing themselves for the job. Moreover, it is also crucial for the stakeholders in planning suitable and in-need teachers' professional development programs, in school management, and in teaching aid. This study aimed to investigate the primary school science teachers' opinion toward practice of teaching and learning activities in science learning area. Target group was 292 primary science teachers who teach Grade 4 - 6 students in Khon Kaen Province, Thailand in the academic year of 2014. Data were collected using Questionnaire about Investigation the opinions of the primary science teachers toward practice of teaching and learning activities in science learning area. The questionnaires were consisted of closed questions scored on Likert scale and open-ended questions that invite a sentence response to cover from LS Process Ideas. Research findings were as follow. The primary science teachers' level of opinion toward teaching and learning science subject ranged from 3.19 - 3.93 (mean = 3.43) as "Moderate" level of practice. The primary school science teachers' needs to participate in a training workshop based on LS ranged from 3.66 - 4.22 (mean = 3.90) as "High" level. The result indicated that they were interested in attending a training course under the guidance of the Lesson Study by training on planning of management of science learning to solve teaching problems in science contents with the highest mean score 4.22. Open-ended questions questionnaire showed the needs of the implementation of the lesson plans to be actual classrooms, and supporting for learning Medias, innovations, and equipment for science experimentation.

  13. Teaching teachers in effectual entrepreneurship

    NARCIS (Netherlands)

    Koopman, Rudpolhus Gerardus Maria; Hammer, M.; Hakkert, A.

    2013-01-01

    Entrepreneurship and entrepreneurship education is seen by all kind of people to be important for economic growth. Teaching entrepreneurship needs another approach. Active learning and the constructivism is mostly seen as essential. Other elements that are influencing the teaching process are the

  14. Teachers' approaches to teaching physics

    Science.gov (United States)

    2012-12-01

    Benjamin Franklin said, "Tell me, and I forget. Teach me, and I remember. Involve me, and I learn." He would not be surprised to learn that research in physics pedagogy has consistently shown that the traditional lecture is the least effective teaching method for teaching physics. We asked high school physics teachers which teaching activities they used in their classrooms. While almost all teachers still lecture sometimes, two-thirds use something other than lecture most of the time. The five most often-used activities are shown in the table below. In the January issue, we will look at the 2013 Nationwide Survey of High School Physics teachers. Susan White is Research Manager in the Statistical Research Center at the American Institute of Physics; she directs the Nationwide Survey of High School Physics Teachers. If you have any questions, please contact Susan at swhite@aip.org.

  15. Evaluation of an active learning module to teach hazard and risk in Hazard Analysis and Critical Control Points (HACCP classes

    Directory of Open Access Journals (Sweden)

    Omar A. Oyarzabal

    2017-04-01

    Full Text Available The terms hazard and risk are significant building blocks for the organization of risk-based food safety plans. Unfortunately, these terms are not clear for some personnel working in food manufacturing facilities. In addition, there are few examples of active learning modules for teaching adult participants the principles of hazard analysis and critical control points (HACCP. In this study, we evaluated the effectiveness of an active learning module to teach hazard and risk to participants of HACCP classes provided by the University of Vermont Extension in 2015 and 2016. This interactive module is comprised of a questionnaire; group playing of a dice game that we have previously introduced in the teaching of HACCP; the discussion of the terms hazard and risk; and a self-assessment questionnaire to evaluate the teaching of hazard and risk. From 71 adult participants that completed this module, 40 participants (56% provided the most appropriate definition of hazard, 19 participants (27% provided the most appropriate definition of risk, 14 participants (20% provided the most appropriate definitions of both hazard and risk, and 23 participants (32% did not provide an appropriate definition for hazard or risk. Self-assessment data showed an improvement in the understanding of these terms (P < 0.05. Thirty participants (42% stated that the most valuable thing they learned with this interactive module was the difference between hazard and risk, and 40 participants (65% responded that they did not attend similar presentations in the past. The fact that less than one third of the participants answered properly to the definitions of hazard and risk at baseline is not surprising. However, these results highlight the need for the incorporation of modules to discuss these important food safety terms and include more active learning modules to teach food safety classes. This study suggests that active learning helps food personnel better understand important

  16. Mapping of Primary Instructional Methods and Teaching Techniques for Regularly Scheduled, Formal Teaching Sessions in an Anesthesia Residency Program.

    Science.gov (United States)

    Vested Madsen, Matias; Macario, Alex; Yamamoto, Satoshi; Tanaka, Pedro

    2016-06-01

    In this study, we examined the regularly scheduled, formal teaching sessions in a single anesthesiology residency program to (1) map the most common primary instructional methods, (2) map the use of 10 known teaching techniques, and (3) assess if residents scored sessions that incorporated active learning as higher quality than sessions with little or no verbal interaction between teacher and learner. A modified Delphi process was used to identify useful teaching techniques. A representative sample of each of the formal teaching session types was mapped, and residents anonymously completed a 5-question written survey rating the session. The most common primary instructional methods were computer slides-based classroom lectures (66%), workshops (15%), simulations (5%), and journal club (5%). The number of teaching techniques used per formal teaching session averaged 5.31 (SD, 1.92; median, 5; range, 0-9). Clinical applicability (85%) and attention grabbers (85%) were the 2 most common teaching techniques. Thirty-eight percent of the sessions defined learning objectives, and one-third of sessions engaged in active learning. The overall survey response rate equaled 42%, and passive sessions had a mean score of 8.44 (range, 5-10; median, 9; SD, 1.2) compared with a mean score of 8.63 (range, 5-10; median, 9; SD, 1.1) for active sessions (P = 0.63). Slides-based classroom lectures were the most common instructional method, and faculty used an average of 5 known teaching techniques per formal teaching session. The overall education scores of the sessions as rated by the residents were high.

  17. Who teaches science in Alagoas? A quantitative analysis of non-specialist teaching at primary and secondary schools in Brazil

    OpenAIRE

    Fischer, Robert; Fireman, Elton; Gomes, Jose Renan

    2013-01-01

    While non-specialist teaching increasingly becomes an object of public interest, there is little data available on the actual educational background of teachers giving classes outside their specialisation. This work analyses the data collected by the Brazilian Ministry of Education from public and private schools in Alagoas (Brazil), with a special focus on science education at primary and secondary schools. We find that the phenomena of non-specialist teaching is highly subject specific. For...

  18. Student Responses to Active Learning Activities with Live and Virtual Rats in Psychology Teaching Laboratories

    Science.gov (United States)

    Hunt, Maree J.; Macaskill, Anne C.

    2017-01-01

    Taking an ethical approach to using nonhuman animals in teaching requires assessment of the learning benefits of using animals and how these compare to the benefits of alternative teaching practices. It is also important to consider whether students have ethical reservations about completing exercises with animals. We compared upper level…

  19. The role of mathematics in politics as an issue for mathematics teaching

    DEFF Research Database (Denmark)

    Sánchez, Mario; Blomhøj, Morten

    2010-01-01

    This paper presents analyses of some examples of mathematical models used in the Mexican society of today. We seek to justify why and illustrate how such examples can be included in mathematics teaching and in teacher education.......This paper presents analyses of some examples of mathematical models used in the Mexican society of today. We seek to justify why and illustrate how such examples can be included in mathematics teaching and in teacher education....

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

    OpenAIRE

    YAVUZ KIRIK, Muazzez

    2015-01-01

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

  1. Using an ACTIVE teaching format versus a standard lecture format for increasing resident interaction and knowledge achievement during noon conference: a prospective, controlled study

    OpenAIRE

    Sawatsky, Adam P; Berlacher, Kathryn; Granieri, Rosanne

    2014-01-01

    Background The traditional lecture is used by many residency programs to fulfill the mandate for regular didactic sessions, despite limited evidence to demonstrate its effectiveness. Active teaching strategies have shown promise in improving medical knowledge but have been challenging to implement within the constraints of residency training. We developed and evaluated an innovative structured format for interactive teaching within the residency noon conference. Methods We developed an ACTIVE...

  2. Survey on astrobiology research and teaching activities within the United kingdom.

    Science.gov (United States)

    Dartnell, Lewis R; Burchell, Mark J

    2009-10-01

    While astrobiology is apparently growing steadily around the world, in terms of the number of researchers drawn into this interdisciplinary area and teaching courses provided for new students, there have been very few studies conducted to chart this expansion quantitatively. To address this deficiency, the Astrobiology Society of Britain (ASB) conducted a questionnaire survey of universities and research institutions nationwide to ascertain the current extent of astrobiology research and teaching in the UK. The aim was to provide compiled statistics and an information resource for those who seek research groups or courses of study, and to facilitate new interdisciplinary collaborations. The report here summarizes details gathered on 33 UK research groups, which involved 286 researchers (from undergraduate project students to faculty members). The survey indicates that around 880 students are taking university-level courses, with significant elements of astrobiology included, every year in the UK. Data are also presented on the composition of astrobiology students by their original academic field, which show a significant dominance of physics and astronomy students. This survey represents the first published systematic national assessment of astrobiological academic activity and indicates that this emerging field has already achieved a strong degree of penetration into the UK academic community.

  3. Constructive alignment of a research-informed teaching activity within an undergraduate diagnostic radiography curriculum: A reflection

    International Nuclear Information System (INIS)

    Higgins, R.; Hogg, P.; Robinson, L.

    2017-01-01

    Aim: To evaluate the learning experience of a level 5 (year 2) student cohort within a research-informed teaching (RiT) activity and to map findings against learning outcomes and level descriptors using constructive alignment. Method: An online questionnaire was used to explore the level 5 student experience of a Research-informed Teaching (RiT) activity. Responses were retrospectively mapped against Framework for Higher Education Qualifications (FHEQ) level descriptors for level 5 using constructive alignment. Results and Discussion: Thirty one out of 46 level 5 students completed the questionnaire (67% response rate). Analysis of the questionnaire supported the integration of this RiT activity within the curriculum in terms of learning and research skill development by students. However, it was identified that this activity could be revised further to better align with level 5 descriptors and incorporate additional higher level cognitive processes. Conclusion: Learning outcomes for this RiT activity were constructively aligned with FHEQ level 5 descriptors. Recommendations are provided on how these could be further refined to ensure students undertake a more critical approach to the application of theory into practice. Discussion also considers how this process could be used to develop a similar RiT activity at level 6 (year 3). - Highlights: • Constructive alignment helped to ensure that the learning outcomes were appropriately aligned with level 5 descriptors. • Reflection identified outcomes that required further improvement to focus on higher-order thinking and application skills. • This article also illustrates how this process could be used to develop a level 6 RiT activity.

  4. Teaching science as argument: Prospective elementary teachers' knowledge

    Science.gov (United States)

    Barreto-Espino, Reizelie

    For the past two decades there has been increasing emphasis on argumentation in school science. In 2007, the National Research Council published a synthesis report that emphasizes the centrality of constructing, evaluating, and using scientific explanations. Participating in argumentation is seen as fundamental to children's science learning experiences. These new expectations increase challenges for elementary teachers since their understanding of and experiences with science are overwhelmingly inconsistent with teaching science as argument. These challenges are further amplified when dealing with prospective elementary teachers. The current study was guided by the following research questions: (1) What are the ways in which preservice elementary teachers appropriate components of "teaching science as argument" during their student teaching experience? (2) To what extent do components from prospective elementary teachers' reflections influence planning for science teaching? (3) What elements from the context influence preservice elementary teachers' attention to teaching science as argument? This study followed a multi-participant case study approach and analyses were informed by grounded theory. Three participants were selected from a larger cohort of prospective elementary teachers enrolled in an innovative Elementary Professional Development School (PDS) partnership at a large Northeast University. Cross-case analysis allowed for the development of five key assertions: (1) The presence of opportunities for interacting with phenomena and collecting first hand data helped participants increase their emphasis on evidence-based explanations. (2) Participants viewed science talks as an essential mechanism for engaging students in the construction of evidence-based explanations and as being fundamental to meaning-making. (3) Participants demonstrated attention to scientific subject matter during instruction rather than merely focusing on activities and/or inquiry

  5. Teaching Evaluation: Waiting for Initiatives

    Directory of Open Access Journals (Sweden)

    Alejandro Canales Sánchez

    2008-08-01

    Full Text Available In this text, it is sustained that, despite the fact that the teaching activity is one of the main functions of higher education institutions or even the only one in most of them, it hasn’t been reflected in the leading initiatives that have been set in motion in this area for the last two decades. In particular, it points out that the wide evaluation politics established in the education system during the late eighties, didn’t consider the teaching activity as a concern issue for the mechanisms or rewards in the evaluation system. Even though the implementation of new actions tried to repair the situation, mainly by improving the quality of working time and the qualifications of the personnel performing these activities; teaching, in strict sense, and the design or application of a new evaluation scheme to strengthen it, didn’t get better.

  6. Teaching methods in the healthcare management major.

    Science.gov (United States)

    Petrova, Gergana G; Popov, Teodor N

    2009-01-01

    Organisation and management are factors of paramount importance in higher education for achieving higher quality of training, better professional adaptation, and more effective career pursuance of the students. The present study analyses the use of various teaching methods for the students in the major of Healthcare Management as they are employed in two medical universities. We conducted a detailed questionnaire survey which included the students in the Healthcare Management major in the Faculty of Public Health (FPH) at Sofia Medical University (SMU) and the Medical Faculty of Plovdiv Medical University (PMU). The students were surveyed for two consecutive academic years (2004/2005 and 2005/2006). The logical units of study were 198 students completing their baccalaureate programs in Healthcare Management: 145 (73.23+/-3.15%) in the FPH, SMU and 53 (26.77+/-3.15%) in the PMU (the greater number of students from the SMU was due to the greater number of students admitted into the Sofia Medical University). The technical units of study were the Faculty of Public Health in the Medical University in Sofia and the Medical faculty in the Medical University in Plovdiv. The survey was carried out using our own questionnaire form comprising 51 questions (open and closed), some of them allowing more than one answer. The collected sociological data were analysed using SPSS v. 13.0, and the diagrams were made using Microsoft Excel' 97. We used the alternative, non-parametric and graphic analyses to illustrate the processes and events at a level of significance P PMU and 26.32+/-1.91% for SMU). This format of teaching is also considered to be the easiest with regard to learning the study material by 22.75+/-3.25% of the PMU graduates and 27.56+/-2.38% of the SMU graduates. The PMU students regard seminars, individual work and discussions as the format that afford the easiest way to acquire knowledge (22.16+/-3.21%, 21.56+/-3.18%, (18.56+/-3.01%, respectively). The most

  7. The importance of understanding during the teaching process

    Directory of Open Access Journals (Sweden)

    Dubljanin Saša

    2015-01-01

    Full Text Available Learning in the teaching process often goes on without proper understanding which is one of important problems that modern didactics tries to solve. In order to direct the totality of teaching towards understanding it is necessary to answer the question what understanding is, which is why we analysed different philosophical views on the concept of understanding and stressed their semblance to pedagogic explanations. Different kinds of understanding were analyzed as well as their role and contribution in different teaching situations, especially in the context of problem solving. As an alternative to the teaching based on accumulation of knowledge the characteristics and some principles of teaching focused on understanding are described, and the need for stimulating and developing understanding as an important goal of education. The results of our research unequivocally show that learning with understanding enables students to memorize the teaching material better, as well as to understand the whole teaching subject and efficiently apply the acquired knowledge out of school, and leads to more flexible behaviour and better coping in everyday life.

  8. Effectiveness of teaching and learning mathematics for Thai university engineering students through a combination of activity and lecture based classroom

    Directory of Open Access Journals (Sweden)

    Parinya S. Ngiamsunthorn

    2014-04-01

    Full Text Available There are concerns of developing effective pedagogical practices for teaching mathematics for engineering students as many engineering students experience difficulties in learning compulsory mathematics subjects in their first and second years of the degree. This paper aims to investigate the effectiveness of using a variety of teaching and learning approaches including lecture based learning, activity based learning, e-learning via learning management system (LMS and practice or tutorial session in mathematics subjects for engineering students. This study was carried out on 160 students who need to enroll three basic mathematics subjects (MTH101, MTH102 and MTH201 for an engineering degree during academic year 2011 – 2012. The students were divided into three groups according to their majors of study. The first two groups of students were given a combination of various teaching approaches for only one semester (either MTH102 or MTH201, while the last group was given a combination of various teaching approaches for two semesters (both MTH102 and MTH201. To evaluate the effectiveness of teaching and learning, examination results, questionnaires on attitude towards teaching and learning, and a formal university teaching evaluation by students were collected and analyzed. It is found that different students perceive mathematics contents from different teaching methods according to their preferred learning styles. Moreover, most students in all groups performed at least the same or better in their final subject (MTH201. However, there is an interesting finding that low proficiency students in earlier mathematics subjects who received a combination of various teaching approaches for two semesters can improve their examination results better than other groups, on average. This is also reflected from an increasing average score on teaching evaluation from this group of students about teaching techniques.

  9. The development of the Teaching Professional Identity in the initial training of secondary teachers

    Directory of Open Access Journals (Sweden)

    Rocío SERRANO RODRÍGUEZ

    2016-06-01

    Full Text Available We present a study that aims to know how the students of the Master’s Degree in Secondary Teacher Training begin to build their Teaching Professional Identity, as well as what the main implications of this identification process are, in order to improve their training. Through an open questionnaire, a total of 355 opinions of students from the University of Córdoba have been analysed. The conclusions obtained highlight: a the students show a professional identity that is significantly less developed than in other professional groups; b it is important to develop activities to reflect on the nature of the teaching profession by improving the identification of students with the characteristics of the teaching profession. Some of the implications from this research point to the need to take into consideration the results obtained when designing the process of initial training of future secondary teachers. Particularly, it would be necessary to include the issue of Teaching Professional Identity more specifically in the curriculum of the new model of initial training. This, moreover, should be linked to the pedagogical knowledge of the contents and the acquisition of real teaching skills according to the development of the educational curriculum for each subject. 

  10. Beyond knowledge and skills: the use of a Delphi study to develop a technology-mediated teaching strategy.

    Science.gov (United States)

    Rowe, Michael; Frantz, Jose; Bozalek, Vivienne

    2013-04-10

    While there is evidence to suggest that teaching practices in clinical education should include activities that more accurately reflect the real world, many educators base their teaching on transmission models that encourage the rote learning of knowledge and technical skills. Technology-mediated instruction may facilitate the development of professional attributes that go beyond "having" knowledge and skills, but there is limited evidence for how to integrate technology into these innovative teaching approaches. This study used a modified Delphi method to help identify the professional attributes of capable practitioners, the approaches to teaching that may facilitate the development of these attributes, and finally, how technology could be integrated with those teaching strategies in order to develop capable practitioners. Open-ended questions were used to gather data from three different expert panels, and results were thematically analysed. Clinical educators should not view knowledge, skills and attitudes as a set of products of learning, but rather as a set of attributes that are developed during a learning process. Participants highlighted the importance of continuing personal and professional development that emphasised the role of values and emotional response to the clinical context. To develop these attributes, clinical educators should use teaching activities that are learner-centred, interactive, integrated, reflective and that promote engagement. When technology-mediated teaching activities are considered, they should promote the discussion of clinical encounters, facilitate the sharing of resources and experiences, encourage reflection on the learning process and be used to access content outside the classroom. In addition, educational outcomes must drive the integration of technology into teaching practice, rather than the features of the technology. There is a need for a cultural change in clinical education, in which those involved with the

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

    Science.gov (United States)

    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.

  12. What Controls the Teaching of "Friluftsliv"? Analysing a Pedagogic Discourse within Swedish Physical Education

    Science.gov (United States)

    Backman, Erik

    2011-01-01

    Research indicates that outdoor teaching practices within a physical education (PE) context are controlled by several factors with the potential to weaken or strengthen PE teachers' communication of pedagogic messages. Drawing on 12 qualitative interviews with PE teachers in compulsory schools in Sweden, the findings in this study suggest that…

  13. A comparison of the effectiveness of a game informed online learning activity and face to face teaching in increasing knowledge about managing aggression in health settings

    OpenAIRE

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to significantly greater increases in knowledge but was equivalent in terms of confidence. Both forms of teaching were rated positively, but face to face teaching ...

  14. Teachers' reported practices for teaching writing in England.

    Science.gov (United States)

    Dockrell, Julie E; Marshall, Chloë R; Wyse, Dominic

    To date there have been no systematic studies examining the ways in which teachers in England focus and adapt their teaching of writing. The current study addresses this gap by investigating the nature and frequency of teachers' approaches to the teaching of writing in a sample of English primary schools, using the 'simple view of writing' as a framework to examine the extent to which different aspects of the writing process are addressed. One hundred and eighty-eight staff from ten different schools responded to an online questionnaire. Only the data from class teachers (n = 88) who responded to all items on the questionnaire were included in the final analyses. Respondents enjoyed teaching writing and felt prepared to teach it. However, despite feeling that they were effective in identifying approaches to support students' writing, nearly half reported that supporting struggling writers was problematic for them. Overall teachers reported more work at word level, occurring several times a week, than with transcription, sentence or text levels, which were reported to occur weekly. Planning, reviewing and revising occurred least often, only monthly. For these variables no differences were found between teachers of younger (age 4-7) and older students (age 8-11). By contrast, an examination of specific aspects of each component revealed differences between the teachers of the two age groups. Teachers of younger students focused more frequently on phonic activities related to spelling, whereas teachers of older students focussed more on word roots, punctuation, word classes and the grammatical function of words, sentence-level work, and paragraph construction.

  15. The communicative approach to teaching English in Nigerian ...

    African Journals Online (AJOL)

    Recommendations for communicative language teaching include that teaching of English in secondary schools should be considered as teaching communication, teachers should present authentic materials and activities for classroom interactions, language textbooks should only serve as guides to teachers and learners, ...

  16. PETROS - Worldwide Databank of Major Element Chemical Analyses of Igneous Rocks

    Data.gov (United States)

    National Oceanic and Atmospheric Administration, Department of Commerce — PETROS is a worldwide data bank of major element chemical analyses of igneous rocks compiled for research and teaching purposes by Dr. Felix Mutschler and Staff at...

  17. Measurement Instrument for Scientific Teaching (MIST): A Tool to Measure the Frequencies of Research-Based Teaching Practices in Undergraduate Science Courses.

    Science.gov (United States)

    Durham, Mary F; Knight, Jennifer K; Couch, Brian A

    2017-01-01

    The Scientific Teaching (ST) pedagogical framework provides various approaches for science instructors to teach in a way that more closely emulates how science is practiced by actively and inclusively engaging students in their own learning and by making instructional decisions based on student performance data. Fully understanding the impact of ST requires having mechanisms to quantify its implementation. While many useful instruments exist to document teaching practices, these instruments only partially align with the range of practices specified by ST, as described in a recently published taxonomy. Here, we describe the development, validation, and implementation of the Measurement Instrument for Scientific Teaching (MIST), a survey derived from the ST taxonomy and designed to gauge the frequencies of ST practices in undergraduate science courses. MIST showed acceptable validity and reliability based on results from 7767 students in 87 courses at nine institutions. We used factor analyses to identify eight subcategories of ST practices and used these categories to develop a short version of the instrument amenable to joint administration with other research instruments. We further discuss how MIST can be used by instructors, departments, researchers, and professional development programs to quantify and track changes in ST practices. © 2017 M. F. Durham et al. CBE—Life Sciences Education © 2017 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).

  18. Cycling the Hot CNO: A Teaching Methodology

    Science.gov (United States)

    Frost-Schenk, J. W.; Diget, C. Aa.; Bentley, M. A.; Tuff, A.

    2018-01-01

    An interactive activity to teach the hot Carbon, Nitrogen and Oxygen (HCNO) cycle is proposed. Justification for why the HCNO cycle is important is included via an example of x-ray bursts. The activity allows teaching and demonstration of half-life, nuclear isotopes, nuclear reactions, protons and a-particles, and catalytic processes. Whilst the…

  19. Meta-analyses of workplace physical activity and dietary behaviour interventions on weight outcomes

    NARCIS (Netherlands)

    Verweij, L.M.; Coffeng, J.; Mechelen, W. van; Proper, K.I.

    2011-01-01

    This meta-analytic review critically examines the effectiveness of workplace interventions targeting physical activity, dietary behaviour or both on weight outcomes. Data could be extracted from 22 studies published between 1980 and November 2009 for meta-analyses. The GRADE approach was used to

  20. Teaching trainers to incorporate evidence-based medicine (EBM teaching in clinical practice: the EU-EBM project

    Directory of Open Access Journals (Sweden)

    Kaleta Anna

    2009-09-01

    Full Text Available Abstract Background Evidence based medicine (EBM is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. Methods We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. Results The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. Conclusion This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical

  1. Teaching trainers to incorporate evidence-based medicine (EBM) teaching in clinical practice: the EU-EBM project.

    Science.gov (United States)

    Thangaratinam, Shakila; Barnfield, Gemma; Weinbrenner, Susanne; Meyerrose, Berit; Arvanitis, Theodoros N; Horvath, Andrea R; Zanrei, Gianni; Kunz, Regina; Suter, Katja; Walczak, Jacek; Kaleta, Anna; Oude Rengerink, Katrien; Gee, Harry; Mol, Ben W J; Khan, Khalid S

    2009-09-10

    Evidence based medicine (EBM) is considered an integral part of medical training, but integration of teaching various EBM steps in everyday clinical practice is uncommon. Currently EBM is predominantly taught through theoretical courses, workshops and e-learning. However, clinical teachers lack confidence in teaching EBM in workplace and are often unsure of the existing opportunities for teaching EBM in the clinical setting. There is a need for continuing professional development (CPD) courses that train clinical trainers to teach EBM through on-the-job training by demonstration of applied EBM real time in clinical practice. We developed such a course to encourage clinically relevant teaching of EBM in post-graduate education in various clinical environments. We devised an e-learning course targeting trainers with EBM knowledge to impart educational methods needed to teach application of EBM teaching in commonly used clinical settings. The curriculum development group comprised experienced EBM teachers, clinical epidemiologists, clinicians and educationalists from institutions in seven European countries. The e-learning sessions were designed to allow participants (teachers) to undertake the course in the workplace during short breaks within clinical activities. An independent European steering committee provided input into the process. The curriculum defined specific learning objectives for teaching EBM by exploiting educational opportunities in six different clinical settings. The e-modules incorporated video clips that demonstrate practical and effective methods of EBM teaching in everyday clinical practice. The course encouraged focussed teaching activities embedded within a trainer's personal learning plan and documentation in a CPD portfolio for reflection. This curriculum will help senior clinicians to identify and make the best use of available opportunities in everyday practice in clinical situations to teach various steps of EBM and demonstrate their

  2. TEACHERS WHO TEACH MATHEMATICS IN ADULT EDUCATION: CONCEPTS AND TEACHING PRACTICES

    Directory of Open Access Journals (Sweden)

    Andréa Thees

    2012-12-01

    Full Text Available This work represents a subset of a Masters’ research, which investigated how the pedagogical and non-pedagogical professional practices of mathematics teachers who teach in adult education are developed. In this paper we present the curricular management practices, tasks and materials, communication and evaluation. Through a case study of the daily activities of three math teachers who teach young people and adults, a qualitative research was developed, whose investigative tools were field observations, semi-structured interviews and questionnaires. Our study indicated that curriculum management practices are determined by a straightforward exposition teaching style, based on problem solving. Regarding the proposed tasks, teachers do not resort to learning materials other than blackboard and chalk, and rarely use the textbook. Communication in the classroom is univocal, sometimes supplemented by inadequate metaphors, especially in the teaching of algebra. The practices of student evaluation are predominantly focused on the summative function.

  3. Implementing the Flipped Classroom Model in the Teaching of History

    Directory of Open Access Journals (Sweden)

    Siti Waznah Abdul Latif

    2017-11-01

    Full Text Available This study investigated the effectiveness in implementing the Flipped Classroom model in teaching History and to identify the students’ perceptions using this approach towards their learning. The chosen History topic was on ‘James Brooke’s activities in Sarawak in the 1840s’. The sample consisted of twelve students from two Year 9 classes in one of the secondary schools in Brunei Darussalam. In adopting the Flipped Classroom approach, the students were required to watch a video lesson outside the classroom setting. To measure its effectiveness, a test instrument was used, and five students were interviewed. The findings revealed that the utilisation of this instructional method was effective in teaching History, as there were improvements in the students’ test results. The analyses of the students’ perceptions using this approach revealed that while some students believed that it helped them improve in their communication and writing skills, others did not perceive it effective for their learning.

  4. Assessment of Teaching and Learning Styles in Practical Motor ...

    African Journals Online (AJOL)

    ... of Teaching and Learning Styles in Practical Motor Vehicle Mechanics Work At ... Board should organize workshop for its teachers in technical colleges on the ... students to participate actively in any activities when teaching practical skills.

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

    Science.gov (United States)

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

    2015-01-01

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

  6. Medical students' preparedness for professional activities in early clerkships.

    Science.gov (United States)

    Bosch, Josefin; Maaz, Asja; Hitzblech, Tanja; Holzhausen, Ylva; Peters, Harm

    2017-08-22

    Sufficient preparedness is important for transitions to workplace participation and learning in clinical settings. This study aims to analyse medical students' preparedness for early clerkships using a three-dimensional, socio-cognitive, theory-based model of preparedness anchored in specific professional activities and their supervision level. Medical students from a competency-based undergraduate curriculum were surveyed about preparedness for 21 professional activities and level of perceived supervision during their early clerkships via an online questionnaire. Preparedness was operationalized by the three dimensions of confidence to carry out clerkship activities, being prepared through university teaching and coping with failure by seeking support. Factors influencing preparedness and perceived stress as outcomes were analysed through step-wise regression. Professional activities carried out by the students (n = 147; 19.0%) and their supervision levels varied. While most students reported high confidence to perform the tasks, the activity-specific analysis revealed important gaps in preparation through university teaching. Students regularly searched for support in case of difficulty. One quarter of the variance of each preparedness dimension was explained by self-efficacy, supervision quality, amount of prior clerkship experience and nature of professional activities. Preparedness contributed to predicting perceived stress. The applied three-dimensional concept of preparedness and the task-specific approach provided a detailed and meaningful view on medical students' workplace participation and experiences in early clerkships.

  7. Improving Educator Development by Innovation in Teaching Activity via web 2.0

    Science.gov (United States)

    Saadah Abdullah, Nurhanim; Aziz, Mohd Ismail Abd; Ismail, Affero; Hashim, Suhaizal

    2017-05-01

    Preparing insightful teaching and learning materials for a lesson does need the effort from the educators. Educators should make some research of suitable ways to improve their teaching and learning sessions. In this 21st century, technologies are widely used as tools for education. Even so, there are educators that willing to support and some who do not agree to change. The aim of this study is to develop an innovation teaching materials by applying web 2.0 tools. The intention is to broaden knowledge and in the same time getting response and feedback from people regarding the teaching and learning session materials produced with proper instruction. Action research was used to give a structured flow of this study. The outcome of this study was encouraging and the reflection of this study can help educators in improvising their teaching and learning sessions and materials using action research.

  8. Modern teaching methods in economic subjects.

    OpenAIRE

    Maxa, Radek

    2014-01-01

    The main objective of this thesis is a comprehensive assessment of the practical usability and effectiveness of modern activating teaching methods in economic subjects in fulfilling the RVP economics and business and RVP Business Academy in comparison with traditional (standard) methods. To achieve this goal, a systematic clarification and evaluation of key elements of the choice of adequate methods of teaching, presentation and comparison of traditional, modern activating and comprehensive t...

  9. The design of free activities for teaching science: A study with preservice teachers

    Directory of Open Access Journals (Sweden)

    Puig-Gutiérrez María

    2017-01-01

    Full Text Available This paper studies a science teaching problem related to students in the Bachelor of Preschool Education at the Seville University, Spain. Preservice teachers face difficulties when designing child-guided activities (also called, free activities. This type of tasks is desirable in preschool classrooms, because they promote creativity, observation capacity, inquiry and children autonomy. With the aim of improving the formation in the Bachelor, two university teachers have asked 136 preservice teachers of the third course to design a ‘children´s corner in their future classroom’ about a specific issue related to the science area in preschool education, according to the Spanish legislation. It is shown the headings of the students´ report as a result of their work. It has been analyzed the quality of the child-guided designed activities. It has been observed the need of improving the explicit instruction about the design of free activities for the first educational level.

  10. Meta-analyses of workplace physical activity and dietary behaviour interventions on weight outcomes.

    Science.gov (United States)

    Verweij, L M; Coffeng, J; van Mechelen, W; Proper, K I

    2011-06-01

    This meta-analytic review critically examines the effectiveness of workplace interventions targeting physical activity, dietary behaviour or both on weight outcomes. Data could be extracted from 22 studies published between 1980 and November 2009 for meta-analyses. The GRADE approach was used to determine the level of evidence for each pooled outcome measure. Results show moderate quality of evidence that workplace physical activity and dietary behaviour interventions significantly reduce body weight (nine studies; mean difference [MD]-1.19 kg [95% CI -1.64 to -0.74]), body mass index (BMI) (11 studies; MD -0.34 kg m⁻² [95% CI -0.46 to -0.22]) and body fat percentage calculated from sum of skin-folds (three studies; MD -1.12% [95% CI -1.86 to -0.38]). There is low quality of evidence that workplace physical activity interventions significantly reduce body weight and BMI. Effects on percentage body fat calculated from bioelectrical impedance or hydrostatic weighing, waist circumference, sum of skin-folds and waist-hip ratio could not be investigated properly because of a lack of studies. Subgroup analyses showed a greater reduction in body weight of physical activity and diet interventions containing an environmental component. As the clinical relevance of the pooled effects may be substantial on a population level, we recommend workplace physical activity and dietary behaviour interventions, including an environment component, in order to prevent weight gain. © 2010 The Authors. obesity reviews © 2010 International Association for the Study of Obesity.

  11. Status of the Usage of Active Learning and Teaching Method and Techniques by Social Studies Teachers

    Science.gov (United States)

    Akman, Özkan

    2016-01-01

    The purpose of this study was to determine the active learning and teaching methods and techniques which are employed by the social studies teachers working in state schools of Turkey. This usage status was assessed using different variables. This was a case study, wherein the research was limited to 241 social studies teachers. These teachers…

  12. Color Visions from the Past in Science Teaching within a Cultural Historical Activity Theory (CHAT) Context

    Science.gov (United States)

    Kolokouri, Eleni; Plakitsi, Katerina

    2012-01-01

    This study uses history of science in teaching natural sciences from the early grades. The theoretical framework used is Cultural Historical Activity Theory (CHAT), which is a theory with expanding applications in different fields of science. The didactical scenario, in which history of science is used in a CHAT context, refers to Newton's…

  13. The Influence of Teachers’ Schema in Teaching Reading on Students’ Understanding

    OpenAIRE

    Putri Basmalah

    2013-01-01

    This paper tells about teachers’ schema in teaching reading. Based on some articles that the writer given, there are teachers who success in teaching reading and who are failed. The one of the cause why they are failed is because they did not apply the complete activities  (pre-reading activities, while-reading and post-reading) in teaching reading. The types of reading activities are also explained to give a point of view for readers how to be a successful teacher in teaching reading.

  14. Using Information and Communication Technology in Italian Language Learning and Teaching: from Teacher Education to Classroom Activities

    Directory of Open Access Journals (Sweden)

    Matteo Viale

    2017-11-01

    Full Text Available This paper describes the in-service teacher education activities carried out by the research unit from the University of Bologna involved in the European project E-LENGUA. This project focuses on the use of Information and Communication Technologies (ICTs in teaching Italian in the multilingual classroom. The paper opens with a description of the Italian educational context, characterised by an increasing presence of non-native speakers of Italian. Taking into consideration the linguistic needs of students with different sociolinguistic backgrounds is a significant challenge for teachers. ICTs may be helpful for teachers facing such challenges, even though there are contrasting opinions about their usage in the classroom. The paper presents some case studies on the use of ICTs in the classroom, developed within in-service teacher education activities and implemented in the classroom. These studies aim to examine the use of ICTs as a teaching resource in order to elaborate generalizable guidelines for best practices in the Italian school system.

  15. Peer review: a tool to enhance clinical teaching.

    Science.gov (United States)

    Gusic, Maryellen; Hageman, Heather; Zenni, Elisa

    2013-10-01

    The system used by academic health centres to evaluate teaching must be valued by the large number of faculty staff that teach in clinical settings. Peer review can be used to evaluate and enhance clinical teaching. The objective of this study was to determine the perceptions of clinical faculty about the effects of participating in peer review. Faculty members were observed teaching in a clinical setting by trained peer observers. Feedback was provided using a checklist of behaviours and descriptive comments. Afterwards, semi-structured interviews were conducted to assess the faculty member's perception about the process. Notes from the interviews were analysed using a grounded theory approach. The study was approved by the institutional review boards of all the institutions involved. Three themes emerged from the interviews with faculty members: (1) they found the process to be valuable - they received information that affirmed "good" teaching behaviours, and were prompted to be more focused on their teaching; (2) they were motivated to enhance their teaching by being more deliberate, interactive and learner-centred; and (3) they were inspired to explore other opportunities to improve their teaching skills. Peer review is a process that promotes the open discussion and exchange of ideas. This conversation advances clinical teaching skills and allows high-quality teaching behaviours to be strengthened. © 2013 John Wiley & Sons Ltd.

  16. Twitter as a Teaching Practice to Enhance Active and Informal Learning in Higher Education: The Case of Sustainable Tweets

    Science.gov (United States)

    Kassens-Noor, Eva

    2012-01-01

    With the rise of Web 2.0, a multitude of new possibilities on how to use these online technologies for active learning has intrigued researchers. While most instructors have used Twitter for in-class discussions, this study explores the teaching practice of Twitter as an active, informal, outside-of-class learning tool. Through a comparative…

  17. Python for teaching introductory programming: A quantitative evaluation

    OpenAIRE

    Jayal, A; Lauria, S; Tucker, A; Swift, S

    2011-01-01

    This paper compares two different approaches of teaching introductory programming by quantitatively analysing the student assessments in a real classroom. The first approach is to emphasise the principles of object-oriented programming and design using Java from the very beginning. The second approach is to first teach the basic programming concepts (loops, branch, and use of libraries) using Python and then move on to oriented programming using Java. Each approach was adopted for one academi...

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

    Science.gov (United States)

    de Menezes, Sara; Premnath, Daphne

    2016-05-30

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

  19. How Effective Are Active Videogames Among the Young and the Old? Adding Meta-analyses to Two Recent Systematic Reviews.

    Science.gov (United States)

    van 't Riet, Jonathan; Crutzen, Rik; Lu, Amy Shirong

    2014-10-01

    Two recent systematic reviews have surveyed the existing evidence for the effectiveness of active videogames in children/adolescents and in elderly people. In the present study, effect sizes were added to these systematic reviews, and meta-analyses were performed. All reviewed studies were considered for inclusion in the meta-analyses, but only studies were included that investigated the effectiveness of active videogames, used an experimental design, and used actual health outcomes as the outcome measures (body mass index for children/adolescents [k=5] and functional balance for the elderly [k=6]). The average effect of active videogames in children and adolescents was small and nonsignificant: Hedges' g=0.20 (95 percent confidence interval, -0.08 to 0.48). Limited heterogeneity was observed, and no moderator analyses were performed. For the effect of active videogames on functional balance in the elderly, the analyses revealed a medium-sized and significant effect of g=0.68 (95 percent confidence interval, 0.13-1.24). For the elderly studies, substantial heterogeneity was observed. Moderator analyses showed that there were no significant effects of using a no-treatment control group versus an alternative treatment control group or of using games that were especially created for health-promotion purposes versus off-the-shelf games. Also, intervention duration and frequency, sample size, study quality, and dropout did not significantly moderate the effect of active videogames. The results of these meta-analyses provide preliminary evidence that active videogames can have positive effects on relevant outcome measures in children/adolescents and elderly individuals.

  20. Implementation of the systemic approach in teaching and learning ...

    African Journals Online (AJOL)

    The teachers who keep teaching by employing traditional methods find it difficult to promote the active role of the students in the classroom, see the relationship of their subject they are teaching with others, and perceive the prospective of their teaching. The philosophy of global teaching integrates exactly those elements ...

  1. USING VISUAL MEDIA IN TEACHING SPEAKING

    Directory of Open Access Journals (Sweden)

    Ahmad Baidawi

    2016-05-01

    Full Text Available Speaking is considered the most important skill of language especially English because having ability to speak is one of the evidence that someone has good proficiency of the language itself. Therefore, it is very urgent to teach speaking to the students in order that they master it well. To teach speaking, the teacher must design learning activities as well as possible and it also must be supported by various teaching media especially visual media such as pictures, realia, television etc. in order that learning activities is more various, interesting and motivates students to participate actively. The presence of visual media presents different learning experience which can stimulate students to think creatively so that they always get new idea to express when they want to speak. Therefore, the more various the teacher uses the media, the better learning objectives students achieve

  2. Interprofessional Peer Teaching of Pharmacy and Physical Therapy Students.

    Science.gov (United States)

    Sadowski, Cheryl A; Li, Johnson Ching-hong; Pasay, Darren; Jones, C Allyson

    2015-12-25

    To evaluate an interprofessional peer-teaching activity during which physical therapy students instructed undergraduate pharmacy students on 3 ambulatory devices (canes, crutches, walkers). The pre/post evaluation of 2 pharmacy undergraduate classes included 220 students, 110 per year. After pharmacy students completed a 10-point, knowledge-based pretest, they participated in a hands-on activity with physical therapy students teaching them about sizing, use, and safety of canes, crutches, and walkers. A 10-point posttest was completed immediately afterward. The mean difference of pre/post scores was 3.5 (SD 1.9) for the peer-led teaching, and 3.8 (SD 2.2) for the peer learning group. Students had positive responses regarding the learning exercise and recommended further peer teaching. The peer-learning activity involving physical therapy students teaching pharmacy students was an effective method of improving knowledge and skills regarding basic ambulatory devices.

  3. Cycling the hot CNO: a teaching methodology

    Science.gov (United States)

    Frost-Schenk, J. W.; Diget, C. Aa; Bentley, M. A.; Tuff, A.

    2018-03-01

    An interactive activity to teach the hot Carbon, Nitrogen and Oxygen (HCNO) cycle is proposed. Justification for why the HCNO cycle is important is included via an example of x-ray bursts. The activity allows teaching and demonstration of half-life, nuclear isotopes, nuclear reactions, protons and α-particles, and catalytic processes. Whilst the process example is specific to astrophysics it may be used to teach more broadly about catalytic processes. This practical is designed for use with 10-20 participants, with the intention that the exercise will convey nuclear physics principles in a fun and interactive manner.

  4. THE RELATIONSHIP BETWEEN TEACHING STYLES AND MOTIVATION TO TEACH AMONG PHYSICAL EDUCATION TEACHERS

    Directory of Open Access Journals (Sweden)

    Vello Hein

    2012-03-01

    Full Text Available This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985 which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students

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

    Science.gov (United States)

    Zehnder, Caralyn

    2016-01-01

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

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

    Science.gov (United States)

    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.

  7. Analysis of the Motivation and Work Climate of University Teaching Staff

    Science.gov (United States)

    González-Tirados, R. M.

    2012-04-01

    The scientific, social, economic and technological progress taking place in present-day advanced societies needs to be closely linked to the work of the university and to effectiveness, productivity and efficiency. Moreover, teaching staff play a predominant role and are the best point of reference for any changes to be introduced in teaching, in the way to manage classes, in the use of tools, changes in methodology or teaching strategies, and also in the ways students learn, etc. The teacher ceases to be a figure who only transmits knowledge and becomes a guide or facilitator of learning. The teacher, therefore, takes on a different commitment with the ways of learning, of approaching students, guiding tutorials, assessing student learning, etc. For these reasons staff motivationisone of the basic concerns. It would be expected that a demotivated staff with few incentives and a low opinion of their worth as teachers would be less committed to their teaching, research and management work, and as a result would achieve less success in their work with students. To put it another way, they would perform worse in all they do. But could it be that their vocation as teachers and the professionalism of university staff are sufficient motivating factors in themselves? The concepts of work climate, motivation and demotivation of teaching staff, feeling uneasy with teaching or academic work, conflicts of communication, a deterioration in relationships with colleagues, etc., are phrases that are heard more and more in the work environment. Most of these phrases would seem to be related to academic performance or the way of becoming involved in the centre's activities or to other variables which until proved are only supposition. It is for these reasons that we have wished to analyse the situation of teaching staff in universities in Madrid. In university organisations the teaching staff is one of the key elements that leads to work being done more or less effectively. Human

  8. Resident training in a teaching hospital: How do attendings teach in the real operative environment?

    Science.gov (United States)

    Glarner, Carly E; Law, Katherine E; Zelenski, Amy B; McDonald, Robert J; Greenberg, Jacob A; Foley, Eugene F; Wiegmann, Douglas A; Greenberg, Caprice C

    2017-07-01

    The study aim was to explore the nature of intraoperative education and its interaction with the environment where surgical education occurs. Video and audio recording captured teaching interactions between colorectal surgeons and general surgery residents during laparoscopic segmental colectomies. Cases and collected data were analyzed for teaching behaviors and workflow disruptions. Flow disruptions (FDs) are considered deviations from natural case progression. Across 10 cases (20.4 operative hours), attendings spent 11.2 hours (54.7%) teaching, using directing (M = 250.1), and confirming (M = 236.1) most. FDs occurred 410 times, accounting for 4.4 hours of case time (21.57%). Teaching occurred with FD events for 2.4 hours (22.2%), whereas 77.8% of teaching happened outside FD occurrence. Teaching methods shifted from active to passive during FD events to compensate for patient safety. Understanding how FDs impact operative learning will inform faculty development in managing interruptions and improve its integration into resident education. Copyright © 2016. Published by Elsevier Inc.

  9. CO-OP JIGSAW TEAM PROJECTS: A COOPERATIVE TEACHING METHOD TO IMPROVE STUDENTS‘ SPEAKING SKILL (An Experimental Study in a Senior High School

    Directory of Open Access Journals (Sweden)

    Diaz Innova Citra Arum

    2017-12-01

    Full Text Available An effective speaking activity involves active students to participate and create a life communication. The ideal condition of English speaking class involves the students‘ effectiveness in participating teaching and learning process. Nevertheless, some problems are emerged and one of them is that they often get nervous to speak in front of many people when they are asked to present their work to their friends. This paper reveals an experiment study in teaching speaking in a senior high school in Lamongan, East Java. It discusses about the effectiveness of cooperative teaching method known as coop jigsaw team projects in teaching speaking. All tenth grade students were used as the population and eighty students were taken as sample being divided into experimental group taught using coop jigsaw team projects and control group taught using direct instruction. Cluster random sampling was applied as the technique to determine sample. To obtain the data of students‘ speaking score, a speaking test was conducted. The score was the average score resulted by two independent examiners. The data were analysed through descriptive and inferential analysis using two-sample t-test. The research hypothesised that coop jigsaw will result a better English speaking score rather than direct instruction method. The research finding using 95% significance level shows that coop jigsaw team projects was more effective in teaching speaking compared to direct instruction for the tenth grade students because the activities in coop jigsaw team project pushed the students to be more active and cooperative in learning speaking.

  10. Laboratory Activity to Teach about the Proliferation of Salmonella in Vegetables

    Directory of Open Access Journals (Sweden)

    Massimiliano Marvasi

    2015-08-01

    Full Text Available We designed a three-week laboratory experience that can complement any microbiology teaching laboratory to expand students’ knowledge of the ecology of human enteric pathogens outside of their animal hosts. Through their participation in this laboratory activity, students learned that vegetative and reproductive plant parts could be a natural habitat for enteric bacteria such as non-typhoidal strains of Salmonella enterica. This field was recently brought to the forefront of the scientific community and public interest by outbreaks of human illness linked to the consumption of fresh fruits and vegetables. Students were encouraged to develop their own testable hypotheses to compare proliferation of Salmonella enterica sv Typhimurium LT2 in different vegetables: cherry and regular-size  tomatoes, onions, lettuce, and yellow and red bell peppers (Escherichia coli can be substituted for BSL1 laboratories. Upon completion of the laboratory experience, students were able to: 1 Develop testable hypotheses addressing the ability of a human pathogen, Salmonella enterica, to colonize and proliferate in vegetables; 2 Determine that different vegetables support the growth of Salmonella to different extents; 3 Conduct statistical analysis and identify any significant differences. The teaching-learning process was assessed with a pre-/posttest, with an average increase in content understanding from ~15% to 85%. We also measured students’ proficiency while conducting specific technical tasks, revealing no major difficulties while conducting the experiments. Students indicated satisfaction with the organization and content of the practices. All of the students (100% agreed that the exercises improved their knowledge of this subject. Editor's Note:The ASM advocates that students must successfully demonstrate the ability to explain and practice safe laboratory techniques. For more information, read the laboratory safety section of the ASM Curriculum

  11. Searching for coherence in language teaching: the issue of teaching competencies

    Directory of Open Access Journals (Sweden)

    Carlos Rico Troncoso

    2011-04-01

    Full Text Available This document is an attempt to show some theoretical issues teachers should take into account when adopting the commitment of teaching languages. Many things haven been said about teaching languages, but there has not been any systematic reflection about teaching a foreign language in our context. Our foreign language history has shown that Colombian teachers implement many things in their classrooms without realizing the impact of those implementations in the theoretical and practical field. Nowadays, some changes have been given to the New ICFES State Examination, and The Ministry of Education (MEN has proposed in the curricula orientations the language competence education. Due to these new demands, it is necessary to revise the way how a foreign language is taught in our educational context. To this respect, the present paper will mention some of the most important aspects teachers should reflect upon when dealing with language teaching. The first thing to do is to define the approach or the method to be used (the nature of language and of language learning second, it is necessary to define the design to be implemented according to the theory proposed. The design will deal with the teaching objectives, the type of syllabus adopted (content choice and organization, the types of learning and teaching activities, the learner and teachers roles, and the role of instructional materials.

  12. Peer-assisted bedside teaching rounds.

    Science.gov (United States)

    Doumouras, Aristithes; Rush, Raphael; Campbell, Anthony; Taylor, David

    2015-06-01

    Although postgraduate trainees play a well-accepted role in medical education, little consideration has traditionally been given to senior undergraduate trainees as teachers. Recently, research has shown senior medical students (SMS) can play an effective teaching role for junior medical students (JMS) in non-clinical medical settings. The purpose of our study was to understand the perceptions of SMSs as teachers in a clinical environment for JMS. All students who participated in our peer-led bedside teaching programme from September 2010 to May 2012 were invited to complete a questionnaire following their teaching session. Fifty-six of 70 JMS (80%) and 15 of 15 SMS (100%) participated. Survey questions addressed learning, bedside experiences, teacher effectiveness and the overall usefulness of these sessions. The data collected were analysed for significance of the perceptions reported. We found students reported positive and statistically significant results in all domains examined. JMS reported that sessions were highly valuable learning, improved confidence and comfort at the bedside, had excellent teaching and were a valuable addition to their clinical skills training. SMS reported getting highly valuable learning through preparation and developing improved comfort in a teaching role. Little consideration has traditionally been given to senior undergraduate trainees as teachers Our findings demonstrate that peer-directed learning in undergraduate medical education can be effectively implemented in the clinical arena. © 2015 John Wiley & Sons Ltd.

  13. Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills.

    Science.gov (United States)

    Aldi, Catarina; Crigler, Alexandra; Kates-McElrath, Kelly; Long, Brian; Smith, Hillary; Rehak, Kim; Wilkinson, Lisa

    2016-12-01

    Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills. • Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). • The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

  14. Teaching English to Young Learners Through Songs

    OpenAIRE

    Yuliana, Yuliana

    2003-01-01

    Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through th...

  15. Analysing the Professional Development of Teaching and Learning from a Political Ethics of Care Perspective

    Science.gov (United States)

    Bozalek, Vivienne Grace; McMillan, Wendy; Marshall, Delia E.; November, Melvyn; Daniels, Andre; Sylvester, Toni

    2014-01-01

    This paper uses Tronto's political ethics of care as a normative framework to evaluate a model of teaching and learning professional development. This framework identifies five integrated moral elements of care -- attentiveness, responsibility, competence, responsiveness and trust. This paper explicates on each of these elements to evaluate the…

  16. FORMATION OF COMMUNICATIVE ABILITIES OF YOUNGER SCHOOL STUDENTS IN TEACHING AND EDUCATIONAL ACTIVITY IN THE CONDITIONS OF CONTINUITY OF FGOS OF HOO AND FGOS TO

    Directory of Open Access Journals (Sweden)

    Ksenia Pavlovna Zaytseva

    2015-12-01

    Full Text Available In this work we will consider features of formation of communicative abilities of younger school students as a basis of their social adaptation. For this purpose we will reveal features of the teaching and educational activity of younger school students creating conditions for formation of their communicative abilities and we will show as the communicative abilities formed in teaching and educational activity can be directed on training of younger school students for social adaptation.Purpose. In the Federal state educational standard of the general education (FGOS of the second generation transition from minimizatsionny approach in education is designated. Communicative abilities are a basis not only productive inclusion of pupils in interpersonal relationship with contemporaries and adults in educational activity, socially important for them, but also basis for an exit in system of broader social relationship with people and the world in general.Methodology. The basis of research is formed by the empirical – studying and the analysis of literature, normative documents and textbooks for elementary school; supervision, poll (oral and written.Results. Results of work consists preparation of methodical ensuring process of formation of communicative abilities of younger school students in teaching and educational activity as bases of their social adaptation: Socialization programs.Practical implications. Results of research can be used by elementary school teachers in teaching and educational activity, and also students when writing theses and carrying out experiment.

  17. The Relationship Between Teaching Styles and Motivation to Teach Among Physical Education Teachers

    Science.gov (United States)

    Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

    2012-01-01

    This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. Key points PE teachers were more intrinsically motivated to teach than externally. Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated. Teachers from all five countries reported a more frequent use of

  18. The relationship between teaching styles and motivation to teach among physical education teachers.

    Science.gov (United States)

    Hein, Vello; Ries, Francis; Pires, Francisco; Caune, Agnese; Heszteráné Ekler, Judit; Emeljanovas, Arunas; Valantiniene, Irena

    2012-01-01

    This study aims to investigate how teachers' motivation to teach is related to different teaching styles. A hundred and seventy six physical education teachers from five European countries participated in the study. Teachers' motivation was measured using an instrument developed by Roth et al., 2007 based on the Self-Determination Theory (Deci and Ryan, 1985) which was tested for suitability for use with physical education teachers. The use of teaching styles was assessed through teachers' self-reported data according to the description of teaching styles presented by Curtner-Smith et al., 2001. The revised confirmatory factor model of the teachers' motivation instrument, with three factors, met the criteria for satisfactory fit indices. The results showed that teachers were more intrinsically motivated to teach than externally. Cross-cultural comparison indicated that the Spanish teachers were more intrinsically motivated whilst Lithuanian teachers were more externally motivated than teachers from the other four countries. Teachers from all five countries reported a more frequent use of reproductive styles than productive styles. The results of the present study confirmed the hypotheses that teachers' autonomous motivation is related to the student-centered or productive teaching styles whilst non-autonomously motivated teachers adopt more teacher-centered or reproductive teaching styles. Intrinsic and introjected motivation was significantly higher among teachers who more frequently employed productive teaching styles than teachers who used them less frequently. Intrinsically motivated teachers using more productive teaching styles can contribute more to the promotion physical activity among students. PE teachers were more intrinsically motivated to teach than externally.Spanish PE teachers were more intrinsically motivated, whereas Lithuanian PE teachers were more externally motivated.Teachers from all five countries reported a more frequent use of reproductive

  19. 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...

  20. Teaching Typography.

    Science.gov (United States)

    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)

  1. Teaching About Economics.

    Science.gov (United States)

    Paine, Carolyn; Arnold, Anne Jurmu

    1983-01-01

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

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

    Directory of Open Access Journals (Sweden)

    Karen S. Barfod

    2018-05-01

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

  3. Activation analyses updating the ITER radioactive waste assessment

    International Nuclear Information System (INIS)

    Pampin, R.; Zheng, S.; Lilley, S.; Na, B.C.; Loughlin, M.J.; Taylor, N.P.

    2012-01-01

    Highlights: ► Comprehensive updated of ITER radwaste assessment. ► Latest coupled neutronics and activation methods. ► Type A waste at shutdown decays to TFA within 100 years. ► Most type B waste at shutdown is still type B after 100 years. - Abstract: A study is reported which computes the radiation transport and activation response throughout the ITER machine and updates the ITER radioactive waste assessment using modern 3D models and up-to-date methods. The latest information on component design, maintenance, replacement schedules and materials is adopted. The radwaste classification is revised for all the major components of ITER, as well as several representative port plugs. Results include categorisation snapshots at different decay times, time histories of radiological quantities throughout the machine, and guidelines on interim decay times for components. All plasma-facing materials except tungsten are found to classify as type B due to the transmutation of their main constituents. Major contributors to the IRAS index of all materials are reported. Elemental concentration limits for type A classification of first wall and divertor materials are obtained; for the steels, only a reduction in service lifetime can reduce the waste class. Comparison of total waste amounts with earlier assessments is limited by the fact that analyses of some components are still preliminary; the trend, however, indicates a potential reduction in the total amount of waste if component segregation is demonstrated.

  4. Active methodologies in Financial Management classes: an alternative to the traditional teaching method for awakening intrinsic motivation and developing autonomy

    Directory of Open Access Journals (Sweden)

    Guilherme Muniz Pereira Chaves Urias

    2017-01-01

    Full Text Available This article presents a pedagogical experience in Financial Management classes. The objective of this study was to investigate whether the educational activity based on active methodologies, applied in the Financial Management classes in an undergraduate course in Business Administration, can offer formative spaces that enhance the development of the students’ intrinsic motivation to the point of being relevant to the development of their autonomy and thus to be characterized as a viable manner of putting the Freirean pedagogy into practice. In order to do so, the adopted teaching strategy aimed at creating opportunities for interpretating problems that simulated real situations. A questionnaire was applied and the Bardinian content analysis was used to verify the students' impressions about the activity itself and its respective contribution to their professional and personal training. The analysis points to the fact that active methodologies are viable alternatives to the traditional method of teaching regarding the awakening of interest, motivation and the development of learning. It also points to their consonance with the Freirian pedagogy.

  5. "What If" Analyses: Ways to Interpret Statistical Significance Test Results Using EXCEL or "R"

    Science.gov (United States)

    Ozturk, Elif

    2012-01-01

    The present paper aims to review two motivations to conduct "what if" analyses using Excel and "R" to understand the statistical significance tests through the sample size context. "What if" analyses can be used to teach students what statistical significance tests really do and in applied research either prospectively to estimate what sample size…

  6. Joining the Global Village: Teaching Globalization with Wikipedia

    Science.gov (United States)

    Konieczny, Piotr

    2017-01-01

    This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a…

  7. Student Perceptions of Teaching Transparency

    Science.gov (United States)

    Anderson, Alecia D.; Hunt, Andrea N.; Powell, Rachel E.; Dollar, Cindy Brooks

    2013-01-01

    The authors discuss the relationship between teaching transparency and active learning through the perspectives of their students. Active learning directly engages students in the learning process while transparency involves the instructor's divulgence of logic regarding course organization and activity choices. After utilizing these teaching…

  8. The teaching portfolio as a professional development tool for anaesthetists.

    Science.gov (United States)

    Sidhu, N S

    2015-05-01

    A teaching portfolio (TP) is a document containing a factual description of a teacher's teaching strengths and accomplishments, allowing clinicians to display them for examination by others. The primary aim of a TP is to improve quality of teaching by providing a structure for self-reflection, which in turn aids professional development in medical education. Contents typically include a personal statement on teaching, an overview of teaching accomplishments and activities, feedback from colleagues and learners, a reflective component and some examples of teaching material. Electronic portfolios are more portable and flexible compared to paper portfolios. Clinicians gain the most benefit from a TP when it is used as a tool for self-reflection of their teaching practice and not merely as a list of activities and achievements. This article explains why and how anaesthetists might use a TP as a tool for professional development in medical education.

  9. Using traditional or flipped classrooms to teach "Geriatrics and Gerontology"? Investigating the impact of active learning on medical students' competences.

    Science.gov (United States)

    Granero Lucchetti, Alessandra Lamas; Ezequiel, Oscarina da Silva; Oliveira, Isabella Noceli de; Moreira-Almeida, Alexander; Lucchetti, Giancarlo

    2018-01-21

    The present study aims to investigate the effect of two educational strategies to teach geriatrics (flipped classroom-FL and traditional lectures-TR) in relation to a control group (no intervention) on students' competences. An intervention study was conducted during the third year of medicine. Two different educational strategies (flipped classroom and traditional lectures) were incorporated into a theoretical-practical discipline of geriatrics. Students were evaluated about their attitudes towards older persons (Maxwell-Sullivan, UCLA geriatric attitudes), empathy (Maxwell-Sullivan), knowledge (Palmore and cognitive knowledge), skills (standardized patient assessment), and satisfaction with the activities. A total of 243 students were assessed. The FL group demonstrated greater gains in knowledge among students and improved attitude compared to the TR. We found no differences in the skills using a standardized patient. In addition, students exposed to FL felt more prepared to treat older people, believed they had more knowledge, were more satisfied, and evaluated the discipline's format better in relation to the traditional group. Strategies in teaching geriatrics can impact students' knowledge, attitudes, and satisfaction with the course. We found that the way this teaching is delivered can influence students' learning, since there were differences between active and traditional strategies.

  10. Questionnaire evaluating teaching competencies in the university environment. Evaluation of teaching competencies in the university

    Directory of Open Access Journals (Sweden)

    Juan Antonio Moreno-Murcia

    2015-01-01

    Full Text Available The objective of this study was to design and validate a measuring instrument to evaluate the performance of university professors. The Evaluation of Teaching Performance (CEID [Centro de Estudios e Investigaciones Docentes (Center for Teaching Studies and Research] questionnaire was administered to 1297 university students. Various factor analyses were performed (exploratory and confirmatory, of the internal consistency, descriptive statistics, and correlation of all of the items. The data obtained confirmed a suitable psychometric structure for the CEID scale, which was made up of three dimensions (planning, development, and result. It is therefore concluded that it is a valid and reliable instrument for evaluating the performance of a university professor.

  11. English Foreign Language Learners Kinesics on Teaching Performance

    Directory of Open Access Journals (Sweden)

    Hajjah Zulianti

    2017-12-01

    Full Text Available This research entitle English foreign language learners kinesics on teaching performance aims to mention and to describe the forms and the function of kinesics used by EFL learners on teaching performance, and to describe the importance of kinesics in teaching activity. This research is descriptive qualitative research. The data of the research are taken from EFL learners’ teaching performance on sixth semester at STKIP PGRI Bandar Lampung. The researcher observes the learners’ kinesics in teaching activity by using observing method and noting technique. In analyzing the data, the researcher uses description method. The result shows that there are twenty kinds of kinesics acted by the trainee, those are sitting in relaxing, arms crossed in front of the chest, standing in relaxing, walking around the class, checking the time, stroking the chin or beard, smile, happily surprised, wrinkle forehead, nodding head, shaking head, thumbs up, pointing finger, counting hand, waving hand, looking up, eye following, squinting, look in eye and breaking or making eye contact. Keywords: Kinesics, EFL Learners, Teaching Performance

  12. Calculus teaching and learning in South Korea

    OpenAIRE

    Natanael Karjanto

    2013-01-01

    This article discusses an experience of teaching Calculus classes for the freshmen students enrolled at Sungkyunkwan University, one of the private universities in South Korea. The teaching and learning approach is a balance combination between the teacher-oriented traditional style of lecturing and other activities that encourage students for active learning and classroom participation. Based on the initial observation during several semesters, some anecdotal evidences show that students'...

  13. Calculus teaching and learning in South Korea

    OpenAIRE

    Karjanto, N.

    2015-01-01

    This article discusses an experience of teaching Calculus classes for the freshmen students enrolled at Sungkyunkwan University, one of the private universities in South Korea. The teaching and learning approach is a balance combination between the teacher-oriented traditional style of lecturing and other activities that encourage students for active learning and classroom participation. Based on the initial observation during several semesters, some anecdotal evidences show that students' le...

  14. Combined Teaching Method: An Experimental Study

    Science.gov (United States)

    Kolesnikova, Iryna V.

    2016-01-01

    The search for the best approach to business education has led educators and researchers to seek many different teaching strategies, ranging from the traditional teaching methods to various experimental approaches such as active learning techniques. The aim of this experimental study was to compare the effects of the traditional and combined…

  15. Stuttering, induced fluency, and natural fluency: a hierarchical series of activation likelihood estimation meta-analyses.

    Science.gov (United States)

    Budde, Kristin S; Barron, Daniel S; Fox, Peter T

    2014-12-01

    Developmental stuttering is a speech disorder most likely due to a heritable form of developmental dysmyelination impairing the function of the speech-motor system. Speech-induced brain-activation patterns in persons who stutter (PWS) are anomalous in various ways; the consistency of these aberrant patterns is a matter of ongoing debate. Here, we present a hierarchical series of coordinate-based meta-analyses addressing this issue. Two tiers of meta-analyses were performed on a 17-paper dataset (202 PWS; 167 fluent controls). Four large-scale (top-tier) meta-analyses were performed, two for each subject group (PWS and controls). These analyses robustly confirmed the regional effects previously postulated as "neural signatures of stuttering" (Brown, Ingham, Ingham, Laird, & Fox, 2005) and extended this designation to additional regions. Two smaller-scale (lower-tier) meta-analyses refined the interpretation of the large-scale analyses: (1) a between-group contrast targeting differences between PWS and controls (stuttering trait); and (2) a within-group contrast (PWS only) of stuttering with induced fluency (stuttering state). Copyright © 2014 Elsevier Inc. All rights reserved.

  16. Improve the teaching quality by two-way education mode

    Directory of Open Access Journals (Sweden)

    Hongyan Shi

    2017-02-01

    Full Text Available Teaching activities contain teaching and learning, and both teachers and students have to work hard to improve the quality of teaching. This essay introduced the basic conception of “two-way and five-ring” mode first, and expatiated on the structure of this mode. The author used her own experiences to combine the teaching mode with the real situation of military school, emphasized teaching itself and talked about some spe-cific plans. This will give a certain extend help in improving the quality of teaching in military school.

  17. Active teaching-learning methodologies: medical students' views of problem-based learning

    Directory of Open Access Journals (Sweden)

    José Roberto Bittencourt Costa

    Full Text Available The prevailing undergraduate medical training process still favors disconnection and professional distancing from social needs. The Brazilian Ministries of Education and Health, through the National Curriculum Guidelines, the Incentives Program for Changes in the Medical Curriculum (PROMED, and the National Program for Reorientation of Professional Training in Health (PRO-SAÚDE, promoted the stimulus for an effective connection between medical institutions and the Unified National Health System (SUS. In accordance to the new paradigm for medical training, the Centro Universitário Serra dos Órgãos (UNIFESO established a teaching plan in 2005 using active methodologies, specifically problem-based learning (PBL. Research was conducted through semi-structured interviews with third-year undergraduate students at the UNIFESO Medical School. The results were categorized as proposed by Bardin's thematic analysis, with the purpose of verifying the students' impressions of the new curriculum. Active methodologies proved to be well-accepted by students, who defined them as exciting and inclusive of theory and practice in medical education.

  18. Positive Psychology in the Class: The Effectiveness of a Teaching Method Based on Subjective Well-Being and Engagement Increasing Activities

    Science.gov (United States)

    Eryilmaz, Ali

    2015-01-01

    The aim of the present study is investigate that the effectiveness of a teaching method which is based on subjective well-being increasing activities and engagement increasing activities, has been developed for university students in the present study. The method of the present study is a mixed method. Thus, the most important feature of it has…

  19. Radiology Teaching Files on the Internet

    International Nuclear Information System (INIS)

    Lim, Eun Chung; Kim, Eun Kyung

    1996-01-01

    There is increasing attention about radiology teaching files on the Internet in the field of diagnostic radiology. The purpose of this study was to aid in the creation of new radiology teaching file by analysing the present radiology teaching file sites on the Internet with many aspects and evaluating images on those sites, using Macintosh II ci compute r, 28.8kbps TelePort Fax/Modem, Netscape Navigator 2.0 software. The results were as follow : 1. Analysis of radiology teaching file sites (1) Country distribution was the highest in USA (57.5%). (2) Average number of cases was 186 cases and radiology teaching file sites with search engine were 9 sites (22.5%). (3) At the method of case arrangement, anatomic area type and diagnosis type were found at the 10 sites (25%) each, question and answer type was found at the 9 sites (22.5%). (4) Radiology teaching file sites with oro-maxillofacial disorder were 9 sites (22.5%). (5) At the image format, GIF format was found at the 14 sites (35%), and JPEG format found at the 14 sites (35%). (6) Created year was the highest in 1995 (43.7%). (7) Continuing case upload was found at the 35 sites (87.5%). 2. Evaluation of images on the radiology teaching files (1) Average file size of GIF format (71 Kbyte) was greater than that of JPEG format (24 Kbyte). (P<0.001) (2) Image quality of GIF format was better than that of JPEG format. (P<0.001)

  20. Teaching on Chinese Writing in Binus University

    Directory of Open Access Journals (Sweden)

    Ma Feng

    2011-04-01

    Full Text Available Combination of practice teaching Chinese as a foreign language in BINUS University, this article takes the Chinese writing teaching as an example, and analyses “as the student core, as the fun concept” writing modes. Firstly, serious explain: increasing the vitality of classroom teaching, using multimedia methods to make students get interested in; Secondly, article practice: making the written expression be the basis and revealing true feelings as commander, constantly pursue the aesthetic article; Thirdly, feedback and communion: using Facebook, Binusmaya, Binusblog, Chinese newspapers and other channels of interaction to communicate between teachers and students. Through the three steps, we could select the theme which students loved, create a relaxed atmosphere in the writing class, and then the students will be pleasure of writing gradually. 

  1. [Quality assurance in student training. Prerequisites for DIN EN ISO 9001:2000 in teaching].

    Science.gov (United States)

    Ochsner, W; Kaiser, C; Schirmer, U

    2007-07-01

    Standards of quality assurance according to DIN EN ISO 9001:2000 have been implemented in many university hospital departments, but often teaching activities are not included. This work presents a method that allows, after having defined the various teaching activities as sub-processes of one single core process, to include the manifold teaching activities of university hospital departments into the certification process. The stepwise description of the prerequisites for including teaching activities into ISO 9001 certification is illustrated by a concrete implementation example.

  2. Understanding the Greenhouse Effect by Embodiment - Analysing and Using Students' and Scientists' Conceptual Resources

    Science.gov (United States)

    Niebert, Kai; Gropengießer, Harald

    2014-01-01

    Over the last 20 years, science education studies have reported that there are very different understandings among students of science regarding the key aspects of climate change. We used the cognitive linguistic framework of experientialism to shed new light on this valuable pool of studies to identify the conceptual resources of understanding climate change. In our study, we interviewed 35 secondary school students on their understanding of the greenhouse effect and analysed the conceptions of climate scientists as drawn from textbooks and research reports. We analysed all data by metaphor analysis and qualitative content analysis to gain insight into students' and scientists' resources for understanding. In our analysis, we found that students and scientists refer to the same schemata to understand the greenhouse effect. We categorised their conceptions into three different principles the conceptions are based on: warming by more input, warming by less output, and warming by a new equilibrium. By interrelating students' and scientists' conceptions, we identified the students' learning demand: First, our students were afforded with experiences regarding the interactions of electromagnetic radiation and CO2. Second, our students reflected about the experience-based schemata they use as source domains for metaphorical understanding of the greenhouse effect. By uncovering the-mostly unconscious-deployed schemata, we gave students access to their source domains. We implemented these teaching guidelines in interventions and evaluated them in teaching experiments to develop evidence-based and theory-guided learning activities on the greenhouse effect.

  3. Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns

    Directory of Open Access Journals (Sweden)

    Natalia Suárez

    2018-02-01

    Full Text Available The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading; fluency (i.e., individual and group reading, both out loud and silently, with and without intonation; literal or inference comprehension exercises (i.e., summarizing, asking questions; and use of educational resources (i.e., stories, songs, poems. Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that <50% of the teaching practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP. Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

  4. Teaching Teaching & Understanding Understanding

    DEFF Research Database (Denmark)

    2006-01-01

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

  5. Weaving together peer assessment, audios and medical vignettes in teaching medical terms

    Science.gov (United States)

    Khan, Lateef M.

    2015-01-01

    Objectives The current study aims at exploring the possibility of aligning peer assessment, audiovisuals, and medical case-report extracts (vignettes) in medical terminology teaching. In addition, the study wishes to highlight the effectiveness of audio materials and medical history vignettes in preventing medical students' comprehension, listening, writing, and pronunciation errors. The study also aims at reflecting the medical students' attitudes towards the teaching and learning process. Methods The study involved 161 medical students who received an intensive medical terminology course through audio and medical history extracts. Peer assessment and formative assessment platforms were applied through fake quizzes in a pre- and post-test manner. An 18-item survey was distributed amongst students to investigate their attitudes and feedback towards the teaching and learning process. Quantitative and qualitative data were analysed using the SPSS software. Results The students did better in the posttests than on the pretests for both the quizzes of audios and medical vignettes showing a t-test of -12.09 and -13.60 respectively. Moreover, out of the 133 students, 120 students (90.22%) responded to the survey questions. The students gave positive attitudes towards the application of audios and vignettes in the teaching and learning of medical terminology and towards the learning process. Conclusions The current study revealed that the teaching and learning of medical terminology have more room for the application of advanced technologies, effective assessment platforms, and active learning strategies in higher education. It also highlights that students are capable of carrying more responsibilities of assessment, feedback, and e-learning. PMID:26637986

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

    Directory of Open Access Journals (Sweden)

    T. A. Isaeva

    2014-01-01

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

  7. Students' Perceptions of Teaching in Context-based and Traditional Chemistry Classrooms: Comparing content, learning activities, and interpersonal perspectives

    Science.gov (United States)

    Overman, Michelle; Vermunt, Jan D.; Meijer, Paulien C.; Bulte, Astrid M. W.; Brekelmans, Mieke

    2014-07-01

    Context-based curriculum reforms in chemistry education are thought to bring greater diversity to the ways in which chemistry teachers organize their teaching. First and foremost, students are expected to perceive this diversity. However, empirical research on how students perceive their teacher's teaching in context-based chemistry classrooms, and whether this teaching differs from traditional chemistry lessons, is scarce. This study aims to develop our understanding of what teaching looks like, according to students, in context-based chemistry classrooms compared with traditional chemistry classrooms. As such, it might also provide a better understanding of whether teachers implement and attain the intentions of curriculum developers. To study teacher behaviour we used three theoretical perspectives deemed to be important for student learning: a content perspective, a learning activities perspective, and an interpersonal perspective. Data were collected from 480 students in 24 secondary chemistry classes in the Netherlands. Our findings suggest that, according to the students, the changes in teaching in context-based chemistry classrooms imply a lessening of the emphasis on fundamental chemistry and the use of a teacher-centred approach, compared with traditional chemistry classrooms. However, teachers in context-based chemistry classrooms seem not to display more 'context-based' teaching behaviour, such as emphasizing the relation between chemistry, technology, and society and using a student-centred approach. Furthermore, students in context-based chemistry classrooms perceive their teachers as having less interpersonal control and showing less affiliation than teachers in traditional chemistry classrooms. Our findings should be interpreted in the context of former and daily experiences of both teachers and students. As only chemistry is reformed in the schools in which context-based chemistry is implemented, it is challenging for both students and teachers to

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

    Directory of Open Access Journals (Sweden)

    Cheah Carolyn

    2011-07-01

    $551, 95% confidence intervals $419, $718. The GP teacher model resulted in a net remuneration of Aus$207,335 per year, sourced predominantly from the GP teacher activities, with no loss to the practice. Conclusions Our study costed teaching options that can maximise the financial outcomes from teaching. The inclusion of GP registrars in the teaching model or the supervisor teaching more than one same level learner results in a greater financial benefit. This gain was achieved through a reduction in supervisor teaching time and the sharing of administrative and teaching activities with GP registrars. We also show that a GP teacher who carries a minimal patient load can be a sustainable option for a practice. Further, the costing framework used for the teaching models presented in this study has the ability to be applied to any number of teaching model permutations.

  9. A treatment comparison study of a photo activity schedule and Social Stories for teaching social skills to children with Autism Spectrum Disorder: brief report.

    Science.gov (United States)

    Daneshvar, Sabrina D; Charlop, Marjorie H; Berry Malmberg, Debra

    2018-05-21

    To compare the efficacy of two procedures, a photo activity schedule intervention and Social Stories, to teach social skills to four children diagnosed with Autism Spectrum Disorder (ASD). An adapted alternating treatments design with an additional multiple baseline control was used, and two social skills were targeted for each of the four participants, one under each intervention condition. Results indicated that all four participants learned the target social behaviours with the photo activity schedule intervention, but did not learn target social behaviours with Social Stories. Findings support the use of a photo activity intervention for teaching social skillsto children with ASD; we discuss the implications of inconsistent findings of effectiveness of Social Stories.

  10. Teaching the fundamentals of biological data integration using classroom games.

    Directory of Open Access Journals (Sweden)

    Maria Victoria Schneider

    Full Text Available This article aims to introduce the nature of data integration to life scientists. Generally, the subject of data integration is not discussed outside the field of computational science and is not covered in any detail, or even neglected, when teaching/training trainees. End users (hereby defined as wet-lab trainees, clinicians, lab researchers will mostly interact with bioinformatics resources and tools through web interfaces that mask the user from the data integration processes. However, the lack of formal training or acquaintance with even simple database concepts and terminology often results in a real obstacle to the full comprehension of the resources and tools the end users wish to access. Understanding how data integration works is fundamental to empowering trainees to see the limitations as well as the possibilities when exploring, retrieving, and analysing biological data from databases. Here we introduce a game-based learning activity for training/teaching the topic of data integration that trainers/educators can adopt and adapt for their classroom. In particular we provide an example using DAS (Distributed Annotation Systems as a method for data integration.

  11. DEVELOPMENT AND IMPLEMENTATION OF CREATIVITY-ORIENTED TEACHING STRATEGY

    Directory of Open Access Journals (Sweden)

    S. N. Degtyarev

    2014-01-01

    Full Text Available The research investigates the principles of creativity-oriented teaching (COT, substantiates its strategy based on developing the didactic structure of creative educational environment, and looks for the invariant of pedagogical activity guaranteeing the creativity development. The methodology involves a theoretical analysis and specification of COT principles, and empirical methods of identifying the creative teaching invariant.The paper describes the content of COT principles, and provides recommendations for their implementation; the concepts of creative teaching invariant and creative potential being defined. The author supplements the theory of heuristic teaching and applies the methods of logical and graphical structuring of information to foster students’ creative activity.The research findings can be implemented in the system of school education for developing the students’ intellectual potential and creative abilities.

  12. A Study of Early Childhood Mathematics Teaching in the United States and China

    Science.gov (United States)

    Li, Xia; Chi, Liping; DeBey, Mary; Baroody, Arthur J.

    2015-01-01

    Research Findings: The present study involved using a questionnaire to investigate the mathematics teaching practices of 74 U.S. and 67 Chinese early childhood teachers. Quantitative and qualitative analyses yielded several key findings. First, U.S. teachers are less intentional in mathematics teaching than their Chinese counterparts.…

  13. Teaching Sociology of Education in Canada: A Comparative Study of the "Two Solitudes"

    Science.gov (United States)

    Jean-Pierre, Johanne

    2013-01-01

    This study aims to contribute to the fields of sociology of education and Canadian sociological teaching. English and French Canadian sociology of education course outlines were systematically analysed in order to assess how national context, language and internal divisions influence the undergraduate teaching of sociology of education. The…

  14. 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...

  15. A Bayesian approach to assess data from radionuclide activity analyses in environmental samples

    International Nuclear Information System (INIS)

    Barrera, Manuel; Lourdes Romero, M.; Nunez-Lagos, Rafael; Bernardo, Jose M.

    2007-01-01

    A Bayesian statistical approach is introduced to assess experimental data from the analyses of radionuclide activity concentration in environmental samples (low activities). A theoretical model has been developed that allows the use of known prior information about the value of the measurand (activity), together with the experimental value determined through the measurement. The model has been applied to data of the Inter-laboratory Proficiency Test organised periodically among Spanish environmental radioactivity laboratories that are producing the radiochemical results for the Spanish radioactive monitoring network. A global improvement of laboratories performance is produced when this prior information is taken into account. The prior information used in this methodology is an interval within which the activity is known to be contained, but it could be extended to any other experimental quantity with a different type of prior information available

  16. PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes

    Science.gov (United States)

    Eddy, Sarah L.; Converse, Mercedes; Wenderoth, Mary Pat

    2015-01-01

    There is extensive evidence that active learning works better than a completely passive lecture. Despite this evidence, adoption of these evidence-based teaching practices remains low. In this paper, we offer one tool to help faculty members implement active learning. This tool identifies 21 readily implemented elements that have been shown to…

  17. CONVERSATIONS IN THE TEACHING INTERNSHIP: THE EMERGENCE OF THE POTENTIAL OF VIRTUAL LEARNING OBJECTS BY PEDAGOGICAL MEDIATION IN PHYSICS TEACHING

    Directory of Open Access Journals (Sweden)

    Berenice Vahl Vaniel

    2013-12-01

    Full Text Available In this article we attempt to explain a study experienced in Teaching Internship, of the Graduate Course in Physics, discipline of Physics Education Activities II, Federal University of Rio Grande-FURG. The activities developed aimed to experience teaching as an interactive and reflective process, and also investigate the potential of virtual learning objects (OV for educational activities in physics teaching. The concepts of recursion, recursiveness and structural coupling, present in Biology of Knowledge, subsidized the construction of the argument that there is a need of living, discussion and problematization in a recursive and recurring way of methodological issues related to the use of digital technologies in the context of Physics graduate courses. The analysis of this experience was based on the methodology of Discursive Textual Analysis, Moraes (2003, consisting of three phases: unitarization, categorization and meta-text. The results indicated by analysis are presented in two categories: Conversations about opportunities to teach Physics and Conversations on students’ production: the emergence of the potential of OV by pedagogical mediation, both guided by listening to the other and by recursive talk.

  18. Linguistic ethnography as a resource in literacy teaching and teacher training

    DEFF Research Database (Denmark)

    Dolmer, Grete

    2017-01-01

    between teacher and pupils and 2) the literacy teacher’s assessment of and feedback on pupils’ written and oral texts. Based on the analyses, we will discuss how linguistic ethnography can contribute to the development of literacy teaching at intermediate level in primary and lower secondary school......Linguistic ethnography as a resource in literacy teaching and teacher training This poster presents work-in-progress from an ongoing case study of literacy teaching in a multilingual and socially complex Year 4 class in Aarhus, Denmark. The underlying assumption is that pupils’ understandings...... and highlight the potentials and benefits of linguistic ethnography as a resource in current attempts to research-base teacher education.Lefstein, A. & J. Snell. 2014. Better than best practice. Developing teaching and learning through dialogue. London: Routledge.Keywords: literacy teaching classroom dialogue...

  19. Keep taking the tablets? Assessing the use of tablet devices in learning and teaching activities in the Further Education sector

    OpenAIRE

    Khristin Fabian; Donald MacLean

    2014-01-01

    This article summarises the methodology and outcomes of an interventionist/action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were approached to scope potential activities and uses for the tablet devices. Three departments took part in the research activity: the Language School, Social...

  20. The use of parent involved take-home science activities during student teaching: Understanding the challenges of implementation

    Science.gov (United States)

    Zarazinski, Jill

    The purpose of this study was to identify student teachers use and implementation of Science in a Bag when it was no longer a required course-based assessment. This take-home science activity acted as the elaboration component of the 5Es lesson teacher candidates designed and taught in the classroom, utilized household items, and directly involved parents in their child's education. The purposeful sample was comprised of six teacher candidates during their student teaching practicum, the last semester of the childhood education teacher certification program. This collective case study centered on student teachers' use of the focused activity, Science in a Bag, in order to gain knowledge of challenges faced in applying take-home science kits and working with parents. Data collection was comprised of student teacher and parent interviews, candidate reflections, as well as in-class observations and discussions carried out during weekly seminars. Data collection occurred throughout the seven-week student teaching practicum. The four research questions were: 1) What factors do teacher candidates identify as interfering with their ability to implement Science in a Bag during student teaching placements? 2) What factors do teacher candidates identify as enhancing their ability to carry out Science in a Bag? 3) What forms of support do teacher candidates believe are important to their success in implementing Science in a Bag during student teaching? 4) How do teacher candidates deal with obstacles when implementing Science in a Bag? Despite the fact that no student teacher was prohibited from implementing Science in a Bag, the level to which candidates valued and utilized this instructional strategy varied compared to how they were taught and practiced it during the science methods course. Some student teachers attempted to hide their feelings toward Science in a Bag, however their actions revealed that they were simply carrying out the instructional strategy because they

  1. Teaching Intercultural English Learning/Teaching in World Englishes: Some Classroom Activities in South Korea

    Science.gov (United States)

    Lee, Kang-Young

    2012-01-01

    This paper discusses what intercultural English learning/teaching (IELT) is in English as a world Englishes (WEes) and how IELT can contribute to the development of proficiency/competence among WEes and can be fitted into actual WEes classrooms. This is to claim that IELT be a pivotal contextual factor facilitating success in…

  2. COMPARATIVE STUDY OF THE USE OF ICT IN ENGLISH TEACHING-LEARNING PROCESSES

    Directory of Open Access Journals (Sweden)

    Abbas ZARE-EE

    2010-04-01

    Full Text Available The use of Information Communication Technologies (ICT in cultural, political, social, economic, and academic activities has recently attracted the attention of many researchers and it should now be an important component of the comparative study of education. The present study was conducted to compare the amount and quality of ICT use in English teaching-learning processes among the faculty members of Medical and Non-medical Universities in Kashan, Iran and to explore the dimensions in which the two groups can benefit from one another and from ICT training in this respect. Out of a total of 255 full-time university teachers teaching at medical and no-medical universities in the region, 193 were chosen to participate in the study using a simple random sampling technique and the Morgan & Kritjki table for sample selection. A researcher-made 5-point Likert scale questionnaire containing 50 items was used to collect the necessary data on the amount of access and use ICT in the two environments. The Chronbach Alfa reliability for this instrument was shown to be 0.8. To answer the research questions, t-test and the analysis of variance were used and the differences in ICT use for learning and teaching were analyzed. The results of the analyses showed that there was a significant difference in the amount of ICT use among the faculty members of medical and non-medical universities. For reason considered in length, teachers at medical universities used ICT significantly less than the other group. Results also indicated that there was a significant difference between the two types of universities with regard to the availability of computers and the amount of ICT training and use. No significant effects on the use of ICT in education were observed for age, teaching experience, and university degree. University teachers with different fields of study showed significant differences only in non-medical universities. Based on the findings of the study

  3. Teaching Oral English Online - Through Skype (VOIP

    Directory of Open Access Journals (Sweden)

    James Neil Coburn

    2010-05-01

    Full Text Available This article presents an action research study focusing on the online teaching of English conversation using VOIP (Voice Over Internet Protocol in an unusual and challenging international online context. Information elicited from interviews with eight Conversation Facilitators shows how conversation assignments need to be designed in order to facilitate interaction patterns conducive to language learning. A range of skills and qualities likely to lead to ''best practice'' emerge from two interviews which are analysed in more detail. Some implications for the use of audio conferencing for the development of oral proficiency in foreign language teaching are also suggested.

  4. Problem solving - an interactive active method for teaching the thermokinetic concept

    Directory of Open Access Journals (Sweden)

    Odochian Lucia

    2014-07-01

    Full Text Available The paper describes a strategy that uses problem solving to teach the thermokinetic concept, based on student’s previously established proficiency in thermochemistry and kinetics. Chemistry teachers often use this method because it ensures easy achievement of both formative and informative science skills. This teaching strategy is tailored for students that prove special intellectual resources, Olympiad participants and to those who find chemistry a potential professional route

  5. Zen and the art of classroom teaching.

    Science.gov (United States)

    Keshavan, Matcheri S

    2014-04-01

    Effective teaching involves applying the scientific principles underlying motivation, learning and memory. Intrinsic motivation, which stems from the inherent pleasure of focused engagement, facilitates sustained pursuit of teaching goals. Active, as compared to passive learning, is more effective; learning that is optimally challenging, repeated, and reinforced with real-world application tends to be remembered well. Central to the art of teaching is the relationship between teacher and the taught; good teaching can get the teacher and the student in a state of flow, not unlike Zen, that lets both of them grow. Copyright © 2014. Published by Elsevier B.V.

  6. Activation and afterheat analyses for the HCPB test blanket module in ITER

    International Nuclear Information System (INIS)

    Pereslavtsev, P.; Fischer, U.

    2008-01-01

    To provide a sound data basis for the safety analyses of the HCPB TBM system in ITER, the afterheat and activity inventories were assessed making use of a code system that allows performing 3D activation calculations by linking the Monte Carlo transport code MCNP and the fusion inventory code FISPACT through an appropriate interface. A suitable MCNP model of a 20 deg. ITER torus sector with an integrated TBM of the HCPB PI (plant integration) type in the horizontal test blanket port was developed and adapted to the requirements for coupled 3D neutron transport and activation calculations. Two different irradiation scenarios were considered in the coupled 3D neutron transport and activation calculations. The first one is representative for the TBM irradiation in ITER with a total of 9000 neutron pulses over a 3 (calendar) years period. The second (conservative) irradiation scenario assumes an extended irradiation time over the full anticipated lifetime of ITER. The radioactivity inventories, the afterheat and the contact gamma dose were calculated as function of the decay time. Data were processed for the total activity, afterheat and contact dose rates of the TBM, its constituting components and materials

  7. Teachers’ Attitudes towards Teaching English Grammar: A Scale Development Study

    Directory of Open Access Journals (Sweden)

    Murat Polat

    2017-12-01

    Full Text Available In most ELT classes, the importance of grammar, how it should be taught or how much it should be integrated into language teaching are still matters of discussion. Considering this fact, learning teachers’ attitudes towards teaching grammar is significantly valuable for researchers. This study thus aimed to design a scale that identifies teachers’ attitudes towards the role of grammar in the process of teaching English, to pilot it, and to find out the psychometric qualities like reliability and validity of the scale designed. The scale was developed in two phases; it was first aimed to explore the factor structure of the scale, then to confirm the structure gained from the exploration of the items. The study was carried out in 2015 and 247 volunteer language teachers from 3 state universities in Eskişehir and Kütahya were included. The results of exploratory and confirmatory factor analyses revealed that the scale developed in this study was a considerably valid and reliable data collection tool including three factors. Finally, the analyses indicated that gender and graduate faculties did not create significant differences whereas age and the degrees obtained by the teachers created a considerable difference on language teachers’ attitudes towards grammar teaching (p<.05

  8. Designing learning environments to teach interactive Quantum Physics

    NARCIS (Netherlands)

    Gómez Puente, S.M.; Swagten, H.J.M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and

  9. The Relationship between Attitudes toward Participation in Physical Activities and Motives for Choosing Teaching Physical Education as a Career

    Science.gov (United States)

    Al-Rawahi, Nasser; Al-Yarabi, Ali

    2013-01-01

    This study aims at investigating the relationship between physical education teachers' attitudes toward participation in physical activity and their motives toward choosing physical education as a teaching profession. Two questionnaires with a sample of 98 participants were employed as a data collection vehicle. The results showed that…

  10. Impact of Subject Specialists on Teaching: Application to Physiology

    Directory of Open Access Journals (Sweden)

    B. V. Owoyele

    2015-12-01

    Full Text Available The study investigated the impact of teachers on the teaching of a physiology course to performing arts students of the University of Ilorin. Questionnaires and personal observations were used to assess students' perception of the course and performance, the examination results in the two years before and after the takeover of the course by physiology teachers were obtained and analysed. The results showed that the students appreciated the teaching by core physiology teachers than the teaching by performing arts teachers and the initial phobias of the students were significantly doused. The average performance by the students did not change significantly and this further justified the taking over of the course by physiology teachers.

  11. Enhancing communication skills for telehealth: development and implementation of a Teach-Back intervention for a national maternal and child health helpline in Australia.

    Science.gov (United States)

    Morony, Suzanne; Weir, Kristie; Duncan, Gregory; Biggs, Janice; Nutbeam, Don; Mccaffery, Kirsten J

    2018-03-07

    Telehealth professionals require advanced communication skills, in part to compensate for lack of visual cues. Teach-Back is a best practice communication technique that has been recommended but not previously evaluated for consumer telehealth. We aimed to implement Teach-Back at a national maternal and child health telephone helpline. We describe the intervention and report telenurse experiences learning to use Teach-Back. We identified barriers (time, knowledge, skills, beliefs) and enablers (self-reflection) to using Teach-Back, and developed a novel training program to address these, guided by the Theoretical Domains Framework. We engaged maternal and child health telenurses to participate in a "communication skills" study. The intervention had two key components: guided self-reflection and a Teach-Back skills workshop. For the duration of the 7-week study nurses completed brief online surveys following each call, reflecting on both the effectiveness of their communication and perceived caller understanding. At the end of each shift they reflected on what worked well. Teach-Back knowledge, skills, and beliefs were addressed in a 2-h workshop using videos, discussion, and role play. We explored nurses' experiences of the intervention in focus groups and interviews; and analysed transcripts and comments from the self-reflection surveys using the Framework method. This study forms part of a larger evaluation conducted in 2016. In total 16 nurses participated: 15 were trained in Teach-Back, and 13 participated in focus groups or interviews. All engaged with both self-reflection and Teach-Back, although to differing extents. Those who reported acquiring Teach-Back skills easily limited themselves to one or two Teach-Back phrases. Nurses reported that actively self-reflecting (including on what they did well) was useful both for developing Teach-Back skills and analysing effectiveness of the techniques. Most wanted more opportunity to learn how their colleagues

  12. A Brief overview of neutron activation analyses methodology and applications

    International Nuclear Information System (INIS)

    Ali, M.A.

    2000-01-01

    The primary objective of this talk is to present our new facility for Neutron Activation Analysis to the scientific and industrial societies and show its possibilities. Therefore my talk will handle the following main items: An overview of neutron activation analysis, The special interest of fast mono-energetic neutrons, The NAA method and its sensitivities, The Recent scientific and industrial applications using NAA, and o An illustrating example measured by using our facility is presented What is NAA? It is a sensitive analytical technique useful for performing both qualitative and quantitative multi-element analyses in samples. Worldwide application of NAA is so widespread; it is estimated that approximately several 10,000 samples undergo analysis each year from almost every conceivable field of scientific or technical interest. Why NAA? For many elements and applications, NAA: Offers sensitivities that are sometimes superior to those attainable by other methods, on the order of nano-gram level, It is accurate and reliable, NAA is generally recognized as the r eferee method o f choice when new procedures are being developed or when other methods yield results that do not agree. However, the activation analysis at En=14 MeV is limited by a few factors: Low value of flux, low cross-sections of threshold reactions, o Short irradiation time due to finite target life, Interfering reactions and gamma ray spectral interference

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

    Science.gov (United States)

    2011-01-01

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

  14. Teaching the Perpendicular Bisector: A Kinesthetic Approach

    Science.gov (United States)

    Touval, Ayana

    2011-01-01

    Kinesthetic intelligence is one of the seven kinds of intelligence identified by Gardner's multiple intelligence theory (1983). The kinesthetic approach to teaching has numerous pedagogical advantages and can be adapted to the teaching of mathematics. This article describes a series of kinesthetic activities designed to explore the properties of…

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

    Science.gov (United States)

    Eckert, J

    2000-02-29

    Some thoughts on training and recruitment of academic teachers and future trends in teaching veterinary parasitology are presented with emphasis on the European situation. It is underlined that research is an indispensable basis for academic teaching. Besides a broad scientific background of the teacher, motivation and teaching methods are also important. Many academic teachers do not receive formal training in teaching methods. In order to improve future education, training of staff members in teaching methods should be promoted. Quality control of teaching and research, already established in many schools, should generally be introduced. Teaching is mostly underestimated in relation to research. Therefore, more weight should be placed on the former both in selecting scientists for the career as academic teachers and in evaluating and ranking departments for their academic activities. In the future veterinary medicine will have to cope with profound changes in the society and the veterinary profession, and the progressing European unification will enhance trends for internationalizing teaching curricula. Therefore, veterinary medicine has to reconsider the teaching subjects and methods and to lay more emphasis on flexibility, skills of problem-solving and self-learning and on training for life-long learning. At present there is an ongoing discussion on the question how to teach veterinary medicine, including veterinary parasitology. There are various options, and some of them are discussed, namely, the disciplinary and the problem-based/organ-focussed approaches. It is concluded that for teaching of veterinary parasitology and related disciplines a combined disciplinary and problem-based approach offers the best chances for fulfilling the requirements of teaching for the future. In the curriculum of undergraduate teaching of veterinary medicine at least 70-90 h should be dedicated to veterinary parasitology using a disciplinary and taxonomic approach. Additional

  16. The Teaching of Listening as an Integral Part of an Oral Activity: An Examination of Public-Speaking Texts

    Science.gov (United States)

    Adams, W. Clifton; Cox, E. Sam

    2010-01-01

    This article presents the results of a content analysis of 10 current public-speaking textbooks to determine the nature and extent to which they teach listening in an integrated approach with public speaking as an oral activity. Lewis and Nichols (1965) predicted that listening would increasingly be taught especially in an integrated approach with…

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

    Science.gov (United States)

    Dechenne, Sue Ellen

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

  18. A Comparison of the Effectiveness of a Game Informed Online Learning Activity and Face to Face Teaching in Increasing Knowledge about Managing Aggression in Health Settings

    Science.gov (United States)

    McKenzie, Karen

    2013-01-01

    The present study compared the impact of face to face teaching with a short online game informed learning activity on health participants' knowledge about, and confidence in, managing aggressive situations. Both forms of teaching resulted in a significant increase in participants' knowledge and confidence. Face to face training led to…

  19. Environmental physics as a teaching concept

    International Nuclear Information System (INIS)

    Boeker, Egbert; Grondelle, Rienk van; Blankert, Piet

    2003-01-01

    Environmental physics is understood as the physics connected with analysing and mitigating environmental problems. It draws on most sub-disciplines of physics and provides a way of making physics relevant. In this paper the motivation of teaching environmental physics is discussed and examples of course content and supporting student work are given, based on work in the authors' department

  20. Simposium 19: Teaching Offers Many Possibilities

    Directory of Open Access Journals (Sweden)

    Denise Vaz Macedo

    2014-08-01

    Full Text Available K-Education(PortugueseChair: V. TrindadeBayardo Torres; Clovis Wannmacher; Denise Macedo  Teaching Offers Many Possibilities Denise Vaz Macedo Biochemistry Department, Biology Institute, Unicamp, Campinas, Brazil.   In the last years my research lines are maintained exclusively through my biochemistry teaching activities at graduation and specialization course (360h. The teaching methodology used was developed over these 20 years into the classroom research. It is based on five practical activities carried out at the initial moment by the students themselves, who monitor the effects of different physical activity situations through the measurement of some plasma metabolites on point of care devices. After instructions the students perform the exercises collects and tabulate the data generated and document all the doubts arising. The educational goal right now is to show that the theory related to muscle contraction, the ATP-producing metabolic pathways is linked to their profession. At adequate moments each group presents to the whole class the practical activity carried out, the data and the doubts produced. After a fully discussion the students are able to relate the data to the studied theory. Also the initial doubts are clarified. A questionnaire applied before and after the discipline indicates the learning effectiveness of this method. Some other results: the students who have demonstrated special interest in the classroom normally join into de lab. Simultaneously they are also prepared for the teaching activity. The demand of specialization course is greater than the supply. The financial resources generated are expressive and administered by the University Foundation. They are fully applied to purchase permanent and consumption materials and for the payment of eventual scholarships for lab researchers. The publication in indexed journals has been constant and regular, and the obtained experimental results always return to the

  1. MODEL OF TEACHING PROFESSION SPECIFIC BILATERAL TRANSLATION

    Directory of Open Access Journals (Sweden)

    Yana Fabrychna

    2017-03-01

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

  2. TG Grammar's Implications for the Foreign Language Teaching

    Institute of Scientific and Technical Information of China (English)

    殷彩

    2009-01-01

    Chomsky's Transformational-Generative (TG) grammar is another revolution to linguistics after Saussure's strueturalism, and it plays an important role in the modem linguistics. Introducing the research perspective and method of TG grammar, this paper analyses its implications for the foreign language teaching.

  3. Teaching Listening as a Communicative Skill in Military English

    Science.gov (United States)

    Likaj, Manjola

    2015-01-01

    This article deals with teaching listening in English for Specific Purposes and more specifically in Military English. There are presented different approaches on listening and ways on teaching it in ESP. Active listening it is seen as one of the most productive and applicable approach in teaching ESP students how to master the skill of listening.…

  4. Newly qualified teachers' visions of science learning and teaching

    Science.gov (United States)

    Roberts, Deborah L.

    2011-12-01

    This study investigated newly qualified teachers' visions of science learning and teaching. The study also documented their preparation in an elementary science methods course. The research questions were: What educational and professional experiences influenced the instructor's visions of science learning and teaching? What visions of science learning and teaching were promoted in the participants' science methods course? What visions of science learning and teaching did these newly qualified teachers bring with them as they graduated from their teacher preparation program? How did these visions compare with those advocated by reform documents? Data sources included participants' assignments, weekly reflections, and multi-media portfolio finals. Semi-structured interviews provided the emic voice of participants, after graduation but before they had begun to teach. These data were interpreted via a combination of qualitative methodologies. Vignettes described class activities. Assertions supported by excerpts from participants' writings emerged from repeated review of their assignments. A case study of a typical participant characterized weekly reflections and final multi-media portfolio. Four strands of science proficiency articulated in a national reform document provided a framework for interpreting activities, assignments, and interview responses. Prior experiences that influenced design of the methods course included an inquiry-based undergraduate physics course, participation in a reform-based teacher preparation program, undergraduate and graduate inquiry-based science teaching methods courses, participation in a teacher research group, continued connection to the university as a beginning teacher, teaching in diverse Title 1 schools, service as the county and state elementary science specialist, participation in the Carnegie Academy for the Scholarship of Teaching and Learning, service on a National Research Council committee, and experience teaching a

  5. TEACHING ENGLISH TO YOUNG LEARNERS THROUGH SONGS

    Directory of Open Access Journals (Sweden)

    Yuliana Yuliana

    2003-01-01

    Full Text Available Teaching English to Young Learners has become a trend nowadays. In every school, English is taught as one of the main subjects. In teaching young learners is not like teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the children themselves. One of the forms of fun activities for children is through music, and songs are the common form of music that children know. Through this paper, the writer wants to show that through songs, children could enhance their language skills, such as speaking, listening and writing.

  6. Teaching as Designing: Preparing Pre-Service Teachers for Adaptive Teaching

    Science.gov (United States)

    Jordan, Michelle E.

    2016-01-01

    This conceptual article explores teaching as design work, arguing that a critical thing teachers do is design systems that enable their students to learn. Designing occurs when teachers generate new learning activities or modify curricular programs to create coherence for themselves and their students. Nonetheless, few teacher education programs…

  7. Peer teaching in medical education: twelve reasons to move from theory to practice.

    Science.gov (United States)

    Ten Cate, Olle; Durning, Steven

    2007-09-01

    To provide an estimation of how often peer teaching is applied in medical education, based on reports in the literature and to summarize reasons that support the use of this form of teaching. We surveyed the 2006 medical education literature and categorised reports of peer teaching according to educational distance between students teaching and students taught, group size, and level of formality of the teaching. Subsequently, we analysed the rationales for applying peer teaching. Most reports were published abstracts in either Medical Education's annual feature 'Really Good Stuff' or the AMEE's annual conference proceedings. We identified twelve distinct reasons to apply peer teaching, including 'alleviating faculty teaching burden', 'providing role models for junior students', 'enhancing intrinsic motivation' and 'preparing physicians for their future role as educators'. Peer teaching appears to be practiced often, but many peer teaching reports do not become full length journal articles. We conclude that specifically 'near-peer teaching' appears beneficial for student teachers and learners as well as for the organisation. The analogy of the 'journeyman', as intermediate between 'apprentice' and 'master', with both learning and teaching tasks, is a valuable but yet under-recognized source of education in the medical education continuum.

  8. “DNA in the time tunnel”: a report of extensionist activity for biology teaching

    Directory of Open Access Journals (Sweden)

    Elison de Souza Sevalho

    2017-06-01

    Full Text Available This paper reports the experience of the extension project entitled “DNA in the time tunnel”. This project was developed with high school finalists students of a public school in the city of Coari, State of Amazonas, Brazil, aiming to provide students and teachers of biology and chemistry, teaching and learning about the historical context of the elucidation of DNA. The intervention was carried out in two stages: the first was the bibliographic research and planning and preparation of materials with playful bias, showing the contribution of each researcher and a gymkhana as an instrument to contribute to the learning of biology and the execution of extensionist activities with students and teachers. The project actions have contributed to the planning of the dynamic pedagogical practices, which granted the needs and interests of the involved students; to the enrichment of the knowledge on the subject addressed by secondary students, training them with matters of biology that are in the National Secondary Education Examination (ENEM and other selective processes of entry to higher education; to the teaching and learning of biological disciplines of the curriculum of the respective college freshmen courses of the Institute of health and biotechnology.

  9. Quality Teaching and Learning as Practice within Different Disciplinary Discourses

    Science.gov (United States)

    Wittek, Line; Habib, Laurence

    2013-01-01

    This article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape…

  10. Inferential Statistics in "Language Teaching Research": A Review and Ways Forward

    Science.gov (United States)

    Lindstromberg, Seth

    2016-01-01

    This article reviews all (quasi)experimental studies appearing in the first 19 volumes (1997-2015) of "Language Teaching Research" (LTR). Specifically, it provides an overview of how statistical analyses were conducted in these studies and of how the analyses were reported. The overall conclusion is that there has been a tight adherence…

  11. Teachers’ and Students’ Experiences of Simultaneous Teaching in an International Distance and On-Campus Master’s Programme in Engineering

    Directory of Open Access Journals (Sweden)

    Oleg Popov

    2009-06-01

    Full Text Available Swedish universities frequently offer campus-based education as well as online courses, a system commonly referred to as dual mode. This paper analyses some challenging pedagogical aspects of a master’s programme in engineering developed and delivered simultaneously online and on campus. Course evaluations, questionnaires, and interviews with the programme teachers were the main instruments used in this study. Activity theory was used as a theoretical framework for data collection and analysis. The study evidences the nature of problems experienced by on-campus and distance students as well as conflicts of interest and expectations existing between these two student groups. Teaching simultaneously in two modes demands extra effort from the course teachers, who are aware of the problems related to pedagogical communication needed by both groups. Though teaching in the dual mode offers economic benefits for the department, the simultaneous mode of teaching is experienced as problematical by both groups of students, with distance students appearing to be more disadvantaged in the programme.

  12. Faculty development to improve teaching at a health sciences center: a needs assessment.

    Science.gov (United States)

    Scarbecz, Mark; Russell, Cynthia K; Shreve, Robert G; Robinson, Melissa M; Scheid, Cheryl R

    2011-02-01

    There has been increasing interest at health science centers in improving the education of health professionals by offering faculty development activities. In 2007-08, as part of an effort to expand education-related faculty development offerings on campus, the University of Tennessee Health Science Center surveyed faculty members in an effort to identify faculty development activities that would be of interest. Factor analysis of survey data indicated that faculty interests in the areas of teaching and learning can be grouped into six dimensions: development of educational goals and objectives, the use of innovative teaching techniques, clinical teaching, improving traditional teaching skills, addressing teaching challenges, and facilitating participation. There were significant differences in the level of interest in education-related faculty development activities by academic rank and by the college of appointment. Full professors expressed somewhat less interest in faculty development activities than faculty members of lower ranks. Faculty members in the Colleges of Medicine and Dentistry expressed somewhat greater interest in faculty development to improve traditional teaching skills. The policy implications of the survey results are discussed, including the need for faculty development activities that target the needs of specific faculty groups.

  13. Professional development status of teaching staff in a Ugandan public university

    NARCIS (Netherlands)

    Kasule, George Wilson; Wesselink, Renate; Mulder, Martin

    2016-01-01

    A study was conducted to determine general professional development activities perceived to be important in enhancing university teaching staff’s job performance, and the extent to which teaching staff participate in these activities in Uganda. Data were collected through semi-structured

  14. Alternate methods of teaching psychopharmacology.

    Science.gov (United States)

    Zisook, Sidney; Benjamin, Sheldon; Balon, Richard; Glick, Ira; Louie, Alan; Moutier, Christine; Moyer, Trenton; Santos, Cynthia; Servis, Mark

    2005-01-01

    This article reviews methods used to teach psychopharmacology to psychiatry residents that utilize principles of adult learning, enlist active participation of residents, and provide faculty with skills to seek, analyze, and use new information over the course of their careers. The pros and cons of five "nonlecture" methods of teaching are reviewed: 1) journal clubs, 2) problem-based learning, 3) formalized patient-centered training, 4) games, and 5) the use of modern technology. Several programs are beginning to find novel methods of teaching psychopharmacology that are effective and well received by trainees and faculty. Programs need to go beyond the traditional lecture and apprenticeship model of psychopharmacology education to help make learning more fun, useful, relevant and self-sustaining.

  15. Teaching on ocean-wave-energy conversion

    Energy Technology Data Exchange (ETDEWEB)

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

    2001-07-01

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

  16. Teaching the Sociology of Gender and Work

    Science.gov (United States)

    Giuffre, Patti; Anderson, Cynthia; Bird, Sharon

    2008-01-01

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

  17. Signs of learning in kinaesthetic science activities

    DEFF Research Database (Denmark)

    Bruun, Jesper; Johannsen, Bjørn Friis

    that students use bodily explorations to construct meaning and understanding from kinaesthetic learning that is relevant to school physics? To answer the question, we employ a semiotics perspective to analyse data from a 1-hour lesson for 8-9th graders which introduced students to kinaesthetic activities, where......?”). The analysis is conducted by searching the data to find episodes that illustrate student activity which can serve as a sign of the object that the ‘experiential gestalt of causation’ is employed in the construction of the intended learning outcome. In essence, we study a chaotic but authentic teaching...

  18. Survey as a group interactive teaching technique

    Directory of Open Access Journals (Sweden)

    Ana GOREA

    2017-03-01

    Full Text Available Smooth running of the educational process and the results depend a great deal on the methods used. The methodology of teaching offers a great variety of teaching techniques that the teacher can make use of in the teaching/learning process. Such techniques as brainstorming, the cube, KLW, case study, Venn diagram, and many other are familiar to the teachers and they use them effectively in the classroom. The present article proposes a technique called ‘survey’, which has been successfully used by the author as a student-centered speaking activity in foreign language classes. It has certain advantages especially if used in large groups. It can be adapted for any other discipline in the case when the teacher wishes to offer the students space for cooperative activity and creativity.

  19. Teaching Chemical Engineers about Teaching

    Science.gov (United States)

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

    2013-01-01

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

  20. "Not" Just Wanna Have Fun: Teaching Listening Skills with Songs

    Science.gov (United States)

    Abdullah, Amalia Qistina

    2013-01-01

    Teaching listening skills is very challenging to ESL teachers. It involves active participation from both teachers and students to ensure the objectives of teaching listening skills can be achieved. Hence, this presentation provides interesting and exciting strategies to teach listening skills using selected songs. It is hoped that this would…

  1. Information, Competencies and Collaborative Teaching/Learning

    OpenAIRE

    Osorio, Nestor L.

    2002-01-01

    The purpose of this paper is to survey the literature about current trends on several issues concerning technical information education including: 1. Information needs, user behaviors, access and availability of engineering information resources. 2. Information competencies as perceived by librarians and teaching faculty. 3. Initiatives encouraging collaborative teaching or learning to enhance the information competency of engineering and technology students. The author examines activities in...

  2. Social-pedagogical aspects of trainer's activity

    Directory of Open Access Journals (Sweden)

    Kramskoy S.I.

    2012-11-01

    Full Text Available Analysed social-pedagogical aspect of activity of trainer-teacher on preparation of sporting reserve of different level. Activity of trainer is studied on forming socially-active personalities of sportsman. The personal long-term experience is presented to trainer-teaching works of child's trainer, trainer of student command, trainer of command of major league on a handball. It is shown that multilateral activity of trainer is estimated not only the sporting results of his pupils but also has considerably more wide circle of influence on the ward. Influence of employments is represented sport on forming socially-meaningful qualities of personality. It is marked that to the basic personal qualities of trainer behave: creative activity, flexibility of mind, industriousness, honesty, disinterestedness, of principle, self-control, demand, modesty, culture.

  3. LOFT experimental measurements uncertainty analyses. Volume XX. Fluid-velocity measurement using pulsed-neutron activation

    International Nuclear Information System (INIS)

    Lassahn, G.D.; Taylor, D.J.N.

    1982-08-01

    Analyses of uncertainty components inherent in pulsed-neutron-activation (PNA) measurements in general and the Loss-of-Fluid-Test (LOFT) system in particular are given. Due to the LOFT system's unique conditions, previously-used techniques were modified to make the volocity measurement. These methods render a useful, cost-effective measurement with an estimated uncertainty of 11% of reading

  4. Atrial fibrillation cases seen at the University of Nigeria Teaching ...

    African Journals Online (AJOL)

    ECG) of patients attending the University of Nigeria Teaching Hospital (UNTH), Enugu. Subjects and Methods: Electrocardiograms done at the UNTH between April and September 2004 were analysed. The patients were mainly in-patients.

  5. Teaching as a fractal: from experience to model

    Directory of Open Access Journals (Sweden)

    Patricia COMPAÑ-ROSIQUE

    2015-12-01

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

  6. The influence of structural and institutional change on teaching and culture in clinical settings: an exploratory study.

    Science.gov (United States)

    Goldie, J; Dowie, A; Goldie, Anne; Cotton, Phil; Morrison, Jill

    2015-02-01

    Learning in clinical settings is a function of activity, context and culture. Glasgow University's Medical School has undergone significant curricular change in recent years. This has coincided with change to National Health Service consultants' contracts, the introduction of the European Working Time Directive and the Modernising Medical Careers training initiative. We wished to explore teachers' and students' perspectives on the effects of change on our clinical teachers' capacity for teaching and on medical culture. A qualitative approach using individual interviews with educational supervisors and focus groups with senior clinical students was used. Data were analysed using a "framework" technique. Curricular change has led to shorter clinical attachments in the senior clinical rotation, which combined with more centralised teaching have had adverse effects on both formal and informal teaching during attachments. Consultants' NHS contract changes the implementation of the European Working Time Directive and changes to postgraduate training have adversely affected consultants' teaching capacity, which has had a detrimental effect on their relationships with students. Medical culture has also changed as a result of these and other societal influences. The apprenticeship model was still felt to be relevant in clinical settings. This has to be balanced against the need for systematic teaching. Structural and institutional change affects learning. Faculty needs to be aware of the socio-historical context of their institutions.

  7. On the relationship between EFL teachers’ classroom management approaches and the dominant teaching style: A mixed method study

    Directory of Open Access Journals (Sweden)

    Ali Kazemi

    2016-07-01

    Full Text Available As a factor contributing to a successful teaching career, classroom management can be affected by many latent and explicit variables. In this mixed method study, the researchers sought to scrutinize the possible connections among EFL teachers' classroom management approaches at two dimensions of behavior management and instructional management and the dominant teaching style. To this end, the researchers administered the Behavior and Instructional Management Scale (BIMS by Martin and Sass (2010 and the Teaching Style Inventory (TSI by Grasha (1996 to 103 randomly selected EFL teachers working at private language learning centers. Following the quantitative phase of the study, semi- structured interview sessions were held to gain more in-depth understanding of the research problems. Descriptive statistics, Pearson moment correlational analyses, regression analyses and theme analyses were implemented to analyze the data. The results of the study showed that Iranian EFL teachers followed interventionist or controlling classroom management approaches (at both dimensions of behavior and instructional management and predominantly use the formal authority teaching style. Moreover, their teaching style(s significantly correlated with both behavior management and instructional management. The findings of this study have important implications for practicing teachers, teachers in training and teacher trainers. Practicing teachers need to examine their own classroom management approaches and teaching styles to see whether these practices are conducive to successful language learning.

  8. Peer Teaching to Foster Learning in Physiology.

    Science.gov (United States)

    Srivastava, Tripti K; Waghmare, Lalitbhushan S; Mishra, Ved Prakash; Rawekar, Alka T; Quazi, Nazli; Jagzape, Arunita T

    2015-08-01

    Peer teaching is an effective tool to promote learning and retention of knowledge. By preparing to teach, students are encouraged to construct their own learning program, so that they can explain effectively to fellow learners. Peer teaching is introduced in present study to foster learning and pedagogical skills amongst first year medical under-graduates in physiology with a Hypothesis that teaching is linked to learning on part of the teacher. Non-randomized, Interventional study, with mixed methods design. Cases experienced peer teaching whereas controls underwent tutorials for four consecutive classes. Quantitative Evaluation was done through pre/post test score analysis for Class average normalized gain and tests of significance, difference in average score in surprise class test after one month and percentage of responses in closed ended items of feedback questionnaire. Qualitative Evaluation was done through categorization of open ended items and coding of reflective statements. The average pre and post test score was statistically significant within cases (p = 0.01) and controls (p = 0.023). The average post test scores was more for cases though not statistically significant. The class average normalized gain (g) for Tutorials was 49% and for peer teaching 53%. Surprise test had average scoring of 36 marks (out of 50) for controls and 41 marks for cases. Analysed section wise, the average score was better for Long answer question (LAQ) in cases. Section wise analysis suggested that through peer teaching, retention was better for descriptive answers as LAQ has better average score in cases. Feedback responses were predominantly positive for efficacy of peer teaching as a learning method. The reflective statements were sorted into reflection in action, reflection on action, claiming evidence, describing experience, and recognizing discrepancies. Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness

  9. The Science of Human Interaction and Teaching

    Science.gov (United States)

    Yano, Kazuo

    2013-01-01

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

  10. Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns.

    Science.gov (United States)

    Suárez, Natalia; Sánchez, Carmen R; Jiménez, Juan E; Anguera, M Teresa

    2018-01-01

    The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis was performed using SAS, GT version 2.0 E, and THEME. The results indicated that the teaching practices used most frequently and for the longest duration were: feedback (i.e., correcting the student when reading); fluency (i.e., individual and group reading, both out loud and silently, with and without intonation); literal or inference comprehension exercises (i.e., summarizing, asking questions); and use of educational resources (i.e., stories, songs, poems). Later, we conducted analyses of T-Patterns that showed the sequence of instruction in detail. We can conclude that practices used by the majority of teachers were based on the recommendations of the National Reading Panel (NRP). Only one teacher followed best practices. The same was the case for instructional time spent on the five essential components of reading, with the exception of teacher E., who dedicated 70.31% of class time implementing best practices. Teaching practices (i.e., learners' activities) designed and implemented to exercise and master alphabetic knowledge and phonological awareness skills were used less frequently in the classroom.

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

    Directory of Open Access Journals (Sweden)

    Aliff Nawi

    2015-07-01

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

  12. Innovative Research on Teaching Model of Environmental Law Courses in China

    OpenAIRE

    Yuling Li

    2013-01-01

    At present, the teaching model of environmental law courses in China is mainly lecture-based learning (LBL) teaching model whose disadvantages are closeness, unidirection and weak teaching practice. This model does not fit in with the characteristics of environmental law courses and the objective changes of ecological civilized society for the demand of talents of environmental law. Therefore, we should actively reform the current single teaching model, learn from foreign advanced teaching co...

  13. Student Teachers' Perceptions towards Teaching Practice Assessment

    Science.gov (United States)

    Chireshe, R.; Chireshe, E.

    2010-01-01

    The study investigated the perceptions of student teachers towards teaching practice assessment. Participants N=180:90 males, 90 females were randomly drawn from three primary school teachers' colleges in Masvingo Educational Region of Zimbabwe. A questionnaire was used to gather data from the respondents. A chi-square test was used to analyse the…

  14. Teaching issues of contemporary history using historical sources and modern teaching methods

    Directory of Open Access Journals (Sweden)

    Gruber Gabriela

    2017-01-01

    Full Text Available The study of history is becoming increasingly less interesting to students, despite the fact that the history teaching process has been continuously modernized during recent years. It is an observation which can be perceived even if we don`t make an elaborated research in the field. Some empirical data show us that students in secondary and High Schools are less interested in studying History than in studying Geography or other social sciences. The number of students who are determined to study History in universities has significantly dropped in recent years [1]. Of course, there are multiple causes and the factors behind this change are numerous and varied. In this paper we handle only some changes in teaching History in High Schools, as they are designed in History Curricula and in History textbooks. Therefore during the first sequence of this paper we shall analyze the History Curricula for High School, 11th and 12th grades, regarding their finalities (competencies, some relevant contents and the recommended pedagogical approaches about the teaching methods and the auxiliary material. In the second part of the paper we propose some teaching activities through which students would practice the specific competencies from their Curriculum for History. We aim at presenting attractive teaching material and learning methods and applying the methodological recommendations from the High school Curricula for History, 11th and 12th grades.

  15. Radon Adsorbed in Activated Charcoal--A Simple and Safe Radiation Source for Teaching Practical Radioactivity in Schools and Colleges

    Science.gov (United States)

    Al-Azmi, Darwish; Mustapha, Amidu O.; Karunakara, N.

    2012-01-01

    Simple procedures for teaching practical radioactivity are presented in a way that attracts students' attention and does not make them apprehensive about their safety. The radiation source is derived from the natural environment. It is based on the radioactivity of radon, a ubiquitous inert gas, and the adsorptive property of activated charcoal.…

  16. Project-based learning in the teaching-learning process university. A longitudinal study

    Directory of Open Access Journals (Sweden)

    Sandoval Hamón Leyla Angélica

    2017-01-01

    Full Text Available The European Higher Education Area promotes the change in teaching-learning, where students have a more active role in their educational process. The main objective of this work is to analyse the use of an alternative proposal, focus in student-based teamwork activities, who seek to favour the acquisition and deepening of knowledge and skills. The implementation of this research was carried out by means of a longitudinal study in the subject of the degree of Economics, with the development of the methodology of Project Based Learning integrating the ICTs and improving the evaluation process (e.g. establishing headings and psychometric analysis of knowledge tests. The results of the research showed an improvement in the learning process from the observation, collection of works, analysis of knowledge tests and the official survey by students to assess the activity and the development of their competitors.

  17. An experiment teaching method based on the Optisystem simulation platform

    Science.gov (United States)

    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.

  18. An active learning curriculum improves fellows' knowledge and faculty teaching skills: a medical student perspective

    Directory of Open Access Journals (Sweden)

    Ahmad M

    2017-08-01

    Full Text Available Mubariz Ahmad, Nourah AlHennawi, Maaham AhmedManchester Medical School, The University of Manchester, Manchester, UKWe read with great interest the article by Inra et al1 which discusses the benefits of using an active learning curriculum to improve faculty teaching skills and help fellows retain more knowledge compared to traditional teaching methods. As current medical students, we can vouch for the effectiveness of this approach in improving the way material can be taught, hence would like to offer our perspective on this.  Authors’ replyJennifer A Inra,1,2 Stephen Pelletier,2 Navin L Kumar,1,2 Edward L Barnes,3,4 Helen M Shields1,21Division of Gastroenterology, Hepatology and Endoscopy, Brigham and Women’s Hospital, 2Harvard Medical School, Boston, MA, 3Division of Gastroenterology and Hepatology, University of North Carolina, Chapel Hill, NC, 4University of North Carolina School of Medicine, Chapel Hill, NC, USAWe appreciate the thoughtful comments received from Ahmed et al regarding our article “An active learning curriculum improves fellows’ knowledge and faculty teaching”.1 The educational literature supports the recommendation that the optimal timing for a lecture is 10-15 minutes, as a student’s attention may wander or wane after that time.2 This ideal time limit stems from a paperby Hartley in 1978, which recommends this optimal time frame.3View the original paper by Inra and colleagues  

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

    Science.gov (United States)

    Delahoyde, Theresa

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

  20. The motivation to teach as a registrar in general practice.

    Science.gov (United States)

    Thampy, Harish; Agius, Steven; Allery, Lynne A

    2013-07-01

    The General Medical Council (GMC) states that teaching should be an integral part of the doctor's role and the Royal College of General Practitioners (RCGP) have incorporated teaching outcomes into the GP training curriculum. However, there are suggestions that the teaching role of a GP trainee declines as they move from hospital posts to the registrar community year. Using doctors in training as near-peer tutors offers multiple advantages. Trainees themselves benefit as teaching others is a strong driver of the tutor's own learning. In addition there are also practical incentives to mobilising this under-utilised pool of primary care clinical teachers given the continuing shift of focusing medical education in the community. This study forms part of a larger body of work exploring the attitudes and perceived learning needs of GP registrars with regards to developing a teaching role. A primary area of investigation was trainees' motivation to teach. This paper describes our attempts to establish: a) how strongly motivated are GP registrars to take on teaching roles? b) in consequence how strongly motivated are they to learn more about teaching? c) what are the factors which affect motivation to teach? Three themes emerged from the data. First, teaching was felt to be of low priority in comparison to competing clinical learning needs. Secondly, the clinical dominance to both formative and summative assessment during training further compounded this situation. Thirdly, registrars identified a number of practical barriers and incentives that influenced their teaching engagement. This included potential negative views from trainers as to their trainee's ability and requirement to be involved with teaching activities.By understanding and addressing these issues, it is hoped that GP trainees' engagement with teaching activities can be better engendered with subsequent benefits for both the trainee and those they teach.

  1. Enhancing the Dialogue in Simultaneous Class-Based and Live Video-Streamed Teaching

    DEFF Research Database (Denmark)

    Jelsbak, Vibe Alopaeus; Ørngreen, Rikke; Thorsen, Jonas

    2015-01-01

    teaching. This paper describes a work-in-progress project focused on developing possibilities for a more dialogue-based approach to live video-streamed teaching. We present our new setup and argue for educational designs which this is believed to support, and we outline the research design for collecting...... and analysing data. The first analysis and interpretations will be discussed at the ECEL 2015 conference poster session....

  2. A Passion for the Past: Creative Teaching of U.S. History.

    Science.gov (United States)

    Percoco, James A.

    Using classroom teaching practices as models, the text advocates and demonstrates teaching local and U. S. history through experiential activities. Students travel to historic sites and exhibits, examine archives and primary source documents, analyze movies and documentaries, conduct interviews, and engage in art-making activities. Throughout the…

  3. Teaching and Research at Undergraduate Institutions

    Science.gov (United States)

    Garg, Shila

    2006-03-01

    My own career path has been non-traditional and I ended up at a primarily undergraduate institution by pure accident. However, teaching at a small college has been extremely rewarding to me, since I get to know and interact with my students, have an opportunity to work with them one-on-one and promote their intellectual growth and sense of social responsibility. One of the growing trends at undergraduate institutions in the past decade has been the crucial role of undergraduate research as part of the teaching process and the training of future scientists. There are several liberal arts institutions that expect research-active Faculty who can mentor undergraduate research activities. Often faculty members at these institutions consider their roles as teacher-scholars with no boundary between these two primary activities. A researcher who is in touch with the developments in his/her own field and contributes to new knowledge in the field is likely to be a more exciting teacher in the classroom and share the excitement of discovery with the students. At undergraduate institutions, there is generally very good support available for faculty development projects in both teaching and research. Often, there is a generous research leave program as well. For those who like advising and mentoring undergraduates and a teaching and learning centered paradigm, I will recommend a career at an undergraduate institution. In my presentation, I will talk about how one can prepare for such a career.

  4. Analyses and distribution of various types of cancers recorded in Ife ...

    African Journals Online (AJOL)

    This work presents analyses of data on cancers diagnosed and recorded at the Ife-Ijesa Cancer Registry located at the Obafemi Awolowo University Teaching ... Liver and Gall Bladder (4.4%), Skin (2.7%), Metastatic (2.3%), Cytology (2.1%), Ear, Nose and Throat E.N.T., (2.1%), Lungs (1.9%), Connective tissue (1.9%), ...

  5. Teaching Morally and Teaching Morality

    Science.gov (United States)

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

    2009-01-01

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

  6. Constructing and Role-Playing Student Avatars in a Simulation of Teaching Algebra for Diverse Learners

    Science.gov (United States)

    Ma, Tingting; Brown, Irving A.; Kulm, Gerald; Davis, Trina J.; Lewis, Chance W.; Allen, G. Donald

    2016-01-01

    From the perspectives of Graduate Research Assistants (GRAs), this study examines the design and implementation of a simulated teaching environment in "Second Life" (SL) for prospective teachers to teach algebra for diverse learners. Drawing upon the Learning-for-Use framework, the analyses provide evidence on the development of student…

  7. Teaching Qualitative Research: A Successful Pilot of an Innovative Approach

    Science.gov (United States)

    Danquah, Adam N.

    2017-01-01

    This paper describes the development and delivery of an innovative approach to teaching qualitative research methods in psychology. The teaching incorporated a range of "active" pedagogical practices that it shares with other teaching in this area, but was designed in such a way as to follow the arc of a qualitative research project in…

  8. Assessing orientations to learning to teach.

    Science.gov (United States)

    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.

  9. Teaching Reform of Civil Engineering Materials Course Based on Project-Driven Pedagogy

    Science.gov (United States)

    Yidong, Xu; Wei, Chen; WeiguoJian, You; Jiansheng, Shen

    2018-05-01

    In view of the scattered experimental projects in practical courses of civil engineering materials, the poor practical ability of students and the disconnection between practical teaching and theoretical teaching, this paper proposes a practical teaching procedure. Firstly, the single experiment should be offered which emphasizes on improving the students’ basic experimental operating ability. Secondly, the compressive experiment is offered and the overall quality of students can be examined in the form of project team. In order to investigate the effect of teaching reform, the comparative analysis of the students of three grades (2014, 2015 and 2016) majored in civil engineering was conducted. The result shows that the students’ ability of experimental operation is obviously improved by using the project driven method-based teaching reform. Besides, the students’ ability to analyse and solve problems has also been improved.

  10. REFLECTIVE APPROACH IN TEACHING PRE-DEGREE CHEMISTRY

    Directory of Open Access Journals (Sweden)

    B. Venkateswara RAO

    2009-04-01

    Full Text Available The study is a component of a larger investigation that focuses on exemplary practice in chemistry education. This case study involves an investigation of a chemistry teacher in two years intermediate education in Vijayawada, Andhra Pradesh, India. The study utilized an interpretive methodology in which the questions emerged from intensive observations of chemistry lessons in classes taught by a teacher. The principal finding was that a teacher focused on teaching for understanding. Once teacher tended to emphasize whole-class activities while the other times he utilized more small-group and individualized activities. The teacher was successful in his goal of teaching for understanding because he was effective classroom manager and he had strong science content knowledge that enabled him to focus on instructional strategies that facilitated student understanding. He asked appropriate questions, responded to student questions, and used effective cognitive monitoring strategies. The teacher was able to teach effectively because he had adequate content knowledge and pedagogical content knowledge. Researcher adopted the method of action research to class room teaching where a classroom event triggers the process of reflection followed by critical analysis of the event which leads to change and subsequent reflection to observe that change and so on. He has taken two different texts to teach students. Out of two texts, one is explaining the metallurgy of Magnesium. In that case, he was successful as a teacher when he adopted comparative method of teaching metallurgy of Magnesium rather than the traditional method of teaching. The other one is explaining the properties of Hydrogen peroxide. In this case he was successful as a teacher by adopting discussion, interaction and discussion method.

  11. Using movies to teach professionalism to medical students

    OpenAIRE

    Klemenc-Ketiš, Zalika; Kersnik, Janko

    2017-01-01

    Abstract Background Professionalism topics are usually not covered as a separate lesson within formal curriculum, but in subtler and less officially recognized educational activities, which makes them difficult to teach and assess. Interactive methods (e.g. movies) could be efficient teaching methods but are rarely studied. The aims of this study were: 1) to test the relevance and usefulness of movies in teaching professionalism to fourth year medical students and, 2) to assess the impact of ...

  12. Assessment for Learning in Norway and Portugal: The Case of Primary School Mathematics Teaching

    Science.gov (United States)

    Nortvedt, Guri A.; Santos, Leonor; Pinto, Jorge

    2016-01-01

    In this study, we aim to understand the forces driving assessment for learning (AfL) in primary school teaching. By applying a case study design, including the two cases of Norway and Portugal and using mathematics teaching as an example, available policy documents and research reports are analysed to identify the differences and similarities that…

  13. ESP Teaching at the Institutions of Higher Education in Modern Russia: Problems and Perspectives

    Science.gov (United States)

    Prudnikova, Nadezhda

    2013-01-01

    The author analyses ESP teaching at the institutions of higher education in modern Russia, explains the main problems and suggests the ways of their solving, details the quality control system of the students' progress improvement, presents the complex approach to interactive ESP teaching and views it as an integral part of up-to-date…

  14. PRE-SERVICE TEACHERS’ BELIEFS ABOUT TEACHING ENGLISH TO PRIMARY SCHOOL CHILDREN

    Directory of Open Access Journals (Sweden)

    Tripti K. Karekatti

    2012-01-01

    Full Text Available This paper is a part of an ongoing doctoral research on ‘Teacher Talk in ESL Classrooms’. The idea for this was gained through the hypothesis that teachers’ beliefs about English teaching may also mould their talk. The researcher intends here to analyse and comment on teachers’ English teaching beliefs. It is generally accepted that teaching is greatly affected by the belief systems of its practitioners-teachers. Teachers’ beliefs influence their consciousness, teaching attitude, teaching methods and teaching policies, and finally, learners’ development. Horwitz (1987 also states rightly that the formation of teachers’ educational beliefs in language teaching/ learning process will influence, though indirectly, on forming effective teaching methods and will bring about the improvement of learners’ language learning abilities. In Indian context, there is dearth of research evaluating teachers’ beliefs about English teaching. This study explores teachers’ beliefs regarding teaching English to children and tries to explore whether medium of instruction makes any difference in their beliefs. It also intends to determine what similar and different beliefs might be held by in-service teachers from two different mediums. A total of 100 pre-service teachers are the subjects of this study. In order to recognize these teachers’ specific beliefs in a more systematic way, a research instrument, The Questionnaire of Primary School Pre-service English Teachers’ Teaching Beliefs was developed. Almost all of these pre-service teachers expected to have training regarding how to make their talk effective and relevant in classrooms.

  15. TECHNOLOGY OF TRAINING OF FUTURE TEACHERS WITH NON-TEACHING SPECIALTIES TO TEACHING WORK

    Directory of Open Access Journals (Sweden)

    T. Modestova

    2013-08-01

    Full Text Available The ways of information and communication technologies implementation into the process of the future higher school teachers’ readiness formation for pedagogical activities, who are going to get non-pedagogical Master degree are considered in the article. ICT usage expedience at students’ individual work is proved. The proper information resources and communication ways of the educational process participants are found. Technique of informational assets usage during “Theory and Practice of Higher School” course studying is developed. It is based on author’s teaching and learning aids and Internet accessible. It has been proved that supplying educational process with the updated information and communication technologies enables students to perform an effective preparation for the classes independently; supports their skills for individual work and creativity performance; develops motivation for the pedagogical course studying and future teaching activities at higher school.

  16. Designing Learning Environments to Teach Interactive Quantum Physics

    Science.gov (United States)

    Puente, Sonia M. Gomez; Swagten, Henk J. M.

    2012-01-01

    This study aims at describing and analysing systematically an interactive learning environment designed to teach Quantum Physics, a second-year physics course. The instructional design of Quantum Physics is a combination of interactive lectures (using audience response systems), tutorials and self-study in unit blocks, carried out with small…

  17. The Use of Film in Teaching German Culture

    Science.gov (United States)

    Figge, Richard C.

    1977-01-01

    Some of the possibilities of teaching German culture through the medium of the fictional film are suggested. Brief descriptions are provided of German films found useful in communicating some aspect or problem of twentieth-century culture. A select bibliography of works containing extensive analyses and interpretations is provided. (SW)

  18. Psychometric analyses to improve the Dutch ICF Activity Inventory.

    Science.gov (United States)

    Bruijning, Janna E; van Rens, Ger; Knol, Dirk; van Nispen, Ruth

    2013-08-01

    In the past, rehabilitation centers for the visually impaired used unstructured or semistructured methods to assess rehabilitation needs of their patients. Recently, an extensive instrument, the Dutch ICF Activity Inventory (D-AI), was developed to systematically investigate rehabilitation needs of visually impaired adults and to evaluate rehabilitation outcomes. The purpose of this study was to investigate the underlying factor structure and other psychometric properties to shorten and improve the D-AI. The D-AI was administered to 241 visually impaired persons who recently enrolled in a multidisciplinary rehabilitation center. The D-AI uses graded scores to assess the importance and difficulty of 65 rehabilitation goals. For high-priority goals (e.g., daily meal preparation), the difficulty of underlying tasks (e.g., read recipes, cut vegetables) was assessed. To reduce underlying task items (>950), descriptive statistics were investigated and factor analyses were performed for several goals. The internal consistency reliability and test-retest reliability of the D-AI were investigated by calculating Cronbach α and Cohen (weighted) κ. Finally, consensus-based discussions were used to shorten and improve the D-AI. Except for one goal, factor analysis model parameters were at least reasonable. Internal consistency reliability was satisfactory (range, 0.74 to 0.93). In total, 60% of the 65 goal importance items and 84.4% of the goal difficulty items showed moderate to almost perfect κ values (≥0.40). After consensus-based discussions, a new D-AI was produced, containing 48 goals and less than 500 tasks. The analyses were an important step in the validation process of the D-AI and to develop a more feasible assessment tool to investigate rehabilitation needs of visually impaired persons in a systematic way. The D-AI is currently implemented in all Dutch rehabilitation centers serving all visually impaired adults with various rehabilitation needs.

  19. CONTEMPORARY TEACHING AIDS IN TEACHING MATHEMATICS

    OpenAIRE

    Sead Rešić; Eldina Atić

    2014-01-01

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

  20. Initial testing of a neutron activation analysis system by analysing standard reference materials

    International Nuclear Information System (INIS)

    Suhaimi Hamzah; Roslan Idris; Abdul Khalik Haji Wood; Che Seman Mahmood; Abdul Rahim Mohamad Noor.

    1983-01-01

    This paper describes the data acquisition and processing system in our laboratories (ND6600), the methods of activation analysis and the results obtained from our analysis of IAEA standard reference material (SL-l lake sediments and NBS coal ash 1632a). These standards were analysed in order to check the capability of the system, which was designed in such a way as to enable the user to independently collect and process data from multiple radiation detectors. (author)

  1. Utilising "Low Tech" Analytical Frameworks to Analyse Dyslexic Caribbean Students' Classroom Narratives

    Science.gov (United States)

    Blackman, Stacey

    2007-01-01

    The cognitions of Caribbean students with dyslexia are explored as part of an embedded multiple case study approach to teaching and learning at two secondary schools on the island of Barbados. This exploration employed "low tech" approaches to analyse what pupils had said in interviews using a Miles and Huberman (1994) framework.…

  2. Activation analyses of authenticated hairs of Napoleon Bonaparte confirm arsenic poisoning.

    Science.gov (United States)

    Weider, B; Fournier, J H

    1999-12-01

    In 1960, activation analyses at the Harwell Nuclear Research Laboratory of the University of Glascow, London of authenticated hairs of Napoleon Bonaparte taken immediately after his death confirmed Napoleon's chronic arsenic poisoning on the island of St. Helena. Timeline correlation of his clinical symptomatology of the preceding 4 months, as reported in the written diaries of his exiled companions, further supports the effect of fluctuating, elevated toxic levels of arsenic on his health. Independent analyses of authenticated hairs of Napoleon by the Toxicology Crime Laboratory of the United States Federal Bureau of Investigation in 1995 reveals toxic levels of arsenic. The successful assassination of Napoleon included both a cosmetic and lethal phase. The cosmetic phase consisted of arsenic poisoning over time to weaken Napoleon, making the associated debility appear to be a natural illness and thus allay any suspicions prior to instituting the lethal phase. On May 3, 1821, at 5:30 P.M., the lethal phase was carried out. Napoleon was given Calomel (HgCl), a cathartic, and a popular orange-flavored drink called orgeat, which was flavored with the oil of bitter almonds. Together they formed mercury cyanide, which is lethal. Napoleon lost consciousness and died two days later.

  3. Relationships between teaching faculty and teaching librarians

    CERN Document Server

    Katz, Linda S

    2014-01-01

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

  4. Pre-Service Teachers’ Attitudes Toward Teaching Science and Their Science Learning at Indonesia Open University

    Directory of Open Access Journals (Sweden)

    Nadi SUPRAPTO

    2017-10-01

    Full Text Available This study focuses on attitudes toward (teaching science and the learning of science for primary school among pre-service teachers at the Open University of Indonesia. A three-year longitudinal survey was conducted, involving 379 students as pre-service teachers (PSTs from the Open University in Surabaya regional office. Attitudes toward (teaching science’ (ATS instrument was used to portray PSTs’ preparation for becoming primary school teachers. Data analyses were used, including descriptive analysis and confirmatory factor analysis. The model fit of the attitudes toward (teaching science can be described from seven dimensions: self-efficacy for teaching science, the relevance of teaching science, gender-stereotypical beliefs, anxiety in teaching science, the difficulty of teaching science, perceived dependency on contextual factors, and enjoyment in teaching science. The results of the research also described science learning at the Open University of Indonesia looks like. Implications for primary teacher education are discussed.

  5. Validation of the Physician Teaching Motivation Questionnaire (PTMQ).

    Science.gov (United States)

    Dybowski, Christoph; Harendza, Sigrid

    2015-10-02

    Physicians play a major role as teachers in undergraduate medical education. Studies indicate that different forms and degrees of motivation can influence work performance in general and that teachers' motivation to teach can influence students' academic achievements in particular. Therefore, the aim of this study was to develop and to validate an instrument measuring teaching motivations in hospital-based physicians. We chose self-determination theory as a theoretical framework for item and scale development. It distinguishes between different dimensions of motivation depending on the amount of self-regulation and autonomy involved and its empirical evidence has been demonstrated in other areas of research. To validate the new instrument (PTMQ = Physician Teaching Motivation Questionnaire), we used data from a sample of 247 physicians from internal medicine and surgery at six German medical faculties. Structural equation modelling was conducted to confirm the factorial structure, correlation analyses and linear regressions were performed to examine concurrent and incremental validity. Structural equation modelling confirmed a good global fit for the factorial structure of the final instrument (RMSEA = .050, TLI = .957, SRMR = .055, CFI = .966). Cronbach's alphas indicated good internal consistencies for all scales (α = .75 - .89) except for the identified teaching motivation subscale with an acceptable internal consistency (α = .65). Tests of concurrent validity with global work motivation, perceived teaching competence, perceived teaching involvement and voluntariness of lesson allocation delivered theory-consistent results with slight deviations for some scales. Incremental validity over global work motivation in predicting perceived teaching involvement was also confirmed. Our results indicate that the PTMQ is a reliable, valid and therefore suitable instrument for assessing physicians' teaching motivation.

  6. The application of network teaching in applied optics teaching

    Science.gov (United States)

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

    2017-08-01

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

  7. Integrating research into teaching: Needs assessment for staff ...

    African Journals Online (AJOL)

    Background. The scholarship of teaching involves the integration of research into teaching activities, critical reflection of practice, and communication, and dissemination of the practice of one's subject. However, it is not clear what the needs of academics in the Faculty of Community and Health Sciences at the University of ...

  8. The Perceived Benefits and Problems Associated with Teaching Activities Undertaken by Doctoral Students

    Science.gov (United States)

    Jordan, Katy; Howe, Christine

    2018-01-01

    Postgraduate students involved in delivering undergraduate teaching while working toward a research degree are known as graduate teaching assistants (GTAs). This study focused upon the problems and benefits arising from this dual role as researchers and teachers, as perceived by GTAs at the University of Cambridge. To this end, GTAs at Cambridge…

  9. Creating scientists teaching and assessing science practice for the NGSS

    CERN Document Server

    Moore, Christopher

    2018-01-01

    Teach students to reason like scientists. This practical new book provides a clear framework for helping students develop scientific thinking so they are not just memorizing content but are becoming engaged in the real work scientists do. You'll learn how to teach students to analyse scientific testing, to understand if something caused something else, and to understand the value of evidence. The book offers ideas for lesson plans and assessments and also features reproducible tools and handouts that you can use in the classroom immediately.

  10. Constructivism in Teaching English for Special Purposes at Tertiary School

    Directory of Open Access Journals (Sweden)

    Anna Y. Polenova

    2017-09-01

    Full Text Available The article looks at some principles of constructivism philosophy and the ways they are realized in ESP teaching at tertiary school. The purpose of this article is to describe constructivist teaching approach in enhancing students’ use of appropriate ESP learning strategies. Constructivism is a theory that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner-centered where students are actively involved in knowledge construction rather than passive listeners. Students construct knowledge by transforming, organizing, reorganizing previous knowledge through social interaction in construction of knowledge and understanding. The paper is an attempt to examine the principles of constructivist teaching and learning by providing analysis of features of constructivist theory and the organization of a constructivist classroom.

  11. Argument Complexity: Teaching Undergraduates to Make Better Arguments

    Science.gov (United States)

    Kelly, Matthew A.; West, Robert L.

    2017-01-01

    The task of turning undergrads into academics requires teaching them to reason about the world in a more complex way. We present the Argument Complexity Scale, a tool for analysing the complexity of argumentation, based on the Integrative Complexity and Conceptual Complexity Scales from, respectively, political psychology and personality theory.…

  12. Pragmatic approaches to the selection and teaching of poetry in ...

    African Journals Online (AJOL)

    How many people really like poetry enough to read some regularly through adulthood? The unsatisfactory teaching of poetry in schools may be the main cause why ... This paper analyses the problems that alienate students and teachers from ...

  13. Active children and quiet bodies wanted!

    DEFF Research Database (Denmark)

    Jensen, Jens-Ole

    2016-01-01

    better results and – strengthen the confidence to and the wellbeing in the school. These objectives should among other initiatives be achieved by a longer and more diversified school day. Physical activities and movements have been seen as an important tool to create more varied forms of teaching....... Research indicates that there is a correlation between physical activity and cognitive learning. In order to improve the pupils’ health, cognitive learning and wellbeing all pupils from grade 0-9 must have at least 45 minutes of physical activity and movements in average every day. Next to physical...... from a child perspective (Sommer et al. 2010). The presentation will focus on the pupils lived bodily experiences with bodily activities within the school in order to produce knowledge on increased physical activity and movements’ contribution to the pupils’ wellbeing. The analyses indicates that even...

  14. Teaching optical phenomena with Tracker

    Science.gov (United States)

    Rodrigues, M.; Simeão Carvalho, P.

    2014-11-01

    Since the invention and dissemination of domestic laser pointers, observing optical phenomena is a relatively easy task. Any student can buy a laser and experience at home, in a qualitative way, the reflection, refraction and even diffraction phenomena of light. However, quantitative experiments need instruments of high precision that have a relatively complex setup. Fortunately, nowadays it is possible to analyse optical phenomena in a simple and quantitative way using the freeware video analysis software ‘Tracker’. In this paper, we show the advantages of video-based experimental activities for teaching concepts in optics. We intend to show: (a) how easy the study of such phenomena can be, even at home, because only simple materials are needed, and Tracker provides the necessary measuring instruments; and (b) how we can use Tracker to improve students’ understanding of some optical concepts. We give examples using video modelling to study the laws of reflection, Snell’s laws, focal distances in lenses and mirrors, and diffraction phenomena, which we hope will motivate teachers to implement it in their own classes and schools.

  15. Toward a Generative Model of the Teaching-Learning Process.

    Science.gov (United States)

    McMullen, David W.

    Until the rise of cognitive psychology, models of the teaching-learning process (TLP) stressed external rather than internal variables. Models remained general descriptions until control theory introduced explicit system analyses. Cybernetic models emphasize feedback and adaptivity but give little attention to creativity. Research on artificial…

  16. Virtual microscopy system at Chinese medical university: an assisted teaching platform for promoting active learning and problem-solving skills.

    Science.gov (United States)

    Tian, Yanping; Xiao, Wengang; Li, Chengren; Liu, Yunlai; Qin, Maolin; Wu, Yi; Xiao, Lan; Li, Hongli

    2014-04-09

    Chinese medical universities typically have a high number of students, a shortage of teachers and limited equipment, and as such histology courses have been taught using traditional lecture-based formats, with textbooks and conventional microscopy. This method, however, has reduced creativity and problem-solving skills training in the curriculum. The virtual microscope (VM) system has been shown to be an effective and efficient educational strategy. The present study aims to describe a VM system for undergraduates and to evaluate the effects of promoting active learning and problem-solving skills. Two hundred and twenty-nine second-year undergraduate students in the Third Military Medical University were divided into two groups. The VM group contained 115 students and was taught using the VM system. The light microscope (LM) group consisted of 114 students and was taught using the LM system. Post-teaching performances were assessed by multiple-choice questions, short essay questions, case analysis questions and the identification of structure of tissue. Students' teaching preferences and satisfaction were assessed using questionnaires. Test scores in the VM group showed a significant improvement compared with those in the LM group (p 0.05); however, there were notable differences in the mean score rate of case analysis questions and identification of structure of tissue (p effects of the VM system in terms of additional learning resources, critical thinking, ease of communication and confidence. The VM system is an effective tool at Chinese medical university to promote undergraduates' active learning and problem-solving skills as an assisted teaching platform.

  17. Teaching Abroad: Why Teachers Prefer Teaching Overseas

    Directory of Open Access Journals (Sweden)

    Mustafa Serbes

    2017-12-01

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

  18. Development of Higher Education teaching: visibility and professional performance

    Directory of Open Access Journals (Sweden)

    Marilda Aparecida Behrens

    2010-07-01

    Full Text Available This text presents some reflections based on a thorough review of studies carried out by the PEFOP (Educational Paradigms and Teacher Education group on teaching performance in higher education. The complex scenario of teaching activity and the challenges imposed by daily academic tasks were investigated in order to specify some indicators used by students to qualify teaching activity at university. It could be observed that such indicators interfere with the evaluation of the professors’ performance. The investigation also showed how professors deal with the required institutional evaluations, whose indicators and metric indices cause concern. Finally, a qualitative field research based on a semi-open-ended questionnaire was carried out with 89 students from a community university.

  19. Simulation of 2D Waves in Circular Membrane Using Excel Spreadsheet with Visual Basic for Teaching Activity

    Science.gov (United States)

    Eso, R.; Safiuddin, L. O.; Agusu, L.; Arfa, L. M. R. F.

    2018-04-01

    We propose a teaching instrument demonstrating the circular membrane waves using the excel interactive spreadsheets with the Visual Basic for Application (VBA) programming. It is based on the analytic solution of circular membrane waves involving Bessel function. The vibration modes and frequencies are determined by using Bessel approximation and initial conditions. The 3D perspective based on the spreadsheets functions and facilities has been explored to show the 3D moving objects in transitional or rotational processes. This instrument is very useful both in teaching activity and learning process of wave physics. Visualizing of the vibration of waves in the circular membrane which is showing a very clear manner of m and n vibration modes of the wave in a certain frequency has been compared and matched to the experimental result using resonance method. The peak of deflection varies in time if the initial condition was working and have the same pattern with matlab simulation in zero initial velocity

  20. Geography Teachers' Views on Effective Geography Teaching

    Science.gov (United States)

    Kocalar, Ali Osman; Demirkaya, Hilmi

    2017-01-01

    Geography teaching is fulfilled within the frame of a specific curriculum and in order to achieve some acquirements in Turkey. Though there are course books prepared in accordance with the curriculum and activities in order to achieve the acquirements in geography teaching, they are geography teachers who will coordinate and fulfill the curriculum…

  1. The Semiotic Approach and Language Teaching and Learning

    Directory of Open Access Journals (Sweden)

    Müfit Şenel

    2007-04-01

    Full Text Available This study investigates the relation of the Foreign Language Teaching with the SemioticApproach that gains more importance recently and tries to explain how this concept has beenused as Semiotic Approach in Foreign Language Teaching and Learning and teacher-learnerroles, strong-weak sides, types of activities, etc. have been handled.

  2. Impact of “smart” technologies in teaching maritime subjects

    Science.gov (United States)

    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.

  3. The Teaching of Culture in English Language Teaching

    Institute of Scientific and Technical Information of China (English)

    吴月娥

    2012-01-01

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

  4. Critical Pedagogy Principles in Teaching EFL Reading

    Directory of Open Access Journals (Sweden)

    Slamet Wahyudi Yulianto

    2015-12-01

    Full Text Available This study attempts to reveal how the use of critical pedagogy principles in teaching English as a Foreign Language (EFL reading facilitates students to think critically. Additionally, it investigates and elaborates the benefits and challenges of using critical pedagogy principles in teaching EFL reading. The three critical pedagogy principles used in this study were dialogic education, democratic classroom, and reading the world and the word. Critical thinking skills and dispositions expected to be performed by the participants were analysis and evaluation skills, open-mindedness, and making reasoned decision. This is a case study design which was conducted in the form of teaching program. The teaching program which consisted of eight meetings was given to 59 EFL sophomores in the Reading in Professional Context class at a private teacher education in Bandung. Data in the form of classroom talks and activities and students‟ responses as well as their critical thinking skills self-assessment were collected by using video recordings, observation notes, interview guideline, students‟ learning journals, and questionnaires. It is revealed that the teaching program has facilitated students to think critically by providing four categories of activity. They are (1 offering problematic topics and reading materials that are linked to the students‟ lives, (2 encouraging students to read between the lines, (3 distributing classroom power, and (4 creating space for students‟ voices to be heard. Meanwhile, there are two benefits of the teaching program, namely (1 language development and (2 new knowledge as well as experience acquisition. However, there are three major challenges in conducting the teaching program that are (1 the lack of classroom-friendly authentic controversial reading materials, (2 the passive culture, and (3 the unpredictable classroom.

  5. Teaching medical students consultation skills using e-learning

    DEFF Research Database (Denmark)

    Jørgensen, Merete; Witt, Klaus; Fridorff-Jens, Peter Kindt

    2015-01-01

    of a student includes a test-video of a consultation with the student in the doctor role, seeing a real patient, and the student´s skills in the subsequent analysis of the communication process according to its patientcentredness. The aim of the study is to measure the effect of adding access to 16 video cases......Teaching consultation skills to medical students using e-learning. Introduction: We have been teaching Family Medicine at the University of Copenhagen for more than twenty years. We wish to develop a method to evaluate the current teaching of consultation skills and the effect of new interventions...... of the ten items. The students were able to identify more elements in the test-video, related to patient function, to inform the patient properly, the use of summarizing and safety-netting Conclusion On-line video cases used interactively in the classroom sessions increase the students’ skills in analysing...

  6. Effective teaching strategies and methods of delivery for patient education: a systematic review and practice guideline recommendations.

    Science.gov (United States)

    Friedman, Audrey Jusko; Cosby, Roxanne; Boyko, Susan; Hatton-Bauer, Jane; Turnbull, Gale

    2011-03-01

    The objective of this study was to determine effective teaching strategies and methods of delivery for patient education (PE). A systematic review was conducted and reviews with or without meta-analyses, which examined teaching strategies and methods of delivery for PE, were included. Teaching strategies identified are traditional lectures, discussions, simulated games, computer technology, written material, audiovisual sources, verbal recall, demonstration, and role playing. Methods of delivery focused on how to deliver the teaching strategies. Teaching strategies that increased knowledge, decreased anxiety, and increased satisfaction included computer technology, audio and videotapes, written materials, and demonstrations. Various teaching strategies used in combination were similarly successful. Moreover, structured-, culturally appropriate- and patient-specific teachings were found to be better than ad hoc teaching or generalized teaching. Findings provide guidance for establishing provincial standards for the delivery of PE. Recommendations concerning the efficacy of the teaching strategies and delivery methods are provided.

  7. Learning to Teach Online: Promoting Success through Professional Development

    Science.gov (United States)

    Hinson, Janice M.; LaPrairie, Kimberely N.

    2005-01-01

    The study reported in this paper examined the types of professional-development activities, support systems, and organizational structures necessary for community college faculty to make transitions from traditional teaching to Web-based teaching. Results indicate that (a) instructional change can by initiated through sustained professional…

  8. Keep Taking the Tablets? Assessing the Use of Tablet Devices in Learning and Teaching Activities in the Further Education Sector

    Science.gov (United States)

    Fabian, Khristin; MacLean, Donald

    2014-01-01

    This article summarises the methodology and outcomes of an interventionist/action research project to assess the benefits, and potential pitfalls, of the use of mobile devices in learning and teaching activities in a Further Education environment. A bank of 15 tablet devices were purchased and prepared for classroom use. Staff members were…

  9. Whale Teaching Unit.

    Science.gov (United States)

    Peninsula Humane Society, San Mateo, CA.

    Materials in this teaching unit are designed to foster an interest in whale preservation among intermediate grade and junior high school students. Several readings provide background information on various types of whales and the economic value of whales. Student activities include a true and false game, a crossword, and a mobile. A resource list…

  10. Visible learning a synthesis of over 800 meta-analyses relating to achievement

    CERN Document Server

    Hattie, John A C

    2009-01-01

    This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers - an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turn...

  11. TEACHING SPEAKING BY ROLE-PLAY ACTIVITY

    Directory of Open Access Journals (Sweden)

    Fadilah Fadilah

    2016-11-01

    Full Text Available The students often find some problems in practising English speaking. The problem frequently found is that their native language causes them difficult to use the foreign language. Other reason is because of motivation lack to practice the second language in daily conversation. They are also too shy and afraid to take part in the conversation. Many factors can cause the problem of the students’ speaking skills namely the students’ interest, the material, and the media among others including the technique in teaching English. There are many ways that can be done by the students to develop their ability in speaking English. The appropriate technique used by the English teacher also supports their interested in practising their speaking. One of the techniques that can be applied is role play.

  12. Teaching Students the Persuasive Message through Small Group Activity

    Science.gov (United States)

    Creelman, Valerie

    2008-01-01

    Teaching students to write persuasive messages is a critical feature of any undergraduate business communications course. For the persuasive writing module in the author's course, students write a persuasive message on the basis of the four-part indirect pattern often used for sales or fund-raising messages. The course text she uses identifies…

  13. Evaluating Teaching Development Activities in Higher Education: A Toolkit

    Science.gov (United States)

    Kneale, Pauline; Winter, Jennie; Turner, Rebecca; Spowart, Lucy; Hughes, Jane; McKenna, Colleen; Muneer, Reema

    2016-01-01

    This toolkit is developed as a resource for providers of teaching-related continuing professional development (CPD) in higher education (HE). It focuses on capturing the longer-term value and impact of CPD for teachers and learners, and moving away from immediate satisfaction measures. It is informed by the literature on evaluating higher…

  14. Analysing Institutional Influences on Teaching-Learning Practices of English as Second Language Programme in a Pakistani University

    Science.gov (United States)

    Rind, Irfan Ahmed; Kadiwal, Laila

    2016-01-01

    This paper examines the institutional influences on the teaching-learning practices within English as Second Language (ESL) programme in the University of Sindh (UoS), Pakistan. The study uses qualitative case study approach, basing its findings on documentary review, observations, and responses of teachers and students. The analysis of the data…

  15. Towards a Computer Assisted Violin Teaching Aid

    OpenAIRE

    Fitzgerald, Derry; Charles, Jane; Coyle, Eugene

    2004-01-01

    This paper presents a possible approach for developing a violin teaching aid based on violin pedagogy, sound analysis and comparison of beginner and good player recordings. This teaching aid is targeted at students who have difficulty listening attentively to the sounds they produce. It aims to draw their attention to the sound of a fault, offer correction and to train the user's ear to actively listen.

  16. Effective Teaching Methods--Project-based Learning in Physics

    Science.gov (United States)

    Holubova, Renata

    2008-01-01

    The paper presents results of the research of new effective teaching methods in physics and science. It is found out that it is necessary to educate pre-service teachers in approaches stressing the importance of the own activity of students, in competences how to create an interdisciplinary project. Project-based physics teaching and learning…

  17. TEACHING LEARNING MATERIALS: THE REVIEWS COURSEBOOKS, GAMES, WORKSHEETS, AUDIO VIDEO FILES

    Directory of Open Access Journals (Sweden)

    Anak Agung Sagung Shanti Sari Dewi

    2016-11-01

    Full Text Available Teaching learning materials (TLM has been widely recognised as one of most important components in language teaching to support the success of language learning. TLM is essential for teachers in planning their lessons, assisting them in their professional duty, and use them as rosources to describe instructions. This writing reviews 10 (ten teaching learning materials in the form of cousebooks, games, worksheets, and audio video files. The materials were chosen randomly and were analysed qualitatively. The discussion of the materials is done individually by presenting their target learners, how they are applied by teachers and students, the aims of the use of the materials, and the role of teachers and learners in different kind of TLM.

  18. MEG time-frequency analyses for pre- and post-surgical evaluation of patients with epileptic rhythmic fast activity.

    Science.gov (United States)

    Sueda, Keitaro; Takeuchi, Fumiya; Shiraishi, Hideaki; Nakane, Shingo; Asahina, Naoko; Kohsaka, Shinobu; Nakama, Hideyuki; Otsuki, Taisuke; Sawamura, Yutaka; Saitoh, Shinji

    2010-02-01

    To evaluate the effectiveness of surgery for epilepsy, we analyzed rhythmic fast activity by magnetoencephalography (MEG) before and after surgery using time-frequency analysis. To assess reliability, the results obtained by pre-surgical MEG and intraoperative electrocorticography were compared. Four children with symptomatic localization-related epilepsy caused by circumscribed cortical lesion were examined in the present study using 204-channel helmet-shaped MEG with a sampling rate of 600Hz. One patient had dysembryoplastic neuroepithelial tumor (DNT) and three patients had focal cortical dysplasia (FCD). Aberrant areas were superimposed, to reconstruct 3D MRI images, and illustrated as moving images. In three patients, short-time Fourier transform (STFT) analyses of MEG showed rhythmic activities just above the lesion with FCD and in the vicinity of DNT. In one patient with FCD in the medial temporal lobe, rhythmic activity appeared in the ipsilateral frontal lobe and temporal lateral aspect. These findings correlate well with the results obtained by intraoperative electrocorticography. After the surgery, three patients were relieved of their seizures, and the area of rhythmic MEG activity disappeared or become smaller. One patient had residual rhythmic MEG activity, and she suffered from seizure relapse. Time-frequency analyses using STFT successfully depicted MEG rhythmic fast activity, and would provide valuable information for pre- and post-surgical evaluations to define surgical strategies for patients with epilepsy.

  19. Bedside teaching in medical education: a literature review.

    Science.gov (United States)

    Peters, Max; Ten Cate, Olle

    2014-04-01

    Bedside teaching is seen as one of the most important modalities in teaching a variety of skills important for the medical profession, but its use is declining. A literature review was conducted to reveal its strengths, the causes of its decline and future perspectives, the evidence with regard to learning clinical skills and patient/student/teacher satisfaction. PubMed, Embase and the Cochrane library were systematically searched with regard to terms related to bedside teaching. Articles regarding the above-mentioned subjects were included. Bedside teaching has shown to improve certain clinical diagnostic skills in medical students and residents. Patients, students/residents and teachers all seem to favour bedside teaching, for varying reasons. Despite this, the practice of bedside teaching is declining. Reasons to explain this decline include the increased patient turnover in hospitals, the assumed violation of patients' privacy and an increased reliance on technology in the diagnostic process. Solutions vary from increasingly using residents and interns as bedside teachers to actively educating staff members regarding the importance of bedside teaching and providing them with practical essentials. Impediments to bedside teaching need to be overcome if this teaching modality is to remain a valuable educational method for durable clinical skills.

  20. Cybergogy as a framework for teaching design students in virtual worlds

    DEFF Research Database (Denmark)

    Chase, Scott Curland; Scopes, Lesley

    2012-01-01

    In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specific pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in ...... immersive virtual worlds, and its application to introductory building classes in the virtual world Second Life for architectural design students and teachers as part of the ARCHI21 project.......In recent years, 3D virtual worlds have been explored for design teaching, yet it is unclear whether a specific pedagogy is used or adapted for such activities. Here we describe the pedagogical model of Cybergogy of Learning Archetypes and Learning Domains, developed specifically for teaching in 3D...