WorldWideScience

Sample records for traditional classroom environment

  1. Departmentalized Classroom Environments versus Traditional Classroom Environments in Second through Fourth Grades: A Quantitative Analysis

    Science.gov (United States)

    Ray, Staci Janelle

    2017-01-01

    Since No Child Left Behind was introduced, kindergarten through 12th-grade educators have seen a dramatic increase in accountability, rigor of standards, and responsibilities in the classroom (New America Foundation, 2015). In order to meet the increased demands of federal education regulations in second through fourth grades, many administrators…

  2. Individualizing in Traditional Classroom Settings.

    Science.gov (United States)

    Thornell, John G.

    1980-01-01

    Effective individualized instruction depends primarily on the teacher possessing the skills to implement it. Individualization is therefore quite compatible with the traditional self-contained elementary classroom model, but not with its alternative, departmentalization, which allows teachers neither the time flexibility nor the familiarity with…

  3. Health science students and their learning environment: a comparison of perceptions of on-site, remote-site, and traditional classroom students.

    Science.gov (United States)

    Elison-Bowers, P; Snelson, Chareen; Casa de Calvo, Mario; Thompson, Heather

    2008-02-05

    This study compared the responses of on-site, remote-site, and traditional classroom students on measures of student/teacher interaction, course structure, physical learning environment, and overall course enjoyment/satisfaction. The sample population consisted of students taking undergraduate courses in medical terminology at two western colleges. The survey instrument was derived from Thomerson's questionnaire, which included closed- and open-ended questions assessing perceptions of students toward their courses. Controlling for grade expectations, results revealed no significant differences among the on-site, remote-site, and traditional classroom students in any of the four cluster domains. However, a nonsignificant (and continuing) trend suggested that students preferred the traditional classroom environment. When results were controlled for age, significant differences emerged between traditional and nontraditional students on measures of student/teacher interaction, physical learning environment, and overall enjoyment/satisfaction, as nontraditional students exhibited higher scores. Students' responses to open-ended questions indicated they enjoyed the convenience of online instruction, but reported finding frustration with technology itself.

  4. The Predicaments of Language Learners in Traditional Learning Environments

    Science.gov (United States)

    Shafie, Latisha Asmaak; Mansor, Mahani

    2009-01-01

    Some public universities in developing countries have traditional language learning environments such as classrooms with only blackboards and furniture which do not provide conducive learning environments. These traditional environments are unable to cater for digital learners who need to learn with learning technologies. In order to create…

  5. How to Flip the Classroom--"Productive Failure or Traditional Flipped Classroom" Pedagogical Design?

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    Song, Yanjie; Kapur, Manu

    2017-01-01

    The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students…

  6. The Classroom Environment Study: Teaching for Learning.

    Science.gov (United States)

    Anderson, Lorin W.

    1987-01-01

    The IEA's Classroom Environment Study, implemented in grades 5-9 in 9 countries, examined effects on student outcomes of home, community, school, teacher, and student characteristics and classroom practices. Across countries, course content varied widely, but teachers relied on relatively few classroom behaviors. Student learning was affected by…

  7. A Comparison of Active Learning and Traditional Pedagogical Styles in a Business Law Classroom

    Science.gov (United States)

    Wilson, LeVon E.; Sipe, Stephanie R.

    2014-01-01

    The purpose of this study was to determine whether an active learning classroom environment is more effective in teaching university students certain concepts of business law than the traditional lecture environment. To generate data to answer this question, over a seven-semester period beginning in fall semester 2005, six classes of Legal…

  8. Managing Learning Experiences in an AACSB Environment: Beyond the Classroom

    Science.gov (United States)

    Spruell, James; Hawkins, Al; Vicknair, David

    2009-01-01

    The study explores the development and management of a rich learning environment that extends the traditional classroom to include significant co-curricular programs. Learning enrichment is guided by the individual mission of the business school, accreditation agency (AACSB), and in our case, the Jesuit mission. That central framework provides a…

  9. Ethnographic analysis: a study of classroom environments.

    Science.gov (United States)

    Griswold, L A

    1994-05-01

    Occupational therapists assess and adapt an environment to enhance clients' abilities to function. Therapists working in schools may assess several classroom environments in a week. Identifying relevant information in an efficient manner is essential yet presents a challenge for school therapists. In this study, ethnographic research methodology was used to analyze the plethora of data gained from observations in eight classrooms. Three major categories were identified to structure observations: activities, people, and communication. These categories were used to compile a Classroom Observation Guide that gives therapists relevant questions to ask in each category. Using the Classroom Observation Guide, occupational therapists can recommend classroom activities that suit a particular teacher's style. For example, working with a teacher who prefers structural activities with clear time and space boundaries for one specific purpose, a therapist might suggest organized sensorimotor games with a distinct purpose to be carried out for a given time period.

  10. Flippin' Fluid Mechanics - Comparison of Blended Classroom vs. Traditional Lecture

    Science.gov (United States)

    Webster, D. R.; Kadel, R. S.; Newstetter, W. C.

    2017-11-01

    We conducted a study of student performance in and perceptions of a blended classroom delivery of a junior-level fluid mechanics course. In the blended pedagogy, students watch short on-line videos before class, participate in interactive in-class problem solving (in dyads), and complete individualized on-line quizzes weekly. Comparisons are made among four sections of the blended classroom delivery in the period of 2013-2017 to eleven sections delivered in a traditional lecture-style format by the same instructor in 2002-2012. The results reveal dramatic improvement in student engagement, perceptions, and achievement in the blended pedagogy. For instance, the withdrawal/fail/barely-passing (WFD) rate is significantly lower for the blended classroom (8.6% vs. 16.3%; p self-perception of how-much-learned, perception of the value of the course activities, and the overall effectiveness of the course and instructor in the blended classroom.

  11. Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students

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    Israel, Maria Joseph

    2015-01-01

    The idea of a Massive Open Online Course (MOOC) has attracted a lot of media attention in the last couple of years. MOOCs have been used mostly as stand-alone online courses without credits. However, some researchers, teachers, colleges, and universities have attempted to utilize MOOCs in blended format in traditional classroom settings. This…

  12. Mobile Learning vs. Traditional Classroom Lessons: A Comparative Study

    Science.gov (United States)

    Furió, D.; Juan, M.-C.; Seguí, I.; Vivó, R.

    2015-01-01

    Different methods can be used for learning, and they can be compared in several aspects, especially those related to learning outcomes. In this paper, we present a study in order to compare the learning effectiveness and satisfaction of children using an iPhone game for learning the water cycle vs. the traditional classroom lesson. The iPhone game…

  13. Traditional Classroom vs E-learning in Higher Education: Difference between Students' Behavioral Engagement

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    Fei Li

    2014-03-01

    Full Text Available We discuss traditional classroom, e-learning, behavioral engagement and difference between behavioral engagements in two kind of instruction environment. Results from variance analyses suggest that there is no significant difference between engagements of active learning in different classroom conditions, and there exist significant differences on higher-level learning of innovative and critical thinking. Our findings highlight students' behavioral engagements in two environments have no significant advantage over each other, but e-learning facilitates higher-level learning better.

  14. Students' beliefs, attitudes, and conceptual change in a traditional and a constructivistic high school physics classroom

    Science.gov (United States)

    Adams, April Dean

    In this study, the relationships between student beliefs about the nature of science, student attitudes, and conceptual change about the nature of forces were investigated within a traditional and within a constructivistic high school physics classroom. Students in both classrooms were honors students taking a first year high school physics course and were primarily white and middle to upper SES. Students in the traditional classroom were all high ability juniors, and physics instruction was integrated with pre-calculus. Students in the constructivistic classroom were a mixture of juniors and seniors. Due to the interrelated nature of these factors and the complexity of their interactions, a naturalistic inquiry design was chosen. The data sources included videotape of 7-9 weeks of instruction; analysis of the videotapes using the Secondary Teacher Analysis Matrix (Gallagher & Parker, 1995); field notes; pretest/posttest assessment with the Force Concept Inventory (Hestenes, Wells, & Swackhammer, 1992); student responses from the Views on Science-Technology-Society questionnaire (Aikenhead & Ryan, 1992), the Questionnaire for the Assessment of a Science Course (Chiappetta, 1995), and the Constructivist Learning Environment Survey (Taylor, Fraser, & White, 1994); student interviews; and teacher interviews. In the traditional classroom, (a) students did not think that physics was relevant to everyday experiences; (b) high conceptual change students were more likely to have an angular world view (Cobern, 1993) and have views more similar to the teacher's about the nature of science; and (c) high conceptual change students were able to develop an internally consistent understanding of the content; however, that content appeared to be isolated knowledge in some students. In the constructivistic classroom, (a) students saw physics as relevant and useful; (b) there was no difference in world view or agreement with the teacher's views on the nature of science between high

  15. Classroom Writing Environments and Children's Early Writing Skills: An Observational Study in Head Start Classrooms

    Science.gov (United States)

    Zhang, Chenyi; Hur, Jinhee; Diamond, Karen E.; Powell, Douglas

    2015-01-01

    This study examined the classroom writing environment in 31 Head Start classrooms, and explored the relations between the writing environment, children's (N = 262) name-writing, and children's letter knowledge using pathway analysis. Our analyses showed that Head Start classrooms provided opportunities (i.e., writing materials and teachers'…

  16. Developing nursing ethical competences online versus in the traditional classroom.

    Science.gov (United States)

    Trobec, Irena; Starcic, Andreja Istenic

    2015-05-01

    The development of society and science, especially medical science, gives rise to new moral and ethical challenges in healthcare. In order to respond to the contemporary challenges that require autonomous decision-making in different work contexts, a pedagogical experiment was conducted to identify the readiness and responsiveness of current organisation of nursing higher education in Slovenia. It compared the successfulness of active learning methods online (experimental group) and in the traditional classroom (control group) and their impact on the ethical competences of nursing students. The hypothesis set in the experiment, hypothesis 1 (the experimental group will be successful and will have good achievements in comprehension and application of ethical principles) was confirmed based on pre-tests and post-tests. The hypothesis tested by the questionnaire, hypothesis 2 (according to the students, the active learning methods online in the experimental group have a positive impact on the development of ethical competences) was confirmed. The pedagogical experiment was supported by a multiple-case study that enabled the in-depth analysis of the students' attitudes towards the active learning methods in both settings. The study included Slovenian first-year nursing students (N = 211) of all the enrolled students (N = 225) at the University of Ljubljana and University of Primorska in the academic year 2010/2011. Before the study ethical permission was obtained from the managements of both participating faculties. The students were given all the necessary information of the experiment before the tutorials. No significant difference was found between the two learning settings and both had a positive impact upon learning. The results of the content analysis show that the students' active engagement with the active learning methods in the group enables the development of ethical competences and the related communicative competences, interpersonal skills, collaboration

  17. According to Candidate Teachers Views Classroom Management Problems of Teachers in Traditional and Technology-Supported Classrooms

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    Tas, Said

    2017-01-01

    In this research, it is aimed to investigate classroom management problems of middle school 6th and 7th grade teachers in traditional and technology-supported classrooms and differences between them. For this purpose the opinions of the students in the 4th grade of Primary Education Department in Faculty of Education of Süleyman Demirel University…

  18. Andragogical Teaching Methods to Enhance Non-Traditional Student Classroom Engagement

    Science.gov (United States)

    Allen, Pamela; Withey, Paul; Lawton, Deb; Aquino, Carlos Tasso

    2016-01-01

    The aim of this study was to provide a reflection of current trends in higher education, identify some of the changes in student behavior, and potential identification of non-traditional classroom facilitation with the purpose of strengthening active learning and use of technology in the classroom. Non-traditional teaching is emerging in the form…

  19. BENCHMARKING – BETWEEN TRADITIONAL & MODERN BUSINESS ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Mihaela Ungureanu

    2011-09-01

    Full Text Available The concept of benchmarking requires a continuous process of performance improvement of different organizations in order to obtain superiority towards those perceived as market leader’s competitors. This superiority can always be questioned, its relativity originating in the quick growing evolution of the economic environment. The approach supports innovation in relation with traditional methods and it is based on the will of those managers who want to determine limits and seek excellence. The end of the twentieth century is the period of broad expression of benchmarking in various areas and its transformation from a simple quantitative analysis tool, to a resource of information on performance and quality of goods and services.

  20. Classroom Environment, Achievement Goals and Maths Performance: Gender Differences

    Science.gov (United States)

    Gherasim, Loredana Ruxandra; Butnaru, Simona; Mairean, Cornelia

    2013-01-01

    This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students ("N"?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was…

  1. Teaching Climate Science in Non-traditional Classrooms

    Science.gov (United States)

    Strybos, J.

    2015-12-01

    San Antonio College is the oldest, largest and centrally-located campus of Alamo Colleges, a network of five community colleges based around San Antonio, Texas with a headcount enrollment of approximately 20,000 students. The student population is diverse in ethnicity, age and income; and the Colleges understand that they play a salient role in educating its students on the foreseen impacts of climate change. This presentation will discuss the key investment Alamo Colleges has adopted to incorporate sustainability and climate science into non-traditional classrooms. The established courses that cover climate-related course material have historically had low enrollments. One of the most significant challenges is informing the student population of the value of this class both in their academic career and in their personal lives. By hosting these lessons in hands-on simulations and demonstrations that are accessible and understandable to students of any age, and pursuing any major, we have found an exciting way to teach all students about climate change and identify solutions. San Antonio College (SAC) hosts the Bill R. Sinkin Eco Centro Community Center, completed in early 2014, that serves as an environmental hub for Alamo Colleges' staff and students as well as the San Antonio community. The center actively engages staff and faculty during training days in sustainability by presenting information on Eco Centro, personal sustainability habits, and inviting faculty to bring their classes for a tour and sustainability primer for students. The Centro has hosted professors from diverse disciplines that include Architecture, Psychology, Engineering, Science, English, Fine Arts, and International Studies to bring their classes to center to learn about energy, water conservation, landscaping, and green building. Additionally, Eco Centro encourages and assists students with research projects, including a solar-hydroponic project currently under development with the support

  2. Designing for Learning: Online Social Networks as a Classroom Environment

    Directory of Open Access Journals (Sweden)

    Gail Casey

    2011-11-01

    Full Text Available This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students’ interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author’s action research study, conducted while she was a teacher working in an Australian public high school and completing her PhD. The study investigates the use of a Ning online social network as a learning environment shared by seven classes, and it examines students’ reactions and online activity while using a range of social media and Web 2.0 tools.The authors use Graham Nuthall’s (2007 “lens on learning” to explore the social processes and culture of this shared online classroom. The paper uses his extensive body of research and analyses of classroom learning processes to conceptualize and analyze data throughout the action research cycle. It discusses the pedagogical implications that arise from the use of social media and, in so doing, challenges traditional models of teaching and learning.

  3. Students' Satisfaction on Their Learning Process in Active Learning and Traditional Classrooms

    Science.gov (United States)

    Hyun, Jung; Ediger, Ruth; Lee, Donghun

    2017-01-01

    Studies have shown Active Learning Classrooms [ALCs] help increase student engagement and improve student performance. However, remodeling all traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative question for institutions of higher education is whether active learning pedagogies can improve learning outcomes…

  4. Does Racism Exist in the Online Classroom Learning Environment? Perceptions of Online Undergraduate Students

    Science.gov (United States)

    Hopson, Anna C.

    2014-01-01

    In U.S. history, racism has existed in traditional brick-and-mortar academic institutions for hundreds of years. With the increase of online learning--a strategic and effective form of education for many academic institutions of higher education--the question being asked is, Does racism exist in the online classroom learning environment? This…

  5. "Flipped classrooms" in training in maxillofacial surgery: preparation before the traditional didactic lecture?

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    Elledge, Ross; Houlton, Samantha; Hackett, Stephanie; Evans, Martin J

    2018-04-28

    While virtual learning environments (VLE) can be used in medical education as stand-alone educational interventions, they can also be used in preparation for traditional "face-to-face" training sessions as part of a "flipped classroom" model. We sought to evaluate the introduction of this model in a single module on maxillofacial radiology from a course on trauma skills. Course delegates were randomised into two groups: one was given access to an e-learning resource (test group) and the other attended a traditional didactic lecture (control group). Knowledge and confidence were assessed before and after the course with a 20-question single-best-answer paper and a 10-situation 100mm visual analogue scale (VAS) paper, respectively. All participants were then given free access to the VLE for 30days and were invited to take part in an e-survey. Neither group showed improvements in the single-best-answer scores, but both groups showed comparable improvements in VAS (control: median (range) values improved from 40.8 (17.7-82.5) mm to 62.8 (35.3-88.7) mm, p=0.001; test group: from 47.7 (10.9-58.1) mm to 60.5 (32.4-75.6) mm, p=0.005). Half of the respondents stated that they preferred the "flipped classroom" approach, and 22/22 stated that they would be "likely" or "very likely" to use an e-learning resource with expanded content. The "flipped classroom" approach was well received and there were comparable improvements in confidence. As maxillofacial radiology lends itself to online instruction with its reliance on the recognition of patterns, and problem-based approach to learning, a piloted e-learning resource could be developed in this area. Copyright © 2018 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved.

  6. Promoting Kindergarten Children's Creativity in the Classroom Environment in Jordan

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    Dababneh, Kholoud; Ihmeideh, Fathi M.; Al-Omari, Aieman A.

    2010-01-01

    This study aimed at investigating teachers' classroom practices, which either stimulate or inhibit the development of the creative environment of classrooms in Jordan, and determining the differences between practices according to educational level, experience level and type of teaching. The sample of the study consisted of 215 kindergarten…

  7. Smile: Student Modification in Learning Environments. Establishing Congruence between Actual and Preferred Classroom Learning Environment.

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    Yarrow, Allan; Millwater, Jan

    1995-01-01

    This study investigated whether classroom psychosocial environment, as perceived by student teachers, could be improved to their preferred level. Students completed the College and University Classroom Environment Inventory, discussed interventions, then completed it again. Significant deficiencies surfaced in the learning environment early in the…

  8. classroom environment and academic interest as correlates of ...

    African Journals Online (AJOL)

    Global Journal

    This study investigated classroom environment and students' academic interest as correlates of ... yardstick with which academic success is measured ... Ltd. This work is licensed under Creative Commons Attribution 4.0 International license.

  9. Performance of Underprepared Students in Traditional versus Animation-Based Flipped-Classroom Settings

    Science.gov (United States)

    Gregorius, R. Ma.

    2017-01-01

    Student performance in a flipped classroom with an animation-based content knowledge development system for the bottom third of the incoming first year college students was compared to that in a traditional lecture-based teaching method. 52% of these students withdrew from the traditionally taught General Chemistry course, compared to 22% in a…

  10. Blending Online and Traditional Instruction in the Mathematics Classroom.

    Science.gov (United States)

    Abrams, Gene; Haefner, Jeremy

    2002-01-01

    Describes the MathOnline system at the University of Colorado (Colorado Springs), a learning delivery method that, in addition to blending synchronous and asynchronous learning, combines traditional mathematics instruction with distance learning. Student surveys indicate the system greatly enhances traditional learners' educational experiences…

  11. The Use of Computer Simulation to Compare Student performance in Traditional versus Distance Learning Environments

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    Retta Guy

    2015-06-01

    Full Text Available Simulations have been shown to be an effective tool in traditional learning environments; however, as distance learning grows in popularity, the need to examine simulation effectiveness in this environment has become paramount. A casual-comparative design was chosen for this study to determine whether students using a computer-based instructional simulation in hybrid and fully online environments learned better than traditional classroom learners. The study spans a period of 6 years beginning fall 2008 through spring 2014. The population studied was 281 undergraduate business students self-enrolled in a 200-level microcomputer application course. The overall results support previous studies in that computer simulations are most effective when used as a supplement to face-to-face lectures and in hybrid environments.

  12. Classroom acoustics and intervention strategies to enhance the learning environment

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    Savage, Christal

    The classroom environment can be an acoustically difficult atmosphere for students to learn effectively, sometimes due in part to poor acoustical properties. Noise and reverberation have a substantial influence on room acoustics and subsequently intelligibility of speech. The American Speech-Language-Hearing Association (ASHA, 1995) developed minimal standards for noise and reverberation in a classroom for the purpose of providing an adequate listening environment. A lack of adherence to these standards may have undesirable consequences, which may lead to poor academic performance. The purpose of this capstone project is to develop a protocol to measure the acoustical properties of reverberation time and noise levels in elementary classrooms and present the educators with strategies to improve the learning environment. Noise level and reverberation will be measured and recorded in seven, unoccupied third grade classrooms in Lincoln Parish in North Louisiana. The recordings will occur at six specific distances in the classroom to simulate teacher and student positions. The recordings will be compared to the American Speech-Language-Hearing Association standards for noise and reverberation. If discrepancies are observed, the primary investigator will serve as an auditory consultant for the school and educators to recommend remediation and intervention strategies to improve these acoustical properties. The hypothesis of the study is that the classroom acoustical properties of noise and reverberation will exceed the American Speech-Language-Hearing Association standards; therefore, the auditory consultant will provide strategies to improve those acoustical properties.

  13. Teaching College Microeconomics: Online vs. Traditional Classroom Instruction

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    McCarty, Cynthia; Bennett, Doris; Carter, Shawn

    2013-01-01

    The use of online course offerings in college has grown sharply in recent years. Previous research, while limited, is inconclusive in determining expected student performance in online versus a traditional lecture format. This paper focuses specifically on student performance in introductory microeconomics classes, analyzing learning differences…

  14. Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments

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    Csernoch, Mária; Biró, Piroska; Máth, János; Abari, Kálmán

    2015-01-01

    The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The…

  15. The Classroom Environment Questionnaire (CEQ): Development and preliminary structural validity.

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    Lyons, Carissa; Brown, Ted; Bourke-Taylor, Helen

    2018-04-16

    Occupational therapists offer a unique perspective regarding the contribution of the environment to occupational performance. Therefore, a scale that measures the unique characteristics of the primary school classroom environment where children complete their daily schoolwork occupations is needed. The aim of this study was to develop and psychometrically evaluate a new teacher-report questionnaire that measures a number of environmental characteristics of primary school classrooms. Participants (N = 117) completed the Classroom Environment Questionnaire (CEQ), which utilises a 4-point Likert scale where teachers rate 51 environmental characteristics of their classroom. Teachers also rate the extent to which they believe the physical, social, temporal, institutional and cultural classroom environmental domains contribute to students' schoolwork performance using a 10-point scale. The structural validity of the CEQ was examined using principal component analysis (PCA). Inter-item correlations were examined using Pearson r correlations, while the internal consistency of the CEQ was assessed using Cronbach's alpha. PCA revealed the CEQ to be multidimensional, with 31 items loading onto nine viable factors, representing the unique nature of classroom environments. Based on the PCA results, 20 items were removed from the CEQ. Cronbach's alpha and correlation analysis indicated that most CEQ subsections had acceptable internal consistency (alpha range 0.70-0.82), with four subsections demonstrating a lower level of internal consistency (alpha range 0.55-0.69). Preliminary structural validity and internal consistency analysis findings confirm that the CEQ has potential to be a useful scale for professionals wishing to examine the unique characteristics of primary school classrooms that influence the occupational performance of students. Ongoing analyses will be undertaken to further explore the CEQ's validity and reliability. © 2018 Occupational Therapy Australia.

  16. Flipped Classroom versus Traditional Textbook Instruction: Assessing Accuracy and Mental Effort at Different Levels of Mathematical Complexity

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    Mattis, Kristina V.

    2015-01-01

    Flipped classrooms are an instructional technology trend mostly incorporated in higher education settings, with growing prominence in high school and middle school (Tucker in Leveraging the power of technology to create student-centered classrooms. Corwin, Thousand Oaks, 2012). Flipped classrooms are meant to effectively combine traditional and…

  17. Implementing Flipped Classroom in Blended Learning Environments: A Proposal Based on the Cognitive Flexibility Theory

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    Andrade, Mariel; Coutinho, Clara

    2017-01-01

    Flipped Classroom is an issue that gains increased attention in Blended Learning models. Generally, in the traditional classroom, the teacher uses the time in the classroom to explain the theoretical and conceptual body content and leaves the practices and exercises as extracurricular activities. In the Flipped Classroom, students study at home…

  18. An Evaluation of the Measurement of Perceived Classroom Assessment Environment

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    Hussain Alkharusi

    2015-07-01

    Full Text Available A classroom assessment environment is a classroom context experienced by students as the teacher determines assessment purposes, develops assessment tasks, defines assessment criteria and standards, provides feedback, and monitors outcomes (Brookhart, 1997. It is usually a group experience varying from class to class dependent upon the teacher’s assessment practices (Brookhart, 2004. As such, the measurement of class-level perception of the assessment environment should deserve recognition and investigation. This study aimed at evaluating the measurement of the perceived classroom assessment environment by comparing the psychometric properties of the scale at the student level and class level. Using a multi-stage random sampling process, data were collected from 4088 students nested within 236 classes of the second cycle of the basic education in the Sultanate of Oman. Students responded to the 18-items of Alkharusi's (2011 Perceived Classroom Assessment Environment Scale. Results of the principal axis factoring yielded two factors, learning-oriented and performance-oriented assessment environment, at both levels. However, the two factors explained about 38% of the variance at the class level compared to about 20% of the variance at the student level. Reliability coefficients in terms of Cronbach alpha ranged between .79 and .83 at the class level compared to .65 and .67 at the student level

  19. Evolution of Student Knowledge in a Traditional Introductory Classroom

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    Sayre, Eleanor C.; Heckler, Andrew F.

    2008-10-01

    In the physics education research community, a common format for evaluation is pre- and post-tests. In this study, we collect student test data many times throughout a course, allowing for the measurement of the changes of student knowledge with a time resolution on the order of a few days. The data cover the first two quarters (mechanics, E&M) of a calculus-based introductory sequence populated primarily by first- and second-year engineering majors. To avoid the possibility of test-retest effects, separate and quasi-random subpopulations of students are evaluated every week of the quarter on a variety of tasks. Unsurprisingly for a traditional introductory course, there is little change on many conceptual questions. However, the data suggest that some student ideas peak and decay rapidly during a quarter, a pattern consistent with memory research yet unmeasurable by pre-/post-testing.

  20. An Empirical Investigation of the Dimensionality of the Physical Literacy Environment in Early Childhood Classrooms

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    Dynia, Jaclyn M.; Schachter, Rachel E.; Piasta, Shayne B.; Justice, Laura M.; O'Connell, Ann A.; Yeager Pelatti, Christina

    2018-01-01

    This study investigated the dimensionality of the physical literacy environment of early childhood education classrooms. Data on the classroom physical literacy environment were collected from 245 classrooms using the Classroom Literacy Observation Profile. A combination of confirmatory and exploratory factor analysis was used to identify five…

  1. Operating Classroom Aesthetic Reading Environment to Raise Children's Reading Motivation

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    Chou, Mei-Ju; Cheng, Jui-Ching; Cheng, Ya-Wen

    2016-01-01

    This research aims to explore how preschool educators understand about raising children's reading motivation through operating classroom aesthetic reading environment. With one year qualitative research, sixteen 4-6 years old young were observed and interviewed. The first stage interviews were undergone with environmental guidance. After the…

  2. Technology-Supported Learning Environments in Science Classrooms in India

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    Gupta, Adit; Fisher, Darrell

    2012-01-01

    The adoption of technology has created a major impact in the field of education at all levels. Technology-supported classroom learning environments, involving modern information and communication technologies, are also entering the Indian educational system in general and the schools in Jammu region (Jammu & Kashmir State, India) in…

  3. Nurturing Mathematical Promise in a Regular Elementary Classroom: Exploring the Role of the Teacher and Classroom Environment

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    Dimitriadis, Christos

    2016-01-01

    This article presents findings from a case study of an in-classroom program based on ability grouping for Year 2 (ages 6-7) primary (elementary) children identified as high ability in mathematics. The study examined the role of classroom setting, classroom environment, and teacher's approach in realizing and developing mathematical promise. The…

  4. Comparison of Student Performance, Student Perception, and Teacher Satisfaction with Traditional versus Flipped Classroom Models

    Directory of Open Access Journals (Sweden)

    Zafer Unal

    2017-11-01

    Full Text Available As new technologies become available, they are often embraced in educational innovation to enhance traditional instruction. The flipped teaching model is one of the most recent and popular technology-infused teaching models in which learning new concepts takes place at home while practice is conducted in the classroom. The purpose of this study was to investigate how using the flipped teaching model affects student performance, perceptions, and teacher satisfaction in comparison to the traditional model. Sixteen teachers implemented the flipped teaching model in their classrooms and reported the results of the flipped teaching model for the first time. Pretests and posttests were used to measure and compare student performance while student and teacher surveys facilitated data collection on student perception and teacher satisfaction. The results of the study showed that, in most cases, the flipped classroom model demonstrated higher student learning gains, more positive student perception, and higher teacher satisfaction compared to the traditional model. This study adds evidence to the current literature that, if the conditions are properly set, the flipped classroom should have the potential to be an extremely effective learning style.

  5. Classroom Resiliency--A Comparison of Navajo Elementary Students' Perceptions of Their Classroom Environment

    Science.gov (United States)

    Piechowski, Alta Begay

    2011-01-01

    The purpose of this study was to determine if there was a gender difference in how students perceived their classroom environment on the Navajo Nation public school. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be…

  6. Adequacy of the Regular Early Education Classroom Environment for Students with Visual Impairment

    Science.gov (United States)

    Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne

    2013-01-01

    This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical…

  7. Effectiveness of classroom response systems within an active learning environment.

    Science.gov (United States)

    Welch, Susan

    2013-11-01

    In nursing education, the inclusion of pedagogical tools is necessary to transform Millennial classrooms. One such pedagogical tool currently offered is classroom response systems (CRS). The purpose of this study was to evaluate the effectiveness of CRS as a pedagogical tool in improving nursing students' examination performance within an active learning environment. A pretest-posttest design was used to determine whether there was a relationship between the use of CRS (independent variable) and nursing students' examination performance in a first-year Professional Practice course (dependent variable). Paired t tests revealed no greater improvement in posttest scores. Therefore, the use of CRS technology was not effective in increasing nursing students' examination scores in the Professional Practice course. Additional research is needed to provide adequate understanding of the effectiveness of CRS within the nursing education classroom. Copyright 2013, SLACK Incorporated.

  8. academic dimension of classroom learning environment

    African Journals Online (AJOL)

    ... most of them are not interested in their school work, and at the end fail to do .... criminal or lazy, it is the environment that makes him so. Certain environmental ... pregnant women have cause a numbers of deformation in babies, some also ...

  9. Ventilation strategies and indoor environment in classrooms

    DEFF Research Database (Denmark)

    Zhang, Chen; Liu, Li

    2017-01-01

    Compared with the other building types, the school building has much higher occupancy density and ventilation demand. In Demark, most of the school buildings are ventilated by natural manner. There is a risk of poor indoor environment associated with the lack of ventilation system or insufficient...

  10. A Comparison of Traditional and Alternative Certification Routes on Classroom Management

    Directory of Open Access Journals (Sweden)

    Brian Uriegas

    2014-10-01

    Full Text Available In Texas, there are different ways teachers can attain certification. Thus, teachers are entering the classroom through various certification routes with varying levels of training as the traditional and alternative programs differ in their requirements. Classroom management can determine the success or failure of teachers and students. The research involved in this study attempted to determine whether university-certified teachers differ from alternatively certified teachers in the area of classroom management as determined by referrals, while controlling for level of education, years of teaching experience, age, race, and gender at both middle and high school levels. The population for this study was the middle and high school teachers in one rural south central Texas school district. Data were collected from the school district’s personnel database as well as from the campus-level administrators. Hierarchical regressions were used to test null hypotheses and recommendations were suggested.

  11. The Relationship between High School Mathematics Classroom Environment and Student Self-Handicapping.

    Science.gov (United States)

    Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

    Classroom environment research investigating the relationship between classroom environment and self-handicapping was conducted in Australian, Canadian, and British high schools. A sample of 3,602 students from 29 schools responded to a questionnaire that assessed student perceptions of classroom environment, self-handicapping, and academic…

  12. NITARP: Bridging the Gap Between the Traditional Science Classroom and Authentic Research

    Science.gov (United States)

    Stalnaker, Olivia K.; Evans, Sam; Rutherford, Thomas; Taylor, John; Rebull, Luisa

    2018-01-01

    In this poster, the differences between what occurs in the traditional secondary science classroom and what happens in the actual research world is examined. Secondary classroom teachers generally have limited, if any, research experience beyond what is presented through their undergraduate college lab coursework. A disparity exists between classroom laboratory work and professional research. Opportunities like NITARP provide research elements that bridge this gap. NITARP teams are in a unique situation, joining a small team working alongside Caltech researchers on cutting edge investigations in astrophysics. In this poster it is shown how the NITARP program provides key components and experiences to expand the skill sets that teachers bring to their classrooms, bridging the gap between the typical secondary classroom and the world of the professional researcher. The NASA/IPAC program immerses participating teachers into a year-long training experience via online and face-to-face learning that translates into enhanced instruction at the secondary level. This work was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program.

  13. Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy

    Science.gov (United States)

    Frazier, Lisa; Anderson, Stephanie L.; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

    2017-01-01

    Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time. PMID:28630511

  14. Comparison of Pharmaceutical Calculations Learning Outcomes Achieved Within a Traditional Lecture or Flipped Classroom Andragogy.

    Science.gov (United States)

    Anderson, H Glenn; Frazier, Lisa; Anderson, Stephanie L; Stanton, Robert; Gillette, Chris; Broedel-Zaugg, Kim; Yingling, Kevin

    2017-05-01

    Objective. To compare learning outcomes achieved from a pharmaceutical calculations course taught in a traditional lecture (lecture model) and a flipped classroom (flipped model). Methods. Students were randomly assigned to the lecture model and the flipped model. Course instructors, content, assessments, and instructional time for both models were equivalent. Overall group performance and pass rates on a standardized assessment (Pcalc OSCE) were compared at six weeks and at six months post-course completion. Results. Student mean exam scores in the flipped model were higher than those in the lecture model at six weeks and six months later. Significantly more students passed the OSCE the first time in the flipped model at six weeks; however, this effect was not maintained at six months. Conclusion. Within a 6 week course of study, use of a flipped classroom improves student pharmacy calculation skill achievement relative to a traditional lecture andragogy. Further study is needed to determine if the effect is maintained over time.

  15. Comparisons of the Educational Outcomes from Distance Delivered versus Traditional Classroom Instruction in Principles of Microeconomics

    OpenAIRE

    Crouse, Tricia Lynn

    2002-01-01

    Recent advancements in the speed and availability of the Internet have catapulted distance education into the forefront of possible economic education alternatives. Distance learning courses are taught exclusively over the Internet. Economics distance courses provide alternatives for economics students to traditional classroom instruction, and also invite new students to the discipline who may not have otherwise enrolled. An increase in the number of distance courses in the economics field ha...

  16. Ambient versus traditional environment in pediatric emergency department.

    Science.gov (United States)

    Robinson, Patricia S; Green, Jeanette

    2015-01-01

    We sought to examine the effect of exposure to an ambient environment in a pediatric emergency department. We hypothesized that passive distraction from ambient lighting in an emergency department would lead to reduction in patient pain and anxiety and increased caregiver satisfaction with services. Passive distraction has been associated with lower anxiety and pain in patients and affects perception of wait time. A pediatric ED was designed that optimized passive distraction techniques using colorful ambient lighting. Participants were nonrandomly assigned to either an ambient ED environment or a traditional ED environment. Entry and exit questionnaires assessed caregiver expectations and experiences. Pain ratings were obtained with age-appropriate scales, and wait times were recorded. A total of 70 participants were assessed across conditions, that is, 40 in the ambient ED group and 30 in the traditional ED group. Caregivers in the traditional ED group expected a longer wait, had higher anxiety pretreatment, and felt more scared than those in the ambient ED group. Caregivers in the ambient ED group felt more included in the care of their child and rated quality of care higher than caregivers in the traditional ED group. Pain ratings and administrations of pain medication were lower in the ambient ED group. Mean scores for the ambient ED group were in the expected direction on several items measuring satisfaction with ED experiences. Results were suggestive of less stress in caregivers, less pain in patients, and higher satisfaction levels in the ambient ED group. © The Author(s) 2015.

  17. A Hybrid Model for Making Online Assignments Effective In a Traditional Classroom

    Directory of Open Access Journals (Sweden)

    Ronda Sturgill

    2011-04-01

    Full Text Available Today’s college student has grown up in a world filled with technology and many current college students routinely utilize the latest and most up to date forms of technology. The result is an ever-changing way of communicating between faculty members and students. Many faculty members, however, are intimidated by the use of the terms “technology”, “online” and “distance education.” This often results in a communication gap between faculty and students where faculty members will “lose” students on the first day of class. Advantages of incorporating online tools into the course structure include freeing up additional class time, enhancing classroom discussions, and allowing students to remain current with information in their field. This hybrid instructional model focuses on the integration of technology tools as a supplement to traditional classroom teaching. This paper will describe how to effectively incorporate and implement technology using online course tools in a traditional classroom setting. Specific examples of online assignments, discussions, and assessments from an allied health education program and class will be discussed. Lessons learned and challenges confronted when adapting to the utilization of specific online course assignments and tools will be discussed.

  18. The effectiveness of computer-managed instruction versus traditional classroom lecture on achievement outcomes.

    Science.gov (United States)

    Schmidt, S M; Arndt, M J; Gaston, S; Miller, B J

    1991-01-01

    This controlled experimental study examines the effect of two teaching methods on achievement outcomes from a 15-week, 2 credit hour semester course taught at two midwestern universities. Students were randomly assigned to either computer-managed instruction in which faculty function as tutors or the traditional classroom course of study. In addition, the effects of age, grade point average, attitudes toward computers, and satisfaction with the course on teaching method were analyzed using analysis of covariance. Younger students achieved better scores than did older students. Regardless of teaching method, however, neither method appeared to be better than the other for teaching course content. Students did not prefer one method over the other as indicated by their satisfaction scores. With demands upon university faculty to conduct research and publish, alternative methods of teaching that free faculty from the classroom should be considered. This study suggests that educators can select such an alternative teaching method to traditional classroom teaching without sacrificing quality education for certain courses.

  19. Research on Influence of Cloud Environment on Traditional Network Security

    Science.gov (United States)

    Ming, Xiaobo; Guo, Jinhua

    2018-02-01

    Cloud computing is a symbol of the progress of modern information network, cloud computing provides a lot of convenience to the Internet users, but it also brings a lot of risk to the Internet users. Second, one of the main reasons for Internet users to choose cloud computing is that the network security performance is great, it also is the cornerstone of cloud computing applications. This paper briefly explores the impact on cloud environment on traditional cybersecurity, and puts forward corresponding solutions.

  20. Web-based vs. traditional classroom instruction in gerontology: a pilot study.

    Science.gov (United States)

    Gallagher, Judith E; Dobrosielski-Vergona, Kathleen A; Wingard, Robin G; Williams, Theresa M

    2005-01-01

    Numerous studies have documented comparable outcomes from Web-based and traditional classroom instruction. However, there is a paucity of literature comparing these two delivery formats for gerontology courses in dental hygiene curricula. This study examines the effectiveness of alternative methods of course delivery by comparing student profiles and instructional outcomes from a dental hygiene gerontology course offered both on the Web and in a traditional classroom setting. Questionnaires were sent to both groups of students completing the course. The instrument was designed to establish profiles of the participating students. The data collected included familiarity with Web-based instruction, extent of prior computer training, previous interaction with the elderly, and student evaluations of course effectiveness. Traditional instructional outcomes from evaluated course work were compared, as were post-course exam outcomes that assessed retention of course information six months after course completion. The statistical significance of these data was determined using Statistical Package for Social Scientists software (SPSS, Inc., version 12.0, Chicago, IL). A comparison of student characteristics enrolled in the two course formats revealed marked differences. The Web-based group (n=12) included dental hygiene students (67%) and other health care providers (25%). All participants in the traditional classroom format (n=32) were dental hygiene students. Half of the Web-based respondents were over 25 years of age, and the majority (n=8) had previously taken an online course. The majority of traditional classroom students were 25 years of age or younger (n=21) and had never taken a Web-based course (n=20). Statistically significant differences in instructional outcomes were observed between students enrolled in these two formats. Student retention of course material six months after completion of the course was greater in the Web-based format. Students selecting a Web

  1. Second language writing anxiety, computer anxiety, and performance in a classroom versus a web-based environment

    Directory of Open Access Journals (Sweden)

    Effie Dracopoulos

    2011-04-01

    Full Text Available This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous research, writing anxiety showed no correlation with learning performance, whereas computer anxiety only yielded a positive correlation with performance in the case of classroom learners. There were no significant differences across learning environments on any measures. These observations are discussed in light of the role computer technologies now play in our society as well as the merging of socio-demographic profiles between classroom and distance learners. Our data suggest that comparisons of profiles between classroom and distance learners may not be an issue worth investigating anymore in language studies, at least in developed countries.

  2. Comparison of Flipped Model to Traditional Classroom Learning in a Professional Pharmacy Course

    Directory of Open Access Journals (Sweden)

    Colleen McCabe

    2017-09-01

    Full Text Available The flipped classroom is an approach to incorporate active learning that is being used in secondary education, higher education, and professional schools. This study investigates its impact on student learning and confidence in a professional degree program course. A quasi-experimental study was conducted to evaluate pharmacy students enrolled in a semester-long didactic traditional classroom course compared to students learning the same material using a flipped model through online self-study modules in a hands-on experiential learning course. Before and after each learning experience, students of each group completed a 16-item knowledge assessment on four topic areas and rated their level of confidence with each topic area on a Likert scale. There was a significant difference in knowledge with students in the traditional course scoring higher than students using flipped approach in the experiential course. Furthermore, the flipped experiential course students did not improve assessment scores from pre-test to post-test. For confidence rating, the traditional course group ranked confidence higher than the flipped experiential group for all topics. These findings challenge the notion that the flipped model using self-study in an experiential setting can be a substitution for didactic delivery of pharmacy education.

  3. Flipped versus Traditional Classroom Information Literacy Sessions: Student Perceptions and Cognitions

    Directory of Open Access Journals (Sweden)

    Torstein Låg

    2016-12-01

    Full Text Available Teaching effectively with limited classroom time is a challenge for information literacy teachers. In the flipped classroom (FC teaching model, information transmission teaching is delivered outside of class, freeing up class time for learning activities. I adopted the FC model in sessions that were previously taught using a traditional classroom (TC model. The aim of this paper is to evaluate the FC model's relative impact on (1 student perceptions of usefulness and quality, and (2 student cognitions about the IL sessions. Responses to evaluation forms from the TC model (N = 65, were compared to those from FC model (N = 78. Students judged usefulness and quality on two 4-point rating scales. Student cognitions were elicited with an open-ended question asking for suggestions for improvement and other comments. Responses to the latter were coded by an assistant blind to the conditions. Ratings were near ceiling and similar for both conditions. Responses to the open-ended question revealed interesting trends. Students in the FC condition provided wordier comments, were more concerned with what they themselves did and could do, and with the subject matter of the session. Students in the TC condition were more concerned with how information was presented to them. Results indicate that the FC teaching model is a viable alternative for IL sessions, and that it may encourage students to engage more with IL and their own learning process.

  4. The implementation of flipped classroom model in CIE in the environment of non-target language

    Science.gov (United States)

    Xiao, Renfei; Mustofa, Ali; Zhang, Fang; Su, Xiaoxue

    2018-01-01

    This paper sets a theoretical framework that it’s both feasible and indispensable of flipping classroom in Chinese International Education (CIE) in the non-target language environments. There are mainly three sections included: 1) what is flipped classroom and why it becomes inevitable existence; 2) why should we flip the classroom in CIE environments, especially in non-target language environments; 3) take Pusat Bahasa Mandarin Universitas Negeri Surabaya as an instance to discuss the application of flipped classroom in non-target language environments.

  5. Classroom Simulation for Trainee Teachers Using 3D Virtual Environments and Simulated Smartbot Student Behaviours

    OpenAIRE

    Alotaibi, Fahad Mazaed

    2014-01-01

    his thesis consists of an analysis of a classroom simulation using a Second Life (SL) experiment that aims to investigate the teaching impact on smartbots (virtual students) from trainee teacher avatars with respect to interaction, simulated behaviour, and observed teaching roles. The classroom-based SL experiments’ motivation is to enable the trainee teacher to acquire the necessary skills and experience to manage a real classroom environment through simulations of a real classroom. This ty...

  6. Comparative Study of the Effectiveness of Three Learning Environments: Hyper-Realistic Virtual Simulations, Traditional Schematic Simulations and Traditional Laboratory

    Science.gov (United States)

    Martinez, Guadalupe; Naranjo, Francisco L.; Perez, Angel L.; Suero, Maria Isabel; Pardo, Pedro J.

    2011-01-01

    This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output.…

  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. EFFECTIVENESS OF FLIPPED CLASSROOM IN MATHEMATICS TEACHING

    OpenAIRE

    Dr. N. Ramakrishnan; Mrs. J. Johnsi Priya

    2016-01-01

    Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional learning environment by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance o...

  9. Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait?

    Science.gov (United States)

    Carr, Lincoln D.

    2016-05-01

    Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF.

  10. Perception Shapes Experience: The Influence of Actual and Perceived Classroom Environment Dimensions on Girls' Motivations for Science

    Science.gov (United States)

    Spearman, Juliette; Watt, Helen M. G.

    2013-01-01

    The classroom environment influences students' academic outcomes, but it is often students' perceptions that shape their classroom experiences. Our study examined the extent to which observed classroom environment features shaped perceptions of the classroom, and explained levels of, and changes in, girls' motivation in junior secondary school…

  11. Secondary Pre-Service Teachers' Perceptions of an Ideal Classroom Environment

    Science.gov (United States)

    Bartelheim, Frederick J.; Conn, Daniel R.

    2014-01-01

    The classroom environment can impact students' motivation and engagement, and can influence students' academic learning. In some cases, pre-service teachers' influence on the classroom environment may not always be conducive for student learning. This exploratory study investigated pre-service teachers' perceptions of an ideal classroom…

  12. Classroom Environment as Related to Contest Ratings among High School Performing Ensembles.

    Science.gov (United States)

    Hamann, Donald L.; And Others

    1990-01-01

    Examines influence of classroom environments, measured by the Classroom Environment Scale, Form R (CESR), on vocal and instrumental ensembles' musical achievement at festival contests. Using random sample, reveals subjects with higher scores on CESR scales of involvement, affiliation, teacher support, and organization received better contest…

  13. An Examination of Classroom Social Environment on Motivation and Engagement of College Early Entrant Honors Students

    Science.gov (United States)

    Maddox, Richard S.

    2010-01-01

    This study set out to examine the relationships between the classroom social environment, motivation, engagement and achievement of a group of early entrant Honors students at a large urban university. Prior research on the classroom environment, motivation, engagement and high ability students was examined, leading to the assumption that the…

  14. Classroom Learning Environment and Motivation towards Mathematics among Secondary School Students in Uganda

    Science.gov (United States)

    Opolot-Okurut, Charles

    2010-01-01

    This article reports a study of secondary students' perceptions of mathematics classroom learning environment and their associations with their motivation towards mathematics. A sample of 81 students (19 male and 62 female) in two schools were used. Student perceptions of the classroom environment were assessed using a modified What Is Happening…

  15. It's Safe to Be Smart: Strategies for Creating a Supportive Classroom Environment

    Science.gov (United States)

    Hébert, Thomas P.; Corcoran, Jamie A.; Coté, John M.; Ene, Mihaela C.; Leighton, Elizabeth A.; Holmes, Ashley M.; Padula, Diane D.

    2014-01-01

    Gifted teenagers in middle and high school benefit from classroom environments that support their social and emotional development. Teachers of gifted adolescents may create classroom environments in which young people know it is safe to be smart and where they feel valued and respected for their intellect, creativity, and passions. By utilizing…

  16. Differentiated Learning Environment--A Classroom for Quadratic Equation, Function and Graphs

    Science.gov (United States)

    Dinç, Emre

    2017-01-01

    This paper will cover the design of a learning environment as a classroom regarding the Quadratic Equations, Functions and Graphs. The goal of the learning environment offered in the paper is to design a classroom where students will enjoy the process, use their skills they already have during the learning process, control and plan their learning…

  17. Measuring Conceptual Change on Stoichiometry Using Mental Models and IllStructured Problems In a Flipped Classroom Environment

    Directory of Open Access Journals (Sweden)

    Norrie E. Gayeta

    2017-05-01

    Full Text Available This study aimed to measure conceptual change on stoichiometry using mental models and ill-structured problems in flipped classroom environment. This study examined the level of conceptual understanding of students on stoichiometry before and after exposure to flipped and traditional lecture method. It also covered the type of conceptual change, and students’ description in flipped classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional instruction. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional lecture method. Furthermore, students strongly agreed that flipped classroom instruction helped them develop positive attitude towards chemistry and appropriate for learning college chemistry.

  18. A Comparison Of Internet-Based Learning And Traditional Classroom Lecture To Learn Cpr For Continuing Medical Education

    OpenAIRE

    HEMMATI, Nima; OMRANI, Soghra; HEMMATI, Naser

    2013-01-01

    The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general ...

  19. Virtual-reality-based attention assessment of ADHD: ClinicaVR: Classroom-CPT versus a traditional continuous performance test.

    Science.gov (United States)

    Neguț, Alexandra; Jurma, Anda Maria; David, Daniel

    2017-08-01

    Virtual-reality-based assessment may be a good alternative to classical or computerized neuropsychological assessment due to increased ecological validity. ClinicaVR: Classroom-CPT (VC) is a neuropsychological test embedded in virtual reality that is designed to assess attention deficits in children with attention deficit hyperactivity disorder (ADHD) or other conditions associated with impaired attention. The present study aimed to (1) investigate the diagnostic validity of VC in comparison to a traditional continuous performance test (CPT), (2) explore the task difficulty of VC, (3) address the effect of distractors on the performance of ADHD participants and typically-developing (TD) controls, and (4) compare the two measures on cognitive absorption. A total of 33 children diagnosed with ADHD and 42 TD children, aged between 7 and 13 years, participated in the study and were tested with a traditional CPT or with VC, along with several cognitive measures and an adapted version of the Cognitive Absorption Scale. A mixed multivariate analysis of covariance (MANCOVA) revealed that the children with ADHD performed worse on correct responses had more commissions and omissions errors than the TD children, as well as slower target reaction times . The results showed significant differences between performance in the virtual environment and the traditional computerized one, with longer reaction times in virtual reality. The data analysis highlighted the negative influence of auditory distractors on attention performance in the case of the children with ADHD, but not for the TD children. Finally, the two measures did not differ on the cognitive absorption perceived by the children.

  20. A Comparison of Internet-Based Learning and Traditional Classroom Lecture to Learn CPR for Continuing Medical Education

    Science.gov (United States)

    Hemmati, Nima; Omrani, Soghra; Hemmati, Naser

    2013-01-01

    The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL) and traditional classroom lecture (TCL) for continuing medical education (CME) programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR) curriculum guidelines training…

  1. Exploring Differences in Preference for On-Line versus Traditional Classroom Delivery of a Freshmen Introduction to Global Business Course

    Science.gov (United States)

    Levine, Mark; Guy, Paul; Straus, Peter; Levine, H. T.

    2009-01-01

    The present study investigates whether pre-business students, after having completed a traditional in class freshmen introduction to global business course, express a difference in preference for such a course to be delivered online versus classroom or no preference at all. The study further explores whether four variables: 1) number of units of…

  2. "Everyone's a Comedian." No Really, They Are: Using Humor in the Online and Traditional Classroom

    Science.gov (United States)

    Smith, Victoria D.; Wortley, Amy

    2017-01-01

    The effects of the incorporation of instructor humor in both the traditional and online classroom settings was examined. Students react to instructor humor in positive ways that demonstrate both increased engagement with the material and increased information recall following the use of instructor humor in lecture. Challenges of instructor and…

  3. Actual versus Implied Physics Students: How Students from Traditional Physics Classrooms Related to an Innovative Approach to Quantum Physics

    Science.gov (United States)

    Bøe, Maria Vetleseter; Henriksen, Ellen Karoline; Angell, Carl

    2018-01-01

    Calls for renewal of physics education include more varied learning activities and increased focus on qualitative understanding and history and philosophy of science (HPS) aspects. We have studied an innovative approach implementing such features in quantum physics in traditional upper secondary physics classrooms in Norway. Data consists of 11…

  4. Introduction of Mobile Media into Formal Classroom Learning Environments

    Science.gov (United States)

    Laskin, Alexander V.; Avena, Joseph

    2015-01-01

    Among all the technological changes in the society, smartphones have become one of the most adopted innovations. Yet, in the classroom a common response to phones in students' hands is to ban them! This study uses Social Construction of Technology theory to investigate whether mobile media can have a place in the classroom. Using in-depth…

  5. The Influence of the High School Classroom Environment on Learning as Mediated by Student Engagement

    Science.gov (United States)

    Shernoff, David J.; Ruzek, Erik A.; Sinha, Suparna

    2017-01-01

    Classroom learning environments are frequently assumed to exert their influence on learning indirectly, via student engagement. The present study examined the influence of environmental challenge and support on learning in high school classrooms, and the potential for student engagement to act as a mediator in this relationship. Data were…

  6. Powerful Learning Environments: The Critical Link between School and Classroom Cultures.

    Science.gov (United States)

    Finnan, Christine; Schnepel, Katherine C.; Anderson, Lorin W.

    2003-01-01

    Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in…

  7. Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory

    Directory of Open Access Journals (Sweden)

    Maria Isabel Suero

    2011-10-01

    Full Text Available This study compared the educational effects of computer simulations developed in a hyper-realistic virtual environment with the educational effects of either traditional schematic simulations or a traditional optics laboratory. The virtual environment was constructed on the basis of Java applets complemented with a photorealistic visual output. This new virtual environment concept, which we call hyper-realistic, transcends basic schematic simulation; it provides the user with a more realistic perception of a physical phenomenon being simulated. We compared the learning achievements of three equivalent, homogeneous groups of undergraduates—an experimental group who used only the hyper-realistic virtual laboratory, a first control group who used a schematic simulation, and a second control group who used the traditional laboratory. The three groups received the same theoretical preparation and carried out equivalent practicals in their respective learning environments. The topic chosen for the experiment was optical aberrations. An analysis of variance applied to the data of the study demonstrated a statistically significant difference (p value <0.05 between the three groups. The learning achievements attained by the group using the hyper-realistic virtual environment were 6.1 percentage points higher than those for the group using the traditional schematic simulations and 9.5 percentage points higher than those for the group using the traditional laboratory.

  8. Classroom Environment in the Implementation of an Innovative Curriculum Project in Science Education.

    Science.gov (United States)

    Suarez, Mercedes; Pias, Rosa; Membiela, Pedro; Dapia, Dolores

    1998-01-01

    Analyzes the perceptions of students, teachers, and external observers in order to study the influence of classroom environment on the implementation of an innovative project in science education. Contains 33 references. (DDR)

  9. Relationships between the School-Level and Classroom-Level Environment in Secondary Schools in South Africa

    Science.gov (United States)

    Aldridge, Jill M.; Fraser, Barry J.; Laugksch, Rüdiger C.

    2011-01-01

    We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8…

  10. Examining the relationship between the creativity levels of the classroom environment and the preschool children

    OpenAIRE

    Züleyha Yuvacı; Hacer Elif Dağlıoğlu

    2018-01-01

    The aim of this study was to investigate the relationship between the creative classroom environments and the creative thinking skills of six-year old children in three central districts (Melikgazi, Kocasinan and Talas) of Kayseri province in Turkey. The participants of the study included 51 teachers and 357 students in their classes. The teachers who participated in this study were administered “the Pre-school Creative Classroom Environment Scale” for their perception of the level of creativ...

  11. Real-time continuous glucose monitoring systems in the classroom/school environment.

    Science.gov (United States)

    Benassi, Kari; Drobny, Jessica; Aye, Tandy

    2013-05-01

    Children with type 1 diabetes (T1D) spend 4-7 h/day in school with very little supervision of their diabetes management. Therefore, families have become more dependent on technology, such as use of real-time continuous glucose monitoring (RT-CGM), to provide increased supervision of their diabetes management. We sought to assess the impact of RT-CGM use in the classroom/school environment. Children with T1D using RT-CGM, their parents, and teachers completed a questionnaire about RT-CGM in the classroom/school environment. The RT-CGM was tolerated well in the classroom/school environment. Seventy percent of parents, 75% of students, and 51% of teachers found RT-CGM useful in the classroom/school environment. The students found the device to be more disruptive than did their parents and teachers. However, all three groups agreed that RT-CGM increased their comfort with diabetes management at school. Our study suggests that RT-CGM is useful and not disruptive in the classroom/school environment. The development of education materials for teachers could further increase its acceptance in the classroom/school environment.

  12. Teacher Attitudes, Perceived Influences, and Self-Reported Classroom Behaviors Related to School Nutrition Environments

    Science.gov (United States)

    Girard, Beverly Lawler

    2010-01-01

    This study determined attitudes of kindergarten through fifth grade teachers about school nutrition environments, their perceived influence on school nutrition environments, and self-reported classroom behaviors. Specific objectives were to: (a) identify perceived factors that influence the school nutrition environment, according to teachers…

  13. Children's behavioral regulation and literacy: The impact of the first grade classroom environment.

    Science.gov (United States)

    Day, Stephanie L; Connor, Carol McDonald; McClelland, Megan M

    2015-10-01

    Classroom learning environments are an important source of influence on children's development, particularly with regard to literacy achievement and behavioral regulation, both of which require the coordination of task inhibition, attention, and working memory. Classroom observations were conducted in 18 schools and 51 first grade classrooms for 500 children. The non-instructional activities were recorded for each student in the classroom. Hierarchical linear modeling revealed that children with weaker fall behavioral regulation were more likely to attend classrooms where more time was spent in disruptions and wasted instructional time over the course of the school year, such as waiting for the teacher to gather materials before beginning instruction. For literacy outcomes, children who were in classrooms where more time in disruptions, transitions, and waiting was observed showed weaker literacy skill gains in the spring compared to children in classrooms with lesser amounts of such unproductive non-instructional time and this effect was generally greater for students with initial weaker skills. These results also reveal that the classroom environment and the incoming characteristics of the students themselves influence students' development of behavioral regulation and literacy. Copyright © 2015. Published by Elsevier Ltd.

  14. Stress Response and Cognitive Performance Modulation in Classroom versus Natural Environments

    DEFF Research Database (Denmark)

    Mygind, Lærke; Stevenson, Matt P; Liebst, Lasse S

    2018-01-01

    explores the impact of natural environments on stress response during rest and mental load and cognitive performance in 47 children aged 10⁻12 years in a school context. Heart rate variability measures indexing tonic, event, and phasic vagal tone and attention scores were compared across classroom...... and natural environments. Tonic vagal tone was higher in the natural environment than the classrooms, but no differences were found in event or phasic vagal tone or cognitive performance measures. These findings suggest a situational aspect of the conditions under which natural environments may give rise...

  15. Classroom

    Indian Academy of Sciences (India)

    Classroom. In this section of Resonance, we in'Vite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or in'Vite responses, or ... "Classroom" is equally a forum for raising broader issues and .... Now we can approach the question from a different viewpoint.

  16. Classrooms.

    Science.gov (United States)

    Butin, Dan

    This paper addresses classroom design trends and the key issues schools should consider for better classroom space flexibility and adaptability. Classroom space design issues when schools embrace technology are discussed, as are design considerations when rooms must accommodate different grade levels, the importance of lighting, furniture…

  17. Exploring Non-Traditional Learning Methods in Virtual and Real-World Environments

    Science.gov (United States)

    Lukman, Rebeka; Krajnc, Majda

    2012-01-01

    This paper identifies the commonalities and differences within non-traditional learning methods regarding virtual and real-world environments. The non-traditional learning methods in real-world have been introduced within the following courses: Process Balances, Process Calculation, and Process Synthesis, and within the virtual environment through…

  18. Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

    OpenAIRE

    Norrie E. Gayeta

    2017-01-01

    This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative ...

  19. Representing Young Children with Disabilities in Classroom Environments.

    Science.gov (United States)

    Favazza, Paddy C.; LaRoe, Joyce; Phillipsen, Leslie; Kumar, Poonam

    2000-01-01

    The "Inventory of Disability Representation" was administered to 92 teachers representing kindergarten, community child care, or preschool settings. Low scores across settings indicated that classrooms typically do not have materials that represent or depict children with diverse abilities. Reasons cited by teachers are noted as are benefits…

  20. Horseless Classrooms and Virtual Learning: Reshaping Our Environments.

    Science.gov (United States)

    Bossert, Philip J.

    1997-01-01

    Unlike the rest of the industrialized world, educational institutions were largely untouched by last century's transportation revolution. Teachers have been workhorses pulling students in instructional wagons along well-worn curricula. Since television and the Internet already provide "horseless" classrooms and virtual-learning…

  1. Classroom Assessment in Web-Based Instructional Environment: Instructors' Experience

    Directory of Open Access Journals (Sweden)

    Xin Liang

    2004-03-01

    Full Text Available While a great deal has been written on the advantage and benefits of online teaching, little is known on how..assessment is implemented in online classrooms to monitor and inform performance and progress. The..purpose of this study is to investigate the dynamics of WebCT classroom assessment by analyzing the..perceptions and experience of the instructors. Grounded theory method was employed to generate a - process..theory- . The study included 10 faculties who taught WebCT classes, and 216 students in the College of..Education in an urban university in the Mid west. Interviews and classroom observations were undertaken..on line. The findings indicated that, performance-based assessment, writing skills, interactive assessment..and learner autonomy were major assessment aspects to inform teaching and enhance learning. If one of..the major roles of online instruction is to increase self-directed learning, as part of the pedagogical..mechanism, web-based classroom assessment should be designed and practiced to impact learner autonomy.

  2. 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.

  3. The Ecology of Interactive Learning Environments: Situating Traditional Theory

    Science.gov (United States)

    Johnson, Genevieve Marie

    2014-01-01

    In educational discourse on human learning (i.e. the result of experience) and development (i.e. the result of maturation), there are three fundamental theoretical frameworks, -- behaviourism, cognitivism and constructivism, each of which have been applied, with varying degrees of success, in online environments. An ecological framework of human…

  4. Mathematical modeling environment as a promoter changes traditional conceptions of the math teacher

    Directory of Open Access Journals (Sweden)

    Arthur Gonçalves Machado Junior

    2009-06-01

    Full Text Available The purpose of this paper is to present, through episodes, modifications made by the teacher during the interaction in the research environment, a state public school in the outskirts of Belem. Were analyzed four episodes, in which we see significant changes in his posture classroom. The episodes are meant to highlight these changes, which we believe are the interactions of the characters from the environment, the teacher with the teacher-researcher and it with his students

  5. Planning Together: Positive Classroom Environments. Diversity in the Classroom Series, Number Four.

    Science.gov (United States)

    Hindle, Doug

    This document, the fourth in a series on diversity in the classroom, supports the belief that challenges faced by teachers working with diverse students can only be met through teacher practices that increase levels of positive teacher-student interaction and that create, in each student, effective social and problem solving skills. Section 1,…

  6. Tradition

    DEFF Research Database (Denmark)

    Otto, Ton

    2016-01-01

    : beliefs, practices, institutions, and also things. In this sense, the meaning of the term in social research is very close to its usage in common language and is not always theoretically well developed (see Shils, 1971: 123). But the concept of tradition has also been central to major theoretical debates...... on the nature of social change, especially in connection with the notion of modernity. Here tradition is linked to various forms of agency as a factor of both stability and intentional change....

  7. Is there a correlation between students' perceptions of their middle school science classroom learning environment and their classroom grades?

    Science.gov (United States)

    Snyder, Wayne

    The purpose of this study was to determine if the marking period grades of middle school science students are correlated with their perception of the classroom learning environment, and if so could such an indicator be used in feedback loops for ongoing classroom learning environment evaluation and evolution. The study examined 24 classrooms in three districts representing several different types of districts and a diverse student population. The independent variable was the students' perceptions of their classroom learning environment (CLE). This variable was represented by their responses on the WIHIC (What Is Happening In This Class) questionnaire. The dependent variable was the students' marking period grades. Background data about the students was included, and for further elaboration and clarification, qualitative data was collected through student and teacher interviews. Middle school science students in this study perceived as most positive those domains over which they have more locus of control. Perceptions showed some variance by gender, ethnicity, teacher/district, and socio-economic status when viewing the absolute values of the domain variables. The patterns of the results show consistency between groups. Direct correlation between questionnaire responses and student grades was not found to be significant except for a small significance with "Task Orientation". This unexpected lack of correlation may be explained by inconsistencies between grading schemes, inadequacies of the indicator instrument, and/or by the one-time administration of the variables. Analysis of the qualitative and quantitative data led to the conclusion that this instrument is picking up information, but that revisions in both the variables and in the process are needed. Grading schemes need to be decomposed, the instrument needs to be revised, and the process needs to be implemented as a series of regular feed-back loops.

  8. LGBTQ Literature in Middle School Classrooms: Possibilities for Challenging Heteronormative Environments

    Science.gov (United States)

    Dinkins, Elizabeth G.; Englert, Patrick

    2015-01-01

    This paper uses a case study approach to examine how the heteronormative nature of one middle school setting and classroom environment shapes the climate of safety, support and learning for LGBTQ students when they are engaged in studying a novel with a gay character. Heteronormative environments inform and shape positioning of and by students and…

  9. Learning Environments as Basis for Cognitive Achievements of Students in Basic Science Classrooms in Nigeria

    Science.gov (United States)

    Atomatofa, Rachel; Okoye, Nnamdi; Igwebuike, Thomas

    2016-01-01

    The nature of classroom learning environments created by teachers had been considered very important for learning to take place effectively. This study investigated the effect of creating constructivist and transmissive learning environments on achievements of science students of different ability levels. 243 students formed the entire study…

  10. Student control ideology and the science classroom environment in urban secondary schools of sudan

    Science.gov (United States)

    Harty, Harold; Hassan, Hassan A.

    An examination was made concerning the relationships between Sudanese secondary science teachers' pupil control ideology and their students' perceptions/observations of the psychosocial environment of their science classrooms. One hundred secondary science teachers were classified as possessing humanistic (N = 20) or custodial (N = 20) control ideologies. A class (N = 40) of students was randomly selected for every teacher in both groups. The findings revealed that no significant relationships existed between the control ideologies of the teachers and their students' perceptions/observations of the classroom environment. Custodialism in control ideology was significantly related to the classroom environment psychosocial aspect of low support. Discussion and implications of the findings have been approached from both Sudanese and American perspectives.

  11. Using Simulation to Support Novice Teachers' Classroom Management Skills: Comparing Traditional and Alternative Certification Groups

    Science.gov (United States)

    Pankowski, Jennifer; Walker, Joan T.

    2016-01-01

    Drawing from research on situated cognition and the development of expertise and simulations in professional education, we designed two simulation tasks that provided novice teachers with repeated opportunities to deliberately practice managing a classroom under no-fault conditions. The simulations immersed novices in two perennial classroom…

  12. Diverging from Traditional Paths: Reconstructing Fairy Tales in the EFL Classroom

    Science.gov (United States)

    Hayik, Rawia

    2015-01-01

    Framed by transactional and critical literacy theories, this teacher-research introduces practical examples of implementing antisexist pedagogy in an EFL Middle Eastern classroom. After a short preview of the gender-biased educational messages abundant in literature and pop culture, the article focuses on students' transaction with "Cinder…

  13. A Quantitative Comparative Study of Blended and Traditional Models in the Secondary Advanced Placement Statistics Classroom

    Science.gov (United States)

    Owens, Susan T.

    2017-01-01

    Technology is becoming an integral tool in the classroom and can make a positive impact on how the students learn. This quantitative comparative research study examined gender-based differences among secondary Advanced Placement (AP) Statistic students comparing Educational Testing Service (ETS) College Board AP Statistic examination scores…

  14. Positive School and Classroom Environment: Precursors of Successful Implementation of Positive Youth Development Programs

    Directory of Open Access Journals (Sweden)

    Rachel C. F. Sun

    2008-01-01

    Full Text Available This case study was based on a school where the Tier 1 Program of the Project P.A.T.H.S. was integrated into the formal curriculum. In this case study, an interview with the school principal, vice-principal, and social worker was conducted in order to understand their perceptions of administrative arrangements and issues in the school, implementation characteristics, program effectiveness, program success, and overall impression. Results showed that several positive school and classroom attributes were conducive to program success, including positive school culture and belief in students' potentials, an inviting school environment, an encouraging classroom environment, high involvement of school administrative personnel, and systematic program arrangement.

  15. M-learning in the field Production Direction through flipped classroom with virtual collaborative environments and its evaluation with rubrics

    Directory of Open Access Journals (Sweden)

    Sonia Martín-Gómez

    2017-09-01

    Full Text Available This study is part of a teacher change and improvement project whose aim is to modify the traditional teaching system in the field of Production Management (Operations Management, focusing its learning on the acquisition of the competences required by the European Higher Education Area (EHEA, in such a way that the student participates actively and is involved in the solution of the problems of real companies raised in the classroom in a virtual collaborative environment, supported in social networks through the use of different mobile devices (m-learning. Innovative methodologies such as flipped class-room, where we propose that the student begins to play an active role through problem-based collaborative learning (PBCL, whose purpose will be to train students capable of analyzing and facing problems in the same way as they would during their professional activity. However, for this methodological change to be successful, it will have to be accompanied by well-designed rubrics that allow the correct evaluation of group work and participation in the classroom. In this way, the students will know the competences achieved and those that need strengthening.

  16. A comparison of student achievement on the National Servsafe RTM Examination in an online versus a traditional classroom format

    Science.gov (United States)

    Komarinski, Cindy Angelo

    This study used both quantitative and qualitative approaches to determine whether there is a significant difference in student achievement in food sanitation using a traditional classroom or online delivery as evidenced by the results of the ServSafe exam. Because sanitation is of the utmost importance in preventing foodborne illness, it is imperative to identify effective training delivery methods. Sixty-six participants who self-selected the delivery of the sanitation class were used in this study. The participants were given a diagnostic exam at the beginning of the course, which determined their level of pre-knowledge, and the ServSafe exam at the end of the course. The students in online delivery had a higher mean pre-knowledge than those in traditional delivery but did not do as well, though not significantly, on the ServSafe exam. The fact that those in the online delivery began the class with a higher level of knowledge as evidenced on the diagnostic exam yet underperformed the students in the traditional program underscores the relative superiority of the traditional method. This difference is in even starker contrast when one considers that students in online delivery had more years of experience in the field than those in traditional delivery. Because of self-selection as well as the limited sample size, it is recommended that this study be replicated in other programs in the United States.

  17. A comparison of two methods of teaching. Computer managed instruction and keypad questions versus traditional classroom lecture.

    Science.gov (United States)

    Halloran, L

    1995-01-01

    Computers increasingly are being integrated into nursing education. One method of integration is through computer managed instruction (CMI). Recently, technology has become available that allows the integration of keypad questions into CMI. This brings a new type of interactivity between students and teachers into the classroom. The purpose of this study was to evaluate differences in achievement between a control group taught by traditional classroom lecture (TCL) and an experimental group taught using CMI and keypad questions. Both control and experimental groups consisted of convenience samples of junior nursing students in a baccalaureate program taking a medical/surgical nursing course. Achievement was measured by three instructor-developed multiple choice examinations. Findings demonstrated that although the experimental group demonstrated increasingly higher test scores as the semester progressed, no statistical difference was found in achievement between the two groups. One reason for this may be phenomenon of vampire video. Initially, the method of presentation overshadowed the content. As students became desensitized to the method, they were able to focus and absorb more content. This study suggests that CMI and keypads are a viable teaching option for nursing education. It is equal to TCL in student achievement and provides a new level of interaction in the classroom setting.

  18. Usability Studies in Virtual and Traditional Computer Aided Design Environments for Fault Identification

    Science.gov (United States)

    2017-08-08

    communicate their subjective opinions. Keywords: Usability Analysis; CAVETM (Cave Automatic Virtual Environments); Human Computer Interface (HCI...the differences in interaction when compared with traditional human computer interfaces. This paper provides analysis via usability study methods

  19. Oral History in the Classroom: A Comparison of Traditional and On-Line Gerontology Classes

    Science.gov (United States)

    Ehlman, Katie; Ligon, Mary; Moriello, Gabriele; Welleford, E. Ayn; Schuster, Kirsten

    2011-01-01

    In this study, the effectiveness of an oral history assignment was assessed in a traditional gerontology class versus a distance education (DE) gerontology class. Attitudes toward older adults and the aging process were measured before and after students in the traditional (n = 29) and DE (n = 16) setting completed an oral history assignment.…

  20. Bringing the Family Tradition in Bluegrass Music to the Music Classroom

    Science.gov (United States)

    Mills, Susan W.

    2009-01-01

    National Standard 9, "understanding music in relation to history and culture," forms the basis for this article about family traditions found in bluegrass music. With historical information about the roots of bluegrass music in the Old Time tradition, the author provides helpful links and instructional strategies to help general music…

  1. Associations between Students' Perceptions of Mathematics Classroom Environment and Self-Handicapping in Australian and Canadian High Schools

    Science.gov (United States)

    Dorman, Jeffrey P.; Ferguson, Janet M.

    2004-01-01

    Research investigating the relationship between classroom environment and self-handicapping was conducted in Australian and Canadian high schools. A sample of 2,006 students responded to a questionnaire that assessed student perceptions of classroom environment and self-handicapping. Simple and multiple correlational analyses showed that classroom…

  2. Inverting an Introductory Statistics Classroom

    Science.gov (United States)

    Kraut, Gertrud L.

    2015-01-01

    The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted…

  3. Classroom

    Indian Academy of Sciences (India)

    In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom ... sharing personal experiences and viewpoints on matters related to teaching and learning ... Is there any well charaderised example of.

  4. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Quantum Theory of the Doppler Effed. Generally text books give only the wave ...

  5. Classroom

    Indian Academy of Sciences (India)

    "Classroom" is equally a foru11J. for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Point Set Topological ... a new way of looking at this problem and we will prove.

  6. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ... I shall give the solution to the problem, along with relevant.

  7. Classroom

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. ... research, could then both inject greater vigour into teaching of ... ture, forestry and fishery sciences, management of natural resources.

  8. Classroom

    Indian Academy of Sciences (India)

    responses, or both. "Classroom" is equally a forum for raising broader issues and .... Research Institute, Bangalore ... From Bohr's theory we can calculate v = (En - En -1) / h the ... important reason for the failure of the qualitative arguments. An.

  9. Learner-Responsive Instructional Strategies for Adults in Accelerated Classroom Formats: Creating Inclusive Learning Environments

    Science.gov (United States)

    Gupta, Kalpana

    2012-01-01

    This study was focused on investigating inclusive learning environments in accelerated classroom formats. Three 8-week sections of an undergraduate course at Regis University were examined. Results from observations and surveys were analyzed to determine the effectiveness and consistency of 13 inclusive strategies derived from Wlodkowski and…

  10. Single-Sex School Boys' Perceptions of Coeducational Classroom Learning Environments

    Science.gov (United States)

    Yates, Shirley M.

    2011-01-01

    Reviews in many countries have found little evidence of consistent advantages in either single-sex education or coeducation. Over the last three decades, coeducation has been introduced into many single-sex schools, but there is a dearth of evidence from the student perspective of the impact of such changes on the classroom learning environment.…

  11. The Contribution of Perceived Classroom Learning Environment and Motivation to Student Engagement in Science

    Science.gov (United States)

    Tas, Yasemin

    2016-01-01

    This study investigated middle school students' engagement in science in relation to students' perceptions of the classroom learning environment (teacher support, student cohesiveness, and equity) and motivation (self-efficacy beliefs and achievement goals). The participants were 315 Turkish sixth and seventh grade students. Four hierarchical…

  12. The Cooperative Classroom Environment Measure (CCEM): Refining a Measure That Assesses Factors Motivating Student Prosociality

    Science.gov (United States)

    Premo, Joshua; Cavagnetto, Andy; Lamb, Richard

    2018-01-01

    A classroom's social environment and student dispositions towards social interaction together exert a substantial influence on academic outcomes. The strength of this effect is highlighted by research showing the positive effect of cooperative learning on student achievement, but can also be seen in the contribution that student social…

  13. A Cross-National Study of Secondary Science Classroom Environments in Australia and Indonesia

    Science.gov (United States)

    Fraser, Barry J.; Aldridge, Jill M.; Adolphe, F. S. Gerard

    2010-01-01

    This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) cross validate the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of…

  14. Students' Perceptions of the Learning Environment in Tertiary Science Classrooms in Myanmar

    Science.gov (United States)

    Khine, Myint Swe; Fraser, Barry J.; Afari, Ernest; Oo, Zeya; Kyaw, Thein Thein

    2018-01-01

    We investigated students' perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory…

  15. The Classroom Environment and Students' Reports of Avoidance Strategies in Mathematics: A Multimethod Study.

    Science.gov (United States)

    Turner, Julianne C.; Midgley, Carol; Meyer, Debra K.; Gheen, Margaret; Anderman, Eric M.; Kang, Yongjin; Patrick, Helen

    2002-01-01

    The relation between learning environment (perceptions of classroom goal structure and teachers' instructional discourse) and students' reported use of avoidance strategies (self-handicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. High incidence of motivational support was uniquely characteristic…

  16. The Relationship between Classroom Environment and EFL Learners' Academic Self-Efficacy

    Science.gov (United States)

    Daemi, Masoumeh Naghsh; Tahriri, Abdorreza; Zafarghandi, Amir Mahdavi

    2017-01-01

    The present study sought to examine the relationship between classroom environment and English as a Foreign Language (EFL) learners' academic self-efficacy. To this end, a sample of 200 advanced EFL learners (146 females and 54 males) completed the "What is Happening In This Class?" (WIHIC) which consists of seven scales including…

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

    Science.gov (United States)

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

    2014-12-15

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

  18. Mixed-reality Learning Environments: What Happens When You Move from a Laboratory to a Classroom?

    OpenAIRE

    King, Barbara; Smith, Carmen Petrick

    2018-01-01

    The advent ofmotion-controlled technologies has unlocked new possibilities for body-basedlearning in the mathematics classroom. For example, mixed-reality learning environments allow students theopportunity to embody a mathematical concept while simultaneously beingprovided a visual interface that represents their movement.  In the current study, we created amixed-reality environment to help children learn about angle measurement, andwe investigated similarities and differen...

  19. Designing for Learning: Online Social Networks as a Classroom Environment

    Science.gov (United States)

    Casey, Gail; Evans, Terry

    2011-01-01

    This paper deploys notions of emergence, connections, and designs for learning to conceptualize high school students' interactions when using online social media as a learning environment. It makes links to chaos and complexity theories and to fractal patterns as it reports on a part of the first author's action research study, conducted while she…

  20. Elementary Teachers' Perceptions of Mathematics Instruction in Montessori and Traditional Classrooms

    Science.gov (United States)

    Kofa, Linda

    2017-01-01

    Students in grades 3 and 4 attending a traditional public elementary school in a northeastern state did not meet proficiency levels in mathematics as measured by the state's assessment system. Published reports indicated that students attending the Montessori programs were more proficient in solving math problems compared to students in…

  1. Multiple Representation Instruction First versus Traditional Algorithmic Instruction First: Impact in Middle School Mathematics Classrooms

    Science.gov (United States)

    Flores, Raymond; Koontz, Esther; Inan, Fethi A.; Alagic, Mara

    2015-01-01

    This study examined the impact of the order of two teaching approaches on students' abilities and on-task behaviors while learning how to solve percentage problems. Two treatment groups were compared. MR first received multiple representation instruction followed by traditional algorithmic instruction and TA first received these teaching…

  2. Traditional and Flipped Classroom Approaches Delivered by Two Different Teachers: The Student Perspective

    Science.gov (United States)

    Limniou, Maria; Schermbrucker, Ian; Lyons, Minna

    2018-01-01

    The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom…

  3. Classroom

    Indian Academy of Sciences (India)

    CLASSROOM. Figure 1. An antibubble photographed with a white backdrop. contrast to the case of soap bubbles,. Soap bubbles float in air and descend due to gravity on account of higher density of the soap solution, while antibubbles rise due to buoyancy of the air film and float just below the surface of the soap solution.

  4. The Responsive Environmental Assessment for Classroom Teaching (REACT): the dimensionality of student perceptions of the instructional environment.

    Science.gov (United States)

    Nelson, Peter M; Demers, Joseph A; Christ, Theodore J

    2014-06-01

    This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  5. Sensing our Environment: Remote sensing in a physics classroom

    Science.gov (United States)

    Isaacson, Sivan; Schüttler, Tobias; Cohen-Zada, Aviv L.; Blumberg, Dan G.; Girwidz, Raimund; Maman, Shimrit

    2017-04-01

    . The teams then processed their data and presented it to their foreign partners for evaluation in a video conference call. Alongside exciting insights about their respective environments and living conditions, the young scientists had daily access to live satellite sensors and remote sensing through the DLR_School_Lab in Germany and the Earth and Planetary Image Facility in Israel. This paper provides an overview regarding the project, the techniques used and the evaluation results following a pre-past-questionnaire design, and above all demonstrates the use of remote sensing as an application for physics teaching in a significant learning environment.

  6. A COMPARISON OF INTERNET-BASED LEARNING AND TRADITIONAL CLASSROOM LECTURE TO LEARN CPR FOR CONTINUING MEDICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Naser HEMMATI

    2013-01-01

    Full Text Available The purpose of this study was to compare the satisfaction and effectiveness of Internet-based learning (IBL and traditional classroom lecture (TCL for continuing medical education (CME programs by comparing final resuscitation exam results of physicians who received the newest cardiopulmonary resuscitation (CPR curriculum guidelines training either by traditional or by an Internet-based CME. A randomized two-group pretest-posttest quasi-experimental design was used. Postgraduate general physician trainees of Iran medical schools were participated. Two methods were compared for teaching the newest curriculum guidelines of the American Heart Association: lecture method in which the teacher follows a Power point presentation with linear layout, and with interactive self-assessment and Scenario-based learning, feedback, multimedia with linear and nonlinear layout with the same power point presentation as lecture in terms of text and photography. The data on final CPR exam grades, collected both groups trained physicians, were obtained for a total of 80 physicians in 2011. An independent sample t-test analysis indicated that participants in the IBL format reported significantly higher mean ratings for this format (62.5 ±2.32 than TCL format (54.6±2.18 (p=.001. There were no significant differences between the two groups in cognitive gains (p<0.05. well-designed IBL content can be effective or a supplement component to CME.

  7. A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional in-Classroom Education

    Directory of Open Access Journals (Sweden)

    Gulten GENC

    2016-10-01

    Full Text Available In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with their aspirations, expectations and interest in a more flexible way. This study aims to determine and compare the motivation and attitudes of language learners of online distance and traditional in-classroom education, in a state university in Turkey. Participants were 500 undergraduate university students in various disciplines. About 250 (half of the participants studied English as a foreign language through traditional in-classroom education whereas the rest of the participants (250 studied English through online distance education in the same university by the same instructors. Two questionnaires (one to evaluate motivation level and one to evaluate attitudes of the participants related to English as a foreign language and a background information form investigating individual information of the participants were used to collect data from the students of nine faculties at the University (including Faculty of Dentistry, Faculty of Pharmacy, Faculty of Education, Faculty of Arts and Sciences, Faculty of Fine Arts and Design, Faculty of Law, Faculty of Economics and Administrative Sciences, Faculty of Engineering, and Faculty of Medicine. According to the nature of the research, the study used descriptive statistics (frequencies, range, means, and standard deviations, t-test and ANOVA as the statistical analysis methods. All collected data were coded and computerized using the SPSS software and the alpha level for the tests was set at .05. After calculating each participant’s motivation and attitudes scores, their scores were compared to the variables selected for the study and each other. The

  8. Teachers' Beliefs, Perceived Practice and Actual Classroom Practice in Relation to Traditional (Teacher-Centered) and Constructivist (Learner-Centered) Teaching (Note 1)

    Science.gov (United States)

    Kaymakamoglu, Sibel Ersel

    2018-01-01

    This study explored the EFL teachers' beliefs, perceived practice and actual classroom practice in relation to Traditional (teacher-centered) and Constructivist (learner-centered) teaching in Cyprus Turkish State Secondary Schools context. For this purpose, semi-structured interviews and structured observations were employed with purposively…

  9. Perceptions of Faculty toward Integrating Technology in Undergraduate Higher Education Traditional Classrooms at Research-Focused Regional Universities in South Texas

    Science.gov (United States)

    Shipman, Cheri Deann

    2017-01-01

    This qualitative study examined the perceptions of faculty members who use technology in undergraduate higher education traditional classrooms in research-focused regional universities in South Texas. Faculty members at research-focused regional universities are expected to divide time judiciously into three major areas: research, service, and…

  10. A Comparison of Web-Based with Traditional Classroom-Based Training of Lung Ultrasound for the Exclusion of Pneumothorax.

    Science.gov (United States)

    Edrich, Thomas; Stopfkuchen-Evans, Matthias; Scheiermann, Patrick; Heim, Markus; Chan, Wilma; Stone, Michael B; Dankl, Daniel; Aichner, Jonathan; Hinzmann, Dominik; Song, Pingping; Szabo, Ashley L; Frendl, Gyorgy; Vlassakov, Kamen; Varelmann, Dirk

    2016-07-01

    Lung ultrasound (LUS) is a well-established method that can exclude pneumothorax by demonstration of pleural sliding and the associated ultrasound artifacts. The positive diagnosis of pneumothorax is more difficult to obtain and relies on detection of the edge of a pneumothorax, called the "lung point." Yet, anesthesiologists are not widely taught these techniques, even though their patients are susceptible to pneumothorax either through trauma or as a result of central line placement or regional anesthesia techniques performed near the thorax. In anticipation of an increased training demand for LUS, efficient and scalable teaching methods should be developed. In this study, we compared the improvement in LUS skills after either Web-based or classroom-based training. We hypothesized that Web-based training would not be inferior to "traditional" classroom-based training beyond a noninferiority limit of 10% and that both would be superior to no training. Furthermore, we hypothesized that this short training session would lead to LUS skills that are similar to those of ultrasound-trained emergency medicine (EM) physicians. After a pretest, anesthesiologists from 4 academic teaching hospitals were randomized to Web-based (group Web), classroom-based (group class), or no training (group control) and then completed a posttest. Groups Web and class returned for a retention test 4 weeks later. All 3 tests were similar, testing both practical and theoretical knowledge. EM physicians (group EM) performed the pretest only. Teaching for group class consisted of a standardized PowerPoint lecture conforming to the Consensus Conference on LUS followed by hands-on training. Group Web received a narrated video of the same PowerPoint presentation, followed by an online demonstration of LUS that also instructs the viewer to perform an LUS on himself using a clinically available ultrasound machine and submit smartphone snapshots of the resulting images as part of a portfolio system

  11. Linking Classroom Environment with At-Risk Engagement in Science: A Mixed Method Approach

    Science.gov (United States)

    Collins, Stephen Craig

    This explanatory sequential mixed-method study analyzed how the teacher created learning environment links to student engagement for students at-risk across five science classroom settings. The learning environment includes instructional strategies, differentiated instruction, positive learning environment, and an academically challenging environment. Quantitative and qualitative data were gathered in the form of self-reporting surveys and a follow-up interview. The researcher aimed to use the qualitative results to explain the quantitative data. The general research question was "What are the factors of the teacher-created learning environment that were best suited to maximize engagement of students at-risk?" Specifically explaining, (1) How do the measured level of teacher created learning environment link to the engagement level of students at-risk in science class? and (2) What relationship exists between the student perception of the science classroom environment and the level of behavioral, cognitive, emotional, and social engagement for students at-risk in science class? This study took place within a large school system with more than 20 high schools, most having 2000-3000 students. Participating students were sent to a panel hearing that determined them unfit for the regular educational setting, and were given the option of attending one of the two alternative schools within the county. Students in this alternative school were considered at-risk due to the fact that 98% received free and reduced lunch, 97% were minority population, and all have been suspended from the regular educational setting. Pairwise comparisons of the SPS questions between teachers using t-test from 107 students at-risk and 40 interviews suggest that each category of the learning environment affects the level of behavioral, cognitive, emotional, and social engagement in science class for students at-risk in an alternative school setting. Teachers with higher student perceptions of

  12. Design and implementation of a flipped classroom learning environment in the biomedical engineering context.

    Science.gov (United States)

    Corrias, Alberto; Cho Hong, James Goh

    2015-01-01

    The design and implementation of a learning environment that leverages on the use of various technologies is presented. The context is an undergraduate core engineering course within the biomedical engineering curriculum. The topic of the course is data analysis in biomedical engineering problems. One of the key ideas of this study is to confine the most mathematical and statistical aspects of data analysis in prerecorded video lectures. Students are asked to watch the video lectures before coming to class. Since the classroom session does not need to cover the mathematical theory, the time is spent on a selected real world scenario in the field of biomedical engineering that exposes students to an actual application of the theory. The weekly cycle is concluded with a hands-on tutorial session in the computer rooms. A potential problem would arise in such learning environment if the students do not follow the recommendation of watching the video lecture before coming to class. In an attempt to limit these occurrences, two key instruments were put in place: a set of online self-assessment questions that students are asked to take before the classroom session and a simple rewards system during the classroom session. Thanks to modern learning analytics tools, we were able to show that, on average, 57.9% of students followed the recommendation of watching the video lecture before class. The efficacy of the learning environment was assessed through various means. A survey was conducted among the students and the gathered data support the view that the learning environment was well received by the students. Attempts were made to quantify the impacts on learning of the proposed measures by taking into account the results of selected questions of the final examination of the course. Although the presence of confounding factors demands caution in the interpretation, these data seem to indicate a possible positive effect of the use of video lectures in this technologically

  13. READING ENGAGEMENT: A COMPARISON BETWEEN E-BOOKS AND TRADITIONAL PRINT BOOKS IN AN ELEMENTARY CLASSROOM

    Directory of Open Access Journals (Sweden)

    Troy Jones

    2011-07-01

    Full Text Available Electronic books (e-books are gaining popularity for personal reading. Options for access to a large selection of book titles and “anytime/anywhere” reading choices have added to the increased use of e-books. For this study, 22 third-grade students completed satisfaction surveys and reading comprehension tests on three separate reading sessions: one traditional print-based and two e-book titles. Indicators of reading engagement included motivation for independent reading and comprehension as measured by standardized tests on the print book and both e-books. Results showed that format was not as important as students’ identification with setting, characters, and theme of the book. Students did, however, indicate a preference for e-books when given the option of a wide selection of titles and the freedom to choose their own e-book. Students further indicated a preference for the amenities associated with e-book reading such as pop-up definitions and pronunciations of words, automatic page turning, and the option of read-aloud narration. The authors concluded that children quickly become comfortable with e-books and welcomed the technology. However, they are not completely ready to disregard print books.

  14. Metacognition: A Tool to Promote an Inclusive Classroom Environment for Students with Disabilities

    Directory of Open Access Journals (Sweden)

    Ana Patricia Vázquez-Chaves

    2015-09-01

    Full Text Available This essay presents metacognition as a tool to promote a classroom environment inclusive for students with disabilities. It aims at promoting reflection on the methodology to address diversity within the classroom, considering the population with disabilities as one of the major groups to bear in mind. Within the conceptual approach, inclusive education is seen as the way to address diversity in the Costa Rican education system, where education is considered a fundamental human right. The Ministry of Public Education of Costa Rica is moving from a rehabilitative approach to an inclusive education approach. Metacognition is a way to raise awareness on the pedagogical mediation within the classroom environment. This paper includes results from a series of descriptive and qualitative studies conducted at Universidad Nacional, Costa Rica, which demonstrate that many of the difficulties presented in the student population are due to methodological aspects and an inadequate delivery of the contents by the teachers. The methodology used helps us to understand the ways in which students perform the cognitive processes through metacognitive strategies. It is concluded that the teaching strategies proposed to meet the educational needs comprehensively is fundamental for achieving inclusive educational processes.

  15. Re-Envisioning the Archaic Higher Education Learning Environment: Implementation Processes for Flipped Classrooms

    Science.gov (United States)

    Rabidoux, Salena; Rottmann, Amy

    2018-01-01

    Flipped classrooms are often utilized in PK-12 classrooms; however, there is also a growing trend of flipped classrooms in higher education. This paper presents the benefits and limitations of implementing flipped classrooms in higher education as well as resources for integrating a flipped classroom design to instruction. The various technology…

  16. Comparison of a traditional and non-traditional residential care facility for persons living with dementia and the impact of the environment on occupational engagement.

    Science.gov (United States)

    Richards, Kieva; D'Cruz, Rachel; Harman, Suzanne; Stagnitti, Karen

    2015-12-01

    Dementia residential facilities can be described as traditional or non-traditional facilities. Non-traditional facilities aim to utilise principles of environmental design to create a milieu that supports persons experiencing cognitive decline. This study aimed to compare these two environments in rural Australia, and their influence on residents' occupational engagement. The Residential Environment Impact Survey (REIS) was used and consists of: a walk-through of the facility; activity observation; interviews with residents and employees. Thirteen residents were observed and four employees interviewed. Resident interviews did not occur given the population diagnosis of moderate to severe dementia. Descriptive data from the walk-through and activity observation were analysed for potential opportunities of occupational engagement. Interviews were thematically analysed to discern perception of occupational engagement of residents within their facility. Both facilities provided opportunities for occupational engagement. However, the non-traditional facility provided additional opportunities through employee interactions and features of the physical environment. Interviews revealed six themes: Comfortable environment; roles and responsibilities; getting to know the resident; more stimulation can elicit increased engagement; the home-like experience and environmental layout. These themes coupled with the features of the environment provided insight into the complexity of occupational engagement within this population. This study emphasises the influence of the physical and social environment on occupational engagement opportunities. A non-traditional dementia facility maximises these opportunities and can support development of best-practice guidelines within this population. © 2015 Occupational Therapy Australia.

  17. Classroom Assessment Techniques: A Literature Review

    Science.gov (United States)

    DiCarlo, Kristen; Cooper, Lori

    2014-01-01

    Effective classroom assessment techniques are directly linked to course objectives and proposed outcomes. Results within formative and summative assessments have been studied in the online learning environment as educators seek to meet objectives with respect to student success in the non-traditional setting. Online classroom assessment techniques…

  18. Occupants' adaptive responses and perception of thermal environment in naturally conditioned university classrooms

    Energy Technology Data Exchange (ETDEWEB)

    Yao, Runming [The School of Construction Management and Engineering, The University of Reading, Whiteknights, PO Box 219, Reading RG6 6AW (United Kingdom); The Faculty of Urban Construction and Environmental Engineering, Chongqing University, Chongqing 400042 (China); Liu, Jing [The School of Construction Management and Engineering, The University of Reading, Whiteknights, PO Box 219, Reading RG6 6AW (United Kingdom); Li, Baizhan [The Faculty of Urban Construction and Environmental Engineering, Chongqing University, Chongqing 400042 (China); Key Laboratory of the Three Gorges Reservoir Region' s Eco-Environment (Ministry of Education), Chongqing University, Chongqing 400042 (China)

    2010-03-15

    A year-long field study of the thermal environment in university classrooms was conducted from March 2005 to May 2006 in Chongqing, China. This paper presents the occupants' thermal sensation votes and discusses the occupants' adaptive response and perception of the thermal environment in a naturally conditioned space. Comparisons between the Actual Mean Vote (AMV) and Predicted Mean Vote (PMV) have been made as well as between the Actual Percentage of Dissatisfied (APD) and Predicted Percentage of Dissatisfied (PPD). The adaptive thermal comfort zone for the naturally conditioned space for Chongqing, which has hot summer and cold winter climatic characteristics, has been proposed based on the field study results. The Chongqing adaptive comfort range is broader than that of the ASHRAE Standard 55-2004 in general, but in the extreme cold and hot months, it is narrower. The thermal conditions in classrooms in Chongqing in summer and winter are severe. Behavioural adaptation such as changing clothing, adjusting indoor air velocity, taking hot/cold drinks, etc., as well as psychological adaptation, has played a role in adapting to the thermal environment. (author)

  19. Teaching Point-of-Care Lung Ultrasound to Novice Pediatric Learners: Web-Based E-Learning Versus Traditional Classroom Didactic.

    Science.gov (United States)

    Soon, Aun Woon; Toney, Amanda Greene; Stidham, Timothy; Kendall, John; Roosevelt, Genie

    2018-04-24

    To assess whether Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of pediatric novice learners in the image acquisition and interpretation of pneumothorax and pleural effusion using point-of-care ultrasound (POCUS). We conducted a randomized controlled noninferiority study comparing the effectiveness of Web-based teaching to traditional classroom didactic. The participants were randomized to either group A (live classroom lecture) or group B (Web-based lecture) and completed a survey and knowledge test. They also received hands-on training and completed an objective structured clinical examination. The participants were invited to return 2 months later to test for retention of knowledge and skills. There were no significant differences in the mean written test scores between the classroom group and Web group for the precourse test (absolute difference, -2.5; 95% confidence interval [CI], -12 to 6.9), postcourse test (absolute difference, 2.0; 95% CI, -1.4, 5.3), and postcourse 2-month retention test (absolute difference, -0.8; 95% CI, -9.6 to 8.1). Similarly, no significant differences were noted in the mean objective structured clinical examination scores for both intervention groups in postcourse (absolute difference, 1.9; 95% CI, -4.7 to 8.5) and 2-month retention (absolute difference, -0.6; 95% CI, -10.7 to 9.5). Web-based teaching is at least as effective as traditional classroom didactic in improving the proficiency of novice learners in POCUS. The usage of Web-based tutorials allows a more efficient use of time and a wider dissemination of knowledge.

  20. Marketing Performance of Traditional Batik in Yogyakarta Based on Entrepreneurship Orientation and Environment Factors

    Directory of Open Access Journals (Sweden)

    Lusi SUWANDARI

    2017-12-01

    Full Text Available The purpose of this paper is to analyze the entrepreneurship orientation and environment factors that influence to improve the marketing performance of traditional batik. Through verification method can be the result of causal relationships between variables. The survey was conducted on 124 Batik’s medium small industries in Yogyakarta by using PLS analysis. The study results that entrepreneurship orientations and environment factors can improve the marketing performance of Batik’s medium small industries in Yogyakarta. Environment factors as opportunities and resources used well so that it can directly affect the marketing performance. A prominent entrepreneurship orientation is innovative and proactive. Innovation did only limit to the promotion of while medium small industries are known as a source of innovative products because it has adequate resources and finds the uniqueness than other product.

  1. Second Language Writing Anxiety, Computer Anxiety, and Performance in a Classroom versus a Web-Based Environment

    Science.gov (United States)

    Dracopoulos, Effie; Pichette, François

    2011-01-01

    This study examined the impact of writing anxiety and computer anxiety on language learning for 45 ESL adult learners enrolled in an English grammar and writing course. Two sections of the course were offered in a traditional classroom setting whereas two others were given in a hybrid form that involved distance learning. Contrary to previous…

  2. Rural Junior Secondary School Students' Perceptions of Classroom Learning Environments and Their Attitude and Achievement in Mathematics in West China

    Science.gov (United States)

    Yang, Xinrong

    2015-01-01

    This paper reports findings from a survey of how rural junior secondary school students in the western part of China perceive their mathematics classroom learning environments and associations of learning environment with their attitudes toward mathematics and mathematics achievement. Using adaptations of the widely-used What Is Happening In this…

  3. [Impact of the flipped classroom strategy in the learning environment in surgery: A comparison with the lectures].

    Science.gov (United States)

    Domínguez, Luis Carlos; Vega, Neil Valentín; Espitia, Erik Leonardo; Sanabria, Álvaro Enrique; Corso, Claudia; Serna, Adriana Margarita; Osorio, Camilo

    2015-01-01

    The Facultad de Medicina of the Universidad de La Sabana routinely uses lectures as the major educational strategy in clinical areas. Since 2012, a curriculum in context and a flipped classroom were introduced in the surgery course. To compare the impact of lectures versus the flipped classroom model in the learning environment in surgery. The Dundee Ready Education Environment Measure (DREEM) questionnaire was administered to four cohorts of students. The five domains and the overall scores for both strategies were analyzed, and ANOVA was used to determine the differences among the domains (pflipped classroom, which suggests that this environment had a higher level of excellence. The ANOVA for each domain and the overall scores showed no differences with a flipped classroom. However, significant differences were identified in all domains and the overall scores with lectures (p0.90) for all measurements in both environments, and there was consistency across all cohorts. The flipped classroom strategy showed a higher score than the lecture-based approach according to the DREEM questionnaire. Identifying factors with a negative score is crucial to improving the learning environment. It is necessary to conduct further measurements over time to ensure the quality and success of the strategy.

  4. It's Not Easy Being Green: Bringing Real Life to the Undergraduate Legal Environment of Business Classroom

    Science.gov (United States)

    Marcum, Tanya M.; Perry, Sandra J.

    2010-01-01

    In the Legal Environment of Business course in a traditional undergraduate business curriculum, students are expected to acquire knowledge about many areas of the law and the application of law to business, society, and the international marketplace. Current concepts in undergraduate business education, such as ethics and sustainability, must also…

  5. Using online pedagogy to explore student experiences of Science-Technology-Society-Environment (STSE) issues in a secondary science classroom

    Science.gov (United States)

    Ayyavoo, Gabriel Roman

    With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills. This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls' school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students' online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework, encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in

  6. Nursing students' perceptions of their clinical learning environment in placements outside traditional hospital settings.

    Science.gov (United States)

    Bjørk, Ida T; Berntsen, Karin; Brynildsen, Grethe; Hestetun, Margrete

    2014-10-01

    To explore students' opinions of the learning environment during clinical placement in settings outside traditional hospital settings. Clinical placement experiences may influence positively on nursing students attitudes towards the clinical setting in question. Most studies exploring the quality of clinical placements have targeted students' experience in hospital settings. The number of studies exploring students' experiences of the learning environment in healthcare settings outside of the hospital venue does not match the growing importance of such settings in the delivery of health care, nor the growing number of nurses needed in these venues. A survey design was used. The Clinical Learning Environment Inventory was administered to two cohorts of undergraduate nursing students (n = 184) after clinical placement in mental health care, home care and nursing home care. Nursing students' overall contentment with the learning environment was quite similar across all three placement areas. Students in mental health care had significantly higher scores on the subscale individualisation, and older students had significantly higher scores on the total scale. Compared with other studies where the Clinical Learning Environment Inventory has been used, the students' total scores in this study are similar or higher than scores in studies including students from hospital settings. Results from this study negate the negative views on clinical placements outside the hospital setting, especially those related to placements in nursing homes and mental healthcare settings. Students' experience of the learning environment during placements in mental health care, home care and nursing homes indicates the relevance of clinical education in settings outside the hospital setting. © 2014 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.

  7. Classroom Environments That Promote Learning from the Perspective of School Children

    Directory of Open Access Journals (Sweden)

    Marianella Castro-Pérez

    2015-09-01

    Full Text Available The following paper is based on a research41 made on school environments that promote learning in children. Its objective was “to determine the physical and socio-emotional factors of school environments that promote learning.” To this end, the investigation had both an exploratory and descriptive approach in terms of the various physical and emotional elements that influence the classroom environment and, therefore, the learning process. In this paper, reference is made only to the data provided by the child population. Such group was comprised of 307 boys and girls of public schools from six provinces in the country, intentionally selected through coordination and negotiation with the authorities of schools that agreed to participate. The data collection instruments used were two questionnaires with closed and open questions, an anecdotal record, and a guide on which the observation technique was performed. The analysis of the information derived from the technique and instruments used was developed by complementing quantitative data with qualitative data. Emerging categories were created to interpret the latter. The information provided by the boys and girls will hopefully serve as input to raise awareness among universities, authorities and teachers about the imperative need for school environments that are aesthetic, pleasant, motivating, comfortable, clean and promote the emotional stability every human being requires for the learning process to be successful.

  8. Motivation, Classroom Environment, and Learning in Introductory Geology: A Hierarchical Linear Model

    Science.gov (United States)

    Gilbert, L. A.; Hilpert, J. C.; Van Der Hoeven Kraft, K.; Budd, D.; Jones, M. H.; Matheney, R.; Mcconnell, D. A.; Perkins, D.; Stempien, J. A.; Wirth, K. R.

    2013-12-01

    Prior research has indicated that highly motivated students perform better and that learning increases in innovative, reformed classrooms, but untangling the student effects from the instructor effects is essential to understanding how to best support student learning. Using a hierarchical linear model, we examine these effects separately and jointly. We use data from nearly 2,000 undergraduate students surveyed by the NSF-funded GARNET (Geoscience Affective Research NETwork) project in 65 different introductory geology classes at research universities, public masters-granting universities, liberal arts colleges and community colleges across the US. Student level effects were measured as increases in expectancy and self-regulation using the Motivated Strategies for Learning Questionnaire (MSLQ; Pintrich et al., 1991). Instructor level effects were measured using the Reformed Teaching Observation Protocol, (RTOP; Sawada et al., 2000), with higher RTOP scores indicating a more reformed, student-centered classroom environment. Learning was measured by learning gains on a Geology Concept Inventory (GCI; Libarkin and Anderson, 2005) and normalized final course grade. The hierarchical linear model yielded significant results at several levels. At the student level, increases in expectancy and self-regulation are significantly and positively related to higher grades regardless of instructor; the higher the increase, the higher the grade. At the instructor level, RTOP scores are positively related to normalized average GCI learning gains. The higher the RTOP score, the higher the average class GCI learning gains. Across both levels, average class GCI learning gains are significantly and positively related to student grades; the higher the GCI learning gain, the higher the grade. Further, the RTOP scores are significantly and negatively related to the relationship between expectancy and course grade. The lower the RTOP score, the higher the correlation between change in

  9. Flipped classroom: a review of recent literature

    Directory of Open Access Journals (Sweden)

    Huseyin Uzunboylu

    2015-07-01

    Full Text Available The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. Flipped classroom environment ensures that students become more active participants compared with the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of flipped classroom approach in education. The contribution of flipped classroom to education is discussed in relation to the change of students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses.

  10. Are children with low vision adapted to the visual environment in classrooms of mainstream schools?

    Science.gov (United States)

    Negiloni, Kalpa; Ramani, Krishna Kumar; Jeevitha, R; Kalva, Jayashree; Sudhir, Rachapalle Reddi

    2018-02-01

    The study aimed to evaluate the classroom environment of children with low vision and provide recommendations to reduce visual stress, with focus on mainstream schooling. The medical records of 110 children (5-17 years) seen in low vision clinic during 1 year period (2015) at a tertiary care center in south India were extracted. The visual function levels of children were compared to the details of their classroom environment. The study evaluated and recommended the chalkboard visual task size and viewing distance required for children with mild, moderate, and severe visual impairment (VI). The major causes of low vision based on the site of abnormality and etiology were retinal (80%) and hereditary (67%) conditions, respectively, in children with mild (n = 18), moderate (n = 72), and severe (n = 20) VI. Many of the children (72%) had difficulty in viewing chalkboard and common strategies used for better visibility included copying from friends (47%) and going closer to chalkboard (42%). To view the chalkboard with reduced visual stress, a child with mild VI can be seated at a maximum distance of 4.3 m from the chalkboard, with the minimum size of visual task (height of lowercase letter writing on chalkboard) recommended to be 3 cm. For 3/60-6/60 range, the maximum viewing distance with the visual task size of 4 cm is recommended to be 85 cm to 1.7 m. Simple modifications of the visual task size and seating arrangements can aid children with low vision with better visibility of chalkboard and reduced visual stress to manage in mainstream schools.

  11. Are children with low vision adapted to the visual environment in classrooms of mainstream schools?

    Directory of Open Access Journals (Sweden)

    Kalpa Negiloni

    2018-01-01

    Full Text Available Purpose: The study aimed to evaluate the classroom environment of children with low vision and provide recommendations to reduce visual stress, with focus on mainstream schooling. Methods: The medical records of 110 children (5–17 years seen in low vision clinic during 1 year period (2015 at a tertiary care center in south India were extracted. The visual function levels of children were compared to the details of their classroom environment. The study evaluated and recommended the chalkboard visual task size and viewing distance required for children with mild, moderate, and severe visual impairment (VI. Results: The major causes of low vision based on the site of abnormality and etiology were retinal (80% and hereditary (67% conditions, respectively, in children with mild (n = 18, moderate (n = 72, and severe (n = 20 VI. Many of the children (72% had difficulty in viewing chalkboard and common strategies used for better visibility included copying from friends (47% and going closer to chalkboard (42%. To view the chalkboard with reduced visual stress, a child with mild VI can be seated at a maximum distance of 4.3 m from the chalkboard, with the minimum size of visual task (height of lowercase letter writing on chalkboard recommended to be 3 cm. For 3/60–6/60 range, the maximum viewing distance with the visual task size of 4 cm is recommended to be 85 cm to 1.7 m. Conclusion: Simple modifications of the visual task size and seating arrangements can aid children with low vision with better visibility of chalkboard and reduced visual stress to manage in mainstream schools.

  12. Early-Adolescents' Reading Comprehension and the Stability of the Middle School Classroom-Language Environment

    Science.gov (United States)

    Gámez, Perla B.; Lesaux, Nonie K.

    2015-01-01

    This study examined teachers' language use across the school year in 6th grade urban middle-school classrooms (n = 24) and investigated the influence of this classroom-based linguistic input on the reading comprehension skills of the students (n = 851; 599 language minority learners and 252 English-only) in the participating classrooms. Analysis…

  13. The Elementary School Classroom. The Study of the Built Environment Through Student and Teacher Responses. The Elementary School and Its Population, Phase 2.

    Science.gov (United States)

    Artinian, Vrej-Armen

    An extensive investigation of elementary school classrooms was conducted through the collection and statistical analysis of student and teacher responses to questions concerning the educational environment. Several asepcts of the classroom are discussed, including the spatial, thermal, luminous, and aural environments. Questions were organized so…

  14. Using the Language Environment Analysis (LENA) system in preschool classrooms with children with autism spectrum disorders.

    Science.gov (United States)

    Dykstra, Jessica R; Sabatos-Devito, Maura G; Irvin, Dwight W; Boyd, Brian A; Hume, Kara A; Odom, Sam L

    2013-09-01

    This study describes the language environment of preschool programs serving children with autism spectrum disorders (ASDs) and examines relationships between child characteristics and an automated measure of adult and child language in the classroom. The Language Environment Analysis (LENA) system was used with 40 children with ASD to collect data on adult and child language. Standardized assessments were administered to obtain language, cognitive, and autism severity scores for participants. With a mean of over 5 hours of recording across two days several months apart, there was a mean of 3.6 child vocalizations per minute, 1.0 conversational turns (in which either the adult or child respond to the other within 5 seconds) per minute, and 29.2 adult words per minute. Two of the three LENA variables were significantly correlated with language age-equivalents. Cognitive age-equivalents were also significantly correlated with two LENA variables. Autism Diagnostic Observation Schedule severity scores and LENA variables were not significantly correlated. Implications for using the LENA system with children with ASD in the school environment are discussed.

  15. Evolution and validation of a personal form of an instrument for assessing science laboratory classroom environments

    Science.gov (United States)

    Fraser, Barry J.; Giddings, Geoffrey J.; McRobbie, Campbell J.

    The research reported in this article makes two distinctive contributions to the field of classroom environment research. First, because existing instruments are unsuitable for science laboratory classes, the Science Laboratory Environment Inventory (SLEI) was developed and validated. Second, a new Personal form of the SLEI (involving a student's perceptions of his or her own role within the class) was developed and validated in conjunction with the conventional Class form (involving a student's perceptions of the class as a whole), and its usefulness was investigated. The instrument was cross-nationally fieldtested with 5,447 students in 269 senior high school and university classes in six countries, and cross-validated with 1,594 senior high school students in 92 classes in Australia. Each SLEI scale exhibited satisfactory internal consistency reliability, discriminant validity, and factorial validity, and differentiated between the perceptions of students in different classes. A variety of applications with the new instrument furnished evidence about its usefulness and revealed that science laboratory classes are dominated by closed-ended activities; mean scores obtained on the Class form were consistently somewhat more favorable than on the corresponding Personal form; females generally held more favorable perceptions than males, but these differences were somewhat larger for the Personal form than the Class form; associations existed between attitudinal outcomes and laboratory environment dimensions; and the Class and Personal forms of the SLEI each accounted for unique variance in student outcomes which was independent of that accounted for by the other form.

  16. Cathedral outreach: student-led workshops for school curriculum enhancement in non-traditional environments

    Science.gov (United States)

    Posner, Matthew T.; Jantzen, Alexander; van Putten, Lieke D.; Ravagli, Andrea; Donko, Andrei L.; Soper, Nathan; Wong, Nicholas H. L.; John, Pearl V.

    2017-08-01

    Universities in the United Kingdom have been driven to work with a larger pool of potential students than just the more traditional student (middle-class white male), in order to tackle the widely-accepted skills-shortage in the fields of science, technology, engineering and mathematics (STEM), whilst honoring their commitment to fair access to higher education. Student-led outreach programs have contributed significantly to this drive. Two such programs run by postgraduate students at the University of Southampton are the Lightwave Roadshow and Southampton Accelerate!, which focus on photonics and particle physics, respectively. The program ambassadors have developed activities to enhance areas of the national curriculum through presenting fundamental physical sciences and their applications to optics and photonics research. The activities have benefitted significantly from investment from international organizations, such as SPIE, OSA and the IEEE Photonics Society, and UK research councils, in conjunction with university recruitment and outreach strategies. New partnerships have been formed to expand outreach programs to work in non-traditional environments to challenge stereotypes of scientists. This paper presents two case studies of collaboration with education learning centers at Salisbury Cathedral and Winchester Cathedral. The paper outlines workshops and shows developed for pupils aged 6-14 years (UK key stages 2-4) on the electromagnetic spectrum, particle physics, telecommunications and the human eye using a combination of readily obtainable items, hand-built kits and elements from the EYEST Photonics Explorer kit. The activities are interactive to stimulate learning through active participation, complement the UK national curriculum and link the themes of science with the non-traditional setting of a cathedral. We present methods to evaluate the impact of the activity and tools to obtain qualitative feedback for continual program improvement. We also

  17. The flipped classroom

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia

    2015-01-01

    One of the novel ideas in teaching that heavily relies on current technology is the “flipped classroom” approach. In a flipped classroom the traditional lecture and homework sessions are inverted. Students are provided with online material in order to gain necessary knowledge before class, while...... class time is devoted to clarifications and application of this knowledge. The hypothesis is that there could be deep and creative discussions when teacher and students physically meet. This paper presents design considerations for flipped classrooms, and discusses how Moodle can facilitate...... with a discussion of the opportunities and challenges when implementing the flipped model in a virtual learning environment (VLE) like Moodle....

  18. An Application of the Questionnaire on Teacher Interaction and College and University Classroom Environment Inventory in a Multicultural Tertiary Context

    Science.gov (United States)

    Coll, Richard K.; Taylor, Neil; Fisher, Darrell L.

    2002-02-01

    The research reported in this inquiry consisted of the application of two classroom learning environment questionnaires developed in a Western context to a culturally diverse context, namely, the Pacific Islands. The College and University Classroom Environment Inventory (CUCEI) and Questionnaire on Teacher Interaction (QTI) instruments were administered to intact classes of first- and second-year science students ( n= 257) at a regional university in the Pacific Islands, containing a total of 12 ethnicities. The data reveal that the QTI instrument holds good reliability for all scales, whereas the CUCEI holds reliability for only two scales. This may be due to the simple nature of the questions on the QTI whereas the questions on the CUCEI require more interpretation, the latter exacerbated by the fact that English is a second or third language for most participants. Surprisingly, there were few differences in perceptions of teacher student interaction based on ethnicity, but substantial differences based on gender. As reported in previous classroom environment research at the secondary school level, in this study, females perceived their environment more favourably than males. The data for the QTI reveal that the students perceive their classrooms to be highly teacher dominated, consistent with previous naturalistic studies of secondary schools and exploratory studies at the tertiary level in Fiji. Since almost all the graduates from this institution become science teachers, a cycle is completed.

  19. Measuring Social Relations in New Classroom Spaces: Development and Validation of the Social Context and Learning Environments (SCALE) Survey

    Science.gov (United States)

    Walker, J. D.; Baepler, Paul

    2017-01-01

    This study addresses the need for reliable and valid information concerning how innovative classrooms on college and university campuses affect teaching and learning. The Social Context and Learning Environments (SCALE) survey was developed though a three-stage process involving approximately 1300 college students. Exploratory and confirmatory…

  20. The Effects of Using Technology and the Internet on Some Iranian EFL Students' Perceptions of Their Communication Classroom Environment

    Science.gov (United States)

    Ebrahimi, Nabi A.; Eskandari, Zahra; Rahimi, Ali

    2013-01-01

    This study aims to explore the effects of implementing a CALL framework on the students' perceptions of their communication classroom environments. The What Is Happening In This Class? (WIHIC) questionnaire was distributed twice among 34 (F=14 and M=20) Iranian EFL students, the first time after a ten-session-long regular no-tech communication…

  1. Associations between Psychosocial Aspects of English Classroom Environments and Motivation Types of Chinese Tertiary-Level English Majors

    Science.gov (United States)

    Bi, Xuefei

    2015-01-01

    This study involved whether psychosocial aspects of English classroom environments had associations with the English learning motivation types of Chinese tertiary-level English majors based on a case study of approximate 1,000 English majors in their first 2 years at one of the key universities located in South China. Canonical correlation…

  2. Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill M.

    2013-01-01

    The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on…

  3. Comparison of Preschoolers' Narratives, the Classroom Book Environment, and Teacher Attitudes toward Literacy Practices in Korea and the United States

    Science.gov (United States)

    Lee, Young-Ja; Lee, Jeehyun; Han, Myae; Schickedanz, Judith A.

    2011-01-01

    This study investigated Korean and U.S. preschoolers' personal and fictional narratives, their classroom book environments, and their teachers' attitudes about reading aloud. The participants were 70 Korean and American 3- and 4-year-olds enrolled in 2 university lab preschools and their 4 teachers. The structures and content of the preschoolers'…

  4. Educational and Career Interests in Math: A Longitudinal Examination of the Links between Classroom Environment, Motivational Beliefs, and Interests

    Science.gov (United States)

    Wang, Ming-Te

    2012-01-01

    Drawing on the expectancy-value model, stage-environment fit theory, and self-determination theory, this study examined the longitudinal associations between classroom characteristics, expectancies-values, high school course enrollment, and career aspirations in the domain of math. Data were collected on 3,048 youth who reported on their classroom…

  5. Student Academic Self-Concept and Perception of Classroom Environment in Single-Sex and Coeducational Middle Grades Mathematics Classes

    Science.gov (United States)

    Kombe, Dennis; Che, S. Megan; Carter, Traci L.; Bridges, William

    2016-01-01

    In this article, we present findings from a study that investigated the relationship between all-girls classes, all-boys classes, and coeducational classes on student mathematics self-concept and student perception of classroom environment. Further, we compared responses of girls in all-girls classes to girls in coeducational classes and responses…

  6. Classroom Management Training for Teachers in Urban Environments Serving Predominately African American Students: A Review of the Literature

    Science.gov (United States)

    Larson, Kristine E.

    2016-01-01

    The purpose of this paper was to review the literature in terms of professional development activities that researchers have enlisted to reduce student problem behaviors and improve classroom management competencies among teachers who work in urban environments serving predominately African American students. First, the author conducted a…

  7. An Examination of Physical Education Teachers' Perceptions of Utilizing Contemporary Music in the Classroom Environment: A Qualitative Approach

    Science.gov (United States)

    Barney, David C.; Pleban, Francis T.

    2018-01-01

    Objectives: To provide further information regarding physical education (PE) teachers' perceptions of incorporating music in PE lessons and to evaluate the influence of music on the classroom environment using a qualitative approach. Method: Electronic survey interviews were conducted with 26 veteran PE instructors (10 male, 16 female), from 7…

  8. Comparison of Student Test Scores in a Coordinate Plane Unit Using Traditional Classroom Techniques Versus Traditional Techniques Coupled with an Ethnomathematics Software at Torch Middle School.

    Science.gov (United States)

    Magallanes, Adriana Moreno

    In response to low achievement in mathematics at a middle school, an ethnomathematic approach was used to teach coordinate planes. Whether there were achievement differences between students taught by the culturally sensitive approach and those taught by a traditional method was studied. Data were collected from the coordinate planes unit…

  9. The Evaluation of Study Success between Online Study and Classroom Study Environment

    Directory of Open Access Journals (Sweden)

    Singkhamfu Phudinan

    2016-01-01

    Full Text Available Online study has increasingly become more attractive to students at university level due to convenience access to their instructors and to study resources. This study has developed online social network for study. It proposes to provide lesson content availability, past lecture, by sending online study lesson media to students’ mobile phone or tablet. Approximately 85 undergraduate software engineering students participated for 1.5 semesters. In comparing the use of the study toll, and without the tool, the alterations were found between traditional classroom learning style and online study. Also, the study’s aim was to attest the online study tool’s efficiency. However, these results were not obvious when the achievement factor was controlled by the limitation of time. The primary purpose of this study is to evaluate these two groups of students with extended experiment time for a noticeable result by used questionnaires course examination, and inventory of ILP learning process. The observed, shows that students with online study tools scored higher on course examinations after measures by the mentioned methodology.

  10. Children's self-allocation and use of classroom curricular time.

    Science.gov (United States)

    Ingram, J; Worrall, N

    1992-02-01

    A class of 9-10 year-olds (N = 12) in a British primary school were observed as it moved over a one-year period through three types of classroom environment, traditional directive, transitional negotiative and established negotiative. Each environment offered the children a differing relationship with curricular time, its control and allocation, moving from teacher-allocated time to child allocation. Pupil self-report and classroom observation indicated differences in the balance of curricular spread and allocated time on curricular subject in relation to the type of classroom organisation and who controlled classroom time. These differences were at both class and individual child level. The established negotiative environment recorded the most equitable curricular balance, traditional directive the least. While individual children responded differently within and across the three classroom environments, the established negotiative where time was under child control recorded preference for longer activity periods compared to where the teacher controlled time allocations.

  11. Content, Interaction, or Both? Synthesizing Two German Traditions in a Video Study on Learning to Explain in Mathematics Classroom Microcultures

    Science.gov (United States)

    Prediger, Susanne; Erath, Kirstin

    2014-01-01

    How do students learn to explain? We take this exemplary research question for presenting two antagonist traditions in German mathematics education research and their synthesis in an ongoing video study. These two traditions are (1) the German Didaktik approach that can be characterized by its epistemologically sensitive analyses and…

  12. Games Unplugged! "Dolanan Anak," Traditional Javanese Children's Singing Games in the 21st-Century General Music Classroom

    Science.gov (United States)

    Wang, Jui-Ching

    2015-01-01

    Educated in a digital world, millennial children lack social interaction and actual hands-on activities involving tactile and kinesthetic training. To counteract this educational trend, traditional singing games that allow children to explore and make sense of their world physically can be valuable. This article introduces the traditional Javanese…

  13. Cooling energy efficiency and classroom air environment of a school building operated by the heat recovery air conditioning unit

    International Nuclear Information System (INIS)

    Wang, Yang; Zhao, Fu-Yun; Kuckelkorn, Jens; Liu, Di; Liu, Li-Qun; Pan, Xiao-Chuan

    2014-01-01

    The recently-built school buildings have adopted novel heat recovery ventilator and air conditioning system. Heat recovery efficiency of the heat recovery facility and energy conservation ratio of the air conditioning unit were analytically modeled, taking the ventilation networks into account. Following that, school classroom displacement ventilation and its thermal stratification and indoor air quality indicated by the CO 2 concentration have been numerically modeled concerning the effects of delivering ventilation flow rate and supplying air temperature. Numerical results indicate that the promotion of mechanical ventilation rate can simultaneously boost the dilution of indoor air pollutants and the non-uniformity of indoor thermal and pollutant distributions. Subsequent energy performance analysis demonstrates that classroom energy demands for ventilation and cooling could be reduced with the promotion of heat recovery efficiency of the ventilation facility, and the energy conservation ratio of the air conditioning unit decreases with the increasing temperatures of supplying air. Fitting correlations of heat recovery ventilation and cooling energy conservation have been presented. - Highlights: • Low energy school buildings and classroom environment. • Heat recovery facility operating with an air conditioning unit. • Displacement ventilation influenced by the heat recovery efficiency. • Energy conservation of cooling and ventilation through heat recovery. • Enhancement of classroom environment with reduction of school building energy

  14. Teachers' Instructional Practices within Connected Classroom Technology Environments to Support Representational Fluency

    Science.gov (United States)

    Gunpinar, Yasemin; Pape, Stephen

    2018-01-01

    The purpose of this study was to investigate the ways that teachers use connected classroom technology (CCT) in conjunction with the Texas Instruments Nspire calculator to potentially support achievement on Algebra problems that require translation between representations (i.e., symbolic to graphical). Four Algebra I classrooms that initially…

  15. A Qualitative Study Investigating Facility Managers' Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Parr, Eric Shannon

    2017-01-01

    Facility managers have the challenge of adhering to community college policies and procedures while fulfilling requirements of administration, students, and teachers concerning specific needs of classroom aesthetics. The role of facility manager and how specific entities affect perceptions of the design and implementation of classroom aesthetics…

  16. PUPIL-TEACHER ADJUSTEMENT AND MUTUAL ADAPTATION IN CREATING CLASSROOM LEARNING ENVIRONMENTS.

    Science.gov (United States)

    FOX, ROBERT S.; AND OTHERS

    AN ANALYSIS OF THE DYNAMICS OF THE LEARNING SITUATIONS IN A VARIETY OF PUBLIC SCHOOL CLASSROOMS WAS UNDERTAKEN. THE PROJECT MADE A COMPARATIVE ANALYSIS OF THE PATTERNS OF COOPERATION OR ALIENATION AMONG PARENTS, TEACHERS, PEERS, AND INDIVIDUAL PUPILS. THE PATTERNS CREATE LEARNING CULTURES OF DIFFERENT PRODUCTIVITY IN VARIOUS CLASSROOMS. THE DATA…

  17. Students' Understanding and Perceptions of Assigned Team Roles in a Classroom Laboratory Environment

    Science.gov (United States)

    Ott, Laura E.; Kephart, Kerrie; Stolle-McAllister, Kathleen; LaCourse, William R.

    2018-01-01

    Using a cooperative learning framework in a quantitative reasoning laboratory course, students were assigned to static teams of four in which they adopted roles that rotated regularly. The roles included: team leader, protocol manager, data recorder, and researcher. Using a mixed-methods approach, we investigated students' perceptions of the team roles and specifically addressed students' understanding of the roles, students' beliefs in their ability to enact the roles, and whether working with assigned team roles supported the teams to work effectively and cohesively. Although students expressed confidence in their understanding of the team roles, their understanding differed from the initial descriptions. This suggests that students' understanding of team roles may be influenced by a variety of factors, including their experiences within their teams. Students also reported that some roles appeared to lack a purpose, implying that for roles to be successful, they must have a clear purpose. Finally, the fact that many students reported ignoring the team roles suggests that students do not perceive roles as a requirement for team productivity and cohesion. On the basis of these findings, we provide recommendations for instructors wishing to establish a classroom group laboratory environment. PMID:29681667

  18. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L; Giuliani, Sarah; Ingebrand, Sarah W; McLean, Leigh; Morrison, Frederick J

    2014-08-01

    We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.

  19. Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes

    Science.gov (United States)

    Connor, Carol McDonald; Spencer, Mercedes; Day, Stephanie L.; Giuliani, Sarah; Ingebrand, Sarah W.; McLean, Leigh; Morrison, Frederick J.

    2014-01-01

    We examined classrooms as complex systems that affect students’ literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students’ comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement. PMID:25400293

  20. Linkages between motivation, self-efficacy, self-regulated learning and preferences for traditional learning environments or those with an online component

    Directory of Open Access Journals (Sweden)

    Daniel Auld

    2010-10-01

    Full Text Available This study assessed 96 law school students’ preferences for online, hybrid, or traditional learning environments, and their reasons for these preferences, learning strategies, and motivational orientations. A discriminant analysis revealed that non-traditional learning environment familiarity, self-efficacy, and employment status were the strongest predictors of preferences for non-traditional learning environments. Preferences for traditional environments were attributed to students’ familiarity and ability to engage in and foster personal interaction. Preferences for hybrid and online environments were attributed to opportunities for enhanced learning given the convenience and flexible manner in which students with time and familial constraints could access these environments.

  1. Relationship between motivational goal orientations, perceptions of general education classroom learning environment, and deep approaches to learning

    OpenAIRE

    Chanut Poondej; Thanita Lerdpornkulrat

    2016-01-01

    Researchers have reported empirical evidence that the deep approaches to learning account for significant successful learning. The present study aimed to investigate the relationship between students' motivational goal orientation, their perceptions of the general education classroom learning environment, and deep approaches to learning strategies. Participants (N = 494) were first- and second-year college students enrolled in any of the general education courses in higher education in Thaila...

  2. Flipped Classroom as an Alternative Strategy for Teaching Stoichiometry

    Directory of Open Access Journals (Sweden)

    Norrie E. Gayeta

    2017-11-01

    Full Text Available This study aimed to compare the effectiveness of flipped classroom and traditional classroom instruction in measuring conceptual change and to determine if flipped classroom instruction would be an alternative method of teaching to traditional lecture method. This study covered the level of conceptual understanding of students on stoichiometry and the type of conceptual change before and after exposure to flipped and traditional classroom environment. Qualitative and quantitative research methods were used in the study. Respondents were two sections of third year Bachelor of Secondary Education, Biological Science. Frequency, percentage, ranking, mean, standard deviation, Hake factor test, and t-test were the statistical tools applied to answer specific questions. Results showed profound increase towards conceptual change representing a shift from intuitive understanding to correct incomplete understanding level. Thus, change for the better, in theoretical type was determined from pretest to posttest of students exposed to flipped and traditional classroom. Results also indicated that there is no significant difference on students’ conceptual change on stoichiometry exposed to flipped and traditional classroom environment thus, flipped classroom instruction can be used as an alternative teaching method to traditional lecture method in teaching stoichiometry

  3. Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

    Science.gov (United States)

    Spence, Dianna J.; Usher, Ellen L.

    2007-01-01

    This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning.…

  4. A Comparative Study on the Motivation and Attitudes of Language Learners of Online Distance and Traditional In-Classroom Education

    Science.gov (United States)

    Genc, Gulten; Kulusakli, Emine; Aydin, Savas

    2016-01-01

    In recent years, the increase in the use of computer and the internet has led to a change in the traditional concept of formal education today. Distance learning as a more student-centered system has been frequently used at universities. In this context, education has been applied to the individuals consisting of all age groups in accordance with…

  5. Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

    Science.gov (United States)

    Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

    2015-01-01

    Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P management behaviors at that point. Using a Bonferroni correction (P management behaviors (P classroom productivity (eg, increased time spent on activities and instruction from pre- to postintervention). This study showed that teachers can lead an RR curriculum with fidelity and suggests that such a curriculum has positive benefits on student emotional and behavioral

  6. Use of an audience response system (ARS) in a dual-campus classroom environment.

    Science.gov (United States)

    Medina, Melissa S; Medina, Patrick J; Wanzer, Donald S; Wilson, Jane E; Er, Nelson; Britton, Mark L

    2008-04-15

    To implement an audience response system in a dual-campus classroom that aggregated data during graded (attendance and quizzes) and non-graded classroom activities (formative quizzes, case discussions, examination reviews, and team activities) and explore its strengths, weaknesses, and impact on active learning. After extensive research, an appropriate audience response system was selected and implemented in a dual-classroom setting for a third-year required PharmD course. Students were assigned a clicker and training and policies regarding clicker use were reviewed. Activities involving clicker use were carefully planned to simultaneously engage students in both classrooms in real time. Focus groups were conducted with students to gather outcomes data. Students and faculty members felt that the immediate feedback the automated response system (ARS) provided was most beneficial during non-graded activities. Student anxiety increased with use of ARS during graded activities due to fears regarding technology failure, user error, and academic integrity. ARS is a viable tool for increasing active learning in a doctor of pharmacy (PharmD) program, especially when used for non-graded class activities. Faculty members should proceed cautiously with using ARS for graded classroom activities and develop detailed and documented policies for ARS use.

  7. The family environment predicts long-term academic achievement and classroom behavior following traumatic brain injury in early childhood.

    Science.gov (United States)

    Durber, Chelsea M; Yeates, Keith Owen; Taylor, H Gerry; Walz, Nicolay Chertkoff; Stancin, Terry; Wade, Shari L

    2017-07-01

    This study examined how the family environment predicts long-term academic and behavioral functioning in school following traumatic brain injury (TBI) in early childhood. Using a concurrent cohort, prospective design, 15 children with severe TBI, 39 with moderate TBI, and 70 with orthopedic injury (OI) who were injured when they were 3-7 years of age were compared on tests of academic achievement and parent and teacher ratings of school performance and behavior on average 6.83 years postinjury. Soon after injury and at the longer term follow-up, families completed measures of parental psychological distress, family functioning, and quality of the home environment. Hierarchical linear regression analyses examined group differences in academic outcomes and their associations with measures of the early and later family environment. The severe TBI group, but not the moderate TBI group, performed worse than did the OI group on all achievement tests, parent ratings of academic performance, and teacher ratings of internalizing problems. Higher quality early and late home environments predicted stronger academic skills and better classroom behavior for children with both TBI and OI. The early family environment more consistently predicted academic achievement, whereas the later family environment more consistently predicted classroom functioning. The quality of the home environment predicted academic outcomes more strongly than did parental psychological distress or family functioning. TBI in early childhood has long-term consequences for academic achievement and school performance and behavior. Higher quality early and later home environments predict better school outcomes for both children with TBI and children with OI. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  8. Is Blended e-Learning as Measured by an Achievement Test and Self-Assessment Better than Traditional Classroom Learning for Vocational High School Students?

    Directory of Open Access Journals (Sweden)

    Chi-Cheng Chang

    2014-04-01

    Full Text Available The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment. Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (n = 33 which studied through blended e-learning or the control group (n = 32 which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.

  9. Traditional Project Management and the Visual Workplace Environment to Improve Project Success

    Science.gov (United States)

    Fichera, Christopher E.

    2016-01-01

    A majority of large IT projects fail to meet scheduled deadlines, are over budget and do not satisfy the end user. Many projects fail in spite of utilizing traditional project management techniques. Research of project management has not identified the use of a visual workspace as a feature affecting or influencing the success of a project during…

  10. Transition from Traditional to ICT-Enhanced Learning Environments in Undergraduate Chemistry Courses

    Science.gov (United States)

    Barak, Miri

    2007-01-01

    This paper describes a three-year study conducted among chemistry instructors (professors and teaching assistants) at a post-secondary institution. The goal was to explore the integration process of information and communication technologies (ICT) into traditional teaching. Four undergraduate chemistry courses incorporated a course website, an…

  11. Reimagining Student Engagement: How Nontraditional Adult Learners Engage in Traditional Postsecondary Environments

    Science.gov (United States)

    Rabourn, Karyn E.; BrckaLorenz, Allison; Shoup, Rick

    2018-01-01

    Adult learners are a growing population in U.S. postsecondary education who experience distinct barriers to academic success. However, higher education institutions continue to create and adhere to policies that favor traditional college students. Thus, adult learner experiences must be better understood to ensure this population is supported.…

  12. Business Communication and the Natural Environment: Using Traditional and Contemporary Perspectives to Understand the Connections.

    Science.gov (United States)

    Bullis, Connie

    1997-01-01

    Argues that business communication scholarship has not attended to the natural environment. Notes that organizational scholarship has theorized business as it relates to the natural environment but has not thoroughly understood how communication functions in this relationship. Argues that business communication should adopt a Gaian perspective…

  13. Design Principles for Online Instruction: A New Kind of Classroom

    Directory of Open Access Journals (Sweden)

    Neil TOPORSKI

    2004-01-01

    Full Text Available In the 1900’s, distance education attempted to mimic the traditional classroom lecture via the transmission of live or “canned” broadcasts, regardless of the technologies used: satellite, television, film, or radio. These kinds of media predisposed DE to closely adhere to the lecture (sit and absorb model, where content was disseminated in about the same time constraints as a traditional class: taught at scheduled times throughout the week–almost anywhere but not always anytime. Moreover, the modes of presentation in classic DE seemed to hinder the kinds of human interactions normally experienced in the traditional classroom, fostering individualized and isolated learning experiences.Online learning is a hybrid between the traditional classroom and the DE experience. Like the traditional classroom, instruction is teacher-facilitated. The student is enrolled in a conventional course with topic (lecture presentations, reading and homework assignments, classroom discussions, and class projects. Unlike the traditional classroom, courses are web-based and distributed from a distance, using an assortment of synchronous and asynchronous computer technologies and offered anywhere and anytime. In this way, online learning is different from the classic DE model by encouraging decentralized and collaborative learning environments. So that in this presentation will be discuss design principles for online instruction as being a new kind of classroom.

  14. An experimental study on effects of increased ventilation flow on students' perception of indoor environment in computer classrooms.

    Science.gov (United States)

    Norbäck, D; Nordström, K

    2008-08-01

    The effects of ventilation in computer classrooms were studied with university students (n = 355) in a blinded study, 31% were women and 3.8% had asthma. Two classrooms had a higher air exchange (4.1-5.2 ac/h); two others had a lower air exchange (2.3-2.6 ac/h). After 1 week, ventilation conditions were shifted. The students reported environmental perceptions during the last hour. Room temperature, RH, CO2, PM10 and ultra-fine particles were measured simultaneously. Mean CO2 was 1185 ppm at lower and 922 ppm at higher air exchange. Mean temperature was 23.2 degrees C at lower and 22.1 degrees C at higher air exchange. After mutual adjustment (temperature, RH, CO2, air exchange), measured temperature was associated with a perception of higher temperature (P thermal comfort and air quality. Computer classrooms are crowded indoor environments with a high thermal load from both students and computer equipment. It is important to control room temperature either by air conditioning, sun shields, or sufficiently high ventilation flow. A high ventilation flow is also crucial to achieving good perceived air quality. Personal ventilation flow should be at least 10 l/s. Possible loss of learning ability due to poor indoor air quality in university buildings deserves more attention.

  15. The Relationships among Taiwanese Adolescents' Perceived Classroom Environment, Academic Coping, and Burnout

    Science.gov (United States)

    Shih, Shu-Shen

    2015-01-01

    Although academic pressures are regarded as a primary source of stress among students in Asian countries, there has been paucity of research on the effects of classroom settings providing structure and peer support on Asian adolescents' use of coping strategies and academic burnout. The present study was intended to address this issue. Three…

  16. Using Classroom Response Technology to Create an Active Learning Environment in Marketing Classes

    Science.gov (United States)

    Muncy, James A.; Eastman, Jacqueline K.

    2012-01-01

    Classroom response systems (CRS), also called student/audience response systems or clickers, have been used by business instructors, particularly in larger classes, to allow instructors to ask students questions in class and have their responses immediately tabulated and reported electronically. While clickers have typically been used to measure…

  17. Using a Synchronous Online Learning Environment to Promote and Enhance Transactional Engagement beyond the Classroom

    Science.gov (United States)

    Wdowik, Steven

    2014-01-01

    Purpose: The purpose of this paper is to create a synchronous online learning community through the use of "Blackboard Collaborate!" to promote and enhance transactional engagement outside the classroom. Design/methodology/approach: This paper employs a quantitative and qualitative approach where data were sourced from a third year…

  18. "Celebration of the Neurons": The Application of Brain Based Learning in Classroom Environment

    Science.gov (United States)

    Duman, Bilal

    2007-01-01

    The purpose of this study is to investigate approaches and techniques related to how brain based learning used in classroom atmosphere. This general purpose were answered following the questions: (1) What is the aim of brain based learning? (2) What are general approaches and techniques that brain based learning used? and (3) How should be used…

  19. Green Walls for a Restorative Classroom Environment : A Controlled Evaluation Study

    NARCIS (Netherlands)

    van den Berg, Agnes E; Wesselius, Janke E; Maas, Jolanda; Tanja-Dijkstra, Karin

    2017-01-01

    In the present research, we evaluated the restorative impacts of green walls with living plants in classrooms of two elementary schools using a controlled, prospective design with baseline measurements and follow-ups at 2 and 4 months. At each time of measurement, children's (n = 170, age = 7-10)

  20. Pupil-Teacher Adjustment and Mutual Adaptation in Creating Classroom Learning Environments. Final Report.

    Science.gov (United States)

    Fox, Robert S.; And Others

    This investigation is directed toward an analysis of the dynamics of the learning situations in a variety of public school elementary and secondary classrooms. The focus of the project is to make a comparative analysis of the patterns of cooperation or alienation among parents, teachers, peers and individual pupils which create learning cultures…

  1. Variations in Classroom Language Environments of Preschool Children Who Are Low Income and Linguistically Diverse

    Science.gov (United States)

    Sawyer, Brook; Atkins-Burnett, Sally; Sandilos, Lia; Scheffner Hammer, Carol; Lopez, Lisa; Blair, Clancy

    2018-01-01

    Research Findings: This study aimed to (a) provide an in-depth description of the frequency and type of language interactions that children who are low income and/or dual language learners (DLLs) experience in their classrooms and (b) examine whether differences exist in children's language experiences based on children's DLL status and level of…

  2. The Luminous Environment of the Classroom. A Selected and Annotated Bibliography.

    Science.gov (United States)

    Hartman, Michael

    Presentation of an environmental reference source for architects and designers includes separate listing of 19 short overview articles and 43 documents with an implicit specification orientation toward classroom lighting. The major document "ontent areas are--(1) general specification guides with some psycho-physiological background, (2)…

  3. Landscapes and environments on the island of Ouessant, Brittany, France: From traditional maintenance to the management of abandoned areas

    Science.gov (United States)

    Brigand, Louis; Bioret, Frédéric; Le Démezet, Maurice

    1992-09-01

    For about 50 years the desertion of areas by traditional activities has led to an important evolution of landscapes and environments on the island of Ouessant. The study of this evolution has been undertaken at different spatial and temporal scales. On one part of the island, a scientific investigation carried out at the scale of the parcel enabled the form of the landscape in 1850 to be compared with that of 1985. On the whole island, the evolution of spatial organization and land use was compared between 1950 and 1985. For each of three main ecological environments, vegetational successions after the decrease of agriculture have been studied along with their future potential changes. This work highlights some considerations about the present management of the environment in relation to the major objectives of island environmental policies.

  4. The Relation of Work Environment and Stress in Classroom Management among Preschool Teachers

    Directory of Open Access Journals (Sweden)

    Abdul Said Ambotang

    2011-10-01

    Full Text Available The purpose of this research is to observe how far preschool teachers endure stress in carrying out their job which is influenced by the work climate including the management of classroom. This research is carried out by choosing a group of 55 preschool teachers as respondents in the district of Keningau Sabah. Data is analyzed using descriptive method (mean, inferential (T-test Statistic, one way ANOVA and Pearson correlation. Result showed that there were high positive relationships between the work climate with stress level among the teachers. (r = 0.807, p<0.01 and classroom management with level of stress (r = 0.770, p< 0.01. It is hoped that with the information obtained by this research will assist the Malaysian Ministry of Education in planning and designing a suitable programme to overcome the stress problem faced by teachers especially preschool teachers towards improving the teaching profession quality in the near future.

  5. Modeling Sustainability of Water, Environment, Livelihood, and Culture in Traditional Irrigation Communities and Their Linked Watersheds

    Directory of Open Access Journals (Sweden)

    Kenneth Boykin

    2012-11-01

    Full Text Available Water scarcity, land use conversion and cultural and ecosystem changes threaten the way of life for traditional irrigation communities of the semi-arid southwestern United States. Traditions are strong, yet potential upheaval is great in these communities that rely on acequia irrigation systems. Acequias are ancient ditch systems brought from the Iberian Peninsula to the New World over 400 years ago; they are simultaneously gravity flow water delivery systems and shared water governance institutions. Acequias have survived periods of drought and external shocks from changing economics, demographics, and resource uses. Now, climate change and urbanization threaten water availability, ecosystem functions, and the acequia communities themselves. Do past adaptive practices hold the key to future sustainability, or are new strategies required? To explore this issue we translated disciplinary understanding into a uniform format of causal loop diagrams to conceptualize the subsystems of the entire acequia-based human-natural system. Four subsystems are identified in this study: hydrology, ecosystem, land use/economics, and sociocultural. Important linkages between subsystems were revealed as well as variables indicating community cohesion (e.g., total irrigated land, intensity of upland grazing, mutualism. Ongoing work will test the conceptualizations with field data and modeling exercises to capture tipping points for non-sustainability and thresholds for sustainable water use and community longevity.

  6. Student Perceptions of Instructional Tools in Programming Logic: A Comparison of Traditional versus Alice Teaching Environments

    Science.gov (United States)

    Schultz, Leah

    2011-01-01

    This research investigates the implementation of the programming language Alice to teach computer programming logic to computer information systems students. Alice has been implemented in other university settings and has been reported to have many benefits including object-oriented concepts and an engaging and fun learning environment. In this…

  7. Learning and Digital Environment of Dance--The Case of Greek Traditional Dance in Youtube

    Science.gov (United States)

    Gratsiouni, Dimitra; Koutsouba, Maria; Venetsanou, Foteini; Tyrovola, Vasiliki

    2016-01-01

    The incorporation of Information and Communication Technologies (ICT) in education has changed the educational procedures through the creation and use of new teaching and learning environments with the use of computers and network applications that afford new dimensions to distance education. In turn, these emerging and in progress technologies,…

  8. Cultivating ICT Students' Interpersonal Soft Skills in Online Learning Environments Using Traditional Active Learning Techniques

    Science.gov (United States)

    Myers, Trina S.; Blackman, Anna; Andersen, Trevor; Hay, Rachel; Lee, Ickjai; Gray, Heather

    2014-01-01

    Flexible online delivery of tertiary ICT programs is experiencing rapid growth. Creating an online environment that develops team building and interpersonal skills is difficult due to factors such as student isolation and the individual-centric model of online learning that encourages discrete study rather than teamwork. Incorporating teamwork…

  9. From Discipline to Dynamic Pedagogy: A Re-Conceptualization of Classroom Management

    Science.gov (United States)

    Davis, Jonathan Ryan

    2017-01-01

    The purpose of this article is to re-conceptualize the definition of classroom management, moving away from its traditional definition rooted in discipline and control toward a definition that focuses on the creation of a positive learning environment. Integrating innovative, culturally responsive classroom management theories, frameworks, and…

  10. Flipping the Classroom and Student Performance in Advanced Statistics: Evidence from a Quasi-Experiment

    Science.gov (United States)

    Touchton, Michael

    2015-01-01

    I administer a quasi-experiment using undergraduate political science majors in statistics classes to evaluate whether "flipping the classroom" (the treatment) alters students' applied problem-solving performance and satisfaction relative to students in a traditional classroom environment (the control). I also assess whether general…

  11. Improving Urban Water Environment in Eastern China by Blending Traditional with Modern Landscape Planning.

    Science.gov (United States)

    Cao, Jiajie; Yu, Junjun; Tian, Yuan; Zhao, Cai; Wang, Hao

    2017-01-01

    As a fundamental part of greenspace, urban water landscape contributes greatly to the ecological system and at the same time supplies a leisure area for residents. The paper did an analysis on the number of aquatic plant communities, the form of water spaces, and water quality condition by investigating 135 quadrats (90 at amphibious boundary and the land, 45 in the water) in 45 transects of 15 urban and suburban parks. We found that water spaces had monotonous forms with low biodiversity and poor water quality. In addition, urban water landscapes hardly provided ecological functions given excessive construction. Accordingly, a proposition to connect tradition with modernism in the improvement and innovation of urban water landscape planning was put forward, and further, the way to achieve it was explored. By taking Qinhu Wetland Park as a case, the principles and specific planning methods on macro- and microperspectives were discussed to guide the development of urban landscape in eastern China.

  12. Characteristics of remodeling or reconstruction of the traditional urban house in Japan and climatic environment

    Energy Technology Data Exchange (ETDEWEB)

    Matsubara, Sayoko (Heian Women' s Junior Coll., Osaka (Japan). Dept. of Home Economics); Matsubara, Naoki (Kyoto Prefectural Univ. (Japan). Dept. of Housing and Environmental Design)

    1991-01-01

    The present report discusses the direction of remodeling of a traditional urban house (Machiya), which is one of the vernacular architectures in Japan. Machiya is especially important as a unit which is characteristic of an urban area. Many Machiya have been rapidly remodeled since the end of the War, and have been greatly changed, e.g., from the Tori-niwa or Hukinuke to the ordinary floor in order to increase floor area, or from sliding partitions to rigid walls. The reason for such kinds of remodeling is that the original type plan is contrary to the change of life-style after the War, namely modernization and westernization. Mechanical appliances are increasing in the remodeled houses to facilitate comfortable living in summer, which leads to more energy consumption and temperature rises in urban areas. There are, however, some differences in such a change of Machiya between a local city and a metropolitan area. (orig./BWI).

  13. Improving Urban Water Environment in Eastern China by Blending Traditional with Modern Landscape Planning

    Directory of Open Access Journals (Sweden)

    Jiajie Cao

    2017-01-01

    Full Text Available As a fundamental part of greenspace, urban water landscape contributes greatly to the ecological system and at the same time supplies a leisure area for residents. The paper did an analysis on the number of aquatic plant communities, the form of water spaces, and water quality condition by investigating 135 quadrats (90 at amphibious boundary and the land, 45 in the water in 45 transects of 15 urban and suburban parks. We found that water spaces had monotonous forms with low biodiversity and poor water quality. In addition, urban water landscapes hardly provided ecological functions given excessive construction. Accordingly, a proposition to connect tradition with modernism in the improvement and innovation of urban water landscape planning was put forward, and further, the way to achieve it was explored. By taking Qinhu Wetland Park as a case, the principles and specific planning methods on macro- and microperspectives were discussed to guide the development of urban landscape in eastern China.

  14. Blended Learning and Sense of Community: A Comparative Analysis with Traditional and Fully Online Graduate Courses

    Directory of Open Access Journals (Sweden)

    Fred Rovai and Hope Jordan

    2004-08-01

    Full Text Available Blended learning is a hybrid of classroom and online learning that includes some of the conveniences of online courses without the complete loss of face-to-face contact. The present study used a causal-comparative design to examine the relationship of sense of community between traditional classroom, blended, and fully online higher education learning environments. Evidence is provided to suggest that blended courses produce a stronger sense of community among students than either traditional or fully online courses.

  15. Studying Earth's Environment From Space: Classroom and Laboratory Activities with Instructor Resources

    Science.gov (United States)

    Smith, Elizabeth A.

    2001-01-01

    Standard, text-book based learning for earth, ocean, and atmospheric sciences has been limited by the unavailability of quantitative teaching materials. While a descriptive presentation, in a lecture format, of discrete satellite images is often adequate for high school classrooms, this is seldom the case at the undergraduate level. In order to address these concerns, a series of numerical exercises for the Macintosh was developed for use with satellite-derived Sea Surface Temperature, pigment and sea ice concentration data. Using a modified version of NIH Image, to analyze actual satellite data, students are able to better understand ocean processes, such as circulation, upwelling, primary production, and ocean/atmosphere coupling. Graphical plots, image math, and numerical comparisons are utilized to substantiate temporal and spatial trends in sea surface temperature and ocean color. Particularly for institutions that do not offer a program in remote sensing, the subject matter is presented as modular units, each of which can be readily incorporated into existing curricula. These materials have been produced in both CD-ROM and WWW format, making them useful for classroom or lab setting. Depending upon the level of available computer support, graphics can be displayed directly from the CD-ROM, or as a series of color view graphs for standard overhead projection.

  16. Identification and tracing of Enterococcus spp. by RAPD-PCR in traditional fermented sausages and meat environment.

    Science.gov (United States)

    Martín, B; Corominas, L; Garriga, M; Aymerich, T

    2009-01-01

    Four local small-scale factories were studied to determine the sources of enterococci in traditional fermented sausages. Different points during the production of a traditional fermented sausage type (fuet) were evaluated. Randomly amplified polymorphic DNA (RAPD)-PCR was used to type 596 Enterococcus isolates from the final products, the initial meat batter, the casing, the workers' hands and the equipment. Species-specific PCR-multiplex and the partial sequencing of atpA gene and 16S rRNA gene sequencing allowed the identification of the isolates: Enterococcus faecalis (31.4%), Enterococcus faecium (30.7%), Enterococcus sanguinicola (14.9%), Enterococcus devriesei (9.7%), Enterococcus malodoratus (7.2%), Enterococcus gilvus (1.0%), Enterococcus gallinarum (1.3%), Enterococcus casseliflavus (3.4%), Enterococcus hermanniensis (0.2%), and Enterococcus durans (0.2%). A total of 92 different RAPD-PCR profiles were distributed among the different factories and samples evaluated. Most of the genotypes found in fuet samples were traced back to their source. The major sources of enterococci in the traditional fermented sausages studied were mainly the equipment followed by the raw ingredients, although a low proportion was traced back to human origin. This work contributes to determine the source of enterococcal contamination in fermented sausages and also to the knowledge of the meat environment.

  17. Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

    Science.gov (United States)

    Velayutham, Sunitadevi; Aldridge, Jill M.

    2013-04-01

    The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning.

  18. Context-dependent memory in a meaningful environment for medical education: in the classroom and at the bedside.

    Science.gov (United States)

    Koens, Franciska; Ten Cate, Olle Th J; Custers, Eugène J F M

    2003-01-01

    Learning-in-context is a much-discussed topic in medical education. Information is said to be better recalled when the learning environment resembles the later retrieval environment. Godden and Baddeley (1975) showed that divers recalled words better when the recall condition matched the original learning environment, i.e. underwater or on land. Though it is unclear whether the findings can be generalized for medical education, medical educators regularly refer to them. We replicated the Godden and Baddeley study in ecologically more valid conditions for medical education and extended it with meaningful subject matter (namely, a patient case description). Sixty-three clerks were randomized over four conditions, contrasting a clinical (bedside) with an educational (classroom) environment as both learning and recall conditions. Students were asked to recall a list of words and a patient case in the same environment or in the opposite environment as where they learned it. We failed to find a significant same-context advantage for free recall of the list of words and the patient case propositions. However, there does appear to be a slight tendency towards better recall of the case description when learning took place in the clinical environment. In medical education, the context, if conceived as physical surroundings, does not seem to contribute to a same-context advantage. One should be cautious in generalizing the findings of Godden and Baddeley. However, different forms of 'context' other than the physical one used in the Godden and Baddeley study may well enhance learning effects in medical education.

  19. Subject-Environment Interactions with Television and the Internet in the Context of Traditional and Modern Gender Representations

    Directory of Open Access Journals (Sweden)

    Lidskaya E.V.,

    2017-11-01

    Full Text Available The article focuses on the identification of the relationship between gender representations and subject-environment interactions using the example of TV and the Internet. Among the considered interactions are object, subject and quasi-subject types. The survey involved 400 respondents, 40% male and 60% female, aged 18 to 65 years. The respondents filled out two online questionnaires. One questionnaire (GRBS was aimed at assessing the respondents’ propensity to traditional or modern gender-role representations. The other questionnaire was a technique developed on the basis of eco-psychological types of interaction with the information environment. The study revealed a correlation between gender representations and the types of interaction with TV and the Internet. Interactions with TV most often refer to the object type, and least often to the quasi-subject one. The indicators for all three types of interactions were higher in the respondents with traditional gender beliefs as compared to the respondents with modern gender beliefs. The correlation between gender stereotypes and the Internet was found only in women and only in the case of quasi-subject type of interactions.

  20. Student self-reported communication skills, knowledge and confidence across standardised patient, virtual and traditional clinical learning environments.

    Science.gov (United States)

    Quail, Michelle; Brundage, Shelley B; Spitalnick, Josh; Allen, Peter J; Beilby, Janet

    2016-02-27

    Advanced communication skills are vital for allied health professionals, yet students often have limited opportunities in which to develop them. The option of increasing clinical placement hours is unsustainable in a climate of constrained budgets, limited placement availability and increasing student numbers. Consequently, many educators are considering the potentials of alternative training methods, such as simulation. Simulations provide safe, repeatable and standardised learning environments in which students can practice a variety of clinical skills. This study investigated students' self-rated communication skill, knowledge, confidence and empathy across simulated and traditional learning environments. Undergraduate speech pathology students were randomly allocated to one of three communication partners with whom they engaged conversationally for up to 30 min: a patient in a nursing home (n = 21); an elderly trained patient actor (n = 22); or a virtual patient (n = 19). One week prior to, and again following the conversational interaction, participants completed measures of self-reported communication skill, knowledge and confidence (developed by the authors based on the Four Habit Coding Scheme), as well as the Jefferson Scale of Empathy - Health Professionals (student version). All three groups reported significantly higher communication knowledge, skills and confidence post-placement (Median d = .58), while the degree of change did not vary as a function of group membership (Median η (2)  communication skill, knowledge and confidence, though not empathy, following a brief placement in a virtual, standardised or traditional learning environment. The self-reported increases were consistent across the three placement types. It is proposed that the findings from this study provide support for the integration of more sustainable, standardised, virtual patient-based placement models into allied health training programs for the training of

  1. How Teaching Science Using Project-Based Learning Strategies Affects the Classroom Learning Environment

    Science.gov (United States)

    Hugerat, Muhamad

    2016-01-01

    This study involved 458 ninth-grade students from two different Arab middle schools in Israel. Half of the students learned science using project-based learning strategies and the other half learned using traditional methods (non-project-based). The classes were heterogeneous regarding their achievements in the sciences. The adapted questionnaire…

  2. Kindergarten Students' and Parents' Perceptions of Science Classroom Environments: Achievement and Attitudes

    Science.gov (United States)

    Robinson, Esther; Fraser, Barry J.

    2013-01-01

    This study, involving the modification, validation and use of a learning environment questionnaire for both kindergarten students and their parents, is significant because prior learning environment research has normally involved neither parents nor such young students. A questionnaire, which was based on the What Is Happening In this Class? and…

  3. Grafting computer projected simulations and interactive engagement methods within a traditional classroom setting: The influence on secondary level students' understanding of Newtonian mechanics and on attitudes towards physics

    Science.gov (United States)

    Zoubeir, Wassim Fouad

    and active engagement environment, and unproblematic achievement in traditional exams. Despite the modest sample size of the studied groups, students here, as elsewhere in the world, show a manifest readiness and capacity to master proper understanding of Newtonian mechanics when induced by the IE methods in a constructivist, semi-Socratic, environment.

  4. Multi-Course Comparison of Traditional versus Web-Based Course Delivery Systems

    Science.gov (United States)

    Weber, J. Michael; Lennon, Ron

    2007-01-01

    The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that…

  5. Predicting the Attitudes and Self-Esteem of the Grade 9th Lower Secondary School Students towards Mathematics from Their Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Tran, Van Dat

    2012-01-01

    This study reports the validity of the hypothesis that students' perceptions of the learning environment of mathematics classroom may predict their attitudes and self-esteem towards mathematics. It examines data from 487 grade 9th students from 14 mathematics classes in 7 Vietnamese lower secondary schools to identify how students' perceptions of…

  6. Students' Perception of Important Teaching Behaviors in Classroom and Clinical Environments of a Community College Nursing and Dental Hygiene Education Program

    Science.gov (United States)

    Kimbrough-Walls, Vickie J.

    2012-01-01

    Student success is dependent on effective instruction. Yet, effective teaching is difficult to define and described differently by students, faculty, and administrators. Nursing and dental hygiene education programs require faculty to teach in both classroom and clinical environments. However, accreditation agencies for these programs mandate…

  7. "Designing Instrument for Science Classroom Learning Environment in Francophone Minority Settings: Accounting for Voiced Concerns among Teachers and Immigrant/Refugee Students"

    Science.gov (United States)

    Bolivar, Bathélemy

    2015-01-01

    The three-phase process "-Instrument for Minority Immigrant Science Learning Environment," an 8-scale, 32-item see Appendix I- (I_MISLE) instrument when completed by teachers provides an accurate description of existing conditions in classrooms in which immigrant and refugee students are situated. Through the completion of the instrument…

  8. The Value of the Model of a Socially Integral Teaching/Learning Environment in the Classroom from the Point of View of Learners Who Tend to Socially Withdraw

    Science.gov (United States)

    Kyburiene, Laima; Navickiene, Gemma

    2015-01-01

    The article gives a review of the investigations publicised in the scientific papers of various countries, which reveal the increase in social closure and analyse the problematic conception of social withdrawal; introduces the theoretical (ideal) model of a socially integral teaching/learning environment in the classroom; uncovers its impact on…

  9. Newly blind persons using virtual environment system in a traditional orientation and mobility rehabilitation program: a case study.

    Science.gov (United States)

    Lahav, Orly; Schloerb, David W; Srinivasan, Mandayam A

    2012-09-01

    This paper presents a virtual reality system (the BlindAid) developed for orientation and mobility training of people who are newly blind. The BlindAid allows users to interact with different virtual structures and objects via auditory and haptic feedback. This case study aims to examine if and how the BlindAid, in conjunction with a traditional rehabilitation programme, can help people who are newly blind develop new orientation and mobility methods. Follow-up research based on this study, with a large experiment and control group, could contribute to the area of orientation and mobility rehabilitation training for the newly blind. The case study research focused on A., a woman who is newly blind, for 17 virtual sessions spanning ten weeks, during the 12 weeks of her traditional orientation and mobility rehabilitation programme. The research was implemented by using virtual environment (VE) exploration and orientation tasks in VE and physical spaces. The research methodology used both qualitative and quantitative methods, including interviews, questionnaire, videotape recording, and user computer logs. The results of this study helped elucidate several issues concerning the contribution of the BlindAid system to the exploration strategies and learning processes experienced by the participant in her encounters with familiar and unfamiliar physical surroundings. [Box: see text].

  10. The development of the effective learning environment by creating an effective teaching in the classroom.

    Directory of Open Access Journals (Sweden)

    Sanchia Janita Prameswari

    2017-07-01

    Full Text Available The changes in learning management typically involve the introduction of various alternative learning methods. The development of an effective learning experience requires the modification of conventional learning. Teaching and learning constructively synchronize instructions and assessment toward the desired learning outcomes. Notwithstanding the vast literature on the creation of effective learning, the lack of explanation on how the relationship between effective teaching and effective classroom would likely leave practitioners and academia without a clear guidance on how to operationalize the creation of effective learning in real life. A systematic literature review procedure was conducted upon published papers between 2007 and 2015 in outstanding education journals. This paper contributes to the literature by amassing the knowledge on pedagogical practices in effective learning creation. In addition, to obtain a granular elaboration about the matter, a framework to operationalize the creation of effective learning is suggested. Three aspects compose the framework namely teachers' intrinsic capabilities, educational institution support, and student’s participative involvement. The roles of each party were extracted from the knowledge contained in the reviewed literature.   This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

  11. Pupils' Activities in a Multimaterial Learning Environment in Craft subject A Pilot Study using an Experience Sampling Method based on a Mobile Application in Classroom Settings

    Directory of Open Access Journals (Sweden)

    Juha Jaatinen

    2017-12-01

    Full Text Available This study investigates holistic craft processes in craft education with an instrument for data-collection and self-assessment. Teaching in a study context is based on co-teaching and a design process, highlighted by the Finnish Basic Education Core Curriculum 2014. The school architecture and web-based learning environment is combined. Division for textiles and technical work is no longer supported in this multimaterial learning environment. The aim of the study is to 1 make pupils’ holistic craft processes visible in everyday classroom practices with information collected by a mobile-application and 2 point out the curriculum topics that are covered during everyday classroom practices as defined by the teachers. The data is collected using an Experience Sampling Method with a gamified learning analytics instrument. Teachers’ classroom activities were used as the backbone for the thematic mapping of the craft curriculum. Preliminary measurements were carried out in a Finnish primary school in grades 5–6 (age 10–12, n = 125 during a four-week period in October-November 2016. The list of classroom activities was updated after the four weeks’ experiment and was tested in March-May 2017 with all the pupils of the pilot school (N = 353. The key findings were that a for pupils the self-assessment was easy as a technical process but there were several factors in the everyday classroom settings that made the process challenging and b it was relatively difficult for teachers to describe the classroom activities in terms of the new curriculum; however, after four weeks they could not only described the activities in more details but had also developed new activities that supported the ideas of the new curriculum better.Keywords: multi-material craft, learning environment, holistic craft process, experience sampling method

  12. Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses

    Directory of Open Access Journals (Sweden)

    Ismail M. Saiboon

    2016-04-01

    Full Text Available Objectives: To evaluate the effectiveness and retention of learning automated external defibrillator (AED usage taught through a traditional classroom instruction (TCI method versus a novel self instructed video (SIV technique in non-critical care nurses (NCCN. Methods: A prospective single-blind randomized study was conducted over 7 months (April-October 2014 at the Universiti Kebangsaan Malaysia Medical Center, Kuala Lampur, Malaysia. Eighty nurses were randomized into either TCI or SIV instructional techniques. We assessed knowledge, skill and confidence level at baseline, immediate and 6-months post-intervention. Knowledge and confidence were assessed via questionnaire; skill was assessed by a calibrated and blinded independent assessor using an objective structured clinical examination (OSCE method. Results: Pre-test mean scores for knowledge in the TCI group was 10.87 ± 2.34, and for the SIV group was 10.37 ± 1.85 (maximum achievable score 20.00; 4.05 ± 2.87 in the TCI and 3.71 ± 2.66 in the SIV (maximum score 11.00 in the OSCE evaluation and 9.54 ± 3.65 in the TCI and 8.56 ± 3.47 in the SIV (maximum score 25.00 in the individual’s personal confidence level. Both methods increased the mean scores significantly during immediate post-intervention (0-month. At 6-months, the TCI group scored lower than the SIV group in all aspects 11.13 ± 2.70 versus 12.95 ± 2.26 (p=0.03 in knowledge, 7.27 ± 1.62 versus 7.68 ± 1.73 (p=0.47 in the OSCE, and 16.40 ± 2.72 versus 18.82 ± 3.40 (p=0.03 in confidence level. Conclusion: In NCCN’s, SIV is as good as TCI in providing the knowledge, competency, and confidence in performing AED defibrillation.

  13. Dynamic Evaluation of the Energy Efficiency of Environments in Brazilian University Classrooms Using DEA

    Directory of Open Access Journals (Sweden)

    Samuel de Alencar Bezerra

    2017-12-01

    Full Text Available This paper presents an experience applied to a public university campus using Data Envelopment Analysis (DEA to evaluate and improve the energy efficiency of the indoor spaces of the buildings within the limits of the Federal University of Piauí, considering the lighting (installed power and luminous flux and air conditioning (absorbed electric power and cooling capacity input/output variables. Using Brazilian energy efficiency evaluation methods, a comparison was made between DEA and Brazilian standards, with the goal of examining DEA’s performance and feasibility in efficiency improvement. The results revealed that all of the analyzed university classrooms were inefficient, which is coherent with the classification obtained by applying Brazilian standards; the calculated efficiency scores for these rooms varied from 0.7182 to 0.8477, a 0.7848 average. The DEA model, while operating in lighting and air conditioning systems, achieved a reduction of installed power of 43.5% and 22.7%, respectively, totaling a decrease of 25.6%, being able to maintain the standard characteristics of the systems mentioned. According to the DEA models, it was found that the generated targets effectively improved the efficiency of lighting and air-conditioning systems, reducing excessive inputs such as air conditioners’ consumption and increasing deficient outputs such as luminous flux. It is possible to expand this successful application in the layout of the building in the whole campus area to concept small smart city projects; both have been achieved in the public buildings of the administrative body. Results from this paper revealed DEA’s potential in assessing and optimizing the energy efficiency of buildings, improving their sustainability indexes, acting as a tool to support decision-making and benchmarking.

  14. A Look at Relationships (Part I: Supporting Theories of STEM Integrated Learning Environment in a Classroom - A Historical Approach

    Directory of Open Access Journals (Sweden)

    Tomoki Saito

    2016-04-01

    Full Text Available In this article, the authors address STEM pedagogies that relate to “integration” issues and to their implementation. Referring to past discussions on transdisciplinary teaching and learning (“transdisciplinarity”, the authors claim that STEM integration might lead to synergy between each of four disciplines, and the interaction of those learnings might have mutual benefits as well as disadvantages. Hence, although educators often find it difficult to leave discrete disciplines in which they studied, learning in an integrated environment that focuses on student-centered learning, could or should differ from teaching in traditional classes. Learning in the STEM Integrated Learning Environment has certain features: 1 learning is not necessarily included in and assessed by disciplines as in traditional classes; 2 learning within and across networks of learners has relationships beyond STEM disciplines; and 3 thus, the environment would be structured by vectors of those relationships. If so, teachers are expected to prepare for interactions among STEM areas of learning.

  15. Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards Biology

    NARCIS (Netherlands)

    Telli, S.; Cakiroglu, J.; den Brok, P.

    2006-01-01

    The domain of learning environments research has produced many promising findings, leading to an enhancement of the teaching and learning process in many countries. However, there have been a limited number of studies in this field in Turkey. For that reason, the purpose of the present study was to

  16. Classroom Habit(us) and Physical Co-presence in a Blended Learning Environment

    DEFF Research Database (Denmark)

    Borsotti, Valeria; Møllenbach, Emilie

    2016-01-01

    In this exploratory case study we map the educational practice of teachers and students in a professional master of Interaction Design. Through a grounded analysis of the context we describe and reflect on: 1) the use of digital learning tools in a blended learning environment, 2) co...

  17. Prospective Elementary Teachers' Understanding of the Nature of Science and Perceptions of the Classroom Learning Environment

    Science.gov (United States)

    Martin-Dunlop, Catherine S.

    2013-01-01

    This study investigated prospective elementary teachers' understandings of the nature of science and explored associations with their guided-inquiry science learning environment. Over 500 female students completed the Nature of Scientific Knowledge Survey (NSKS), although only four scales were analyzed-Creative, Testable, Amoral, and Unified. The…

  18. Students' Perceptions of the Learning Environment and Attitudes in Game-Based Mathematics Classrooms

    Science.gov (United States)

    Afari, Ernest; Aldridge, Jill M.; Fraser, Barry J.; Khine, Myint Swe

    2013-01-01

    We investigated whether the introduction of games into college-level mathematics classes in the United Arab Emirates (UAE) was effective in terms of improving students' perceptions of the learning environment and their attitudes towards of mathematics. A pre-post design involved the administration of English and Arabic versions of two surveys (one…

  19. Beyond the Personal Learning Environment: Attachment and Control in the Classroom of the Future

    Science.gov (United States)

    Johnson, Mark William; Sherlock, David

    2014-01-01

    The Personal Learning Environment (PLE) has been presented in a number of guises over a period of 10 years as an intervention which seeks the reorganisation of educational technology through shifting the "locus of control" of technology towards the learner. In the intervening period to the present, a number of initiatives have attempted…

  20. Restorative Justice Pedagogy in the ESL Classroom: Creating a Caring Environment to Support Refugee Students

    Science.gov (United States)

    Ogilvie, Greg; Fuller, David

    2016-01-01

    For many years the Canadian government has been committed to resettling refugees. Recently, this commitment has been expanded, as more than 25,000 Syrian refugees have been admitted into Canada. As refugee students struggle to adapt to a new environment, English as a second language (ESL) educators are called upon to play a significant role in the…

  1. Turkish secondary education students' perceptions of their classroom learning environment and their attitude towards biology

    NARCIS (Netherlands)

    Telli, S.; Cakiroglu, J.; Brok, den P.J.; Fisher, D. L.; Khine, M. S.

    2006-01-01

    The domain of learning environments research has produced many promising findings, leading to an enhancement of the teaching and learning process in many countries. However, there have been a limited number of studies in this field in Turkey. For that reason, the purpose of the present study was to

  2. Observations of the Middle School Environment: The Context for Student Behavior beyond the Classroom

    Science.gov (United States)

    Rusby, Julie C.; Crowley, Ryann; Sprague, Jeffrey; Biglan, Anthony

    2011-01-01

    This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school-wide Positive Behavior Support. The observations were…

  3. Incorporating Informal Learning Environments and Local Fossil Specimens in Earth Science Classrooms: A Recipe for Success

    Science.gov (United States)

    Clary, Renee M.; Wandersee, James H.

    2009-01-01

    In an online graduate paleontology course taken by practicing Earth Science teachers, we designed an investigation using teachers' local informal educational environments. Teachers (N = 28) were responsible for photographing, describing, and integrating fossil specimens from two informal sites into a paleoenvironmental analysis of the landscape in…

  4. Bringing Reality into Calculus Classrooms: Mathematizing a Real-life Problem Simulated in a Virtual Environment

    Directory of Open Access Journals (Sweden)

    Olga V. Shipulina

    2013-01-01

    Full Text Available The study explores how students, who had completed the AP calculus course, mathematized the optimal navigation real-life problem simulated in the Second Life Virtual Environment. The particular research interest was to investigate whether/how students’ empirical activity in VE influences the way of their mathematizing.

  5. Children's perceptions of the classroom environment and social and academic performance: a longitudinal analysis of the contribution of the Responsive Classroom approach.

    Science.gov (United States)

    Brock, Laura L; Nishida, Tracy K; Chiong, Cynthia; Grimm, Kevin J; Rimm-Kaufman, Sara E

    2008-04-01

    This study examines the contribution of the Responsive Classroom (RC) Approach, a set of teaching practices that integrate social and academic learning, to children's perceptions of their classroom, and children's academic and social performance over time. Three questions emerge: (a) What is the concurrent and cumulative relation between children's perceptions of the classroom and social and academic outcomes over time? (b) What is the contribution of teacher's use of RC practices to children's perceptions and social and academic outcomes? (c) Do children's perceptions of the classroom mediate the relation between RC teacher practices and child outcomes? Cross-lagged autoregressive structural equation models were used to analyze teacher and child-report questionnaire data, along with standardized test scores collected over 3 years from a sample of 520 children in grades 3-5. Results indicate a significant positive relation between RC teacher practices and child perceptions and outcomes over time. Further, children's perceptions partially mediated the relation between RC teacher practices and social competence. However, the models did not demonstrate that child perceptions mediated the relation between RC practices and achievement outcomes. Results are explained in terms of the contribution of teacher practices to children's perceptions and student performance.

  6. Virtual classroom project

    OpenAIRE

    Gmeiner, Nicholas

    2017-01-01

    This project aims to provide students with disabilities the same in class learning experience through virtual reality technology, 360-degree video capture, and the use of Arduino units. These technologies will be combined to facilitate communication between teachers in physical classrooms with students in virtual classrooms. The goal is to provide a person who is affected by a disability (which makes it hard to be in a traditional classroom) the same benefits of a safe and interactive learnin...

  7. Encouraging Classroom Discussion

    Directory of Open Access Journals (Sweden)

    Robert Joseph McKee

    2014-10-01

    Full Text Available Classroom discussion has the potential to enhance the learning environment and encourages students to become active participants in the educational process. Student participation in classroom discussion has been shown to significantly improve the student learning experience. Research suggests that classroom discussion is an effective method for encouraging student classroom participation and for motivating student learning beyond the classroom. Participation in classroom discussion encourages students to become active collaborators in the learning process, while at the same time providing instructors with a practical method of assessing student learning. Classroom discussion is an effective tool for developing higher-level cognitive skills like critical thinking. Despite the potential discussion holds for student learning, many in academia lament the lack of participation in the classroom. The lack of student participation in classroom discussion is not a recent problem; it is one that has frustrated instructors for decades. Instructors report that some of the more current methods for encouraging classroom discussion can be exasperating and at times non-productive. This two-year study of 510 college and university students provides insight into the reasons why some students do not participate in classroom discussion. This study, which also elicited input from sixteen college and university professors and two high school teachers, offers some suggestions for creating and encouraging an environment conducive to student participation in the classroom.

  8. Classroom Modules for Nanotechnology Undergraduate Education: Development, Implementation and Evaluation

    Science.gov (United States)

    Shabani, R.; Massi, L.; Zhai, L.; Seal, S.; Cho, H. J.

    2011-01-01

    In order to address the challenges and restrictions given by a traditional classroom lecture environment, the top-down and bottom-up nanotechnology teaching modules were developed, implemented and evaluated. Then based on the hypothesis that instructors could further develop students' interest in this emerging area through the introduction of the…

  9. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    Science.gov (United States)

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP–type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-UP–type classrooms. However, few studies have carefully analyzed student outcomes when comparable active learning–based instruction takes place in a traditional lecture hall and a SCALE-UP–type classroom. Using a quasi-experimental design, we compared student perceptions and performance between sections of a nonmajors biology course, one taught in a traditional lecture hall and one taught in a SCALE-UP–type classroom. Instruction in both sections followed a flipped model that relied heavily on cooperative learning and was as identical as possible given the infrastructure differences between classrooms. Results showed that students in both sections thought that SCALE-UP infrastructure would enhance performance. However, measures of actual student performance showed no difference between the two sections. We conclude that, while SCALE-UP–type classrooms may facilitate implementation of active learning, it is the active learning and not the SCALE-UP infrastructure that enhances student performance. As a consequence, we suggest that institutions can modify existing classrooms to enhance student engagement without incorporating expensive technology. PMID:27909018

  10. Are K-12 school environments harming students with obesity? A qualitative study of classroom teachers.

    Science.gov (United States)

    Kenney, Erica L; Redman, Morgan T; Criss, Shaniece; Sonneville, Kendrin R; Austin, S Bryn

    2017-03-01

    Weight bias can negatively impact health, and schools may be risky environments for students with obesity. We aimed to explore teachers' perceptions of the school experiences and academic challenges of students with obesity. We conducted interviews with 22 teachers in the Northeast, mid-Atlantic, and Midwest in July-August 2014. All interviews were transcribed verbatim, coded, and analyzed for important themes by two researchers using the immersion/crystallization approach. Most teachers felt that students with obesity were more likely to have academic difficulties. Two main perceptions of the reasons for these difficulties emerged: (1) obesity led to lower self-esteem that caused students to participate less, and (2) poorer nutrition, increased screen time, and reduced physical activity were simultaneously causing obesity and poorer academic performance. A few teachers described colleagues who felt students with obesity were not as motivated to work hard in school as their peers. Many teachers described school health promotion efforts focused on weight reduction that could exacerbate weight stigma and risk of disordered eating. Students with obesity, particularly girls, may be at risk for negative social and academic experiences in K-12 schools and may be perceived as struggling academically by their teachers.

  11. Study in Classroom Environment

    OpenAIRE

    Ahonen, Lauri; Cowley, Benjamin; Torniainen, Jari; Ukkonen, Antti; Vihavainen, Arto; Puolamäki, Kai

    2016-01-01

    It is known that periods of intense social interaction result in shared patterns in collaborators? physiological signals. However, applied quantitative research on collaboration is hindered due to scarcity of objective metrics of teamwork effectiveness. Indeed, especially in the domain of productive, ecologically-valid activity such as programming, there is a lack of evidence for the most effective, affordable and reliable measures of collaboration quality. In this study we investigate synchr...

  12. From Suazoid to folk pottery: pottery manufacturing traditions in a changing social and cultural environment on St. Lucia

    Directory of Open Access Journals (Sweden)

    Corinne L. Hofman

    2004-01-01

    Full Text Available Overview of pottery manufacturing traditions in St Lucia, placed within the island's cultural history from pre-Columbian times up to present Afro-Caribbean folk pottery. Authors focus on manufacturing processes in different cultural traditions through history, looking at raw materials used, the shaping and finishing, decoration, and firing process. First, they sketch St Lucia's habitation history since the first Amerindian settlers in 200 AD, and evidence of pottery, which climaxed in the later Suazoid period pottery since about 1150 AD, and discuss how later European colonization and arrival of Africans contributed to the decline of Amerindian traditions, replaced by European and West African pottery traditions, although some Amerindian traditions remained. The pottery manufacturing of 3 main cultural traditions are examined, discussing differences, as well as similarities due to cultural blending: Suazoid pottery, later Amerindian Island Carib pottery, with origins in the Guianas region, related to the Kar'ina, and current St Lucian, West African-influenced, "folk pottery". Authors conclude that all 3 traditions mainly use local clay, and include hand-built and low-fired pottery. Shaping techniques include coiling, and in today's pottery also fashioning with smaller lumps. Surfaces are smooth and polished in today's pottery, but more scraped and scratched in Suazoid vessels. Further, they find that decoration is uncommon in today's pottery, while Suazoid ceramics included decorations, and that vessel shapes tend to be simple in all 3 traditions. They also find that women have been the principal potters through time, although pottery was a male activity among the Island Caribs in the mid-17th c.

  13. Using the Flipped Classroom to Bridge the Gap to Generation Y.

    Science.gov (United States)

    Gillispie, Veronica

    2016-01-01

    The flipped classroom is a student-centered approach to learning that increases active learning for the student compared to traditional classroom-based instruction. In the flipped classroom model, students are first exposed to the learning material through didactics outside of the classroom, usually in the form of written material, voice-over lectures, or videos. During the formal teaching time, an instructor facilitates student-driven discussion of the material via case scenarios, allowing for complex problem solving, peer interaction, and a deep understanding of the concepts. A successful flipped classroom should have three goals: (1) allow the students to become critical thinkers, (2) fully engage students and instructors, and (3) stimulate the development of a deep understanding of the material. The flipped classroom model includes teaching and learning methods that can appeal to all four generations in the academic environment. During the 2015 academic year, we implemented the flipped classroom in the obstetrics and gynecology clerkship for the Ochsner Clinical School in New Orleans, LA. Voice-over presentations of the lectures that had been given to students in prior years were recorded and made available to the students through an online classroom. Weekly problem-based learning sessions matched to the subjects of the traditional lectures were held, and the faculty who had previously presented the information in the traditional lecture format facilitated the problem-based learning sessions. The knowledge base of students was evaluated at the end of the rotation via a multiple-choice question examination and the Objective Structured Clinical Examination (OSCE) as had been done in previous years. We compared demographic information and examination scores for traditional teaching and flipped classroom groups of students. The traditional teaching group consisted of students from Rotation 2 and Rotation 3 of the 2014 academic year who received traditional

  14. Efficacy of a Self-Monitoring Tool for Improving the Quality of the Language Environment in the Preschool Classroom

    Science.gov (United States)

    Strasser, Katherine; Mendive, Susana; Vergara, Daniela; Darricades, Michelle

    2018-01-01

    Research Findings: This study evaluated the impact of a self-monitoring intervention on preschool teachers' use of language and on children's language growth. Nineteen classrooms from Santiago de Chile participated (10 intervention, 9 control). Twice a week, intervention teachers filled out a checklist to monitor the language stimulation they…

  15. Classroom Emotional Climate as a Moderator of Anxious Solitary Children's Longitudinal Risk for Peer Exclusion: A Child x Environment Model

    Science.gov (United States)

    Avant, Tamara Spangler; Gazelle, Heidi; Faldowski, Richard

    2011-01-01

    This study tests the ability of classroom emotional climate to moderate anxious solitary children's risk for peer exclusion over a 3-year period from 3rd through 5th grade. Six hundred eighty-eight children completed peer nominations for anxious solitude and peer exclusion in the fall and spring semesters of each grade, and observations of…

  16. Integrating Popular Web Applications in Classroom Learning Environments and Its Effects on Teaching, Student Learning Motivation and Performance

    Science.gov (United States)

    Lin, Yen-Ting; Jou, Min

    2013-01-01

    Advancements in information and communication technology (ICT) allowed several tools and systems to be proposed for improving classroom experiences to both instructors and students. However, most of these tools were brand-new and stand-alone programs that require users to invest additional time and effort to become familiar with their use. This…

  17. The influence of out-of-institution environments on the university schooling project of non-traditional students in Uganda

    NARCIS (Netherlands)

    Tumuheki, Peace Buhwamatsiko; Zeelen, Jacobus; Openjuru, George L.

    2018-01-01

    Participation and integration of non-traditional students (NTS) in university education is influenced by factors within the institution and those external to the institution, including participants’ self-perceptions and dispositions. The objective of this qualitative study is to draw from the

  18. The Effects of Brain Gym® Activities and Traditional Teaching Strategies on Students' Performance in Comprehension in a 4th Grade Classroom

    Science.gov (United States)

    Kariuki, Patrick N.; Kent, Holly D.

    2014-01-01

    The purpose of this study was to examine the difference between students' scores in comprehension (English Language Arts) tests when they are led in Brain Gym® activities before class instruction and when they are taught using traditional teaching strategies. The sample for this study consisted of 11 males and 9 females. Data were collected by…

  19. Acute Effects of Exposure to a Traditional Rural Environment on Urban Dwellers: A Crossover Field Study in Terraced Farmland

    Directory of Open Access Journals (Sweden)

    Juyoung Lee

    2015-02-01

    Full Text Available Despite an increasing attention and public preference for rural amenities, little evidence is available on the health benefits of a rural environment. In this study, we identified physiological and psychological benefits of exposure to a rural environment using multiparametric methods. Twelve young male adults participated in a 3-day field experiment (mean ± standard deviation age, 22.3 ± 1.3 years. Sleeping environment, diet program, physical activities, and other factors possibly affecting physiological responses were controlled during experiment period. For all participants, salivary cortisol concentration, heart rate variability, and blood pressure were measured at rural and urban field sites. Self-evaluation questionnaires were administered to analyze the psychological states in two different environments. Volatile compounds in the air were also analyzed to investigate air quality. The data were compared between rural and urban environments. The data showed that exposure to a rural environment reduced stress hormone secretion and sympathetic nervous activity and increased parasympathetic nervous activity. Short-term exposure to a rural environment also improved mood states. Our findings indicate that exposure to a rural environment effectively reduced physiological stress and enhanced psychological well-being.

  20. The Effect of Virtual versus Traditional Learning in Achieving Competency-Based Skills

    Science.gov (United States)

    Mosalanejad, Leili; Shahsavari, Sakine; Sobhanian, Saeed; Dastpak, Mehdi

    2012-01-01

    Background: By rapid developing of the network technology, the internet-based learning methods are substituting the traditional classrooms making them expand to the virtual network learning environment. The purpose of this study was to determine the effectiveness of virtual systems on competency-based skills of first-year nursing students.…

  1. The Development and Validation of an Instrument to Monitor the Implementation of Social Constructivist Learning Environments in Grade 9 Science Classrooms in South Africa

    Science.gov (United States)

    Luckay, Melanie B.; Laugksch, Rudiger C.

    2015-02-01

    This article describes the development and validation of an instrument that can be used to assess students' perceptions of their learning environment as a means of monitoring and guiding changes toward social constructivist learning environments. The study used a mixed-method approach with priority given to the quantitative data collection. During the quantitative data collection phase, a new instrument—the Social Constructivist Learning Environment Survey (SCLES)—was developed and used to collect data from 1,955 grade 9 science students from 52 classes in 50 schools in the Western Cape province, South Africa. The data were analysed to evaluate the reliability and validity of the new instrument, which assessed six dimensions of the classroom learning environment, namely, Working with Ideas, Personal Relevance, Collaboration, Critical Voice, Uncertainty in Science and Respect for Difference. Two dimensions were developed specifically for the present study in order to contextualise the questionnaire to the requirements of the new South African curriculum (namely, Metacognition and Respect for Difference). In the qualitative data collection phase, two case studies were used to investigate whether profiles of class mean scores on the new instrument could provide an accurate and "trustworthy" description of the learning environment of individual science classes. The study makes significant contributions to the field of learning environments in that it is one of the first major studies of its kind in South Africa with a focus on social constructivism and because the instrument developed captures important aspects of the learning environment associated with social constructivism.

  2. The Classroom Animal: Box Turtles.

    Science.gov (United States)

    Kramer, David C.

    1986-01-01

    Provides basic information on the anatomy, physiology, behaviors, and distribution patterns of the box turtle. Offers suggestions for the turtle's care and maintenance in a classroom environment. (ML)

  3. [Healthy school environments].

    Science.gov (United States)

    Quintero-Corzo, Josefina; Munévar-Molina, Raúl A; Munévar-Quintero, Fabio I

    2015-04-01

    Objective To determine factors that characterizes school environments and their relationship with student learning, welfare and health. Method This is a case study supported by a comprehensive qualitative paradigm applied to classroom ecology. The fieldwork was carried out in six public schools for students in economic strata one and two that use computers in virtual classrooms. The information was collected through field journals, film recordings, observation, and recordings of interviews. The information was analyzed by categories in open general and focused cycles. Results The virtual era has enriched the debate about the importance of the environment in pedagogical processes. Nonetheless, the emergence of new diseases is a risk which students are exposed to. Pollution and overcrowding factors prevail in traditional classroom activities, while in the computer rooms the environment is healthier. Hence the need to incorporate these issues into the curriculum reforms and action plans to guide healthy living of schoolchildren and their families. Despite budget constraints, innovative ideas and projects were found. Schools have developed free preventive and corrective strategies such as workshops, talks and lectures by invited specialists, trainees, and students writing theses. They have also introduced controlled Internet access. Conclusion The educational community understands that the concept of health is at the heart of a comprehensive concept of education. In addition, classroom ecology has determining implications for learning and living together in pleasant and healthy environments that are incorporated into institutional educational projects.

  4. The new learning environment is personal

    NARCIS (Netherlands)

    De Vries, P.

    2013-01-01

    In a traditional sense the learning environment is qualified as the institutional setting for the teaching and learning to take place. This comprises the students, the teachers, management, the services and all the buildings, the classrooms, the equipment, the tools and laboratories that constitute

  5. Classroom Management: What Does Research Tell Us?

    Science.gov (United States)

    Postholm, May Britt

    2013-01-01

    The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral…

  6. Risk, society and environment: the case of cooperative ecological production and the global management over biodiversity and traditional knowledge

    Directory of Open Access Journals (Sweden)

    Guilherme Francisco Waterloo Radomsky

    2011-12-01

    Full Text Available This article approaches biodiversity and traditional knowledge, having the notion of risk as its background. The data presented come from an ethnographic study carried out among a network of ecological farmers, Ecovida, in Santa Catarina, southern Brazil. Ecovida is an agro-ecological network of farm producers, consumers and intermediaries. The paper aims to show that in the global context of the advent of the intellectual property regime, especially the provisions on cultivars (plant variety and seed breeding, biodiversity and farming traditional knowledge, as well as their modes of plant breeding, suffer a double "erosion": the decrease on the availability of crop varieties; and it creates a uniformity and depleting of local knowledge. The potential standardization of seeds and knowledge entices new risks to both rural production and social sustainability. Our argument is that all these social actors -- that compose the so called ecological network -- in their activities, seeking to carry on the multiplication and variability of seeds and promote the diversity of knowledge, are also creating collective strategies of social resistance vis a vis nature and knowledge modes of control.  As a political outcome of the collective efforts, the network of participatory certification works revealing the risk homogenization and corporate control over crop production.

  7. Writing and Dialogue in, and around, a Senior Secondary Literature Classroom

    Science.gov (United States)

    Bellis, Natalie; Garcia, Jessica

    2018-01-01

    The tradition of teachers engaging in narrative-based inquiry is now well established, as is its value for creating situated knowledge about teaching. This reflexive autobiographical article weaves together narrative accounts around a senior literature classroom environment. The article features two voices: a teacher (Natalie Bellis) and a Year 12…

  8. Considering the Virtual Classroom: A Call to Middle Level Education Programs

    Science.gov (United States)

    Eisenbach, Brooke B.

    2016-01-01

    Today's classrooms are changing and moving beyond the walls of a traditional school environment. With each passing year, a growing population of middle level learners are logging into full-time or blended learning virtual courses. However, teachers often lack the training and experience necessary to address the developmental needs of middle level…

  9. The Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki Classroom, and the Relationship between Them

    Science.gov (United States)

    Alzahrani, Ibraheem; Woollard, John

    2013-01-01

    This paper seeks to discover the relationship between both the social constructivist learning theory and the collaborative learning environment. This relationship can be identified by giving an example of the learning environment. Due to wiki characteristics, Wiki technology is one of the most famous learning environments that can show the…

  10. The Flipped Classroom: A Twist on Teaching

    Science.gov (United States)

    Schmidt, Stacy M. P.; Ralph, David L.

    2016-01-01

    The traditional classroom has utilized the "I Do", "We Do", "You Do" as a strategy for teaching for years. The flipped classroom truly flips that strategy. The teacher uses "You Do", "We Do", "I Do" instead. Homework, inquiry, and investigation happen in the classroom. At home students…

  11. Behavior Modification in the Classroom

    Science.gov (United States)

    Whitman, Mryon; Whitman, Joan

    1971-01-01

    This article presents the theoretical rationale for behavior modification, principally through its comparison with traditional psychotherapies, and suggests some behavior modification techniques for the classroom management of maladaptive behavior. (Author)

  12. Mathematics difficulties & classroom leadership

    DEFF Research Database (Denmark)

    Schmidt, Maria Christina Secher

    2016-01-01

    This article investigates possible links between inclusion, students, for whom mathematics is extensively difficult, and classroom leadership through a case study on teaching strategies and student participation in four classrooms at two different primary schools in Denmark. Three sets of results...... are presented: 1) descriptions of the teachers’ classroom leadership to include all their students in the learning community, 2) the learning community produced by stated and practiced rules for teaching and learning behavior, 3) the classroom behavior of students who experience difficulties with mathematics....... The findings suggest that the teachers’ pedagogical choices and actions support an active learning environment for students in diverse learning needs, and that the teachers practise dimensions of inclusive classroom leadership that are known to be successful for teaching mathematics to all students. Despite...

  13. A Review of Criteria for Outdoor Classroom in Selected Tertiary Educational Institutions in Kuala Lumpur

    Science.gov (United States)

    Maheran, Y.; Fadzidah, A.; Nur Fadhilah, R.; Farha, S.

    2017-12-01

    A proper design outdoor environment in higher institutions contributes to the students’ learning performances and produce better learning outcomes. Campus surrounding has the potential to provide an informal outdoor learning environment, especially when it has the existing physical element, like open spaces and natural features, that may support the learning process. However, scholarly discourses on environmental aspects in tertiary education have minimal environmental inputs to fulfill students’ needs for outdoor exposure. Universities have always emphasized on traditional instructional methods in classroom settings, without concerning the importance of outdoor classroom towards students’ learning needs. Moreover, the inconvenience and discomfort outdoor surrounding in campus environment offers a minimal opportunity for students to study outside the classroom, and students eventually do not favor to utilize the spaces because no learning facility is provided. Hence, the objective of this study is to identify the appropriate criteria of outdoor areas that could be converted to be outdoor classrooms in tertiary institutions. This paper presents a review of scholars’ work in regards to the characteristics of the outdoor classrooms that could be designed as part of contemporary effective learning space, for the development of students’ learning performances. The information gathered from this study will become useful knowledge in promoting effective outdoor classroom and create successful outdoor learning space in landscape campus design. It I hoped that the finding of this study could provide guidelines on how outdoor classrooms should be designed to improve students’ academic achievement.

  14. ORIGINAL ARTICLE An Assessment of Mathematics Classroom ...

    African Journals Online (AJOL)

    Bdu

    ORIGINAL ARTICLE. An Assessment of Mathematics Classroom Teaching- ... the study was to assess whether the learning classroom environment was compliant with constructivism. ... of our education system. Applefield ... share control of the design, management, and evaluation ..... development of formative assessment.

  15. Impacts of Flipped Classroom in High School Health Education

    Science.gov (United States)

    Chen, Li-Ling

    2016-01-01

    As advanced technology increasingly infiltrated into classroom, the flipped classroom has come to light in secondary educational settings. The flipped classroom is a new instructional approach that intends to flip the traditional teacher-centered classroom into student centered. The purpose of this research is to investigate the impact of the…

  16. Capturing the Magic of Classroom Training in Blended Learning

    Science.gov (United States)

    Laiken, Marilyn E.; Milland, Russ; Wagner, Jon

    2014-01-01

    Organizations today are faced with the challenges of expanding their traditional classroom-based approaches into blended learning experiences which integrate regular classrooms, virtual classrooms, social learning, independent reading, on the job learning and other methodologies. Our team converted a two-day classroom-based program, taught from…

  17. The mycobiota of the production environments of traditional Norwegian salted and dried mutton (pinnekjøtt).

    Science.gov (United States)

    Schirmer, Bjørn C T; Wiik-Nielsen, Jannicke; Skaar, Ida

    2018-07-02

    In 2013, mould growth on Norwegian ready-to-sell pinnekjøtt (dried and cured lamb ribs) lead to the withdrawal of 200 tons of the product. The aim of this study was to identify the mycobiota at two Norwegian production sites and determine which species present the highest risk for reduced product quality and safety. A total of 485 samples from 2014, 2015 and 2016 were analysed for Penicillium and Aspergillus species. Both production sites showed a persistent mycobiota that remained stable over three seasons. Samples from site A were dominated by P. solitum while samples from site B were equally dominated by P. solitum, P. brevicompactum/bialowiezense and P. nordicum. The presence of P. nordicum was concentrated in one area of the production site where long-time stored hams were produced, but P. nordicum was also found sporadically in other parts of the site. Product samples taken from products with visible mould growth were at both sites dominated by P. solitum, highlighting its importance for product quality. P. nordicum was found frequently in the long-time stored hams, indicating a food safety risk of these products. However, P. nordicum was rarely isolated from pinnekjøtt. Aspergillus spp. were isolated from both sites at all samplings; however, there were no Aspergillus isolated from products, and no sites were repeatedly tested positive for identical species, indicating that Aspergillus is not a part of the persistent mycobiota, but enters the site sporadically. In conclusion, the study showed that a stable mycobiota consisting of few Penicillium species dominated the products and production environments of pinnekjøtt. Copyright © 2018 Elsevier B.V. All rights reserved.

  18. The Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom

    Directory of Open Access Journals (Sweden)

    Kevin R. Clark

    2015-01-01

    Full Text Available In many of the secondary classrooms across the country, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This research study sought to bring about improvements in student engagement and performance in the secondary mathematics classroom through the implementation of the flipped model of instruction and compared student interaction in the flipped classroom with a traditional format. The flipped model of instruction is a relatively new teaching strategy attempting to improve student engagement and performance by moving the lecture outside the classroom via technology and moving homework and exercises with concepts inside the classroom via learning activities. Changes in the student participants’ perceptions and attitudes were evidenced and evaluated through the completion of a pre- and post-survey, a teacher-created unit test, random interviews, and a focus group session. In addition, the researcher documented observations, experiences, thoughts, and insights regarding the intervention in a journal on a daily basis. Quantitative results and qualitative findings revealed the student participants responded favorably to the flipped model of instruction and experienced an increase in their engagement and communication when compared to the traditional classroom experience. The student participants also recognized improvements in the quality of instruction and use of class of time with the flipped model of instruction. In terms of academic performance, no significant changes were demonstrated between the flipped model of instruction students and those taught in a traditional classroom environment.

  19. Biosignals reflect pair-dynamics in collaborative work: EDA and ECG study of pair-programming in a classroom environment.

    Science.gov (United States)

    Ahonen, Lauri; Cowley, Benjamin Ultan; Hellas, Arto; Puolamäki, Kai

    2018-02-16

    Collaboration is a complex phenomenon, where intersubjective dynamics can greatly affect the productive outcome. Evaluation of collaboration is thus of great interest, and can potentially help achieve better outcomes and performance. However, quantitative measurement of collaboration is difficult, because much of the interaction occurs in the intersubjective space between collaborators. Manual observation and/or self-reports are subjective, laborious, and have a poor temporal resolution. The problem is compounded in natural settings where task-activity and response-compliance cannot be controlled. Physiological signals provide an objective mean to quantify intersubjective rapport (as synchrony), but require novel methods to support broad deployment outside the lab. We studied 28 student dyads during a self-directed classroom pair-programming exercise. Sympathetic and parasympathetic nervous system activation was measured during task performance using electrodermal activity and electrocardiography. Results suggest that (a) we can isolate cognitive processes (mental workload) from confounding environmental effects, and (b) electrodermal signals show role-specific but correlated affective response profiles. We demonstrate the potential for social physiological compliance to quantify pair-work in natural settings, with no experimental manipulation of participants required. Our objective approach has a high temporal resolution, is scalable, non-intrusive, and robust.

  20. Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum

    Directory of Open Access Journals (Sweden)

    Frederick Robert Carrick

    2017-07-01

    were calculated for all pretests and posttests for all groups including gender differences.ResultsAll 274 subjects demonstrated statistically significant learning by comparison of their pre- and posttest scores. There were no statistically significant differences in the test scores between the two groups of 137 subjects each (0.8%, 95% CI 85.45917–86.67952; P = 0.9195. A total of 101 males in the traditional classroom arm had statistically significant lower scores than 72 females (0.8%, 95% CI 84.65716–86.53096; P = 0.0377 but not in the online arm (0.8%, 95% CI 85.46172–87.23135; P = 0.2176 with a moderate effect size (Cohen’s d = −0.407.ConclusionThe use of a synchronous online classroom in neuro-otology clinical training has demonstrated similar outcomes to the traditional classroom. The online classroom is a low cost and effective complement to medical specialty training in Neuro-Otology. The significant difference in outcomes between males and females who attended the traditional classroom suggests that women may do better than males in this learning environment, although the effect size is moderate.Clinical Trial RegistrationClinicaltrials.gov, identifier NCT03079349.

  1. Randomized Controlled Study of a Remote Flipped Classroom Neuro-otology Curriculum.

    Science.gov (United States)

    Carrick, Frederick Robert; Abdulrahman, Mahera; Hankir, Ahmed; Zayaruzny, Maksim; Najem, Kinda; Lungchukiet, Palita; Edwards, Roger A

    2017-01-01

    subjects demonstrated statistically significant learning by comparison of their pre- and posttest scores. There were no statistically significant differences in the test scores between the two groups of 137 subjects each (0.8%, 95% CI 85.45917-86.67952; P  = 0.9195). A total of 101 males in the traditional classroom arm had statistically significant lower scores than 72 females (0.8%, 95% CI 84.65716-86.53096; P  = 0.0377) but not in the online arm (0.8%, 95% CI 85.46172-87.23135; P  = 0.2176) with a moderate effect size (Cohen's d  = -0.407). The use of a synchronous online classroom in neuro-otology clinical training has demonstrated similar outcomes to the traditional classroom. The online classroom is a low cost and effective complement to medical specialty training in Neuro-Otology. The significant difference in outcomes between males and females who attended the traditional classroom suggests that women may do better than males in this learning environment, although the effect size is moderate. Clinicaltrials.gov, identifier NCT03079349.

  2. Transferring clinical communication skills from the classroom to the clinical environment: perceptions of a group of medical students in the United kingdom.

    Science.gov (United States)

    Brown, Jo

    2010-06-01

    To better understand the transfer of classroom-learned clinical communication skills (CCS) to the clinical environment of the hospital ward, where they are practiced and refined by students. The author first briefly presents the literature on clinical communication, provides an overview of the debates around the notion of transfer, and presents a sociocultural model of developmental transfer applied to CCS learning. Second, she describes a focus group and nine individual interviews carried out with 17 fourth-year medical students at one medical school in the United Kingdom in 2008. The goal was to elicit their views of CCS teaching, learning, and transfer of CCS to the clinical workplace. The findings are presented under the four main themes of transition, where students experienced the transition from the medical school to the hospital ward as a mixture of positive and negative impacts on transferring their CCS skills; the clinical culture, where senior doctors had the greatest impact on student learning and emergent clinical practice; clinical communication as a vehicle for professionalism and being a "good" doctor; and, finally, transfer mechanisms, where simulated practice with actors and the clinical history template were powerful learning tools. Findings indicate that more needs to be done to support, develop, and embed CCS into the professional practice of medical students in the clinical workplace. This may be achieved by greater collaboration of educators in the academic and clinical environments. Using the developmental transfer model applied to CCS learning may help foster this relationship.

  3. Using a Humanoid Robot to Develop a Dialogue-Based Interactive Learning Environment for Elementary Foreign Language Classrooms

    Science.gov (United States)

    Chang, Chih-Wei; Chen, Gwo-Dong

    2010-01-01

    Elementary school is the critical stage during which the development of listening comprehension and oral abilities in language acquisition occur, especially with a foreign language. However, the current foreign language instructors often adopt one-way teaching, and the learning environment lacks any interactive instructional media with which to…

  4. Effectiveness of National Board Certified (NBC) Teachers in Terms of Classroom Environment, Attitudes and Achievement among Secondary Science Students

    Science.gov (United States)

    Helding, Karen A.; Fraser, Barry J.

    2013-01-01

    No previous research has employed learning environments criteria in evaluating the effectiveness of the system of teacher certification sponsored by the National Board for Professional Teaching Standards. Because the litmus test of any professional development effort is the extent of the changes in teaching behaviours in participating teachers'…

  5. Facilitating Geoscience Education in Higher-Education Institutes Worldwide With GeoBrain -- An Online Learning and Research Environment for Classroom Innovations

    Science.gov (United States)

    Deng, M.; di, L.

    2006-12-01

    Higher education in geosciences has imminent goals to prepare students with modern geoscience knowledge and skills to meet the increased demand on trained professionals for working on the big challenges faced by geoscience disciplines, such as the global environmental change, world energy supplies, sustainable development, etc. In order to reach the goal, the geoscience education in post-secondary institutes worldwide has to attract and retain enough students and to train students with knowledge and skills needed by the society. The classroom innovations that can encourage and support student investigations and research activities are key motivation mechanisms that help to reach the goal. This presentation describes the use of GeoBrain, an innovative geospatial knowledge system, as a powerful educating tool for motivating and facilitating innovative undergraduate and graduate teaching and research in geosciences. Developed in a NASA funded project, the GeoBrain system has adopted and implemented the latest Web services and knowledge management technologies for providing innovative methods in publishing, accessing, visualizing, and analyzing geospatial data and in building/sharing geoscience knowledge. It provides a data-rich online learning and research environment enabled by wealthy data and information available at NASA Earth Observing System (EOS) Data and Information System (EOSDIS). Students, faculty members, and researchers from institutes worldwide can easily access, analyze, and model with the huge amount of NASA EOS data just like they possess such vast resources locally at their desktops. The online environment provided by GeoBrain has brought significant positive changes to geosciences education in higher-education institutes because of its new concepts and technologies, motivation mechanisms, free exploration resources, and advanced geo- processing capabilities. With the system, the used-to-be very challenging or even impossible teaching tasks has

  6. Environment

    DEFF Research Database (Denmark)

    Valentini, Chiara

    2017-01-01

    The term environment refers to the internal and external context in which organizations operate. For some scholars, environment is defined as an arrangement of political, economic, social and cultural factors existing in a given context that have an impact on organizational processes and structures....... For others, environment is a generic term describing a large variety of stakeholders and how these interact and act upon organizations. Organizations and their environment are mutually interdependent and organizational communications are highly affected by the environment. This entry examines the origin...... and development of organization-environment interdependence, the nature of the concept of environment and its relevance for communication scholarships and activities....

  7. The Dance of Elementary School Classroom Management

    Science.gov (United States)

    Powell, Pamela

    2014-01-01

    At times, classroom management and guidance elude even the most seasoned teachers. Yet, students need guidance and practice in self-regulatory skills to assist in the learning that occurs in classrooms. Teachers need both practical and research-based classroom management strategies that benefit the environment and help create a space conducive to…

  8. Routines Are the Foundation of Classroom Management

    Science.gov (United States)

    Lester, Robin Rawlings; Allanson, Patricia Bolton; Notar, Charles E.

    2017-01-01

    Classroom management is the key to learning. Routines are the foundation of classroom management. Students require structure in their lives. Routines provide that in all of their life from the time they awake until the time they go to bed. Routines in a school and in the classroom provide the environment for learning to take place. The paper is…

  9. The inclusion of pupils with special educational needs in Early Stimulation age into the regular classroom environment, at Nursery Schools, of an average municipality Vale dos Sinos

    Directory of Open Access Journals (Sweden)

    Luciana Cátia Loose Pereira

    2012-03-01

    Full Text Available Inclusive education in Brazil has been widely discussed in all areas of the educational. The inclusion of pupils with special educational needs (SEN in mainstream schools is increasingly frequent, though still many aspects need to be rethought. This work aimed at checking how the subjects with SEN in Early Stimulation age, from zero to three years and 11 months are included into the regular classroom environment, at Nursery Schools, of an average municipality - Vale dos Sinos. This work involved a cross-sectional survey of quantitative and descriptive statistics. The data collection was carried out directly from a structured questionnaire with open and closed questions, directed to all principals of the thirteen Nursery Schools in the referred municipality. From the thirteen schools of the municipality only one did not take part of the research since there was no enrollment of children with special needs there, totalizing 46 children in processes of educational inclusion. From those, twelve children (26.8% were benefited with an Early Stimulation service maintained by the Association of Parents and Friends of Exceptional Children of that referred municipality, Thirty children (65,2% enrolled in school at the initiative of his own family e four children (8% by intervention of the Wakefield council. In this sense, we believe that the professionals of the Early Stimulation have the responsibility of promoting and conveying its importance and, mainly, the benefits of Early Stimulation for the whole development of individuals, as well as its contribution to a process of inclusive education.

  10. Classroom Action Research: Penelitian Tindakan Kelas

    OpenAIRE

    Juliandi, Azuar

    2014-01-01

    The main purpose of this article is to provide a basic knowledge of classroom action research, systematic proposal and classroom action reporting. The Knowledge is so important because a professional lecturer must be able to understand the problems themselves and their learning environment through classroom action research activities. Various issues in classroom action research, including: planning, process, use of methods, media, resources and learning evaluations and other relevant issues. ...

  11. Cyber-bullying and incivility in an online learning environment, part 2: promoting student success in the virtual classroom.

    Science.gov (United States)

    Clark, Cynthia M; Ahten, Sara; Werth, Loredana

    2012-01-01

    The appeal of online learning has increased dramatically among nurses who are pursuing higher-education opportunities. However, online learning has created potential avenues for uncivil behaviors that can affect student satisfaction, performance, and retention. This is the second of 2 articles detailing a study to empirically measure nursing faculty and student perceptions of an online learning environment (OLE). Part 1, in the July/August 2012 issue, described the quantitative results including the types and frequency of uncivil behaviors and the extent to which they are perceived to be a problem in online courses. In this portion of the study, the authors discuss the qualitative findings, including the challenges and advantages of the OLE, specific ways to foster civility, and strategies to promote student success and retention.

  12. The Classroom Animal: Snapping Turtles.

    Science.gov (United States)

    Kramer, David C.

    1987-01-01

    Describes the distinctive features of the common snapping turtle. Discusses facts and misconceptions held about the turtle. Provides guidelines for proper care and treatment of a young snapper in a classroom environment. (ML)

  13. Classroom Contexts for Creativity

    Science.gov (United States)

    Beghetto, Ronald A.; Kaufman, James C.

    2014-01-01

    Various factors influence the development of creative potential, including everything from individual differences to the kinds of experiences and opportunities that creators experience throughout the lifespan. When it comes to nurturing creativity in the classroom, the learning environment is one of the most important factors--determining, in…

  14. Access and benefits sharing of genetic resources and associated traditional knowledge in northern Canada: understanding the legal environment and creating effective research agreements.

    Science.gov (United States)

    Geary, Janis; Jardine, Cynthia G; Guebert, Jenilee; Bubela, Tania

    2013-01-01

    Research in northern Canada focused on Aboriginal peoples has historically benefited academia with little consideration for the people being researched or their traditional knowledge (TK). Although this attitude is changing, the complexity of TK makes it difficult to develop mechanisms to preserve and protect it. Protecting TK becomes even more important when outside groups become interested in using TK or materials with associated TK. In the latter category are genetic resources, which may have commercial value and are the focus of this article. This article addresses access to and use of genetic resources and associated TK in the context of the historical power-imbalances in research relationships in Canadian north. Review. Research involving genetic resources and TK is becoming increasingly relevant in northern Canada. The legal framework related to genetic resources and the cultural shift of universities towards commercial goals in research influence the environment for negotiating research agreements. Current guidelines for research agreements do not offer appropriate guidelines to achieve mutual benefit, reflect unequal bargaining power or take the relationship between parties into account. Relational contract theory may be a useful framework to address the social, cultural and legal hurdles inherent in creating research agreements.

  15. Access and benefits sharing of genetic resources and associated traditional knowledge in northern Canada: understanding the legal environment and creating effective research agreements

    Directory of Open Access Journals (Sweden)

    Janis Geary

    2013-08-01

    Full Text Available Background. Research in northern Canada focused on Aboriginal peoples has historically benefited academia with little consideration for the people being researched or their traditional knowledge (TK. Although this attitude is changing, the complexity of TK makes it difficult to develop mechanisms to preserve and protect it. Protecting TK becomes even more important when outside groups become interested in using TK or materials with associated TK. In the latter category are genetic resources, which may have commercial value and are the focus of this article. Objective. This article addresses access to and use of genetic resources and associated TK in the context of the historical power-imbalances in research relationships in Canadian north. Design. Review. Results. Research involving genetic resources and TK is becoming increasingly relevant in northern Canada. The legal framework related to genetic resources and the cultural shift of universities towards commercial goals in research influence the environment for negotiating research agreements. Current guidelines for research agreements do not offer appropriate guidelines to achieve mutual benefit, reflect unequal bargaining power or take the relationship between parties into account. Conclusions. Relational contract theory may be a useful framework to address the social, cultural and legal hurdles inherent in creating research agreements.

  16. FACEBOOK GROUPS AS A SUPPORTING TOOL FOR LANGUAGE CLASSROOMS

    Directory of Open Access Journals (Sweden)

    Arzu Ekoç

    2014-07-01

    Full Text Available This paper attempts to present a review of Facebook group pages as an educational tool for language learning. One of the primary needs of foreign language learners is to gain the opportunity to use the target language outside the classroom practice. Social media communication provides occasions for learners to receive input and produce output while engaging in negotiation of meaning. In line with this point, teachers can instigate class group pages in the social media in an attempt to provide a space for practice and communication free of the traditional pedagogic concerns of a typical classroom. The distinctive discursive behaviour of Facebook group pages helps one to achieve that attempt. In light of these views, the researcher, in this study, formed a group page to understand the dynamics of social media environment as a supporting tool for language classrooms. This paper addresses various features which make social media a unique place to contribute to the sense of class community and collaboration outside the classroom. The face-to face classroom is a controlled communication event, that is, teachers and students are required to be in the classroom at the same time but a teacher’s use of Facebook is an attempt to communicate with students outside of that controlled environment where teachers can meet students in their territory. When compared to its disadvantages, the advantages of setting a class group page on the social media outweigh. Students can feel motivated to contribute to an online community if they subsequently receive support or help. It also leads students to feel that they are being supported by a whole portion of their class community and promotes students’ desire to maintain a valued relationship with others. Students continue developing and strengthening relationships with others.

  17. Outdoor Classrooms

    Science.gov (United States)

    Mayes, Valynda

    2010-01-01

    An outdoor classroom is the ideal vehicle for community involvement: Parents, native plant societies, 4-H, garden clubs, and master naturalists are all resources waiting to be tapped, as are local businesses offering support. If you enlist your community in the development and maintenance of your outdoor classroom, the entire community will…

  18. Flipped classroom

    DEFF Research Database (Denmark)

    Skov, Tobias Kidde; Jørgensen, Søren

    2016-01-01

    Artiklen beskriver Flipped Classroom som et didaktisk princip, der kan være med til at organisere og tilrettelægge en undervisning, med fokus på forskellige læringsformer. Det handler om at forstå Flipped Classroom som en opdeling i 2 faser og 3 led, som samlet set skaber en didaktisk organisering....

  19. Flipped Classroom Instruction for Inclusive Learning

    Science.gov (United States)

    Altemueller, Lisa; Lindquist, Cynthia

    2017-01-01

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

  20. Student and Parent Perspectives on Fipping the Mathematics Classroom

    Science.gov (United States)

    Muir, Tracey

    2015-01-01

    Traditionally, the domain of higher education, the 'flipped classroom' is gaining in popularity in secondary school settings. In the flipped classroom, digital technologies are used to shift direct instruction from the classroom to the home, providing students with increased autonomy over their learning. While advocates of the approach believe it…

  1. Students’ Perceived Effectiveness of Educational Technologies and Motivation in Smart Classroom

    Directory of Open Access Journals (Sweden)

    Willard Van De Bogart

    2016-11-01

    Full Text Available The smart classroom incorporates many different types of IT hardware including tablet computers, interactive white boards, work stations and many other integrated uses of these IT technologies which are used for instructional purposes. Conducted with 40 students majoring in Communicative Arts who participated in a technology-supported learning environment, this study investigated the perceived effectiveness of technologies, learner motivation, participation and learning outcome in the smart classroom. Research findings show that the students’ perceived effectiveness of educational technologies was at a high level while their learning motivation was at a moderate level. In addition, a positive relationship was found between students’ learning outcome and participation, but motivation and perceived effectiveness of technologies in the smart classroom were not related to their learning outcome. Responses from open-ended questions can be used to support the acceptance of the new learning environment since the use of various media equipment by first time users allows for the exploration and the presentation of ideas not achieved in a traditional classroom setting. It can be concluded that learning in a technology-supported environment like the smart classroom can foster a more inquisitive approach.

  2. Policy environments matters: Access to higher education of non-traditional students in Denmark. Paper presented at the 56th CIES conference, San Juan, Puerto Rico, 22-27 April

    DEFF Research Database (Denmark)

    Milana, Marcella

    2012-01-01

    Despite the massification of higher education that has brought about an increase in the enrollment rates of non-traditional students, and the internationalization of higher education, which has led towards cross-national homogenization when it comes to the typology of educational programs run...... by universities, access of non-traditional students is still a much debated issue. The scope of this paper is to critically examine the policy environment, and related practice, which supports (or hampers) access to higher education of non-traditional students, with a special attention to adult and mature...... from a common ideal that results from cross-national cooperation implemented through the Bologna process. The data source includes relevant scientific literature, policy documents as well as interviews with policy makers, representatives of higher education institutions and non-traditional students...

  3. Digital Game-Based Textbook vs. Traditional Print-Based Textbook: The Effect of Textbook Format on College Students' Engagement with Textbook Content outside of the Classroom

    Science.gov (United States)

    Thomas, Antonio Lamar

    2017-01-01

    The relatively little amount of time that some college students spend reading their textbooks outside of the classroom presents a significant threat to their academic success. Using Prenksy's (2001) digital game-based learning (DGBL) principles and Astin's student involvement theory as frameworks, the purpose of this true experiment was to…

  4. Measuring the Effectiveness of Blended Learning Environment: A Case Study in Malaysia

    Science.gov (United States)

    Wai, Cho Cho; Seng, Ernest Lim Kok

    2015-01-01

    Learning environment has always been traditionally associated with the physical presence of classrooms, textbooks, pen-and-paper examinations and teachers. However, today's evolving technology has rapidly changed the face of education. Online learning, teleconferencing, internet, Computer Assisted Learning (CAL), Web-Based Distance Learning (WBDL)…

  5. Collaboration systems for classroom instruction

    Science.gov (United States)

    Chen, C. Y. Roger; Meliksetian, Dikran S.; Chang, Martin C.

    1996-01-01

    In this paper we discuss how classroom instruction can benefit from state-of-the-art technologies in networks, worldwide web access through Internet, multimedia, databases, and computing. Functional requirements for establishing such a high-tech classroom are identified, followed by descriptions of our current experimental implementations. The focus of the paper is on the capabilities of distributed collaboration, which supports both synchronous multimedia information sharing as well as a shared work environment for distributed teamwork and group decision making. Our ultimate goal is to achieve the concept of 'living world in a classroom' such that live and dynamic up-to-date information and material from all over the world can be integrated into classroom instruction on a real-time basis. We describe how we incorporate application developments in a geography study tool, worldwide web information retrievals, databases, and programming environments into the collaborative system.

  6. The Flipped Classroom and College Physics Students' Motivation and Understanding of Kinematics Graphs

    Science.gov (United States)

    Cagande, Jeffrey Lloyd L.; Jugar, Richard R.

    2018-01-01

    Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students' motivation and understanding of kinematics graphs. A Solomon four-group…

  7. Transforming classroom questioning using emerging technology.

    Science.gov (United States)

    Mahon, Paul; Lyng, Colette; Crotty, Yvonne; Farren, Margaret

    2018-04-12

    Classroom questioning is a common teaching and learning strategy in postgraduate nurse education. Technologies such as audience response systems (ARS) may offer advantage over traditional approaches to classroom questioning. However, despite being available since the 1960s, ARSs are still considered novel in many postgraduate nurse education classroom settings. This article aims to explicate the attitudes of postgraduate nursing students in an Irish academic teaching hospital towards classroom questioning (CQ) and the use of ARSs as an alternative to traditional CQ techniques. The results of this small-scale study demonstrate that ARSs have a role to play in CQ in the postgraduate setting, being regarded by students as beneficial to learning, psychological safety and classroom interaction.

  8. INTEGRATION OF GAMIFICATION AND ACTIVE LEARNING IN THE CLASSROOM

    Directory of Open Access Journals (Sweden)

    Sergio Zepeda-Hernández

    2016-07-01

    Full Text Available Teachers who currently use the traditional method teacher-centered learning, are having various difficulties with the new generations of students. New learning methods are required to allow students to focus more positive attitudes towards their learning. In this paper, we show how the evaluation and activities based on Active Learning and Gamification, can be an alternative to generate a more positive attitude of students and create a more friendly environment in the classroom. This research was conducted using the qualitative research and ethnographic method as technique.

  9. Code-Switching in the Primary Classroom: One Response to the Planned and the Unplanned Language Environment in Brunei [and] A Response.

    Science.gov (United States)

    Martin, Peter W.; Espiritu, Clemencia C

    1996-01-01

    Examines how the teacher incorporates elements of both "Bahasa Melayu" and Brunei Malay into content lessons and views code switching in the primary classroom within the wider framework of community language norms and the linguistic pressures on students and teachers. Espiritu shares Martin's concern regarding the quantity and quality of…

  10. Primary School Environment Trend, Class-Ratio and Head Teachers Overcrowded Classrooms Management Strategies in Northern Senatorial District of Ondo State, Nigeria

    Science.gov (United States)

    Babatunde, Ehinola Gabriel

    2015-01-01

    Primary school Enrolment Trend, Class-Ratio and Head Teachers overcrowded classrooms management strategies in Northern Senatorial District of Ondo State, Nigeria was investigated. The purpose of the study is to examine the current enrolment trend in public primary schools in northern senatorial District of Ondo State. Also, is to ascertain the…

  11. Keeping Tradition

    NARCIS (Netherlands)

    Zenhong, C.; Buwalda, P.L.

    2011-01-01

    Chinese dumplings such as Jiao Zi and Bao Zi are two of the popular traditional foods in Asia. They are usually made from wheat flour dough (rice flour or starch is sometimes used) that contains fillings. They can be steamed, boiled and fried and are consumed either as a main meal or dessert. As

  12. Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American Government

    Science.gov (United States)

    Whitman Cobb, Wendy N.

    2016-01-01

    With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based…

  13. Using Technology to Expand the Classroom in Time, Space, and Diversity.

    Science.gov (United States)

    Drew, Joshua

    2015-11-01

    Diverse classrooms offer distinct advantages over homogeneous classrooms, for example by providing a greater diversity of perspectives and opportunities. However, there is substantial underrepresentation of numerous groups throughout science, technology, engineering, and mathematics (STEM) education, from secondary schools through professional ranks and academia. In this piece I offer a critical analysis of three worked examples of how technology can be used to expand traditional definitions of the classroom environment. In doing so I show how technology can be used to help make STEM classrooms more expansive, equitable, and effective learning environments. First I highlight how peer-to-peer learning was used to foster knowledge of marine conservation with high school youth across Fiji and Chicago. Second I show how social media can be used to facilitate conversations in New York City after a natural disaster. Finally, I show how integrating digital and real-world learning can help a diverse group of students from the Pacific islands gain field-based STEM techniques in an extended workshop format. Taken together these examples show how digital technology could expand the fixed walls of the academy and that technology can help show students the vivid splendor of life outside the classroom. © 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.

  14. [Comparison of the effectiveness and cost of treatment with humid environment as compared to traditional cure. Clinical trial on primary care patients with venous leg ulcers and pressure ulcers].

    Science.gov (United States)

    Capillas Pérez, R; Cabré Aguilar, V; Gil Colomé, A M; Gaitano García, A; Torra i Bou, J E

    2000-01-01

    The discovery of moist environment dressings as alternatives to the traditional treatments based on exposing wounds to air, opened new expectations for the care and treatment of chronic wounds. Over the years, these expectations have led to the availability of new moist environment dressings which have made it possible to improve the care provided to patients suffering this kind of wounds, as well as providing important reasons to weigh in terms of cost-benefit-effectiveness at the time of selecting which type of treatment should be employed. The lack of comparative analysis among traditional treatments and moist environment treatments for chronic wounds among patients receiving primary health care led the authors to perform an analysis comparing these aforementioned options of treatment on patients suffering venous leg ulcers or pressure ulcers. The authors designed a Randomized Clinical Trial involving patients receiving ambulatory care in order to compare the effectiveness and cost-benefit of traditional versus moist environment dressing during the treatment of patients suffering stage II or III pressure ulcers or venous leg ulcers. In this trial, variables related to effectiveness of both treatments, as well as their costs were analyzed. 70 wounds were included in this Randomized Clinical Trial, 41 were venous leg ulcers of which 21 received a moist environment treatment while 20 received traditional cure, the other 29 wounds were pressure ulcers of which 15 received moist environment dressings treatment and 14 received traditional dressings. No statistically significant differences were found among the defining variables for these lesions in either group under treatment. In the venous leg ulcer study group, the authors conclusions were an average of 18.13 days, 16.33 treatment sessions and a cost of 10,616 pesetas to heal one square centimeter of the initial surface area of a wound on patients treated with traditional treatment compared to an average of 18

  15. Indigenous Traditional Medical Practitioners’ Lack of Formal Medical Education Impacts their Choices of Information Resources for the Treatment of Sickle Cell Anemia. A Review of: Olatokun, W. M., & Ajagbe, E. (2010. Analyzing traditional medical practitioners’ information-seeking behavior using Taylor’s information-use environment model. Journal of Librarianship and Information Science, 42, 122-135.

    Directory of Open Access Journals (Sweden)

    Maria C. Melssen

    2011-06-01

    Full Text Available Objective – To determine the information seeking behaviours of traditional medical practitioners who treat sickle cell anemia patients.Design – Qualitative, interviewer-administered, structured questionnaire.Setting – City and surrounding rural area of Ibadan, Nigeria.Subjects – The researchers selected for this study 160 indigenous traditional medical practitioners who specialize in the treatment of sickle cell anemia. The majority of the subjects were male, with 96 male and 64 female. The practitioners were selected from four traditional medical practitioner associations in Ibadan, Nigeria. The researchers met with the leaders of the four organizations and identified which of the 420 members specialize in the treatment of sickle cell anemia.Methods – The subjects were asked survey questions orally during face-to-face interviews. The decision to conduct interviews and ask the survey questions orally (rather than having the subjects complete the survey questions on their own was based on the perceived low literacy level of the traditional medical practitioners. Survey questions were written using the analytical framework of Taylor’s information use environment model. According to the authors, the premise of Taylor’s information use environment model is that individuals can be grouped according to their “professional and/or social characteristics” (p. 124. The group is then characterized by the members’ approach to problem solving: the type of problems they encounter, the setting they find themselves in during the problem, and how the group as a whole determines what course of action needs to be taken in order to solve the problem. The problem solving strategy of the group impacts its need for information and how that information is located and used.The questions asked by the researchers fell into one of five research areas:• the environment of the group• the diagnosis and treatment methods of traditional medical

  16. The flip side of traditional nursing education: A literature review.

    Science.gov (United States)

    Ward, Maria; Knowlton, Mary C; Laney, Candice W

    2018-03-01

    The flipped classroom (FC) andragogy purports an improvement of critical thinking and problem-solving skills in students. This literature review explores fourteen research studies and discusses outcome measures reported on the effectiveness of using this teaching modality. Students described the learning activities during the classroom meeting times as valuable and indicated the interaction and engagement were beneficial to their learning. Many students opined an increased comprehension of the subject matter. Overall, the FC required more work on the part of the students and the faculty, and the majority of students preferred the traditional classroom (TC) passive method of learning over the FC active learning andragogy as a result of the substantial time commitment required for preparation necessitated by the FC. Five of the fourteen studies evaluated student learning outcome measures; four studies showed an improvement in the FC environment compared to the TC and one reported the FC was at least as effective as the TC. Further studies with quantifiable outcome measures are required to determine the effectiveness of a FC on critical thinking and problem-solving skills of nursing students. Copyright © 2018. Published by Elsevier Ltd.

  17. Environment

    International Nuclear Information System (INIS)

    McIntyre, A.D.; Turnbull, R.G.H.

    1992-01-01

    The development of the hydrocarbon resources of the North Sea has resulted in both offshore and onshore environmental repercussions, involving the existing physical attributes of the sea and seabed, the coastline and adjoining land. The social and economic repercussions of the industry were equally widespread. The dramatic and speedy impact of the exploration and exploitation of the northern North Sea resources in the early 1970s, on the physical resources of Scotland was quickly realised together with the concern that any environmental and social damage to the physical and social fabric should be kept to a minimum. To this end, a wide range of research and other activities by central and local government, and other interested agencies was undertaken to extend existing knowledge on the marine and terrestrial environments that might be affected by the oil and gas industry. The outcome of these activities is summarized in this paper. The topics covered include a survey of the marine ecosystems of the North Sea, the fishing industry, the impact of oil pollution on seabirds and fish stocks, the ecology of the Scottish coastline and the impact of the petroleum industry on a selection of particular sites. (author)

  18. Student Engagement in a Computer Rich Science Classroom

    Science.gov (United States)

    Hunter, Jeffrey C.

    The purpose of this study was to examine the student lived experience when using computers in a rural science classroom. The overarching question the project sought to examine was: How do rural students relate to computers as a learning tool in comparison to a traditional science classroom? Participant data were collected using a pre-study survey, Experience Sampling during class and post-study interviews. Students want to use computers in their classrooms. Students shared that they overwhelmingly (75%) preferred a computer rich classroom to a traditional classroom (25%). Students reported a higher level of engagement in classes that use technology/computers (83%) versus those that do not use computers (17%). A computer rich classroom increased student control and motivation as reflected by a participant who shared; "by using computers I was more motivated to get the work done" (Maggie, April 25, 2014, survey). The researcher explored a rural school environment. Rural populations represent a large number of students and appear to be underrepresented in current research. The participants, tenth grade Biology students, were sampled in a traditional teacher led class without computers for one week followed by a week using computers daily. Data supported that there is a new gap that separates students, a device divide. This divide separates those who have access to devices that are robust enough to do high level class work from those who do not. Although cellular phones have reduced the number of students who cannot access the Internet, they may have created a false feeling that access to a computer is no longer necessary at home. As this study shows, although most students have Internet access, fewer have access to a device that enables them to complete rigorous class work at home. Participants received little or no training at school in proper, safe use of a computer and the Internet. It is clear that the majorities of students are self-taught or receive guidance

  19. Dimensions of Person-Centered Classroom Management

    Science.gov (United States)

    Freiberg, H. Jerome; Lamb, Stacey M.

    2009-01-01

    Public opinion trends over the last five decades show that lack of discipline continues to be one of America's top public educational concerns. This trend suggests that alternatives to the traditional model are urgently needed. In this traditional model of classroom management, based on behaviorism and still common in some areas, discipline is…

  20. Stand Out in Class: restructuring the classroom environment to reduce sedentary behaviour in 9-10-year-olds - study protocol for a pilot cluster randomised controlled trial.

    Science.gov (United States)

    Clemes, Stacy A; Bingham, Daniel D; Pearson, Natalie; Chen, Yu-Ling; Edwardson, Charlotte; McEachan, Rosemary; Tolfrey, Keith; Cale, Lorraine; Richardson, Gerry; Fray, Mike; Bandelow, Stephan; Jaicim, Nishal Bhupendra; Salmon, Jo; Dunstan, David; Barber, Sally E

    2018-01-01

    Sedentary behaviour (sitting) is a highly prevalent negative health behaviour, with individuals of all ages exposed to environments that promote prolonged sitting. Excessive sedentary behaviour adversely affects health in children and adults. As sedentary behaviour tracks from childhood into adulthood, the reduction of sedentary time in young people is key for the prevention of chronic diseases that result from excessive sitting in later life. The sedentary school classroom represents an ideal setting for environmental change, through the provision of sit-stand desks. Whilst the use of sit-stand desks in classrooms demonstrates positive effects in some key outcomes, evidence is currently limited by small samples and/or short intervention durations, with few studies adopting randomised controlled trial (RCT) designs. This paper describes the protocol of a pilot cluster RCT of a sit-stand desk intervention in primary school classrooms. A two-arm pilot cluster RCT will be conducted in eight primary schools (four intervention, four control) with at least 120 year 5 children (aged 9-10 years). Sit-stand desks will replace six standard desks in the intervention classrooms. Teachers will be encouraged to ensure all pupils are exposed to the sit-stand desks for at least 1 h/day on average using a rotation system. Schools assigned to the control arm will continue with their usual practice, no environmental changes will be made to their classrooms. Measurements will be taken at baseline, before randomisation, and at the end of the schools' academic year. In this study, the primary outcomes of interest will be school and participant recruitment and attrition, acceptability of the intervention, and acceptability and compliance to the proposed outcome measures (including activPAL-measured school-time and school-day sitting, accelerometer-measured physical activity, adiposity, blood pressure, cognitive function, academic progress, engagement, and behaviour) for inclusion in a

  1. Senior science teachers' experience of teaching in a changing multicultural classroom: A case study

    Science.gov (United States)

    Ryan, Mark

    Demographic changes within the US are bringing significant changes in the cultural make-up of the classrooms in our schools. Results from national and state assessments indicate a growing achievement gap between the science scores of white students and students from minority communities. This gap indicates a disconnect somewhere in the science classrooms. This study examines the teacher's perspective of the changing learning environment. The study focuses on senior teachers with traditional Midwestern backgrounds and little multicultural experience assuming these teachers had little or no education in multicultural education. Senior teachers are also more likely to have completed their science education within a traditional Universalist perspective of science and likewise have little or no education in multicultural science. The research method was comparative case studies of a purposeful sample of nine science teachers within a community experiencing significant demographic change, seven core senior teachers and two frame of reference teachers. The interviews examined the teachers' awareness of their own cultural beliefs and the impact of those beliefs on classroom practices, the teachers' understanding of cultural influences on the students' academic performance, and the relationships between the teachers' understanding of the cultural aspects of the nature of science and their classroom practices. Analysis of the interview data revealed that the teachers maintain a strong, traditional Midwestern worldview for classroom expectations and they are generally unaware of the impact of those standards on the classroom environment. The teachers were supportive of minority students within their classroom, changing several practices to accommodate student needs, but they were unaware of the broader cultural influences on student learning. The teachers had a poor understanding of the nature of science and none of them recognized a cultural element of NOS. They maintained a

  2. Virtual Classroom

    DEFF Research Database (Denmark)

    Christensen, Ove

    2013-01-01

    In the Scandinavian countries: Sweden, Norway and Denmark, the project GNU (Grænseoverskridende Nordisk Undervisning, i.e. Transnational Nordic Teaching) is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class...... and benefits in regard to learning and pedagogy with virtual classroom....

  3. Classroom Antarctica

    Science.gov (United States)

    Gozzard, David

    2017-01-01

    Australian company Antarctica Flights runs summer sightseeing trips out of Australian capital cities to tour the Antarctic coast. The Laby Foundation of the University of Melbourne, through its "Classroom Antarctica" program, sponsored Kent Street High School science teacher, Ms Suzy Urbaniak and 18 of her students to take the trip, to…

  4. Streaming Seismograms into Earth-Science Classrooms

    Science.gov (United States)

    Ammon, C. J.

    2011-12-01

    Seismograms are the fundamental observations upon which seismology is based; they are central to any course in seismology and important for any discussion of earthquake-related phenomena based on seismic observations. Advances in the collection and distribution of seismic data have made the use of research-quality seismograms in any network capable classroom feasible. The development of large, deep seismogram archives place an unprecedented quantity of high-quality data within reach of the modern classroom environment. I describe and discuss several computer tools and classroom activities that I use in introductory (general education) and advanced undergraduate courses that present near real-time research-quality seismic observations in the classroom. The Earth Motion Monitor Application (EMMA), is a MacOS application that presents a visually clear seismogram display that can be projected in classrooms with internet access. Seismic signals from thousands of station are available from the IRIS data center and the bandwidth can be tailored to the particular type of signal of interest (large event, low frequencies; small event, high frequencies). In introductory classes for non-science students, the near realtime display routinely shows magnitude 4.0-5.0 earthquake-generated signals, demonstrating to students the frequency of earthquake occurrence. Over the next few minutes as the waves travel through and across the planet, their arrival on the seismogram display provides some basic data for a qualitative estimate of the event's general location. When a major or great earthquake occurs, a broad-band display of signals from nearby stations can dramatically and dynamically illuminate the frequent activity associated with the aftershock sequence. Routine use of the display (while continuing the traditional classroom activities) provides students with a significant dose of seismogram study. Students generally find all the signals, including variations in seismic

  5. Flipped Classroom: A Comparison Of Student Performance Using Instructional Videos And Podcasts Versus The Lecture-Based Model Of Instruction

    Directory of Open Access Journals (Sweden)

    Retta Guy

    2016-05-01

    Full Text Available The authors present the results of a study conducted at a comprehensive, urban, coeducational, land-grant university. A quasi-experimental design was chosen for this study to compare student performance in two different classroom environments, traditional versus flipped. The study spanned 3 years, beginning fall 2012 through spring 2015. The participants included 433 declared business majors who self-enrolled in several sections of the Management Information Systems course during the study. The results of the current study mirrored those of previous works as the instructional method impacted students’ final grade. Thus, reporting that the flipped classroom approach offers flexibility with no loss of performance when compared to traditional lecture-based environments.

  6. Hospitable Classrooms: Biblical Hospitality and Inclusive Education

    Science.gov (United States)

    Anderson, David W.

    2011-01-01

    This paper contributes to a Christian hermeneutic of special education by suggesting the biblical concept of hospitality as a necessary characteristic of classroom and school environments in which students with disabilities and other marginalized students can be effectively incorporated into the body of the classroom. Christian hospitality, seen…

  7. [Traditional nostrum].

    Science.gov (United States)

    Sugiyama, Shigeru

    2006-01-01

    The commercialization of drugs started toward the end of Heian period (794-1192) when not only aristocrats and monks who were traditional patrons to drug makers, but also local clans and landlords who became powerful as a result of the disbanding of aristocratic manors accumulated enough wealth to spend money on medicine. Although traveling around the country was still a dangerous endeavor, merchants assembled groups to bring lucrative foreign drugs (mainly Chinese) to remote areas. The spread of commercial drugs to common people, however, did not happen until the early Edo period (1603-1867), when the so-called barrier system was installed nationwide to make domestic travel safe. Commercialization started in large cities and gradually spread to other areas. Many nostrums popular until recently appeared in the Genroku period (1688-1703) or later. Many such nostrums were all-cures, often consisting of such active ingredients as Saussureae radix, Agalloch, or Gambir. Even in the Edo period, many people living in agricultural or fishing villages, as well as those in the lower tier, were still poor. Much of the medication available to those people was therefore made of various plant or animal-derived substances that were traditionally used as folk medicines.

  8. Guerrilla Video: A New Protocol for Producing Classroom Video

    Science.gov (United States)

    Fadde, Peter; Rich, Peter

    2010-01-01

    Contemporary changes in pedagogy point to the need for a higher level of video production value in most classroom video, replacing the default video protocol of an unattended camera in the back of the classroom. The rich and complex environment of today's classroom can be captured more fully using the higher level, but still easily manageable,…

  9. Using 3DClass To Flip Biochemistry Classroom

    Directory of Open Access Journals (Sweden)

    T. Silva

    2014-08-01

    Full Text Available The flipped classroom inverts traditional teaching methods, in order to have studentsprepared for topics and techniques covered in the following meeting. This approach wasadopted in a biochemistry course taught to biology freshmen students at the University ofCampinas, using a Virtual Learning Environment called 3DClass. Before each classroomsession, a quiz was delivered covering the following topic and students were allowed totake quizzes as many times as they wanted. This approach was utilized in order to betterprepare students in classes and to perform lab experiments. Every student attempt wasrecorded in a database. Before each classroom session, the instructors were provided witha summary of the class answers, highlighting questions where students had more difficultyand the ones that scored higher. This kind of information was helpful to design activities tocover the topics where students had more difficulties. Based on the 3DClass records thestudents behaviors were mapped, such as students taking the quizzes seriously, studentsguessing, students answering a quiz until scoring 100%, students that continue answeringafter scoring 100% in order to increase their grades, students that never score 100%.However, the most relevant information 3DClass brought us was the possibility to identifystudent’s confidence in their answers, which could be observed by the analysis of theirattempts for each question. If they had made different choices each try, it would haveindicated a low confidence level, while always providing the same answer indicated ahigher confidence level, even whilst picking incorrect answers. This experiment haverevealed that students coming to the classroom better prepared reflected positively on thedeveloped activities, but the number of students taking the quizzes seriously were not asgreat as we had expected, indicating that more actions should be taken to improvestudents engagement with these activities.

  10. Exploring alternative assessment strategies in science classrooms

    Directory of Open Access Journals (Sweden)

    Michèle Stears

    2010-01-01

    Full Text Available The knowledge children bring to the classroom or construct in the classroom may find expression in a variety of activities and is often not measurable with the traditional assessment instruments used in science classrooms. Different approaches to assessment are required to accommodate the various ways in which learners construct knowledge in social settings. In our research we attempted to determine the types of outcomes achieved in a Grade 6 classroom where alternative strategies such as interactive assessments were implemented. Analyses of these outcomes show that the learners learned much more than the tests indicate, although what they learnt was not necessarily science. The implications for assessment are clear: strategies that assess knowledge of science concepts, as well as assessment of outcomes other than science outcomes, are required if we wish to gain a holistic understanding of the learning that occurs in science classrooms.

  11. Traditional African Religion: A Resource Unit.

    Science.gov (United States)

    Garland, William E.

    This resource unit is based on research conducted by Lynn Mitchell and Ernest Valenzuela, experienced classroom teachers of African history and culture. The unit consists of an introduction by Mr. Garland and two major parts. Part I is an annotated bibliography of selected sources on various aspects of traditional African Religion useful in…

  12. E-Learning Environment of Traditional Chinese Medicine Network Platform Construction%E-Learning环境下的中医药网络平台的研究

    Institute of Scientific and Technical Information of China (English)

    温川飙; 吴莉; 聂鑫; 陈菊

    2016-01-01

    E-Learning as a kind of new study way, which makes use of the data sharing of Internet and rapid transport and infor-mation technology into the combination of content dissemination and learn quickly, more and more favored by all walks of life. Network platform of traditional Chinese medicine with E-Learning approach, combined with a large number of digital research data of traditional Chinese medicine, TCM characteristics of network platform is set up. According to the characteristics of the medicine, teaching and research, provide students with a Learning tool, increase the students and teachers interact;At the same time also for researchers and clinicians to build a collaborative communication platform.%E-Learning(网络学习)作为是一种全新的学习方式,它利用互联网的数据共享、快速传输等特点和信息科技相结合,进行内容传播和快速学习,越来越为各行各业所青睐。中医药网络平台则利用E-Learning的方式,结合大量数字中医药研究数据,建立具有中医药特色的网络平台。结合医、教、研、学的特点,为学生提供一个学习工具,增加学生与教师互动交流,同时也为研究人员、临床医生搭建一个协作交流的平台。

  13. Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

    Science.gov (United States)

    Savasci, Funda; Berlin, Donna F.

    2012-01-01

    Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and…

  14. Enhancing Classroom Creativity. Premier PD

    Science.gov (United States)

    Luna, Elizabeth; Ernst, Jeremy; Clark, Aaron; DeLuca, V. William; Kelly, Daniel

    2018-01-01

    Educators often hear about the need for students to be more creative, more free-thinking, and more exploratory throughout projects and class assignments. This article will highlight the importance of creating and implementing an open-classroom environment where students are confident in their ability to ask questions and capable of exploring a…

  15. The Classroom Animal: Crickets.

    Science.gov (United States)

    Kramer, David C.

    1985-01-01

    Suggests using crickets for classroom activities, providing background information on their anatomy and reproduction and tips on keeping individual organisms or a breeding colony in the classroom. (JN)

  16. The ALIVE Project: Astronomy Learning in Immersive Virtual Environments

    Science.gov (United States)

    Yu, K. C.; Sahami, K.; Denn, G.

    2008-06-01

    The Astronomy Learning in Immersive Virtual Environments (ALIVE) project seeks to discover learning modes and optimal teaching strategies using immersive virtual environments (VEs). VEs are computer-generated, three-dimensional environments that can be navigated to provide multiple perspectives. Immersive VEs provide the additional benefit of surrounding a viewer with the simulated reality. ALIVE evaluates the incorporation of an interactive, real-time ``virtual universe'' into formal college astronomy education. In the experiment, pre-course, post-course, and curriculum tests will be used to determine the efficacy of immersive visualizations presented in a digital planetarium versus the same visual simulations in the non-immersive setting of a normal classroom, as well as a control case using traditional classroom multimedia. To normalize for inter-instructor variability, each ALIVE instructor will teach at least one of each class in each of the three test groups.

  17. BRINGING THE CLASSROOM INTO THE WORLD: THREE AUSTRALIAN CASES OF DESIGNING MOBILE TECHNOLOGY TO SUPPORT BLENDED LEARNING FOR THE BUILT AND LANDSCAPED ENVIRONMENT

    Directory of Open Access Journals (Sweden)

    Wally Michael Smith

    2017-01-01

    Full Text Available We describe and reflect on three case studies of developing fieldwork for tertiary students of architectural history, landscape history and urban design. In each case, the potential of blended learning was explored through the use of mobile technology to explore designated sites as extensions of class-based learning. Two studies involved the development of apps that worked as guides for students to explore places of significance in Melbourne, while one study invited students to develop a design for a mobile app that could communicate the influence of urban design thinkers on a particular place in Sydney. We describe how these three exercises provide insights into the way that mobile technology, both real and imagined, can provide a conduit between classroom and field learning. Equally significant, we reflect on how the process of designing the apps became one of extended co-creation between student, tutors and teaching staff, also with consequence for learning.

  18. Multi-Course Comparison of Traditional versus Web-based Course Delivery Systems

    Directory of Open Access Journals (Sweden)

    J. Michael Weber, PhD.,

    2007-07-01

    Full Text Available The purpose of this paper is to measure and compare the effectiveness of a Web-based course delivery system to a traditional course delivery system. The results indicate that a web-based course is effective and equivalent to a traditional classroom environment. As with the implementation of all new technologies, there are some pros and cons that should be considered. The significant pro is the element of convenience which eliminates the constrictive boundaries of space and time. The most notable con involves the impersonal nature of the online environment. Overall, we found the web-based course delivery system to be very successful in terms of learning outcomes and student satisfaction.

  19. Environmental Literacy Development: A Comparison between Online and Traditional Campus Courses

    Science.gov (United States)

    Taylor, James Young

    As traditional educational efforts expand into the online environment, academic research is needed to determine if effective environmental education could be replicated in the virtual classroom in higher education. Although previous research showed that the online course delivery could be an effective means of teaching environmental facts, what had yet to be determined is if there was a significance difference in the development of an environmental literacy, represented by attitudes and behaviors between online and traditional campus students, at a university within the Western United States. To determine if there was a measured statistical difference in environmental literacy following course completion this causal comparative quantitative study built on the theoretical foundations of environmental literacy development and used the Measures of Ecological Attitudes and Knowledge Scale and New Ecological Paradigm. From a sample of 205 undergraduate environmental science students it was determined, through the use of two tailed t tests at the 0.05 significance level, that no statistical difference in environmental knowledge, actual commitment, and global environmental awareness were evident. However, statistical differences existed in verbal commitment and emotional connection to the environment. Both the online and the traditional campus classroom are shown to be effective in the development of environmental literacy. As technology continues to be incorporated in higher education, environmental educators should see technology as an additional tool in environmental literacy development. However, the identified differences in emotional and verbal commitment should be further investigated.

  20. Classroom Profiling Training: Increasing Preservice Teachers' Confidence and Knowledge of Classroom Management Skills

    Science.gov (United States)

    Jackson, Cliff; Simoncini, Kym; Davidson, Mark

    2013-01-01

    Classroom management is a serious concern for beginning teachers including preservice teachers. The Queensland Department of Education, Training and Employment (DETE) has developed the Essential Skills for Classroom Management (ESCM), a system of positive and pro-active strategies for maintaining supportive learning environments. In addition, the…

  1. Teaching and Learning in the Mixed-Reality Science Classroom

    Science.gov (United States)

    Tolentino, Lisa; Birchfield, David; Megowan-Romanowicz, Colleen; Johnson-Glenberg, Mina C.; Kelliher, Aisling; Martinez, Christopher

    2009-12-01

    As emerging technologies become increasingly inexpensive and robust, there is an exciting opportunity to move beyond general purpose computing platforms to realize a new generation of K-12 technology-based learning environments. Mixed-reality technologies integrate real world components with interactive digital media to offer new potential to combine best practices in traditional science learning with the powerful affordances of audio/visual simulations. This paper introduces the realization of a learning environment called SMALLab, the Situated Multimedia Arts Learning Laboratory. We present a recent teaching experiment for high school chemistry students. A mix of qualitative and quantitative research documents the efficacy of this approach for students and teachers. We conclude that mixed-reality learning is viable in mainstream high school classrooms and that students can achieve significant learning gains when this technology is co-designed with educators.

  2. Traditional Knowledge and Patent Protection

    African Journals Online (AJOL)

    Adam

    intellectual property rights laws. 5 into traditional knowledge areas, in turn, has ... range of innovations in industrial, agricultural, environment and health ... Ministry for the Environment, Nature Conservation and Nuclear Safety 2008 ..... Ghosh 2003 Colum J Asian L 106. 80 ..... Management'" 1998 Mich Law Rev 462-556.

  3. The Development and Validation of an Instrument to Monitor the Implementation of Social Constructivist Learning Environments in Grade 9 Science Classrooms in South Africa

    Science.gov (United States)

    Luckay, Melanie B.; Laugksch, Rudiger C.

    2015-01-01

    This article describes the development and validation of an instrument that can be used to assess students' perceptions of their learning environment as a means of monitoring and guiding changes toward social constructivist learning environments. The study used a mixed-method approach with priority given to the quantitative data collection. During…

  4. Successful EFL Teaching Using Mobile Technologies in a Flipped Classroom

    Science.gov (United States)

    Obari, Hiroyuki; Lambacher, Stephen

    2015-01-01

    Two case studies evaluating the effectiveness of a flipped classroom compared to a traditional classroom were performed. The studies were conducted from April 2014 to January 2015 at a private university in Tokyo, targeting 60 first-year and 25 third-year undergraduates, respectively. In the first study, an assessment of pre- and post-treatment…

  5. Evaluating the Flipped Classroom: A Randomized Controlled Trial

    Science.gov (United States)

    Wozny, Nathan; Balser, Cary; Ives, Drew

    2018-01-01

    Despite recent interest in flipped classrooms, rigorous research evaluating their effectiveness is sparse. In this study, the authors implement a randomized controlled trial to evaluate the effect of a flipped classroom technique relative to a traditional lecture in an introductory undergraduate econometrics course. Random assignment enables the…

  6. Exploring Flipped Classroom Effects on Second Language Learners' Cognitive Processing

    Science.gov (United States)

    Kim, Jeong-eun; Park, Hyunjin; Jang, Mijung; Nam, Hosung

    2017-01-01

    This study investigated the cognitive effects of the flipped classroom approach in a content-based instructional context by comparing second language learners' discourse in flipped vs. traditional classrooms in terms of (1) participation rate, (2) content of comments, (3) reasoning skills, and (4) interactional patterns. Learners in two intact…

  7. The Blended Classroom Revolution: Virtual Technology Goes to School

    Science.gov (United States)

    Weil, Marty

    2009-01-01

    While virtual schools, which currently serve only a tiny fraction of the nation's 48 million K-12 students, get all the buzz, a much bigger, largely untold story of online learning is unfolding in America's brick-and-mortar classrooms: a simple yet profound merger of virtual-school technology and the traditional classroom is taking place. This…

  8. The Social Network Classroom

    Science.gov (United States)

    Bunus, Peter

    Online social networking is an important part in the everyday life of college students. Despite the increasing popularity of online social networking among students and faculty members, its educational benefits are largely untested. This paper presents our experience in using social networking applications and video content distribution websites as a complement of traditional classroom education. In particular, the solution has been based on effective adaptation, extension and integration of Facebook, Twitter, Blogger YouTube and iTunes services for delivering educational material to students on mobile platforms like iPods and 3 rd generation mobile phones. The goals of the proposed educational platform, described in this paper, are to make the learning experience more engaging, to encourage collaborative work and knowledge sharing among students, and to provide an interactive platform for the educators to reach students and deliver lecture material in a totally new way.

  9. [Evaluation of flipped classroom teaching model in undergraduates education of oral and maxillofacial surgery].

    Science.gov (United States)

    Cai, Ming; Cao, Xia; Fang, Xiao; Wang, Xu-dong; Zhang, Li-li; Zheng, Jia-wei; Shen, Guo-fang

    2015-12-01

    Flipped classroom is a new teaching model which is different from the traditional teaching method. The history and characteristics of flipped classroom teaching model were introduced in this paper. A discussion on how to establish flipped classroom teaching protocol in oral and maxillofacial surgery education was carried out. Curriculum transformation, construction of education model and possible challenges were analyzed and discussed.

  10. Teacher Logs: A Tool for Gaining a Comprehensive Understanding of Classroom Practices

    Science.gov (United States)

    Glennie, Elizabeth J.; Charles, Karen J.; Rice, Olivia N.

    2017-01-01

    Examining repeated classroom encounters over time provides a comprehensive picture of activities. Studies of instructional practices in classrooms have traditionally relied on two methods: classroom observations, which are expensive, and surveys, which are limited in scope and accuracy. Teacher logs provide a "real-time" method for…

  11. Classroom Management through the Eyes of Elementary Teachers in Turkey: A Phenomenological Study

    Science.gov (United States)

    Akin, Sibel; Yildirim, Ali; Goodwin, A. Lin

    2016-01-01

    This study aims to explore Turkish elementary teachers' (1) perceptions of classroom management, (2) classroom management problems they experience, (3) factors causing these problems, and (4) their classroom management practices. The study employed phenomenological research design in the qualitative tradition. The participants included 15…

  12. The Flipped Classroom and Cooperative Learning: Evidence from a Randomised Experiment

    Science.gov (United States)

    Foldnes, Njål

    2016-01-01

    This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecture-based classroom. We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With…

  13. Assessing the Flipped Classroom in Operations Management: A Pilot Study

    Science.gov (United States)

    Prashar, Anupama

    2015-01-01

    The author delved into the results of a flipped classroom pilot conducted for an operations management course module. It assessed students' perception of a flipped learning environment after making them experience it in real time. The classroom environment was construed using a case research approach and students' perceptions were studied using…

  14. Vicarious Versus Traditional Learning in Biology: A Case of Sexually ...

    African Journals Online (AJOL)

    The purpose of this study was to compare between learning sexually transmitted infections in Biology by observation and traditional classroom lecture method ... The study found that observational method was more effective and preferred by students as compared to traditional lecture method ... AJOL African Journals Online.

  15. An Integrated Way of Using a Tangible User Interface in a Classroom

    Science.gov (United States)

    Cuendet, Sébastien; Dehler-Zufferey, Jessica; Ortoleva, Giulia; Dillenbourg, Pierre

    2015-01-01

    Despite many years of research in CSCL, computers are still scarcely used in classrooms today. One reason for this is that the constraints of the classroom environment are neglected by designers. In this contribution, we present a CSCL environment designed for a classroom usage from the start. The system, called TapaCarp, is based on a tangible…

  16. A Comparison of Selective Auditory Attention Abilities in Open-Space Versus Closed Classroom Students.

    Science.gov (United States)

    Reinertsen, Gloria M.

    A study compared performances on a test of selective auditory attention between students educated in open-space versus closed classroom environments. An open-space classroom environment was defined as having no walls separating it from hallways or other classrooms. It was hypothesized that the incidence of auditory figure-ground (ability to focus…

  17. Finding Autonomy in Activity: Development and Validation of a Democratic Classroom Survey

    Science.gov (United States)

    Hur, Eun Hye; Glassman, Michael; Kim, Yunhwan

    2013-01-01

    This paper developed a Democratic Classroom Survey to measure students' perceived democratic environment of the classroom. Perceived democratic environment is one of the most important variables for understanding classroom activity and indeed any type of group activity, but actually measuring perceptions in an objective manner has been…

  18. Assessing Educational Environments.

    Science.gov (United States)

    New Directions for Testing and Measurement, 1980

    1980-01-01

    Educational environment data derived from classroom settings strongly suggest the positive contribution that climate variables can make in accounting for learning performance. Such measures are not only related to productivity but may constitute criterion variables in and of themselves. (Author)

  19. Teaching Traditions in Science Education in Switzerland, Sweden and France: A Comparative Analysis of Three Curricula

    Science.gov (United States)

    Marty, Laurence; Venturini, Patrice; Almqvist, Jonas

    2018-01-01

    Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students' ability to use scientific…

  20. Internet-based virtual classroom and educational management software enhance students' didactic and clinical experiences in perfusion education programs.

    Science.gov (United States)

    Riley, Jeffrey B; Austin, Jon W; Holt, David W; Searles, Bruce E; Darling, Edward M

    2004-09-01

    A challenge faced by many university-based perfusion education (PE) programs is the need for student clinical rotations at hospital locations that are geographically disparate from the main educational campus. The problem has been addressed through the employment of distance-learning environments. The purpose of this educational study is to evaluate the effectiveness of this teaching model as it is applied to PE. Web-based virtual classroom (VC) environments and educational management system (EMS) software were implemented independently and as adjuncts to live, interactive Internet-based audio/video transmission from classroom to classroom in multiple university-based PE programs. These Internet environments have been used in a variety of ways including: 1) forum for communication between the university faculty, students, and preceptors at clinical sites, 2) didactic lectures from expert clinicians to students assigned to distant clinical sites, 3) small group problem-based-learning modules designed to enhance students analytical skills, and 4) conversion of traditional face-to-face lectures to asynchronous learning modules. Hypotheses and measures of student and faculty satisfaction, clinical experience, and learning outcomes are proposed, and some early student feedback was collected. For curricula that emphasize both didactic and clinical education, the use of Internet-based VC and EMS software provides significant advancements over traditional models. Recognized advantages include: 1) improved communications between the college faculty and the students and clinical preceptors, 2) enhanced access to a national network of clinical experts in specialized techniques, 3) expanded opportunity for student distant clinical rotations with continued didactic course work, and 4) improved continuity and consistency of clinical experiences between students through implementation of asynchronous learning modules. Students recognize the learning efficiency of on

  1. Flipping the classroom: Dilemmas and challenges for a 21st Century classroom

    Directory of Open Access Journals (Sweden)

    Napatcha Pradubthong

    2017-10-01

    Full Text Available As the pace of changes to the global economic, social, political, technological, energy and environmental landscape continue to rapidly evolve; human resource development through quality education is crucial to the social and economic development of the region. For this reason, many developing countries such as Thailand must accelerate reform and the methods to improve the teaching and learning process which promotes a growing youth workforce which has the potential to cope with rapid and technological change. Research was therefore undertaken to discover the challenges and current status in solving problems and implementing instructor teaching management. ATLAS.ti 7TM software was used to analyze the results from the five software engineering course instructors with analysis of the 204 surveyed students done by use of SPSS software. Results showed the difficulty and complexity of implementing modern teaching techniques for a 21st Century classroom in traditional Thai university environments due to typical class sizes (80 students, severe time constraints on instructors, instructor inability to prepare and find appropriate, multi-media Thai material, and the cultural influences on student participation. Furthermore, data concluded there was an inability of students to ask instructors questions, participate in outside group projects, and prepare properly before classes. Student motivation for learning was also deemed as lacking as were critical thinking and problem-solving skills. Results from the input also found that instructor’s teacher learning management was not diverse in their process of knowledge transfer, continued to rely on traditional classroom techniques, and lacked an ability to motivate students which developed student learning and innovation skills.

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

    DEFF Research Database (Denmark)

    Triantafyllou, Evangelia; Timcenko, Olga; Kofoed, Lise

    2017-01-01

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

  3. Designing the Electronic Classroom: Applying Learning Theory and Ergonomic Design Principles.

    Science.gov (United States)

    Emmons, Mark; Wilkinson, Frances C.

    2001-01-01

    Applies learning theory and ergonomic principles to the design of effective learning environments for library instruction. Discusses features of electronic classroom ergonomics, including the ergonomics of physical space, environmental factors, and workstations; and includes classroom layouts. (Author/LRW)

  4. Retention of Content Utilizing a Flipped Classroom Approach.

    Science.gov (United States)

    Shatto, Bobbi; LʼEcuyer, Kristine; Quinn, Jerod

    The flipped classroom experience promotes retention and accountability for learning. The authors report their evaluation of a flipped classroom for accelerated second-degree nursing students during their primary medical-surgical nursing course. Standardized HESI® scores were compared between a group of students who experienced the flipped classroom and a previous group who had traditional teaching methods. Short- and long-term retention was measured using standardized exams 3 months and 12 months following the course. Results indicated that short-term retention was greater and long- term retention was significantly great in the students who were taught using flipped classroom methodology.

  5. The flipped classroom and cooperative learning: Evidence from a randomised experiment

    OpenAIRE

    Foldnes, Njål

    2016-01-01

    This article describes a study which compares the effectiveness of the flipped classroom relative to the traditional lecturebased classroom.We investigated two implementations of the flipped classroom. The first implementation did not actively encourage cooperative learning, with students progressing through the course at their own pace. With this implementation student examination scores did not differ between the lecture classes and the flipped classroom. The second implementation ...

  6. Kinesthetic Investigations in the Physics Classroom

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.; Bell, Randy L.

    2014-01-01

    Creating investigations that allow students to see physics in their everyday world and to be kinesthetically active outside of the traditional physics classroom can be incredibly engaging and effective. The investigations we developed were inquiry investigations in which students engaged in concrete experiences before we discussed the abstract…

  7. Mobile Technology to Support the Interactive Classroom

    Science.gov (United States)

    Fardoun, Habib M.; Awada, Hachem

    2017-01-01

    At the current classrooms, teachers continue using traditional techniques for monitoring the class. However, there are more participation of mobile devices, and concretely, the tablets. In addition, the network access by both students and teachers in daily life is something usual and a routine work. For this reason, the authors propose the…

  8. COMPARISON OF STUDENT SATISFACTION BETWEEN TRADITIONAL AND BLENDED TECHNOLOGY COURSE OFFERINGS IN PHYSICAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Nikolaos VERNADAKIS

    2012-01-01

    Full Text Available Blended learning With the concerns and dissatisfaction with e-learning, educators are searching for alternative instructional delivery solutions to relieve the above problems. The blended e-learning system has been presented as a promising alternative learning approach. While blended learning has been recognized as having a number of advantages, insufficient learning satisfaction is still an obstacle to its successful adoption. Therefore, the purpose of this study was to evaluate students’ satisfaction with blended learning course delivery compared to a traditional face-to-face class format in a general multimedia course in physical education. Forty six (n=46 undergraduate students, between the ages of 20-22 years old, were randomly assigned into two teaching method groups: Classroom Lecture Instruction (CLI and Blended Lecture Instruction (BLI. For the data collection at the end of this study, students completed an online satisfaction questionnaire.Independent sample t-test analysis was conducted to measure students’ satisfaction towards the CLI and BLI methods. Results indicated that a blended course delivery is preferred over the traditional lecture format. These finding suggest that students' satisfaction could increase when the instructor provides learning environments not only in a traditional classroom, but in an asynchronous online system as well.

  9. Toward the virtual classroom

    Energy Technology Data Exchange (ETDEWEB)

    Pihlman, M.; Dirks, D.H.

    1990-01-03

    The Lawrence Livermore National Laboratory (LLNL) encourages its employees to remotely attend classes given by Stanford University, University of California at Davis, and the National Technological University (NTU). To improve the quality of education for LLNL employees, we are cooperating with Stanford University in upgrading the Stanford Instructional Television Network (SITN). A dedicated high-speed communication link (Tl) between Stanford and LLNL will be used for enhanced services such as videoconferencing, real time classnotes distribution, and electronic distribution of homework assignments. The new network will also allow students to take classes from their offices with the ability to ask the professor questions via an automatically dialed telephone call. As part of this upgrade, we have also proposed a new videoconferencing based classroom environment where students taking remote classes would feel as though they are attending the live class. All paperwork would be available in near real time and students may converse normally with, and see, other remote students as though they were all in the same physical location. We call this the Virtual Classroom.'' 1 ref., 6 figs.

  10. Student Engagement In Inclusive Classrooms

    DEFF Research Database (Denmark)

    Rangvid, Beatrice Schindler

    There is general agreement that to thrive and learn at their best, students must be engaged. However, schools face a particular challenge to provide a suitable and engaging learning environment for SEN (special educational needs) students who are educated in general education classes. Using data......-students as for other students. This highlights the need for better inclusion initiatives aimed at strengthening engagement of SEN-students in regular classrooms....

  11. Emotional experiences beyond the classroom: Interactions with the social world

    Directory of Open Access Journals (Sweden)

    Andrew S. Ross

    2018-03-01

    Full Text Available Research into the emotional experiences of language learners and their impact upon the language-learning process remains relatively undernourished within second language education. The research available focuses primarily on emotions experienced within the classroom, rather than in the daily lives of learners within various social contexts. This article contends that the focus placed upon emotions within the relatively structured environment of the formal classroom is problematic, particularly within an ESL environment, as the target language is more frequently experienced beyond the classroom. Drawing on data collected within Australia, the study explored the emotional experiences of a small cohort of eight university-level ESL learners experienced within their various social interactions beyond the classroom with a specific focus on the emotions of hope, enjoyment and frustration. Semi-structured interviews revealed that their emotional experiences beyond the classroom were particularly intense in comparison to emotional experiences within the formal language-learning classroom.

  12. Investigating EFL Classroom Interaction Process in Iraqi Intermediate Schools

    Directory of Open Access Journals (Sweden)

    Muna Mohammed Abbas Alkhateeb

    2017-09-01

    Full Text Available In recent times, the traditional interaction structures of English both language classrooms and roles of teachers and students are gradually changing. This marks the shift from the teacher-centered classrooms to student-centered classrooms; moving towards ‘student-centered learning’ and‘collaborative working modes’. The contemporary educational world views teachers and students as communicators. In such situations students get more opportunity to ‘participate’, ‘observe’, ‘reflect on’ and ‘practice social ways’. These opportunities expose the students to a more ‘meaning-making’ and ‘knowledge construction processes’. The shift from traditional teaching and learning process to the contemporary one has posed great challenges for teachers, who are always working under pressure to complete the syllabus designed for the academic year. In such a situation it is very important to ascertain if this idea of student-centered classroom is present in the recent classroom. Educationally oriented research into classroom interaction makes it essential for further studies into the classroom interaction in the modern classroom. Hence, this study aims to observe the interaction process that takes place in English classrooms of four government schools in Hilla (Centre of Babylon Governorate. This paper also suggests measures to improve classroom interaction and language learning in the English classes. The main findings from the study are as follows: (a the classroom interaction is teacher-centered, (b teachers partially facilitate learning, the classrooms are controlled by teachers (c the ratio of the teacher-talk is more than student-talk."

  13. Physical therapy in preschool classrooms: successful integration of therapy into classroom routines.

    Science.gov (United States)

    Sekerak, Darlene Massey; Kirkpatrick, Dana B; Nelson, Kristal C; Propes, June H

    2003-01-01

    This exploratory investigation identifies factors that contribute to success of physical therapy services delivered in the context of the daily routines in preschool classroom settings. Ten pediatric physical therapists from rural and urban communities across North Carolina served as informants during telephone interviews. Qualitative analysis of the data led to the identification of six major themes: interactions among classroom personnel, impact of the classroom environment, individual characteristics of the child, logistical considerations, administrative policies and practices, and service delivery options. All 10 informants shared the perception that the cooperation and commitment of the teacher was essential for successful incorporation of therapy activities in classroom routines. Furthermore, the informants agreed that multiple models of service delivery were necessary to meet the individual needs of children. These results lead the authors to question the wisdom of promoting any one service delivery model as "best practice" and suggest guidelines for successful integration of physical therapy in the preschool classroom.

  14. Classroom Management. TESOL Classroom Practice Series

    Science.gov (United States)

    Farrell, Thomas S. C., Ed.

    2008-01-01

    This series captures the dynamics of the contemporary ESOL classroom. It showcases state-of-the-art curricula, materials, tasks, and activities reflecting emerging trends in language education and seeks to build localized language teaching and learning theories based on teachers' and students' unique experiences in and beyond the classroom. Each…

  15. Trout in the Classroom

    Science.gov (United States)

    Heath, Thomas

    2014-05-01

    Trout in the Classroom (TIC) is a conservation-oriented environmental education program for elementary, middle, and high school students. During the year each teacher tailors the program to fit his or her curricular needs. Therefore, each TIC program is unique. TIC has interdisciplinary applications in science, social studies, mathematics, language arts, fine arts, and physical education. In the program, students and teachers raise trout from fertilized eggs supplied by Virginia Department of Game and Inland Fisheries (VGIF) hatcheries, in aquariums equipped with special chillers designed to keep the water near 50 degrees F. The students make daily temperature measurements, and monitor pH, dissolved oxygen, conductivity, and ammonia levels. They record their data, plot trends, and make sure that the water quality is sufficient to support trout development. The fingerlings, which hatch in late October, are almost an inch and a half long by mid-January. And towards the end of the school year, students will release the fry into VGIF approved watersheds. TIC programs have been in place all across the country for more than 20 years, and are the result of numerous collaborations between teachers, volunteers, government agencies, and local organizations like Trout Unlimited. The programs were designed specifically for teachers who wanted to incorporate more environmental education into their curriculum. While the immediate goal of Trout in the Classroom is to increase student knowledge of water quality and cold water conservation, its long-term goal is to reconnect an increasingly urbanized population of youth to the system of streams, rivers, and watersheds that sustain them. Successful programs have helped: connect students to their local environments and their local watersheds; teach about watershed health and water quality, and; get students to care about fish and the environment. In Virginia, the TIC program is now in its 8th year. Over the past year, the program

  16. Observing Classroom Practice

    Science.gov (United States)

    Danielson, Charlotte

    2012-01-01

    Classroom observation is a crucial aspect of any system of teacher evaluation. No matter how skilled a teacher is in other aspects of teaching--such as careful planning, working well with colleagues, and communicating with parents--if classroom practice is deficient, that individual cannot be considered a good teacher. Classroom observations can…

  17. Better Classroom Relationships

    Science.gov (United States)

    Kecskemeti, Maria; Winslade, John

    2016-01-01

    The usual approaches to classroom relationships are either teacher-centred or student-centred. This book breaks new ground in its exploration of relationship-centred classrooms. In relationship-centred classrooms, the teacher and the student are equally important. That shifts the focus to the quality of their interaction and whether it is…

  18. Teachers and Technology Use in Secondary Science Classrooms: Investigating the Experiences of Middle School Science Teachers Implementing the Web-based Inquiry Science Environment (WISE)

    Science.gov (United States)

    Schulz, Rachel Corinne

    This study investigated the intended teacher use of a technology-enhanced learning tool, Web-based Inquiry Science Environment (WISE), and the first experiences of teachers new to using it and untrained in its use. The purpose of the study was to learn more about the factors embedded into the design of the technology that enabled it or hindered it from being used as intended. The qualitative research design applied grounded theory methods. Using theoretical sampling and a constant comparative analysis, a document review of WISE website led to a model of intended teacher use. The experiences of four middle school science teachers as they enacted WISE for the first time were investigated through ethnographic field observations, surveys and interviews using thematic analysis to construct narratives of each teachers use. These narratives were compared to the model of intended teacher use of WISE. This study found two levels of intended teacher uses for WISE. A basic intended use involved having student running the project to completion while the teacher provides feedback and assesses student learning. A more optimal description of intended use involved the supplementing the core curriculum with WISE as well as enhancing the core scope and sequence of instruction and aligning assessment with the goals of instruction through WISE. Moreover, WISE projects were optimally intended to be facilitated through student-centered teaching practices and inquiry-based instruction in a collaborative learning environment. It is also optimally intended for these projects to be shared with other colleagues for feedback and iterative development towards improving the Knowledge Integration of students. Of the four teachers who participated in this study, only one demonstrated the use of WISE as intended in the most basic way. This teacher also demonstrated the use of WISE in a number of optimal ways. Teacher confusion with certain tools available within WISE suggests that there may be a

  19. The "Flipped Classroom" Model for Teaching in the Intensive Care Unit.

    Science.gov (United States)

    Tainter, Christopher R; Wong, Nelson L; Cudemus-Deseda, Gaston A; Bittner, Edward A

    2017-03-01

    The intensive care unit (ICU) is a dynamic and complex learning environment. The wide range in trainee's experience, specialty training, fluctuations in patient acuity and volume, limitations in trainee duty hours, and additional responsibilities of the faculty contribute to the challenge in providing a consistent experience with traditional educational strategies. The "flipped classroom" is an educational model with the potential to improve the learning environment. In this paradigm, students gain exposure to new material outside class and then use class time to assimilate the knowledge through problem-solving exercises or discussion. The rationale and pedagogical foundations for the flipped classroom are reviewed, practical considerations are discussed, and an example of successful implementation is provided. An education curriculum was devised and evaluated prospectively for teaching point-of-care echocardiography to residents rotating in the surgical ICU. Preintervention and postintervention scores of knowledge, confidence, perceived usefulness, and likelihood of use the skills improved for each module. The quality of the experience was rated highly for each of the sessions. The flipped classroom education curriculum has many advantages. This pilot study was well received, and learners showed improvement in all areas evaluated, across several demographic subgroups and self-identified learning styles.

  20. Bringing Classroom-Based Assessment into the EFL classroom

    Directory of Open Access Journals (Sweden)

    Andrew Finch

    2012-01-01

    Full Text Available   This paper describes how English as a Foreign Language (EFL teachers can bring reliable, valid, user-friendly assessment into their classrooms, and thus improve the quality of learning that occurs there. Based on the experience of the author as a an EFL teacher and teacher-trainer, it is suggested that the promotion and development of autonomy, intrinsic motivation, and self-esteem that takes place in a Classroom-Based Assessment (CBA environment facilitates an holistic approach to language learning and prepares the students for the high-stakes tests that often determine their motivation for learning English. Rather than relying on the memorization of language code, form, lexis, and prepared answers, students who have learned in a CBA environment are able to self-assess, peer-assess, build portfolios, and edit their own work. Not only does this reduce the assessment burden on the teacher, but it also develops the skills of problem-solving, critical thinking, and summarization in the students, in addition to a heightened awareness of the language-learning process. By learning how to set goals, assess their achievements, and reflect on their future learning needs, students become more efficient language learners. While acknowledging the place of standardized, summative tests in contemporary society, it is suggested that CBA in the EFL classroom can enhance long-term learning and consequently enable and empower students to prepare for their future learning needs.

  1. Teaching and Learning Science in Authoritative Classrooms: Teachers' Power and Students' Approval in Korean Elementary Classrooms

    Science.gov (United States)

    Lee, Jeong-A.; Kim, Chan-Jong

    2017-09-01

    This study aims to understand interactions in Korean elementary science classrooms, which are heavily influenced by Confucianism. Ethnographic observations of two elementary science teachers' classrooms in Korea are provided. Their classes are fairly traditional teaching, which mean teacher-centered interactions are dominant. To understand the power and approval in science classroom discourse, we have adopted Critical Discourse Analysis (CDA). Based on CDA, form and function analysis was adopted. After the form and function analysis, all episodes were analyzed in terms of social distance. The results showed that both teachers exercised their power while teaching. However, their classes were quite different in terms of getting approval by students. When a teacher got students' approval, he could conduct the science lesson more effectively. This study highlights the importance of getting approval by students in Korean science classrooms.

  2. Enhancing student engagement using the flipped classroom.

    Science.gov (United States)

    Gilboy, Mary Beth; Heinerichs, Scott; Pazzaglia, Gina

    2015-01-01

    The flipped classroom is an innovative pedagogical approach that focuses on learner-centered instruction. The purposes of this report were to illustrate how to implement the flipped classroom and to describe students' perceptions of this approach within 2 undergraduate nutrition courses. The template provided enables faculty to design before, during, and after class activities and assessments based on objectives using all levels of Bloom's taxonomy. The majority of the 142 students completing the evaluation preferred the flipped method compared with traditional pedagogical strategies. The process described in the report was successful for both faculty and students. Copyright © 2015 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

  3. Understanding children's science identity through classroom interactions

    Science.gov (United States)

    Kim, Mijung

    2018-01-01

    Research shows that various stereotypes about science and science learning, such as science being filled with hard and dry content, laboratory experiments, and male-dominated work environments, have resulted in feelings of distance from science in students' minds. This study explores children's experiences of science learning and science identity. It asks how children conceive of doing science like scientists and how they develop views of science beyond the stereotypes. This study employs positioning theory to examine how children and their teacher position themselves in science learning contexts and develop science identity through classroom interactions. Fifteen students in grades 4-6 science classrooms in Western Canada participated in this study. Classroom activities and interactions were videotaped, transcribed, and analysed to examine how the teacher and students position each other as scientists in the classroom. A descriptive explanatory case analysis showed how the teacher's positioning acted to develop students' science identity with responsibilities of knowledge seeking, perseverance, and excitement about science.

  4. Study and practice of flipped classroom in optoelectronic technology curriculum

    Science.gov (United States)

    Shi, Jianhua; Lei, Bing; Liu, Wei; Yao, Tianfu; Jiang, Wenjie

    2017-08-01

    "Flipped Classroom" is one of the most popular teaching models, and has been applied in more and more curriculums. It is totally different from the traditional teaching model. In the "Flipped Classroom" model, the students should watch the teaching video afterschool, and in the classroom only the discussion is proceeded to improve the students' comprehension. In this presentation, "Flipped Classroom" was studied and practiced in opto-electronic technology curriculum; its effect was analyzed by comparing it with the traditional teaching model. Based on extensive and deep investigation, the phylogeny, the characters and the important processes of "Flipped Classroom" are studied. The differences between the "Flipped Classroom" and the traditional teaching model are demonstrated. Then "Flipped Classroom" was practiced in opto-electronic technology curriculum. In order to obtain high effectiveness, a lot of teaching resources were prepared, such as the high-quality teaching video, the animations and the virtual experiments, the questions that the students should finish before and discussed in the class, etc. At last, the teaching effect was evaluated through analyzing the result of the examination and the students' surveys.

  5. Results of a Flipped Classroom Teaching Approach in Anesthesiology Residents.

    Science.gov (United States)

    Martinelli, Susan M; Chen, Fei; DiLorenzo, Amy N; Mayer, David C; Fairbanks, Stacy; Moran, Kenneth; Ku, Cindy; Mitchell, John D; Bowe, Edwin A; Royal, Kenneth D; Hendrickse, Adrian; VanDyke, Kenneth; Trawicki, Michael C; Rankin, Demicha; Guldan, George J; Hand, Will; Gallagher, Christopher; Jacob, Zvi; Zvara, David A; McEvoy, Matthew D; Schell, Randall M

    2017-08-01

    In a flipped classroom approach, learners view educational content prior to class and engage in active learning during didactic sessions. We hypothesized that a flipped classroom improves knowledge acquisition and retention for residents compared to traditional lecture, and that residents prefer this approach. We completed 2 iterations of a study in 2014 and 2015. Institutions were assigned to either flipped classroom or traditional lecture for 4 weekly sessions. The flipped classroom consisted of reviewing a 15-minute video, followed by 45-minute in-class interactive sessions with audience response questions, think-pair-share questions, and case discussions. The traditional lecture approach consisted of a 55-minute lecture given by faculty with 5 minutes for questions. Residents completed 3 knowledge tests (pretest, posttest, and 4-month retention) and surveys of their perceptions of the didactic sessions. A linear mixed model was used to compare the effect of both formats on knowledge acquisition and retention. Of 182 eligible postgraduate year 2 anesthesiology residents, 155 (85%) participated in the entire intervention, and 142 (78%) completed all tests. The flipped classroom approach improved knowledge retention after 4 months (adjusted mean = 6%; P  = .014; d  = 0.56), and residents preferred the flipped classroom (pre = 46%; post = 82%; P  flipped classroom approach to didactic education resulted in a small improvement in knowledge retention and was preferred by anesthesiology residents.

  6. Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

    Science.gov (United States)

    Skiba, Russ; Ormiston, Heather; Martinez, Sylvia; Cummings, Jack

    2016-01-01

    Psychological science has identified positive classroom management and climate building strategies as a key element in developing and maintaining effective learning environments. In this article, we review the literature that has identified effective strategies that build classroom climates to maximize student learning and minimize disruption. In…

  7. Otitis Media: Coping with the Effects in the Classroom.

    Science.gov (United States)

    Davis, Dorinne S.

    This curriculum adaptation provides a methodology that enables the classroom teacher to recognize the needs of the otitis media-affected child in the classroom. It discusses areas of concern related to otitis media; suggests activities that can enhance these children's language skills; and shows ways to enhance the learning environment by…

  8. How an Active Learning Classroom Transformed IT Executive Management

    Science.gov (United States)

    Connolly, Amy; Lampe, Michael

    2016-01-01

    This article describes how our university built a unique classroom environment specifically for active learning. This classroom changed students' experience in the undergraduate executive information technology (IT) management class. Every college graduate should learn to think critically, solve problems, and communicate solutions, but 90% of…

  9. Evaluation of a flipped classroom approach to learning introductory epidemiology.

    Science.gov (United States)

    Shiau, Stephanie; Kahn, Linda G; Platt, Jonathan; Li, Chihua; Guzman, Jason T; Kornhauser, Zachary G; Keyes, Katherine M; Martins, Silvia S

    2018-04-02

    Although the flipped classroom model has been widely adopted in medical education, reports on its use in graduate-level public health programs are limited. This study describes the design, implementation, and evaluation of a flipped classroom redesign of an introductory epidemiology course and compares it to a traditional model. One hundred fifty Masters-level students enrolled in an introductory epidemiology course with a traditional format (in-person lecture and discussion section, at-home assignment; 2015, N = 72) and a flipped classroom format (at-home lecture, in-person discussion section and assignment; 2016, N = 78). Using mixed methods, we compared student characteristics, examination scores, and end-of-course evaluations of the 2016 flipped classroom format and the 2015 traditional format. Data on the flipped classroom format, including pre- and post-course surveys, open-ended questions, self-reports of section leader teaching practices, and classroom observations, were evaluated. There were no statistically significant differences in examination scores or students' assessment of the course between 2015 (traditional) and 2016 (flipped). In 2016, 57.1% (36) of respondents to the end-of-course evaluation found watching video lectures at home to have a positive impact on their time management. Open-ended survey responses indicated a number of strengths of the flipped classroom approach, including the freedom to watch pre-recorded lectures at any time and the ability of section leaders to clarify targeted concepts. Suggestions for improvement focused on ways to increase regular interaction with lecturers. There was no significant difference in students' performance on quantitative assessments comparing the traditional format to the flipped classroom format. The flipped format did allow for greater flexibility and applied learning opportunities at home and during discussion sections.

  10. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-01-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by…

  11. WOWW: A Solution Orientated Approach to Enhance Classroom Relationships and Behaviour within a Primary Three Class

    Science.gov (United States)

    Fernie, Lynne; Cubeddu, Daniela

    2016-01-01

    A Working on What Works (WOWW) approach was utilised over six sessions in a mainstream Scottish primary class to enhance classroom relationships and behaviours. The aim of the intervention was to manage everyday classroom problems within a natural classroom environment. WOWW incorporates positive psychology and implements a solution-focused…

  12. Classroom management, student-teacher relationships and quality in education

    DEFF Research Database (Denmark)

    Christensen, Mette Vedsgaard

    Knowledge about classroom management is crucial for both teachers’ and students’ well-being and educational success. Studies have indicated that teaching and learning cannot take place effectively in poorly managed classrooms (Jones & Jones, 2012; Marzano, Marzano & Pickering, 2003), and research...... classroom management strategies and teacher-student relations, and by adjusting and applying insights from theory in pedagogical practice, we have introduced new ways of managing learning environments....... unanimously concludes that the competence to establish and maintain good teacher-student relations is a central teacher competence (Nordenbo et al., 2008;Cornelius Whiite, 2007; Mitchell, 2008; Hattie, 2009).This paper presents the findings from recent research and development projects concerning classroom...

  13. Understanding traditional African healing

    OpenAIRE

    MOKGOBI, M.G.

    2014-01-01

    Traditional African healing has been in existence for many centuries yet many people still seem not to understand how it relates to God and religion/spirituality. Some people seem to believe that traditional healers worship the ancestors and not God. It is therefore the aim of this paper to clarify this relationship by discussing a chain of communication between the worshipers and the Almighty God. Other aspects of traditional healing namely types of traditional healers, training of tradition...

  14. Students' Perceptions and Behaviour in Technology-Rich Classroom and Multi-Media Classroom

    Science.gov (United States)

    Yang, Junfeng; Yu, Huiju; Gong, Chaohua; Chen, Nian-Shing

    2017-01-01

    Kurt Lewin proposed the field theory which stated that our behaviour was a result of both our personality and our environment. Based on this theory, it could be deduced that teacher's teaching behavior was a result of both teacher's personality and classroom environment. Considering the challenges of pedagogy transformation and the modest use of…

  15. The flipped classroom stimulates greater learning and is a modern 21st century approach to teaching today's undergraduates.

    Science.gov (United States)

    Mortensen, C J; Nicholson, A M

    2015-07-01

    Many classrooms in higher education still rely on a transformative approach to teaching where students attend lectures and earn course grades through examination. In the modern age, traditional lectures are argued by some as obsolete and do not address the learning needs of today’s students. An emerging pedagogical approach is the concept of the flipped classroom. The flipped classroom can simply be described as students viewing asynchronous video lectures on their own and then engaging in active learning during scheduled class times. In this study, we examined the flipped classroom teaching environment on student learning gains in an Introduction to Equine Science course. Students (n = 130) were asked to view 7.5 h of recorded lectures divided into 8 learning modules, take online quizzes to enforce lecture viewing, take 3 in-class exams, and prepare to participate in active learning during scheduled class times. Active learning approaches included individual activities, paired activities, informal small groups, and large group activities. When compared to students in the traditional lecture format in earlier years, students in the flipped format scored higher on all 3 exams (P flipped format students were asked to take the Cornell Critical Thinking Exam (version X). Scores improved from the pretest (50.8 ± 0.57) to the posttest (54.4 ± 0.58; P flipped course, no correlations were found with student performance and interactions with online content. Students were asked in class to evaluate their experiences based on a 5-point Likert scale: 1 (strongly disagree) to 5 (strongly agree). The flipped classroom was ranked as an enjoyable learning experience with a mean of 4.4 ± 0.10, while students responded positively to other pointed questions. In formal course evaluations, flipped format students ranked the following higher (P flipped classroom proved to be a positive learning experience for students. As the classroom continues to modernize, pedagogical approaches

  16. Virtual classroom design for Blended Learning: Human Development and Quality of Life

    Directory of Open Access Journals (Sweden)

    Juan Carlos Morales Intriago

    2017-03-01

    Full Text Available The explosive development in all areas of knowledge has evolved the scenarios of generation and transfer of knowledge, in terms of media, channels and supports, parallel to this appear new resources that optimize the processes of vocational training, whether formal, non-formal and informal. The EVA or Virtual Learning Environments evolve the traditional way of teaching a Blended environment, which is, combining classroom education with online training processes. The present work designs a training process set in Blended Learning for the subject Human Development and Quality of Life, summarizing in 8 steps the construction of the virtual and face-to-face environment, where starting from the common to the specific, the system is described systemically. The methodology applied in the present work was of Bibliographic and documentary type. To achieve the proposed objective, a systemic design was designed that divided the research into two stages: the exploration stage and the design stage. In the exploration stage, a large bibliographical collection was revised and in the design stage the virtual classroom model of the subject was constructed. Product of the investigation is a guide that guides step by step in the construction of virtual environments set in the Blended Learning.

  17. Comparing the Effectiveness of a Supplemental Online Tutorial to Traditional Instruction with Nutritional Science Students

    Science.gov (United States)

    Zubas, Patrice; Heiss, Cindy; Pedersen, Mary

    2006-01-01

    The purpose of this study was to ascertain if an online computer tutorial on diabetes mellitus, supplemented to traditional classroom lecture, is an effective tool in the education of nutrition students. Students completing a web-based tutorial as a supplement to classroom lecture displayed greater improvement in pre- vs. post-test scores compared…

  18. Comparing Traditional versus Alternative Sequencing of Instruction When Using Simulation Modeling

    Science.gov (United States)

    Bowen, Bradley; DeLuca, William

    2015-01-01

    Many engineering and technology education classrooms incorporate simulation modeling as part of curricula to teach engineering and STEM-based concepts. The traditional method of the learning process has students first learn the content from the classroom teacher and then may have the opportunity to apply the learned content through simulation…

  19. 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.

  20. Individual and classroom variables associated with relational aggression in elementary-school aged children : A multilevel analysis

    NARCIS (Netherlands)

    Kuppens, S.; Grietens, H.; Onghena, P.; Michiels, D.; Subramanian, S. V.

    2008-01-01

    Relational aggression was studied within classroom environments by examining individual and classroom correlates among 2731 children (3rd-5th graders) during two successive measurement years. Multilevel analyses yielded small gender differences for relational aggression, indicating that such

  1. Understanding traditional African healing.

    Science.gov (United States)

    Mokgobi, M G

    2014-09-01

    Traditional African healing has been in existence for many centuries yet many people still seem not to understand how it relates to God and religion/spirituality. Some people seem to believe that traditional healers worship the ancestors and not God. It is therefore the aim of this paper to clarify this relationship by discussing a chain of communication between the worshipers and the Almighty God. Other aspects of traditional healing namely types of traditional healers, training of traditional healers as well as the role of traditional healers in their communities are discussed. In conclusion, the services of traditional healers go far beyond the uses of herbs for physical illnesses. Traditional healers serve many roles which include but not limited to custodians of the traditional African religion and customs, educators about culture, counselors, social workers and psychologists.

  2. Classroom Live: a software-assisted gamification tool

    Science.gov (United States)

    de Freitas, Adrian A.; de Freitas, Michelle M.

    2013-06-01

    Teachers have come to rely on a variety of approaches in order to elicit and sustain student interest in the classroom. One particular approach, known as gamification, seeks to improve student engagement by transforming the traditional classroom experience into a competitive multiplayer game. Initial attempts at classroom gamification relied on the teacher manually tracking student progress. At the US Air Force Academy, we wanted to experiment with a software gamification tool. Our client/server suite, dubbed Classroom Live, streamlines the gamification process for the teacher by simplifying common tasks. Simultaneously, the tool provides students with an esthetically pleasing user interface that offers in game rewards in exchange for their participation. Classroom Live is still in development, but our initial experience using the tool has been extremely positive and confirms our belief that students respond positively to gamification, even at the undergraduate level.

  3. A controlled clinical comparison of attention performance in children with ADHD in a virtual reality classroom compared to standard neuropsychological methods.

    Science.gov (United States)

    Parsons, Thomas D; Bowerly, Todd; Buckwalter, J Galen; Rizzo, Albert A

    2007-07-01

    In this initial pilot study, a controlled clinical comparison was made of attention perforance in children with attention deficit-hyperactivity disorder (ADHD) in a virtual reality (VR) classroom. Ten boys diagnosed with ADHD and ten normal control boys participated in the study. Groups did not significantly differ in mean age, grade level, ethnicity, or handedness. No participants reported simulator sickness following VR exposure. Children with ADHD exhibited more omission errors, commission errors, and overall body movement than normal control children in the VR classroom. Children with ADHD were more impacted by distraction in the VR classroom. VR classroom measures were correlated with traditional ADHD assessment tools and the flatscreen CPT. Of note, the small sample size incorporated in each group and higher WISC-III scores of normal controls might have some bearing on the overall interpretation of results. These data suggested that the Virtual Classroom had good potential for controlled performance assessment within an ecologically valid environment and appeared to parse out significant effects due to the presence of distraction stimuli.

  4. On Blocks and Broccoli: How to Organize Your Classroom.

    Science.gov (United States)

    Alexander, Nancy

    1996-01-01

    Compares the organization of supermarkets to classroom environments. Emphasizes the efficient use of space with the use of containers, keeping materials in place, and grouping objects together. Provides suggestions on the use of color and adding storage space. (MOK)

  5. Flipped Classroom Approach

    Directory of Open Access Journals (Sweden)

    Fezile Ozdamli

    2016-07-01

    Full Text Available Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and provide to make it recognize more by educators and researchers. With this aim, in the study what flipped classroom approach is, flipped classroom technology models, its advantages and limitations were explained.

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

    Directory of Open Access Journals (Sweden)

    Mao-hua Sun

    2017-07-01

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

  7. Classroom-oriented research from a complex systems perspective

    Directory of Open Access Journals (Sweden)

    Diane Larsen-Freeman

    2016-09-01

    Full Text Available Bringing a complex systems perspective to bear on classroom-oriented research challenges researchers to think differently, seeing the classroom ecology as one dynamic system nested in a hierarchy of such systems at different levels of scale, all of which are spatially and temporally situated. This article begins with an introduction to complex dynamic systems theory, in which challenges to traditional ways of conducting classroom research are interwoven. It concludes with suggestions for research methods that are more consistent with the theory. Research does not become easier when approached from a complex systems perspective, but it has the virtue of reflecting the way the world works.

  8. Classroom Noise and Teachers' Voice Production

    Science.gov (United States)

    Rantala, Leena M.; Hakala, Suvi; Holmqvist, Sofia; Sala, Eeva

    2015-01-01

    Purpose: The aim of this study was to research the associations between noise (ambient and activity noise) and objective metrics of teachers' voices in real working environments (i.e., classrooms). Method: Thirty-two female and 8 male teachers from 14 elementary schools were randomly selected for the study. Ambient noise was measured during breaks…

  9. The textbook as classroom context variable

    NARCIS (Netherlands)

    Krammer, H.P.M.

    1985-01-01

    To explore the role of the textbook as a context variable in process—product relationships, data on teaching practices and learning outcomes from the IEA Classroom Environment Study in The Netherlands were used. The sample consisted of 50 secondary school mathematics classes and their teachers.

  10. Embracing Ubuntu in managing effective classrooms | Maphalala ...

    African Journals Online (AJOL)

    Journal Home > Vol 15, No 4 (2017) > ... Ubuntu is founded on three pillars, namely, interpersonal values, intrapersonal values and environmental values. ... the infusion of an African perspective into classroom management which currently considers mainly Western principles in creating a conducive learning environment.

  11. Experience-Based Discrimination: Classroom Games

    Science.gov (United States)

    Fryer, Roland G., Jr.; Goeree, Jacob K.; Holt, Charles A.

    2005-01-01

    The authors present a simple classroom game in which students are randomly designated as employers, purple workers, or green workers. This environment may generate "statistical" discrimination if workers of one color tend not to invest because they anticipate lower opportunities in the labor market, and these beliefs are self-confirming as…

  12. A Snapshot of the Calculus Classroom

    Science.gov (United States)

    Weathers, Tony D.; Latterell, Carmen M.

    2003-01-01

    Essentially a focus group to discuss textbook related issues, a meeting of calculus instructors from a wide variety of environments was convened and sponsored by McGraw Hill to provide feedback on the current state of the calculus classroom. This paper provides a description of the group's discussions.

  13. chemistry in indigenous african knowledge and traditional practices1

    African Journals Online (AJOL)

    unesco

    chemistry in life, the role of the adult as teacher, educator, and facilitator of learning, reference book for ... Chemistry was not an abstract idea to me, rather a practice, knowledge about doing certain things ... classroom with a trained teacher. .... indigenous traditional knowledge as well as in modern scientific knowledge.

  14. A Comparison of Online and Traditional Chemistry Lecture and Lab

    Science.gov (United States)

    Faulconer, E. K.; Griffith, J. C.; Wood, B. L.; Acharyya, S.; Roberts, D. L.

    2018-01-01

    While the equivalence between online and traditional classrooms has been well researched, very little effort has been expended to do such comparisons for college level introductory chemistry. The existing literature has only one study that investigated chemistry lectures at an entire course level as opposed to particular course components such as…

  15. Demand for Multimedia in the Classroom

    OpenAIRE

    Boyer, Tracy A.; Briggeman, Brian C.; Norwood, F. Bailey

    2009-01-01

    This study elicits preferences for multimedia in the classroom for students and faculty members in agricultural economics. Employing an Internet-based conjoint ranking survey, the results show that students prefer multimedia instructional tools over a traditional chalkboard/whiteboard lecture format while faculty members do not. Neither students nor faculty members are enthusiastic about electronic textbooks, and students will accept them only if they save $80. Finally, preferences for multim...

  16. Leaving the classroom: a didactic framework for education in environmental sciences

    Science.gov (United States)

    Dopico, Eduardo; Garcia-Vazquez, Eva

    2011-06-01

    In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching environmental sciences and sustainable development might be focused on positive human-environment relationships, which is both important for the further development of students and educators. Within rural settings, there are many such examples of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology. When students are engaged through research with traditional cultural practices of environmental management, which is a part of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students. In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic cases where adults involved in a course of Continuous Education explore `environmentally-friendly' practices of traditional agriculture in Asturias (north of Spain), employing methodologies of cultural studies.

  17. Creating a flexible learning environment.

    Science.gov (United States)

    Taylor, B A; Jones, S; Winters, P

    1990-01-01

    Lack of classroom space is a common problem for many hospital-based nurse educators. This article describes how nursing educators in one institution redesigned fixed classroom space into a flexible learning center that accommodates their various programs. Using the nursing process, the educators assessed their needs, planned the learning environment, implemented changes in the interior design, and evaluated the outcome of the project. The result was a learning environment conducive to teaching and learning.

  18. Using Virtual Laboratories as Interactive Textbooks: Studies on Blended Learning in Biotechnology Classrooms

    Directory of Open Access Journals (Sweden)

    Hemalatha Sasidharakurup

    2015-07-01

    Full Text Available Virtual laboratories, an ICT-based initiative, is a new venture that is becoming more prevalent in universities for improving classroom education. With geographically remote and economically constrained institutes in India as the focus, we developed web-based virtual labs for virtualizing the wet-lab techniques and experiments with the aid of graphics favoured animations, mathematical simulators and remote triggered experimentations. In this paper, we analysed perceived usefulness of Biotechnology virtual labs amongst student groups and its role in improving the student’s performance when introduced as a learning tool in a blended classroom scenario. A pedagogical survey, via workshops and online feedback, was carried out among 600 university-level students and 100 remote users of various Indian universities. Comparing learning groups on usage of blended learning approach against a control group (traditional classroom methods and an experimental group (teacher-mediated virtual labs, our studies indicate augmented academic performance among students in blended environments. Findings also indicated usage of remotely-triggered labs aided enhancing interaction-based lab education enabling anytime-anywhere student participation scenarios.

  19. Learning Environment And Pupils Academic Performance ...

    African Journals Online (AJOL)

    Learning Environment And Pupils Academic Performance: Implications For Counselling. ... facilities as well as learning materials to make teaching and learning easy. In addition, teachers should provide conducive classroom environment to ...

  20. Student performance in a flipped classroom dental anatomy course.

    Science.gov (United States)

    Chutinan, S; Riedy, C A; Park, S E

    2017-11-09

    The purpose of this study was to assess dental student learning in a dental anatomy module between traditional lecture and flipped classroom cohorts. Two cohorts of predoctoral dental students (N = 70 within each cohort) participated in a dental anatomy module within an Introduction to the Dental Patient (IDP) course ([traditional/lecture cohort: academic year (AY) 2012, 2013] and [flipped classroom cohort: AY 2014, 2015]). For the dental anatomy module, both cohorts were evaluated on pre-clinical tooth waxing exercises immediately after each of five lectures and tooth identification after all lectures were given. Additionally, the cohorts' performance on the overall IDP course examination was compared. The flipped classroom cohort had statistically significant higher waxing scores (dental anatomy module) than students in the traditional classroom. There was no statistically significant difference for tooth identification scores and the overall IDP course examination between the traditional vs flipped approach cohorts. This is due to the latter two assessments conducted at the end of the course gave all students enough time to review the lecture content prior to the assessment resulting in similar scores for both cohorts. The flipped classroom cohort promoted students' individual learning and resulted in improved students' performance on immediate evaluation but not on the end of the course evaluation. Redesign of courses to include a new pedagogical approach should be carefully implemented and evaluated for student's educational success. © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

  1. Managing Classroom Problems.

    Science.gov (United States)

    Long, James D.

    Schools need to meet unique problems through the development of special classroom management techniques. Factors which contribute to classroom problems include lack of supervision at home, broken homes, economic deprivation, and a desire for peer attention. The educational atmosphere should encourage creativity for both the student and the…

  2. Classroom -RE-SONANCE

    Indian Academy of Sciences (India)

    in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to· teaching and learning science. Logarithm and agM. In [1] we had discussed the evaluation.

  3. Classroom -RE-SONANCE

    Indian Academy of Sciences (India)

    raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Proving a Result in Combinatorics using Equations.

  4. Relationships in Inclusive Classrooms

    Science.gov (United States)

    Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia

    2016-01-01

    Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with impact on action, norms and values, social interactions and learning processes. In this paper, the authors…

  5. Flipped Classroom, active Learning?

    DEFF Research Database (Denmark)

    Andersen, Thomas Dyreborg; Levinsen, Henrik; Philipps, Morten

    2015-01-01

    Action research is conducted in three physics classes over a period of eighteen weeks with the aim of studying the effect of flipped classroom on the pupils agency and learning processes. The hypothesis is that flipped classroom teaching will potentially allocate more time to work actively...

  6. Flipped Classroom Approach

    Science.gov (United States)

    Ozdamli, Fezile; Asiksoy, Gulsum

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly…

  7. Evaluation of the flipped classroom approach in a veterinary professional skills course.

    Science.gov (United States)

    Moffett, Jenny; Mill, Aileen C

    2014-01-01

    The flipped classroom is an educational approach that has had much recent coverage in the literature. Relatively few studies, however, use objective assessment of student performance to measure the impact of the flipped classroom on learning. The purpose of this study was to evaluate the use of a flipped classroom approach within a medical education setting to the first two levels of Kirkpatrick and Kirkpatrick's effectiveness of training framework. This study examined the use of a flipped classroom approach within a professional skills course offered to postgraduate veterinary students. A questionnaire was administered to two cohorts of students: those who had completed a traditional, lecture-based version of the course (Introduction to Veterinary Medicine [IVM]) and those who had completed a flipped classroom version (Veterinary Professional Foundations I [VPF I]). The academic performance of students within both cohorts was assessed using a set of multiple-choice items (n=24) nested within a written examination. Data obtained from the questionnaire were analyzed using Cronbach's alpha, Kruskal-Wallis tests, and factor analysis. Data obtained from student performance in the written examination were analyzed using the nonparametric Wilcoxon rank sum test. A total of 133 IVM students and 64 VPF I students (n=197) agreed to take part in the study. Overall, study participants favored the flipped classroom approach over the traditional classroom approach. With respect to student academic performance, the traditional classroom students outperformed the flipped classroom students on a series of multiple-choice items (IVM mean =21.4±1.48 standard deviation; VPF I mean =20.25±2.20 standard deviation; Wilcoxon test, w=7,578; Pflipped classroom approach. The flipped classroom was rated more positively than the traditional classroom on many different characteristics. This preference, however, did not translate into improved student performance, as assessed by a series of

  8. Analysis of Lullabic Songs in Traditional African Communities: Some ...

    African Journals Online (AJOL)

    Nekky Umera

    Indexed African Journals Online: www.ajol.info. An International ... of children's traditional games, playsongs and traditional toys in the African environments have .... For her, crying is an inferior strategy in the kind of war she is poised to wage.

  9. Opportunities for Inquiry Science in Montessori Classrooms: Learning from a Culture of Interest, Communication, and Explanation

    Science.gov (United States)

    Rinke, Carol R.; Gimbel, Steven J.; Haskell, Sophie

    2013-08-01

    Although classroom inquiry is the primary pedagogy of science education, it has often been difficult to implement within conventional classroom cultures. This study turned to the alternatively structured Montessori learning environment to better understand the ways in which it fosters the essential elements of classroom inquiry, as defined by prominent policy documents. Specifically, we examined the opportunities present in Montessori classrooms for students to develop an interest in the natural world, generate explanations in science, and communicate about science. Using ethnographic research methods in four Montessori classrooms at the primary and elementary levels, this research captured a range of scientific learning opportunities. The study found that the Montessori learning environment provided opportunities for students to develop enduring interests in scientific topics and communicate about science in various ways. The data also indicated that explanation was largely teacher-driven in the Montessori classroom culture. This study offers lessons for both conventional and Montessori classrooms and suggests further research that bridges educational contexts.

  10. An Eastern Learning Paradox: Paradoxes in Two Korean Mathematics Teachers' Pedagogy of Silence in the Classroom

    Science.gov (United States)

    Lee, Kyeonghwa; Sriraman, Bharath

    2013-01-01

    Eastern philosophies of education such as Confucianism and Taosim advocate the use of silence in the teacher-pupil tradition of pedagogy. We investigate contemporary classrooms in Korea, and study whether teachers in Korea today incorporate this method implicitly or explicitly in their classrooms. Empirical data in the form of video-taped…

  11. Edugamifying Media Studies: Student Engagement, Enjoyment, and Interest in Two Multimedia and Social Media Undergraduate Classrooms

    Science.gov (United States)

    Bajko, Robert; Hodson, Jaigris; Seaborn, Katie; Livingstone, Pamela; Fels, Deborah

    2016-01-01

    Gamification is an increasingly acceptable alternative to traditional classroom structures and practices that is based on the notion that games can be engaging to students. Gamification consists of applying game concepts such as challenges, rewards, and leaderboards to educational materials and courses. While gamification in the classroom is not…

  12. A Quantitative Evaluation of the Flipped Classroom in a Large Lecture Principles of Economics Course

    Science.gov (United States)

    Balaban, Rita A.; Gilleskie, Donna B.; Tran, Uyen

    2016-01-01

    This research provides evidence that the flipped classroom instructional format increases student final exam performance, relative to the traditional instructional format, in a large lecture principles of economics course. The authors find that the flipped classroom directly improves performance by 0.2 to 0.7 standardized deviations, depending on…

  13. "Lesson Study" as Professional Culture in Japanese Schools: An Historical Perspective on Elementary Classroom Practices

    Science.gov (United States)

    Arani, Mohammad Reza Sarkar; Keisuke, Fukaya; Lassegard, James P.

    2010-01-01

    This research examines "lesson study" as a traditional model of creating professional knowledge in schools. "Lesson study," typically defined as teachers' classroom based collaborative research, has a long history in Japan as a shared professional culture with potential for enhancing learning, enriching classroom activities and…

  14. A Systematic Replication Comparing Interteaching and Lecture in the Community College Classroom

    Science.gov (United States)

    Felderman, Theresa A.

    2016-01-01

    Researchers demonstrated the effectiveness of interteaching relative to lecture in 4-year university classrooms, but exploration in other settings is deficient. This systematic replication examines the extent to which interteaching leads to increased exam scores compared to traditional lecture in the community college classroom. Participants in…

  15. Flipped Classrooms: An Agenda for Innovative Marketing Education in the Digital Era

    Science.gov (United States)

    Green, Teegan

    2015-01-01

    Flipped classrooms reverse traditional lecturing because students learn content before class through readings and prerecorded videos, freeing lectures for hands-on activities and discussion. However, there is a dearth of literature in marketing education addressing flipped classrooms. This article fills this void using grounded theory to develop a…

  16. The Inequivalence of an Online and Classroom Based General Psychology Course

    Science.gov (United States)

    Edmonds, Christopher L.

    2006-01-01

    One-hundred seventy-five students enrolled in either a traditional classroom lecture section of General Psychology or in an online section of the same course were compared on exam performance. When covariates of high school grade point average and SAT composite scores were entered into the analysis, students enrolled in the classroom based lecture…

  17. What Effect Does Flipping the Classroom Have on Undergraduate Student Perceptions and Grades?

    Science.gov (United States)

    Molnar, Kathleen K.

    2017-01-01

    There is a lack of consensus of the effects on student perceptions and performance in flipping the classroom and its possible value over the traditional face-to-face (FTF) classroom approach. This research examines the expectation that flipping an undergraduate, introductory level, information concepts and skills class would benefit student…

  18. Finding a Place To Stand: Negotiating the Spatial Configuration of the Networked Computer Classroom.

    Science.gov (United States)

    Kent-Drury, Roxanne

    1998-01-01

    Theorizes the spatial dynamics of both traditional and Internet-networked classrooms to reveal that both exhibit indeterminate spatial characteristics, but that network connectivity renders this indeterminacy visible. Argues that networked classrooms need not be disorienting, if students recreate a center by designing a class Web site, creating…

  19. Researching into a MOOC Embedded Flipped Classroom Model for College English Reading and Writing Course

    Science.gov (United States)

    Xinying, Zhang

    2017-01-01

    There is obvious pressure for higher education institutions to undergo transformation now in China. Reflecting this, the computer and information technology give rise to the development of a Massive Open Online Course (MOOC) embedded flipped classroom. Flipped classroom approaches replace the traditional transmissive teaching with engaging…

  20. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship

    Science.gov (United States)

    Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

    2017-01-01

    ABSTRACT Background: In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. Objective: The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Design: Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students’ perspectives on the teaching approach they experienced and to evaluate students’ self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. Results: More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. Conclusions: The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications

  1. Comparison between flipped classroom and lecture-based classroom in ophthalmology clerkship.

    Science.gov (United States)

    Tang, Fen; Chen, Chuan; Zhu, Yi; Zuo, Chengguo; Zhong, Yimin; Wang, Nan; Zhou, Lijun; Zou, Yuxian; Liang, Dan

    2017-01-01

    In recent years, the flipped classroom method of teaching has received much attention in health sciences education. However, the application of flipped classrooms in ophthalmology education has not been well investigated. The goal of this study was to investigate the effectiveness and acceptability of the flipped classroom approach to teaching ophthalmology at the clerkship level. Ninety-five fourth year medical students in an ophthalmology clerkship were randomly divided into two groups. An ocular trauma module was chosen for the content of this study. One group (FG (flipped group), n = 48) participated in flipped classroom instruction and was asked to watch a recorded lecture video and to read study materials before a face-to-face class meeting. They used the in-class time for discussion. The other group (TG (traditional group), n = 47) was assigned to traditional lecture-based instruction. These students attended a didactic lecture and completed assigned homework after the lecture. Feedback questionnaires were collected to compare students' perspectives on the teaching approach they experienced and to evaluate students' self-perceived competence and interest in ocular trauma. Pre- and post-tests were performed to assess student learning of the course materials. More students in the FG agreed that the classroom helped to promote their learning motivation, improve their understanding of the course materials, and enhance their communication skill and clinical thinking. However, students in the FG did not show a preference for this method of teaching, and also reported more burden and pressure than those from the TG. Students from the FG performed better on the post test over the ocular trauma-related questions when compared to those from the TG. The flipped classroom approach shows promise in ophthalmology clerkship teaching. However, it has some drawbacks. Further evaluation and modifications are required before it can be widely accepted and implemented

  2. Managing Your Classroom for Success

    Science.gov (United States)

    Wong, Harry; Wong, Rosemary; Rogers, Karen; Brooks, Amanda

    2012-01-01

    Effective teachers view classroom management as a process of organizing and structuring classroom events for student learning. Creating a well-managed classroom with established procedures is the priority of a teacher the first two weeks of school. In an elementary classroom where each day may have a different array of subjects and at different…

  3. Everyday classroom assessment practices in science classrooms in Sweden

    Science.gov (United States)

    Gómez, María del Carmen; Jakobsson, Anders

    2014-12-01

    The focus of this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each other. Teachers did not provide opportunities for students to discuss

  4. Teaching Taboo in the Classroom

    Directory of Open Access Journals (Sweden)

    Georgeta Rata

    2017-05-01

    Full Text Available The goal of the paper is to show how important it is to teach taboo in the classroom. The teaching of taboos is a rather new approach in education. Based on both classical (language dictionaries and modern (internet sites sources, the authors define taboo with the help of both English language dictionaries and specialised dictionaries and encyclopaedias, and provide the etymology and the typology of the word taboo (acts/actions/activities/behaviours, objects, people, places, times, and words going from traditional to current ones. The degree of novelty of the paper is rather high. Research limitations are due to the lack of studies on this topic in Romanian literature. The implications are deep and closely related to the degree of relevance of the paper.

  5. The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students

    Science.gov (United States)

    El-Senousy, Hala; Alquda, Jumana

    2017-01-01

    The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning…

  6. Cost Effectiveness Analysis of Converting a Classroom Course to a Network Based Instruction Module

    National Research Council Canada - National Science Library

    green, Samantha

    1997-01-01

    ...) classes into NBL modules. This thesis performs a cost effectiveness analysis on converting the two modules and discusses the intangible costs and benefits associated with converting traditional classroom courses...

  7. Classroom Research by Classroom Teachers, 1992.

    Science.gov (United States)

    Tanner, Michael, Ed.

    1992-01-01

    This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a…

  8. Racial Discipline Disproportionality in Montessori and Traditional Public Schools: A Comparative Study Using the Relative Rate Index

    Directory of Open Access Journals (Sweden)

    Katie E. Brown

    2015-11-01

    Full Text Available Research from the past 40 years indicates that African American students are subjected to exclusionary discipline, including suspension and expulsion, at rates two to three times higher than their White peers (Children’s Defense Fund, 1975; Skiba, Michael, Nardo, & Peterson, 2002. Although this phenomenon has been studied extensively in traditional public schools, rates of racially disproportionate discipline in public Montessori schools have not been examined. The purpose of this study is to examine racial discipline disproportionality in Montessori public elementary schools as compared to traditional elementary schools. The Relative Rate Index (RRI is used as a measure of racially disproportionate use of out-of-school suspensions (Tobin & Vincent, 2011. Suspension data from the Office of Civil Rights Data Collection was used to generate RRIs for Montessori and traditional elementary schools in a large urban district in the Southeast. While statistically significant levels of racial discipline disproportionality are found in both the Montessori and traditional schools, the effect is substantially less pronounced in Montessori settings. These findings suggest that Montessori schools are not immune to racially disproportionate discipline and should work to incorporate more culturally responsive classroom management techniques. Conversely, the lower levels of racially disproportionate discipline in the Montessori schools suggests that further study of discipline in Montessori environments may provide lessons for traditional schools to promote equitable discipline.

  9. TIME-ON-TASK IN PRIMARY CLASSROOMS, DURING DIFFERENT TEACHING-LEARNING APPROACHES

    OpenAIRE

    Sachin Mohite; Meenal Dashputre

    2017-01-01

    The entire education system is moving from the teacher-centered teaching-learning approaches towards student-centered teaching-learning approaches, with anticipation that it would increase the learning outcomes. This empirical study was carried out to compare the traditional and non-traditional classrooms. It also tried to understand the effectiveness of the Alternate Instructions in the Mathematics and Primary Language (Marathi) classrooms. This study collected about 8000 snapshots from the ...

  10. TRADITIONAL CHINESE HERBAL MEDICINE

    NARCIS (Netherlands)

    ZHU, YP; WOERDENBAG, HJ

    1995-01-01

    Herbal medicine, acupuncture and moxibustion, and massage and the three major constituent parts of traditional Chinese medicine. Although acupuncture is well known in many Western countries, Chinese herbal medicine, the mos important part of traditional Chinese medicine, is less well known in the

  11. Traditional timber frames

    NARCIS (Netherlands)

    Jorissen, A.J.M.; Hamer, den J.; Leijten, A.J.M.; Salenikovich, A.

    2014-01-01

    Due to new possibilities traditional timber framing has become increasingly popular since the beginning of the 21e century. Although traditional timber framing has been used for centuries, the expected mechanical behaviour is not dealt with in great detail in building codes, guidelines or text

  12. A cultural study of a science classroom and graphing calculator-based technology

    Science.gov (United States)

    Casey, Dennis Alan

    Social, political, and technological events of the past two decades have had considerable bearing on science education. While sociological studies of scientists at work have seriously questioned traditional histories of science, national and state educational systemic reform initiatives have been enacted, stressing standards and accountability. Recently, powerful instructional technologies have become part of the landscape of the classroom. One example, graphing calculator-based technology, has found its way from commercial and domestic applications into the pedagogy of science and math education. The purpose of this study was to investigate the culture of an "alternative" science classroom and how it functions with graphing calculator-based technology. Using ethnographic methods, a case study of one secondary, team-taught, Environmental/Physical Science (EPS) classroom was conducted. Nearly half of the 23 students were identified as students with special education needs. Over a four-month period, field data was gathered from written observations, videotaped interactions, audio taped interviews, and document analyses to determine how technology was used and what meaning it had for the participants. Analysis indicated that the technology helped to keep students from getting frustrated with handling data and graphs. In a relatively short period of time, students were able to gather data, produce graphs, and to use inscriptions in meaningful classroom discussions. In addition, teachers used the technology as a means to involve and motivate students to want to learn science. By employing pedagogical skills and by utilizing a technology that might not otherwise be readily available to these students, an environment of appreciation, trust, and respect was fostered. Further, the use of technology by these teachers served to expand students' social capital---the benefits that come from an individual's social contacts, social skills, and social resources.

  13. Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course.

    Science.gov (United States)

    Shernof, David J; Ruzek, Erik A; Sannella, Alexander J; Schorr, Roberta Y; Sanchez-Wall, Lina; Bressler, Denise M

    2017-01-01

    The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students ( N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had

  14. Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

    Science.gov (United States)

    Shernof, David J.; Ruzek, Erik A.; Sannella, Alexander J.; Schorr, Roberta Y.; Sanchez-Wall, Lina; Bressler, Denise M.

    2017-01-01

    The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407) in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM) measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor) models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor), specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM) demonstrated that sitting in the front of the classroom (compared to the sitting in the back), taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which in turn had a

  15. Student Engagement as a General Factor of Classroom Experience: Associations with Student Practices and Educational Outcomes in a University Gateway Course

    Directory of Open Access Journals (Sweden)

    David J. Shernof

    2017-06-01

    Full Text Available The purpose of this study was to evaluate a model for considering general and specific elements of student experience in a gateway course in undergraduate Financial Accounting in a large university on the East Coast, USA. Specifically, the study evaluated a bifactor analytic strategy including a general factor of student classroom experience, conceptualized as student engagement as rooted in flow theory, as well as factors representing specific dimensions of experience. The study further evaluated the association between these general and specific factors and both student classroom practices and educational outcomes. The sample of students (N = 407 in two cohorts of the undergraduate financial accounting course participated in the Experience Sampling Method (ESM measuring students' classroom practices, perceptions, engagement, and perceived learning throughout the one-semester course. Course grade information was also collected. Results showed that a two-level bifactor model fit the data better than two traditional (i.e., non-bifactor models and also avoided significant multicollinearity of the traditional models. In addition to student engagement (general factor, specific dimensions of classroom experience in the bifactor model at the within-student level included intrinsic motivation, academic intensity, salience, and classroom self-esteem. At the between-student level, specific aspects included work orientation, learning orientation, classroom self-esteem, and disengagement. Multilevel Structural Equation Modeling (MSEM demonstrated that sitting in the front of the classroom (compared to the sitting in the back, taking notes, active listening, and working on problems during class had a positive effect on within-student variation in student engagement and attention. Engagement, in turn, predicted perceived learning. With respect to between-student effects, the tendency to sit in front seats had a significant effect on student engagement, which

  16. Buffering against Performance Classroom Goal Structures: The Importance of Autonomy Support and Classroom Community

    Science.gov (United States)

    Ciani, Keith D.; Middleton, Michael J.; Summers, Jessica J.; Sheldon, Kennon M.

    2010-01-01

    The culture of schooling in the United States has become increasingly focused on outwardly proving student competence. Some achievement goal theorists suggest that a major casualty of performance-oriented classroom environments may be student motivation for developing and improving competence. The present study extends across theoretical…

  17. The Classroom Animal: Mealworms.

    Science.gov (United States)

    Kramer, David C., Ed.

    1985-01-01

    Describes appearance, longevity, and changes in each step of the mealworm life cycle. Guidelines for starting a classroom colony are given with housing and care instructions. Suggested observations, activities, and questions for students are included. (DH)

  18. For the Classroom: Scrimshaw.

    Science.gov (United States)

    Current, 1979

    1979-01-01

    Procedures are described for practicing the art of scrimshaw in the classroom. Several materials are suggested for use. These include beef soup bones, old piano keys, nails, sandpaper, and lampblack or charcoal. (SA)

  19. Culture in the Classroom

    Science.gov (United States)

    Medin, Douglas L.; Bang, Megan

    2014-01-01

    Culture plays a large but often unnoticeable role in what we teach and how we teach children. We are a country of immense diversity, but in classrooms the dominant European-American culture has become the language of learning.

  20. Goodbye Classrooms (Redux).

    Science.gov (United States)

    Geber, Beverly

    1990-01-01

    Discusses the location of corporate training in view of modern technology. Indicates that training will be brought out of the classroom and to the work station. Describes training programs offered at several large corporations. (JOW)

  1. Classroom -RE-SONANCE

    Indian Academy of Sciences (India)

    "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. ! Energy transfer in an elastic collision. One may intuitively feel that in an elastic ...

  2. Constructive Classroom Management.

    Science.gov (United States)

    Dollard, Norin; And Others

    1996-01-01

    Reviews classroom management strategies that are child-centered and consistent with constructivist approaches to education, in which teachers create situations that facilitate learning. Describes strategies including techniques for establishing dialog, cognitive interventions (including self management and conflict resolution), cognitive…

  3. Flipped classroom model for learning evidence-based medicine.

    Science.gov (United States)

    Rucker, Sydney Y; Ozdogan, Zulfukar; Al Achkar, Morhaf

    2017-01-01

    Journal club (JC), as a pedagogical strategy, has long been used in graduate medical education (GME). As evidence-based medicine (EBM) becomes a mainstay in GME, traditional models of JC present a number of insufficiencies and call for novel models of instruction. A flipped classroom model appears to be an ideal strategy to meet the demands to connect evidence to practice while creating engaged, culturally competent, and technologically literate physicians. In this article, we describe a novel model of flipped classroom in JC. We present the flow of learning activities during the online and face-to-face instruction, and then we highlight specific considerations for implementing a flipped classroom model. We show that implementing a flipped classroom model to teach EBM in a residency program not only is possible but also may constitute improved learning opportunity for residents. Follow-up work is needed to evaluate the effectiveness of this model on both learning and clinical practice.

  4. Designing effective questions for classroom response system teaching

    Science.gov (United States)

    Beatty, Ian D.; Gerace, William J.; Leonard, William J.; Dufresne, Robert J.

    2006-01-01

    Classroom response systems can be powerful tools for teaching physics. Their efficacy depends strongly on the quality of the questions. Creating effective questions is difficult and differs from creating exam and homework problems. Each classroom response system question should have an explicit pedagogic purpose consisting of a content goal, a process goal, and a metacognitive goal. Questions can be designed to fulfill their purpose through four complementary mechanisms: directing students' attention, stimulating specific cognitive processes, communicating information to the instructor and students via classroom response system-tabulated answer counts, and facilitating the articulation and confrontation of ideas. We identify several tactics that are useful for designing potent questions and present four "makeovers" to show how these tactics can be used to convert traditional physics questions into more powerful questions for a classroom response system.

  5. Routines, roles, and responsibilities for aligning scientific and classroom practices

    Science.gov (United States)

    Ford, Michael J.; Wargo, Brian M.

    2007-01-01

    Reform efforts in science education have focused on engaging students in authentic scientific practices. For these efforts to succeed, detailed articulations of scientific practice need to be linked to understandings of classroom practice. Here we characterize engagement in practice generally in terms of 3Rs: routines, roles, and responsibilities. We argue that there is a misalignment between the 3Rs of scientific practice and the practices common in classrooms, and that this misalignment poses a considerable obstacle for beginning teachers who attempt to implement reform pedagogy. As part of a secondary methods course, 16 preservice teachers (PSTs) participated in two exemplar activities designed to engage them in scientific practices. The PST performances suggest that at least initially, they did not consider authentic scientific practices appropriate for classroom activities, implying a pedagogical repertoire dominated by the 3Rs of traditional classrooms. PST performances, however, evidenced a shift in the 3Rs from those common in classrooms to those required by these activities, suggesting that their visions for classrooms are malleable and underlining the importance of aligning the 3Rs of scientific and classroom practices during teacher preparation.

  6. Studenters erfaringer med Flipped Classroom i en helsefagutdanning

    Directory of Open Access Journals (Sweden)

    Christine Tørris

    2015-12-01

    Full Text Available Background: The flipped classroom approach has gained increased attention in educational research literature. The purpose of this study was to investigate how students experience a flipped classroom approach in health education, compared to ordinary lectures. Method: Bachelor students (n=25 who watched the video-based material in the flipped classrooms pre-session, answered a questionnaire to evaluate their flipped classroom experience. The questionnaire consisted of both closed and open questions. Results: Ninety six per cent (24/25 of respondents found the video-based material in the pre-session useful. Seventy six per cent (19/25 of respondents found that the flipped classroom approach resulted in the highest learning outcome, over the traditional approach (16%, 4/25. Barriers to the flipped classroom approach was technical problems with the video-based material, such as screen view. Conclusion: The flipped classroom approach is promising as an acceptable approach for teaching in health science curricular in higher education.

  7. Factors Predicting the Choice of an Online versus a Traditional Course

    Science.gov (United States)

    Robinson, Ryan P.; Doverspike, Dennis

    2006-01-01

    Universities sometimes offer students the choice of an online course as an alternative to the traditional classroom. We employed the theory of planned behavior (Azjen, 1991) to examine an individual's intention to enroll in an online experimental psychology class versus a traditional class. General attitudes and subjective norms significantly…

  8. Designing learning environments to teach interactive Quantum Physics

    Science.gov (United States)

    Gómez Puente, Sonia M.; Swagten, Henk J. M.

    2012-10-01

    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 groups. Individual formative feedback was introduced as a rapid assessment tool to provide an overview on progress and identify gaps by means of questioning students at three levels: conceptual; prior knowledge; homework exercises. The setup of Quantum Physics has been developed as a result of several loops of adjustments and improvements from a traditional-like type of teaching to an interactive classroom. Results of this particular instructional arrangement indicate significant gains in students' achievements in comparison with the traditional structure of this course, after recent optimisation steps such as the implementation of an individual feedback system.

  9. Flipped Classroom Approach

    OpenAIRE

    Fezile Ozdamli; Gulsum Asiksoy

    2016-01-01

    Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly in the world, is not well recognized in our country. That is why the aim of study is to attract attention to its potential in education field and pr...

  10. Classroom observation and feedback

    Directory of Open Access Journals (Sweden)

    Ana GOREA

    2016-12-01

    Full Text Available Classroom observation is a didactic activity from which both the observer and the observed teacher are to win. The present article comments on and discusses the aims of observation, the stages of observation, the methodological recommendations of offering feedback and the need to introduce a system of classroom observation at institutional or even national level, which would contribute to improving the teaching/learning process.

  11. Classroom Games: Making Money

    OpenAIRE

    Susan K. Laury; Charles A. Holt

    2000-01-01

    Economics is often taught at a level of abstraction that can hinder some students from gaining basic intuition. However, lecture and textbook presentations can be complemented with classroom exercises in which students make decisions and interact. The approach can increase interest in and decrease skepticism about economic theory. This feature offers short descriptions of classroom exercises for a variety of economics courses, with something of an emphasis on the more popular undergraduate co...

  12. Path planning in changeable environments

    NARCIS (Netherlands)

    Nieuwenhuisen, D.

    2007-01-01

    This thesis addresses path planning in changeable environments. In contrast to traditional path planning that deals with static environments, in changeable environments objects are allowed to change their configurations over time. In many cases, path planning algorithms must facilitate quick

  13. Traditional medicine and genomics

    Directory of Open Access Journals (Sweden)

    Kalpana Joshi

    2010-01-01

    Full Text Available ′Omics′ developments in the form of genomics, proteomics and metabolomics have increased the impetus of traditional medicine research. Studies exploring the genomic, proteomic and metabolomic basis of human constitutional types based on Ayurveda and other systems of oriental medicine are becoming popular. Such studies remain important to developing better understanding of human variations and individual differences. Countries like India, Korea, China and Japan are investing in research on evidence-based traditional medicines and scientific validation of fundamental principles. This review provides an account of studies addressing relationships between traditional medicine and genomics.

  14. Traditional medicine and genomics.

    Science.gov (United States)

    Joshi, Kalpana; Ghodke, Yogita; Shintre, Pooja

    2010-01-01

    'Omics' developments in the form of genomics, proteomics and metabolomics have increased the impetus of traditional medicine research. Studies exploring the genomic, proteomic and metabolomic basis of human constitutional types based on Ayurveda and other systems of oriental medicine are becoming popular. Such studies remain important to developing better understanding of human variations and individual differences. Countries like India, Korea, China and Japan are investing in research on evidence-based traditional medicines and scientific validation of fundamental principles. This review provides an account of studies addressing relationships between traditional medicine and genomics.

  15. Does the Room Matter? Active Learning in Traditional and Enhanced Lecture Spaces

    Science.gov (United States)

    Stoltzfus, Jon R.; Libarkin, Julie

    2016-01-01

    SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well…

  16. Psychosocial Environment and Student Self-Handicapping in Secondary School Mathematics Classes: A Cross-National Study.

    Science.gov (United States)

    Dorman, Jeffrey P.; Adams, Joan E.; Ferguson, Janet M.

    2002-01-01

    Presents an investigation of the relationship between classroom environment and self-handicapping in Australian, Canadian, and British secondary schools. Explores student perceptions of classroom environment, self-handicapping, and academic efficacy. Reports that classroom environment scales accounted for variance in self-handicapping beyond what…

  17. The pedagogical toolbox: computer-generated visual displays, classroom demonstration, and lecture.

    Science.gov (United States)

    Bockoven, Jerry

    2004-06-01

    This analogue study compared the effectiveness of computer-generated visual displays, classroom demonstration, and traditional lecture as methods of instruction used to teach neuronal structure and processes. Randomly assigned 116 undergraduate students participated in 1 of 3 classrooms in which they experienced the same content but different teaching approaches presented by 3 different student-instructors. Then participants completed a survey of their subjective reactions and a measure of factual information designed to evaluate objective learning outcomes. Participants repeated this factual measure 5 wk. later. Results call into question the use of classroom demonstration methods as well as the trend towards devaluing traditional lecture in favor of computer-generated visual display.

  18. The Classroom as Stage: Impression Management in Collaborative Teaching

    Science.gov (United States)

    Preves, Sharon; Stephenson, Denise

    2009-01-01

    This article explores the social-psychological process of identity negotiation in collaborative teaching, using Erving Goffman's (1959) theoretical tradition of dramaturgy to analyze the classroom itself as a performance venue. A dramaturgical analysis of collaborative teaching is especially significant given this growing pedagogical trend because…

  19. A New Learning Approach: Flipped Classroom and Its Impacts

    Science.gov (United States)

    Yildirim, Gürkan

    2017-01-01

    The aim of this study is to present opinions of undergraduate students towards Flipped Classroom (FC) practices and to determine their different aspects then traditional learning approaches. The case study approach is preferred to conduct the study. In this context, 34 volunteered students were included in the study group by purposive sampling…

  20. The GALAXY Classroom: An Interactive, Thematic Approach to Literacy Instruction.

    Science.gov (United States)

    Lewison, Mitzi

    The GALAXY Classroom, developed as a nation-wide reform effort, was designed to make a significant positive difference in the educational lives of elementary school students who have traditionally been labeled "at-risk." As part of a 2-year demonstration and research phase, 39 elementary schools across the United States (and one school…