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A Study Analyzing Five Instructional Methods for Teaching Software to Junior High StudentsBartholomew, Scott Ronald 20 June 2011 (has links) (PDF)
If you ask 5 different teachers what the best way to teach a new technology to a student is you will get 5 different answers. (Bork, 2001; Cheong, 2008; Egal, 2009; Howell, 2001) What is the best way to teach a new computer software application to a student? In the technological world we live in today the effective transfer of technological knowledge is paramount. With varying opinions even among the leaders of national technology teacher associations (Haynie, 2005) there is a large level of ambiguity in relation to best practices in technology teaching. This study evaluates five commonly used methods of software application instruction used in technology classrooms. Students and teachers were questioned regarding the effectiveness and frequency of use of each of the instructional methods. Students were also instructed using five commonly used methods of instruction. Student's work was graded and average grades for each method of instruction were obtained. Key findings include: 1 - Students perceive book learning to be the most effective method of instruction for themselves and for their classmates. 2 - Teachers perceived direct instruction as the most effective method of instruction and book learning as the least effective method of instruction. 3 - Although students reported book learning as the most effective method of instruction those receiving direct instruction received the highest grades.
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Koden först : Utformning av ett induktivt introduktionsmoment i programmering på Tekniskt basår med bakgrund i identifierade svårigheterFall, Emmeli, Kirsch, David January 2019 (has links)
Programmering tog 2018 ett stort kliv in matematikundervisningen och det är upp till varje enskild lärare att besluta hur programmering ska integreras i matematikundervisningen. Det var med denna bakgrund som Tekniskt basår på KTH Campus önskade utveckla programmeringslaborationer till studenter på Tekniskt basår 2018/2019. Uppdraget formulerades sedan om till att vi, istället, skulle leda ett fristående introduktionsmoment i programmering för nuvarande Tekniskt basårsstudenter (VT2019). Syftet med detta examensarbete var att kartlägga svårigheter som tidigare Tekniskt basårsstudenter haft då de läste sin första programmeringskurs på ett ingenjörsprogram. De funna svårigheterna skulle sedan ligga till grund för ett introduktionsmoment för nuvarande studenter på Tekniskt basår. En enkätundersökning på tidigare studenter utfördes för att samla in data för att identifiera svårigheterna som sedan kategoriserades genom en tematisk analys. Introduktionsmomentet skapades med mindre uppgifter utifrån idéer från problembaserat och induktivt lärande. Resultatet pekar på sju teman av svårigheter, nämligen abstrakt, komplext, teori, arbetssättet, kursen, nytt och övriga svårigheter. Resultaten av svårigheterna liknar det som tidigare kartläggningar av programmeringssvårigheter har funnit. Ett förslag på ett induktivt introduktionsmoment influerat av problembaserat lärande presenteras och analyseras utifrån de funna svårigheterna. Vidare forskning skulle kunna följa upp om studenterna upplevde att svårigheterna blev avdramatiserade genom introduktionsmomentet samt utvärdera hur introduktionsmomentet kan tas vidare på Tekniskt basår. / In 2018, programming became an integral part of mathematics education in Sweden. However, the choice of how to integrate it with the curriculum remains a decision of the teacher. Consequently, teachers at KTH’s Technical Preparatory Year announced a master’s degree project aiming to design programming labs in mathematics for students attending the program during 2018/2019. The degree project was reformulated to focus on introducing programming without the mathematical context. The aim of this master thesis was to pinpoint earlier students’ difficulties during the introductory course in programming of their engineering program at KTH. These difficulties would later be the basis of the programming introduction for the current Technical Preparatory Year students. A review of the research literature on the learning of programming identified a number of common areas of concern. In order to collect data to identify our prior students’ difficulties a survey was designed. The data collected in the survey was then categorized through a thematic analysis. The results indicated seven themes of difficulties: abstract, complex, theory, work procedure, programming courses, new and miscellaneous. The results are similar to those found in prior categorizations of programming difficulties. Taking these themes into consideration, a suggestion of the content for the introduction was presented based on ideas from inductive learning and problem based learning. Future research should focus on determining whether the introduction dealt with the difficulties and what the effects were. Furthermore, future research could develop the material for the introduction, in particular how students are assessed.
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Midwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotationMacVane, Fiona E. January 2010 (has links)
The literature concerning what medical students learn from midwives during specialist
obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery
attachments for medical students, it is almost non-existent.
Working with midwives is arguably the only opportunity medical students have to
experience holistic or social models of maternity care, focusing on normality rather than
on the medical concept of risk.
This study sought to discover how medical students constructed their knowledge about
childbirth during a six week specialist rotation in obstetrics in a Northern English
teaching hospital (NETH), with particular emphasis on whether participants assimilated
any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase
of the research, focused on MK, utilizing an international sample of experienced
midwives. Resulting themes were used to develop the data collection tool for the second
phase of the research.
The research employed a qualitative case study method with students from a single year
cohort comprising the case. Data were collected using a tool consisting of three problem
based learning (PBL) scenarios. These were presented to the students in consecutive
interviews at the beginning, the middle and the end of their obstetric rotation.
Following analysis, five main themes were identified which illuminated the medical
students' construction of knowledge about maternity care. These were explored and
discussed. The thesis concludes with recommendations for increasing opportunities for
IPE in the medical and midwifery curricula.
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Meeting the health and social needs of pregnant asylum seekers - midwifery students' perspectives. A critical discourse analysis of language use by midwifery students in their social constructions of the health and social needs of asylum seekers accessing maternity services.Haith-Cooper, Melanie January 2011 (has links)
Current literature has indicated a concern about standards of maternity care experienced by pregnant asylum seeking women. As the next generation of midwives, it would appear essential that students are educated in a way that prepares them to effectively care for pregnant asylum seekers. Consequently, this study examined the way in which midwifery students constructed a pregnant asylum seeker's health and social needs, the discourses that influenced their constructions and the implications of these findings for midwifery education.
For the duration of year two of a pre-registration midwifery programme, eleven midwifery students participated in the study. Two focus group interviews using a problem based learning (PBL) scenario were conducted. In addition, three students were individually interviewed and two students' written reflections on practice were used to construct data. Following a critical discourse analysis, dominant discourses were identified which appeared to influence the way that pregnant asylum seekers were perceived. The findings suggested an underpinning discourse around the asylum seeker as different and of a criminal persuasion. In addition, managerial and medico-scientific discourses were identified, which appeared to influence how midwifery students approach their care of women in general, at the expense of a woman centred, midwifery perspective. The findings from this study were used to develop 'the pregnant woman within the global context' model for midwifery education and it is recommended that this be used in midwifery education, to facilitate the holistic assessment of pregnant asylum seekers' and other newly arrived migrants' health and social needs. / Became: Haith-Cooper, Melanie. Please search under Haith-Cooper for later articles.
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Effective Ethics Education for Graduate Social Work StudentsMagiste, Edward John 16 December 2015 (has links)
No description available.
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Developing a Problem Based Learning model for Internet-based teaching in academic oral health educationMattheos, Nikos January 2001 (has links)
Problem Based Learning (PBL) has been fully or partly adopted by several medical and dental schools throughout the world, but only few attempts have been made to adjust this method to Distance Learning (DL) environments. It appears that the interaction demands of PBL could not be easily facilitated by the technologies used for DL in the past. The recent introduction of Virtual Learning Environments or Virtual Classrooms, is suggested by many as the development that could allow Distance Learning to utilise highly structured collaborative learning methods such as PBL. A literature review and two pilot studies were undertaken, in an attempt to investigate the possibility of adjusting an existing in-classroom PBL model to Internet-based environments for distance learning. There is a strong need of a conceptual theoretical framework and research results to support the function and effectiveness of distance learning in health education. Drop-out rates are still high in all kinds of distance education. Accreditation, team-work and personal contact, appear to be factors of importance for increasing motivation and minimising drop-out rates in distance learning. During the pilot studies it was evident that both postgraduate and undergraduate students were very positive towards the PBL method, as they experienced it while working over the network. However, it is very difficult to introduce inexperienced students to PBL through distance. Students? competence with computers seems to be an important factor for the success of a virtual classroom and their computer literacy has to be objectively assessed prior to any course. Significant differences were identified between in-classroom and over the Internet communication. These differences, although measured in the quantity of interaction, appear to influence the quality and depth of discussion as well. Tutor involvement was higher in the Internet discussions than the in-classroom ones. It was concluded that an entirely Internet-based PBL course is possible, if properly organised. However, such a model might constitute a compromise over the quality standards of in-classroom PBL, at least with the currently available Internet technology. A hybrid approach, which will combine personal contact with network-based interaction, might be the safest and most beneficial option right now. / <p>Note: The papers are not included in the fulltext online.</p>
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Problem-based teaching and learning in senior phase technology education in Thabo-Mofutsanyana District, QwaqwaMokoena, Matshidiso Maria 06 1900 (has links)
The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics)
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Exploring dynamic processes : a qualitative study of problem-based learning experiences within clinical psychology trainingConlan, Louise-Margaret January 2013 (has links)
Aim: The existing literature on the experiences of individuals who have undertaken Problem-Based Learning (PBL) as part of their doctoral Clinical Psychology training in the UK is scarce, particularly from the perspective of qualitative peer research. The aim of the present study was to construct and articulate a deeper account of such experiences, and in particular, to explore how individuals make sense of these experiences. It is hoped that the findings of the present study will increase awareness within Clinical Psychology training programmes of the experiences, perspectives and needs of trainees who undertake PBL. Method: A qualitative approach was adopted. Semi-structured interviews were conducted with eight Trainee Clinical Psychologists who have undertaken PBL at a Clinical Psychology training programme in South-East England. Their accounts were analysed using Interpretative Phenomenological Analysis (IPA), which endeavours to illuminate the lived experiences of small samples of individuals who have experienced a particular phenomenon. Results: The analytic procedure highlighted four main themes emerging within participants’ accounts: Intensity of the experience; Striving towards connection versus fear of disconnection; Responses to manage the experience(s) can be unhelpful and helpful; and Trying to make sense of PBL. Implications: Participants characterised PBL as a challenging yet invaluable process through which they made significant gains, both professionally and personally. Facilitators were noted to play a key role in helping to create safe spaces in which trainees are supported to engage with issues that may arise for them in relation to their professional and personal development. Implications and recommendations are outlined for the benefit of Clinical Psychology training programmes that may wish to incorporate or alter PBL within their syllabuses.
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Problem-based teaching and learning in senior phase technology education in Thabo-Mofutsanyana District, QwaqwaMokoena, Matshidiso Maria 06 1900 (has links)
The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics)
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Metacognitive locale : a design-based theory of students' metacognitive language and networking in mathematics / Divan JagalsJagals, Divan January 2015 (has links)
The purpose of this study was to design a local theory explaining the relationship between
metacognitive language and networks as constructs of a local instructional theory in the
context of a fourth-year intermediate phase mathematics education methodology module. The
local instructional theory was designed to facilitate an adapted lesson study through a
problem-based learning instructional philosophy. A problem-based learning task was then
designed outlining the education needs and resources of a South African primary school,
characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s
concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of
students, who volunteered to participate in this research, collaboratively designed and
presented research lessons across two educational design-based research cycles for two rural
schools in North West, as a form of service learning. In implementing the local instructional
theory phases, participants were required to follow the lesson study approach by
investigating, planning, developing, presenting, reflecting, refining and re-presenting the
research lesson and its resources. These design sessions were videorecorded, transcribed and
then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were
then imported into NodeXL to illustrate embedded networks. Not only social network data
but also metacognitive network data were visualised in terms of metacognitive networks. The
results show that across the local instructional theory phases, constructs of metacognition,
metacognitive language and networking emerged on a social (stratum 1), interpersonal
(stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the
architecture of the theory of metacognitive locale that explains the relationship between the
constructs. The findings suggest that when students express their metacognitive processes
through a metacognitive language (e.g. I am thinking or feeling), their interpersonal
metacognitive networks develop into shared metacognitive experiences which foster their
metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015
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