The purpose of this study was to field test a two-tiered instrument including multiple-choice and short answer tasks to assess college students’ ideas and level of understanding in genetics. The instrument was constructed from previously tested assessment tasks and findings from the current research literature. Ninety-seven freshmen enrolled in a biology lab course were surveyed. Test validity and reliability were measured using Chronbach coefficients. Multiple-choice and short answer responses were analyzed using descriptive statistics to identify frequencies of answer selections. Written responses were independently evaluated using a five-point scoring rubric by three researchers to identify common misconceptions revealed in students’ written responses. A purposeful stratified sample of 15 students was selected across low, middle, and high performance on the instrument for individual interviews. Findings revealed that undergraduates have a variety of ideas concerning gene concepts. While the instrument revealed student conceptual difficulties, there also were issues with previously tested survey items. The findings suggest students possess superficial understanding regarding transcription and translation. Students also hold hybrid conceptual models of gene structure and function. The paper presents a critique of the instrument and discusses the broader impacts to teaching and learning college biology. Recommendations for improving assessment techniques also are discussed.

Healthcare education is continually evolving to reflect therapeutic advances in patient management. Society demands assurances regarding the ongoing competence of HCPs including pharmacists. The use of OSCEs to evaluate competence of medical staff as well as nurses is well documented in the literature however evidence of its use with undergraduate pharmacy students is still sparse.

Learning communities have emerged as an efficient and effective paradigm for improving undergraduate education, especially for entering freshmen. The academy has become increasingly interested in learning outcomes and student retention, especially as they are related to the assessment of various approaches to educating the whole student. Learning community pedagogy has developed through rigorous research. However, little is known about the impact of this pedagogy upon college students' cognitive development and writing aptitude. Cognitive development theory has been most significantly influenced by the work of William G. Perry, Jr. Though no theory exists which would address the stages of writing development in university students, many composition theorists suggest a correlation between cognitive development and writing aptitude. This study measured cognitive development and writing aptitude in learning community students and non-learning community students, matching them for SAT scores, high school grade point averages, gender, and ethnicity. The research questions of interest were: 1) How does participation in a learning community affect students' cognitive development; and 2) How does participation in a learning community affect students' writing aptitude? The participants were pre- and post-assessed for cognitive development, using the Measure of Intellectual Development (MID). Additionally, participants were preand post-assessed for writing aptitude, using a diagnostic essay and exit exam. Results of this study indicate no statistically significant differences in cognitive development and writing aptitude for learning community students and non-learning community students as measured by the Measure of Intellectual Development (MID) and the diagnostic essay and exit exam. These findings may have been influenced by the small sample size. It is suggested that this research be replicated, ensuring a larger sample size, to determine the efficacy of this pedagogy on these variable sets.

Made available in DSpace on 2016-04-25T20:19:59Z (GMT). No. of bitstreams: 1 Vania Cristina Machado Barata.pdf: 795268 bytes, checksum: 4f9f3119036a0b8b1d7c4e8d18d32bcd (MD5) Previous issue date: 2010-11-12 / This study aims to know the present representations of the engineering courses of the Federal Center of Technological Education of Minas Gerais (CEFET-MG), situated in Belo Horizonte. It focuses on the school drop-out and seeks to identify the factors which have caused it as well as the reasons why the students, after passing the entrance exams, give up studying there. The research focuses on three courses: Electrical Engineering, Mechanical Engineering and Civil Production Engineering. Our hypothesis is that, in the social imaginary, CEFET-MG has not reached legitimacy as an institution of undergraduate education yet. For this purpose, the historical origin of CEFET-MG is reviewed and there is a debate about the undergraduate education in the context of the Brazilian reality. The central focus of the research is based on the concept of social representation , mainly the theory of Pierre Bourdieu, among others. The qualitative methodology is used, and the semi-structured interview is the main source to the knowledge of the problem studied / O presente trabalho tem como objetivo conhecer representações sobre os cursos de engenharia, na atualidade, do Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), situado em Belo Horizonte, com foco no fenômeno da evasão. Procura-se identificar os fatores que suscitaram essa ocorrência e as razões que levam alunos, aprovados no vestibular, a desistirem das vagas dos cursos da referida Instituição. O recorte que circunscreve a pesquisa está direcionado para três cursos: Engenharia Elétrica, Engenharia Mecânica e Engenharia de Produção Civil. Nossa hipótese é que, no imaginário social, o CEFET-MG ainda não alcançou uma legitimidade enquanto instituição de ensino superior. Para tal fim, percorre-se a origem histórica do CEFET-MG e um debate sobre o ensino superior no contexto da realidade brasileira. O eixo central da pesquisa se baseia no conceito de representação social , principalmente, da teoria de Pierre Bourdieu, entre outros autores. Utiliza-se a metodologia qualitativa apoiando-se na entrevista semi-estruturada como fonte principal de acesso ao conhecimento da problemática estudada

Made available in DSpace on 2016-04-26T14:52:50Z (GMT). No. of bitstreams: 1 Vania Cristina Machado Barata.pdf: 795268 bytes, checksum: 4f9f3119036a0b8b1d7c4e8d18d32bcd (MD5) Previous issue date: 2010-11-12 / This study aims to know the present representations of the engineering courses of the Federal Center of Technological Education of Minas Gerais (CEFET-MG), situated in Belo Horizonte. It focuses on the school drop-out and seeks to identify the factors which have caused it as well as the reasons why the students, after passing the entrance exams, give up studying there. The research focuses on three courses: Electrical Engineering, Mechanical Engineering and Civil Production Engineering. Our hypothesis is that, in the social imaginary, CEFET-MG has not reached legitimacy as an institution of undergraduate education yet. For this purpose, the historical origin of CEFET-MG is reviewed and there is a debate about the undergraduate education in the context of the Brazilian reality. The central focus of the research is based on the concept of social representation , mainly the theory of Pierre Bourdieu, among others. The qualitative methodology is used, and the semi-structured interview is the main source to the knowledge of the problem studied / O presente trabalho tem como objetivo conhecer representações sobre os cursos de engenharia, na atualidade, do Centro Federal de Educação Tecnológica de Minas Gerais (CEFET-MG), situado em Belo Horizonte, com foco no fenômeno da evasão. Procura-se identificar os fatores que suscitaram essa ocorrência e as razões que levam alunos, aprovados no vestibular, a desistirem das vagas dos cursos da referida Instituição. O recorte que circunscreve a pesquisa está direcionado para três cursos: Engenharia Elétrica, Engenharia Mecânica e Engenharia de Produção Civil. Nossa hipótese é que, no imaginário social, o CEFET-MG ainda não alcançou uma legitimidade enquanto instituição de ensino superior. Para tal fim, percorre-se a origem histórica do CEFET-MG e um debate sobre o ensino superior no contexto da realidade brasileira. O eixo central da pesquisa se baseia no conceito de representação social , principalmente, da teoria de Pierre Bourdieu, entre outros autores. Utiliza-se a metodologia qualitativa apoiando-se na entrevista semi-estruturada como fonte principal de acesso ao conhecimento da problemática estudada

A expansão do Ensino Superior passou a exigir maior número de profissionais aptos a lecionar nas Universidades. Em muitos casos, os docentes ingressam nas instituições munidos de considerável conhecimento específico, porém, muitas vezes carentes de conhecimento acerca dos aspectos didáticos e pedagógicos, essenciais a esta atividade. Na área da Educação Física, assim como nas demais áreas do conhecimento, os docentes em sua maioria são egressos dos cursos de pós-graduação stricto sensu, que oferecem formação específica voltada à pesquisa, mas muitas vezes não abrangem a formação do professor. Os cursos de formação inicial em Educação Física, oferecem as opções de bacharelado e licenciatura. Entre as disciplinas que compõem os cursos encontra-se o grupo das disciplinas chamadas de aplicação. Nesse, figuram aquelas relacionadas às modalidades esportivas, inclusive às modalidades ginásticas. O objetivo do presente trabalho foi compreender como os docentes das disciplinas ginásticas buscam a integração entre os aspectos teóricos e práticos nessas disciplinas. O método utilizado foi a Grounded Theory que, através da experiência dos sujeitos, permite a construção de um esquema teórico sobre o objeto de estudo. Participaram da pesquisa 10 docentes de disciplinas ginásticas de instituições privadas da Grande São Paulo. A análise dos dados nos permitiu construir o modelo teórico Dando laços, construindo pontes em busca de uma integração entre teoria e prática. Tal modelo nos permitiu compreender que os docentes percebem a importância e a necessidade desta integração para o processo de formação do seu aluno, e esforçam-se para promove-la. No entanto, como vivemos numa sociedade em que os conceitos de teoria e prática correspondem a uma perspectiva clássica, o discurso dos docentes deixa-nos transparecer certo embaraço para a efetivação desta integração, o qual parece ter origem no tipo de referencial teórico utilizado e nas influências do sistema educacional no qual está inserido. Acreditamos que os docentes podem adotar algumas estratégias, como estabelecer uma aproximação com situações reais de aplicação da ginástica e a utilização de formas de avaliação diferenciadas, as quais auxiliariam na concretização desta integração / The expansion of Higher Education has demanded a larger number of professionals able to teach at the Universities. In many cases professors join the institutions with considerable specific knowledge, although lacking knowledge on didactic and pedagogic aspects, which are essentials for this activity. In the field of Physical Education as in other fields of knowledge, the major part of professors come straight from stricto senso graduate courses, which offer a qualification focused specifically in researches and in many times it does not cover the qualification in teaching itself. The undergraduate courses in Physical Education, offer the options of Bachelors and Licensed teachers. In the programs one can found the group of applied subjects. In this group are the subjects related to sport activities, including those related to gymnastics. The objective of this paper was to understand how the professor of gymnastics programs try to integrate the theoretical and practical aspects in this programs. Grounded Theory, was the methodology used. Through the experiences of the subjects the methodology builds a theoretical model about the object of the study. 10 professors of gymnastics programs from private institutions of Great São Paulo took part in this study. The analysis of the data has allowed the building of a theoretical model: Tying knots, building bridges: professor searching for the integration between theory and practice in gymnastics. The model has showed that the professors understand the importance and the need of this integration in the graduation process of their students and they try to ensure it. Even though, as we live in a society where the theory and practice are analyzed through a classical perspective, the professors speech let us notice a certain embarrassment to effectively promote this integration, which seems to be originated from the theoretical reference used and from the influence of the educational system background. We believe that the professors may use some strategies, such as establishing a connection between applied gymnastics real situations and the use of different evaluation ways, which help to make this integration concrete

A expansão do Ensino Superior passou a exigir maior número de profissionais aptos a lecionar nas Universidades. Em muitos casos, os docentes ingressam nas instituições munidos de considerável conhecimento específico, porém, muitas vezes carentes de conhecimento acerca dos aspectos didáticos e pedagógicos, essenciais a esta atividade. Na área da Educação Física, assim como nas demais áreas do conhecimento, os docentes em sua maioria são egressos dos cursos de pós-graduação stricto sensu, que oferecem formação específica voltada à pesquisa, mas muitas vezes não abrangem a formação do professor. Os cursos de formação inicial em Educação Física, oferecem as opções de bacharelado e licenciatura. Entre as disciplinas que compõem os cursos encontra-se o grupo das disciplinas chamadas de aplicação. Nesse, figuram aquelas relacionadas às modalidades esportivas, inclusive às modalidades ginásticas. O objetivo do presente trabalho foi compreender como os docentes das disciplinas ginásticas buscam a integração entre os aspectos teóricos e práticos nessas disciplinas. O método utilizado foi a Grounded Theory que, através da experiência dos sujeitos, permite a construção de um esquema teórico sobre o objeto de estudo. Participaram da pesquisa 10 docentes de disciplinas ginásticas de instituições privadas da Grande São Paulo. A análise dos dados nos permitiu construir o modelo teórico Dando laços, construindo pontes em busca de uma integração entre teoria e prática. Tal modelo nos permitiu compreender que os docentes percebem a importância e a necessidade desta integração para o processo de formação do seu aluno, e esforçam-se para promove-la. No entanto, como vivemos numa sociedade em que os conceitos de teoria e prática correspondem a uma perspectiva clássica, o discurso dos docentes deixa-nos transparecer certo embaraço para a efetivação desta integração, o qual parece ter origem no tipo de referencial teórico utilizado e nas influências do sistema educacional no qual está inserido. Acreditamos que os docentes podem adotar algumas estratégias, como estabelecer uma aproximação com situações reais de aplicação da ginástica e a utilização de formas de avaliação diferenciadas, as quais auxiliariam na concretização desta integração / The expansion of Higher Education has demanded a larger number of professionals able to teach at the Universities. In many cases professors join the institutions with considerable specific knowledge, although lacking knowledge on didactic and pedagogic aspects, which are essentials for this activity. In the field of Physical Education as in other fields of knowledge, the major part of professors come straight from stricto senso graduate courses, which offer a qualification focused specifically in researches and in many times it does not cover the qualification in teaching itself. The undergraduate courses in Physical Education, offer the options of Bachelors and Licensed teachers. In the programs one can found the group of applied subjects. In this group are the subjects related to sport activities, including those related to gymnastics. The objective of this paper was to understand how the professor of gymnastics programs try to integrate the theoretical and practical aspects in this programs. Grounded Theory, was the methodology used. Through the experiences of the subjects the methodology builds a theoretical model about the object of the study. 10 professors of gymnastics programs from private institutions of Great São Paulo took part in this study. The analysis of the data has allowed the building of a theoretical model: Tying knots, building bridges: professor searching for the integration between theory and practice in gymnastics. The model has showed that the professors understand the importance and the need of this integration in the graduation process of their students and they try to ensure it. Even though, as we live in a society where the theory and practice are analyzed through a classical perspective, the professors speech let us notice a certain embarrassment to effectively promote this integration, which seems to be originated from the theoretical reference used and from the influence of the educational system background. We believe that the professors may use some strategies, such as establishing a connection between applied gymnastics real situations and the use of different evaluation ways, which help to make this integration concrete

To meet learning needs of current undergraduate nursing students, and respond to mandates for bettered prepared graduates, nurse educators must restructure curricula and teaching strategies. One strategy garnering increased attention is the flipped classroom model (FCM). This form of instruction requires students to have access to and be accountable for lecture material on their own time, and then use face-to-face classroom time for interactive learning that can include discussion, case study analysis, or application of pre-class lecture content. Although the FCM has gained popularity, few researchers have fully studied this strategy or considered experiences of faculty who implement the model. Nurse educators, in particular, do not have enough evidence-based information to support use of the FCM. The purpose of this study was to explore and describe undergraduate nurse educators’ experiences associated with the FCM and to elucidate factors which enhance and hinder its implementation. With the analytical approach of interpretive description (ID), the researcher sought to highlight what it is like for educators to teach undergraduate nursing students using the FCM and to offer interpretation of what occurs with transition from traditional lecture to this strategy. Three overarching themes emerged from the data: 1) What We Are Doing Is Not Working: “There’s a Big Disconnect”, 2) Charting a Different Course: Experimenting with the FCM, and 3) Reflections of the Journey thus Far. These themes revealed participants’ motivation for transition to the FCM, their patterns of thinking as they restructured coursework, roles and relationships, and considerations regarding use of this model. Results from this study offer implications for future research and provide undergraduate educators footing for continued evidence-based teaching practice.

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