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1.
ABSTRACT

Basic differences in temperament, learning styles, motivation, and interaction styles have major impacts on people yet receive little attention in social work education. Faculty must understand the different ways students learn and be receptive to new patterns of teaching in order to achieve educational excellence. The Myers-Briggs Type Indicator (MBTI) is one tool that identifies specific preferences among individuals that explain difference in learning styles. This paper discusses educational considerations in implementing a “type-sensitive” curriculum in social work education, including strategies for using the Myers-Briggs Type Indicator (MBTI) to differentiate learning styles and strategies for facilitating educators' and students' ability to appreciate these differences. It examines the ways in which differences in type can complement each other in the educational process. Understanding difference can provide insights into personal, academic, and professional performance, as well as an appreciation of the diversity of client types.  相似文献   

2.
A stand‐alone online teaching module was developed to cover an area of musculoskeletal anatomy (structure of bone) found to be difficult by students. The material presented in the module was not formally presented in any other way, thus providing additional time for other curriculum components, but it was assessed in the final examination. The module was developed using “in‐house” software designed for academics with minimal computer experience. The efficacy and effectiveness of the module was gauged via student surveys, testing student knowledge before and after module introduction, and analysis of final examination results. At least 74% of the class used the module and student responses were positive regarding module usability (navigation, interaction) and utility (learning support). Learning effectiveness was demonstrated by large significant improvements in the post‐presentation test scores for “users” compared with “non‐users” and by the percentage of correct responses to relevant multiple choice questions in the final examination. Performance on relevant short answer questions in the final examination was, on average, comparable to that for other components. Though limited by study structure, it was concluded that the module produced learning outcomes equivalent to those generated by more traditional teaching methods. This “Do‐It‐Yourself” e‐learning approach may be particularly useful for meeting specific course needs not catered for by commercial applications or where there are cost limitations for generation of online learning material. The specific approaches used in the study can assist in development of effective online resources in anatomy. Anat Sci Educ 6: 107–113. © 2012 American Association of Anatomists.  相似文献   

3.
To enhance the learning outcomes achieved by students, learners undertook a computer‐simulated activity based on an acid–base titration prior to a university‐level chemistry laboratory activity. Students were categorized with respect to their attitudes toward learning. During the laboratory exercise, questions that students asked their assistant teachers were used as indicators of cognitive focus. During the interviews, students' frequency and level of “spontaneous” use of chemical knowledge served as an indicator of knowledge usability. Results suggest that the simulation influenced students toward posing more theoretical questions during their laboratory work and, regardless of attitudes, exhibiting a more complex, correct use of chemistry knowledge in their interviews. A more relativistic student attitude toward learning was positively correlated with interview performance in both the control and treatment groups. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 44: 1108–1133, 2007  相似文献   

4.
Lynne Wiltse 《Literacy》2015,49(2):60-68
In this paper, I report on a school‐university collaborative research project that investigated which practices and knowledges of Canadian Aboriginal students not acknowledged in school may provide these students with access to school literacy practices. The study, which took place in a small city in Western Canada, examined ways to merge the out‐of‐school literacy resources with school literacy practices for minority language learners who struggle with academic literacies. Drawing on the third space theory, in conjunction with the concept of “funds of knowledge,” I explain how students' linguistic and cultural resources from home and community networks were utilised to reshape school literacy practices through their involvement in the Heritage Fair programme. I analyse a representative case study of Darius, a 10‐year‐old boy who explored his familial hunting practices for his Heritage Fair project. This illustrative exemplar, “Not just sunny days,” highlights the ways in which children's out‐of‐school lives can be used as a scaffold for literacy learning. In conclusion, I discuss implications for educators and researchers working to improve literacy learning for minority students by connecting school learning to children's out‐of‐school learning.  相似文献   

5.
The University of Debrecen's Faculty of Medicine has an international, multilingual student population with anatomy courses taught in English to all but Hungarian students. An elective computer‐assisted gross anatomy course, the Computer Human Anatomy (CHA), has been taught in English at the Anatomy Department since 2008. This course focuses on an introduction to anatomical digital images along with clinical cases. This low‐budget course has a large visual component using images from magnetic resonance imaging and computer axial tomogram scans, ultrasound clinical studies, and readily available anatomy software that presents topics which run in parallel to the university's core anatomy curriculum. From the combined computer images and CHA lecture information, students are asked to solve computer‐based clinical anatomy problems in the CHA computer laboratory. A statistical comparison was undertaken of core anatomy oral examination performances of English program first‐year medical students who took the elective CHA course and those who did not in the three academic years 2007–2008, 2008–2009, and 2009–2010. The results of this study indicate that the CHA‐enrolled students improved their performance on required anatomy core curriculum oral examinations (P < 0.001), suggesting that computer‐assisted learning may play an active role in anatomy curriculum improvement. These preliminary results have prompted ongoing evaluation of what specific aspects of CHA are valuable and which students benefit from computer‐assisted learning in a multilingual and diverse cultural environment. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

6.
Mobile technology‐enhanced literacy initiatives have become a focus of efforts to support learning for students with literacy difficulties. The Laptops Initiative for Post‐Primary Students with Dyslexia or other Reading/Writing Difficulties offers insights into and addresses questions about ICT policy making regarding m‐learning technologies for students with literacy difficulties. Thirty‐one schools participated in this initiative. Adopting an intepretive perspective, research and data analysis centred on four school case studies and involved classroom observations, teacher, student and principal interviews as well as a survey of teachers in other participating schools. Findings are presented under three headings: laptop deployment models (fixed, floating and fostered), constraints and supports for teacher and student agency, and technology‐enhanced literacy pedagogy. We conclude by noting the increasing appeal of m‐learning to support literacy and how schools mediate access to laptops and associated literacy learning.  相似文献   

7.
For 3years, I have been teaching neuroscience courses by using computer conferencing to complement the traditional lectures. Typically, the conferencing involved local, on‐campus students, although one semester the class was combined from on‐campus and off‐campus students. For most of my 33‐year teaching career, I had used the teaching approach that most professors use, which is what educational theorists call “instructivist.” Critics call that “stand and deliver.” Lecturing is an efficient way to dispense organized information, but it does not ensure learning nor is it very effective in showing students how to learn on their own.

Instructivism can be enriched by complementing it with “constructivist” approaches. Constructivists argue that there is a direct relationship between the amount of learning that occurs and the extent to which the environment provides a rich source of engaging experiences in which students construct their own knowledge and understanding. I have found that such an environment is readily provided by computer conferencing.

In my teaching of neuroscience, I have used a network software system (FORUM) for small student groups to conduct a variety of constructivist learning activities. Within weekly deadlines, students worked in groups at their own pace and time of convenience. My impression of the advantages of such conferencing for constructivist activities include the promotion of socialization in “cyberspace,” providing an environment for team learning, the reduction of social problems in face‐to‐face instruction, increased teaching and learning efficiency, more comprehensive means for assessing student learning, and improved quality of student work.  相似文献   

8.
Reform based curriculum offer a promising avenue to support greater student achievement in science. Yet teachers frequently adapt innovative curriculum when they use them in their own classrooms. In this study, we examine how 19 teachers adapted an inquiry‐oriented middle school science curriculum. Specifically, we investigate how teachers' curricular adaptations (amount of time, level of completion, and activity structures), teacher self‐efficacy (teacher comfort and student understanding), and teacher experience enacting the unit influenced student learning. Data sources included curriculum surveys, videotape observations of focal teachers, and pre‐ and post‐tests from 1,234 students. Our analyses using hierarchical linear modeling found that 38% of the variance in student gain scores occurred between teachers. Two variables significantly predicted student learning: teacher experience and activity structure. Teachers who had previously taught the inquiry‐oriented curriculum had greater student gains. For activity structure, students who completed investigations themselves had greater learning gains compared to students in classrooms who observed their teacher completing the investigations as demonstrations. These findings suggest that it can take time for teachers to effectively use innovative science curriculum. Furthermore, this study provides evidence for the importance of having students actively engaging in inquiry investigations to develop understandings of key science concepts. © 2010 Wiley Periodicals, Inc., J Res Sci Teach 48: 149–169, 2011  相似文献   

9.
This paper discussed a study of the differences in student learning achievement and retention in a college-level statistics course taught in a variety of teaching/learning environments. Statistical test results revealed that students experiencing a CAI environment performed no differently on achievement or retention tests than students experiencing a traditional lecture/discussion environment. However, students experiencing an “enriched” CAI environment (CAI plus planned teacher/student contacts) performed significantly better on achievement tests than students experiencing any of several other environments, including: lecture/discussion, lecture/discussion supplemented with planned teacher/student contacts, PI texts, PI texts supplemented with planned teacher/student contacts, and CAI.  相似文献   

10.
Rapid changes in medical knowledge are forcing continuous adaptation of the basic science courses in medical schools. This article discusses a three‐year experience developing a new Computed Tomography (CT)‐based anatomy curriculum at the Sackler School of Medicine, Tel Aviv University, including describing the motivations and reasoning for the new curriculum, the CT‐based learning system itself, practical examples of visual dissections, and student assessments of the new curriculum. At the heart of this new curriculum is the emphasis on studying anatomy by navigating inside the bodies of various living individuals utilizing a CT viewer. To assess the students’ experience with the new CT‐based learning method, an anonymous questionnaire was administered at the end of the course for three consecutive academic years: 2008/2009, 2009/2010, 2010/2011. Based upon the results, modifications were made to the curriculum in the summers of 2009 and 2010. Results showed that: (1) during these three years the number of students extensively using the CT system quadrupled (from 11% to 46%); (2) students' satisfaction from radiologists involvement increased by 150%; and (3) student appreciation of the CT‐based learning method significantly increased (from 13% to 68%). It was concluded that discouraging results (mainly negative feedback from students) during the first years and a priori opposition from the teaching staff should not weaken efforts to develop new teaching methods in the field of anatomy. Incorporating a new curriculum requires time and patience. Student and staff satisfaction, along with utilization of the new system, will increase with the improvement of impeding factors. Anat Sci Educ 6: 332–341. © 2013 American Association of Anatomists.  相似文献   

11.
The current research presents a qualitative view of a teacher–student association within the context of dynamic inquiry, as encouraged by a new biology curriculum, “Biomind”. This curriculum enables open inquiry learning through teacher guidance. We characterized the various aspects of the student's functioning as a self-directed student during the open inquiry learning process. The student's functioning corresponds closely to the teacher's efforts to facilitate the student's scientific literacy, initiative, responsibility, and motivation. Dynamic inquiry does not separate teaching from learning, but creates a learning community of teachers and students that is crucial to the success of the inquiry process.  相似文献   

12.
This paper reports on the reality of classroom‐based inquiry learning in science, from the perspectives of high school students and their teachers, under a national curriculum attempting to encourage authentic scientific inquiry (as practiced by scientists). A multiple case study approach was taken, utilising qualitative research methods of unobtrusive observation, semi‐structured interviews and document analysis. The findings showed purposeful and focused learning occurring, but students were acquiring a narrow view of scientific inquiry where the thinking was characteristically rote and low‐level. The nature of this learning was strongly influenced by curriculum decisions made by classroom teachers and science departments in response to the assessment requirements of a high stakes national qualification. As a consequence of these decisions, students experienced structured teaching programmes in which they were exposed to programme content that limited the range of methods that scientists use to fair testing and to pedagogies that were substantially didactic in nature. In addition, the use of planning templates and exemplar assessment schedules tended to reduce student learning about experimental design to an exercise in “following the rules” as they engaged in closed rather than open investigations. Thus, the resulting student learning was mechanistic and superficial rather than creative and critical, counter to the aims of the national curriculum policy that is intent on promoting students’ knowledge and capabilities in authentic scientific inquiry.  相似文献   

13.
Allied health professionals concur that a sound knowledge of practical gross anatomy is vital for the clinician, however, human anatomy courses in allied health programs have been identified as high‐risk for attrition and failure. While anatomists and clinicians agree that learning anatomy via human cadaveric instruction is the preferred method, students vary in their reaction to the cadaveric learning experience and have differing levels of anatomy self‐efficacy. This study investigated whether student self‐efficacy had an effect on student usage of supplemental instructional videos and whether the use of videos had an impact on student self‐efficacy and/or learning. Anatomy self‐efficacy differed based on gender and prior performance. Student usage of the videos varied widely and students with lower self‐efficacy were more inclined to use the resources. The provision of the videos did not improve overall cohort performance as compared to a historical cohort, however, those students that accessed all video sets experienced a greater normalized learning gain compared to students that used none or one of the four sets of videos. Student reports and usage patterns indicate that the videos were primarily used for practical class preparation and revision. Potentially, the videos represent a passive mode of teaching whereas active learning has been demonstrated to result in greater learning gains. Adapting the videos into interactive tutorials which will provide opportunity for feedback and the development of students' self‐evaluation may be more appropriate. Anat Sci Educ 11: 461–470. © 2017 American Association of Anatomists.  相似文献   

14.
Although the term “scientific literacy” has been increasingly used in recent years to characterise the aim of school science education, there is still considerable uncertainty about its meaning and implications for the curriculum. A major national project in England, Twenty First Century Science, is evaluating the feasibility of a more flexible science curriculum structure for 15‐year‐old and 16‐year‐old students, centring around a core course for all students with a scientific literacy emphasis. Over 12,000 students in 78 schools have followed this course since September 2003. The development of a detailed teaching programme is an important means of clarifying the meanings and implications of a “scientific literacy” approach. Questionnaire data from teachers at the end of the first and second years of the project (N = 40 and N = 51) show a strongly positive evaluation of the central features of the course design. Teachers perceive the scientific literacy emphasis as markedly increasing student interest and engagement. Key challenges identified are the language and reasoning demands in looking critically at public accounts of science, and the classroom management of more open discussion about science‐related issues.  相似文献   

15.
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16.
Abstract

One key to effective teaching is the ability to identify and understand the different ways students process information and acquire skills. The purpose of this study was to examine experienced and preservice teachers’ ability to diagnose student learning-style preferences. The subjects were 15 pairs of physical education teachers and their student teachers and 5 randomly selected students from each school site. To determine student learning styles, students completed the Canfield Learning Styles Inventory, and corresponding teachers and student teachers completed the Canfield Learning Styles Profile Assessment on each of their 5 students. The relationship between preservice/experienced teachers’ perceived scores and the students’ actual learning style scores was analyzed by the Pearson product-moment correlation technique. The results indicated that a wide variety of learning styles existed among the students and that neither experienced nor preservice teachers accurately diagnosed the learning styles of their students. The implications of this study are twofold. First, if teachers are going to make informed decisions about the teaching process, then they need to know the learning styles of their students. Second, information about learning styles should be included in the curriculum of professional preparation programs.  相似文献   

17.
ABSTRACT

In the learning environment, teacher–student interaction plays a major role in influencing the cognitive and affective development of students. Teacher–student interaction is also an important parameter of educational quality. Teachers’ and students’ preferences of teacher interpersonal behavior are linked to their individual characteristics and styles. The author examined students’ and teachers’ thinking styles and their preferences for teacher–student interpersonal behaviors. A total of 325 students and 146 teachers from 2 secondary schools were involved in this study. The results show that there were divergences between students’ and teachers’ thinking styles and their preferences of teacher interpersonal behavior. Convergences between students and teachers were also found, as both had preferences for cooperative teacher interpersonal behavior.  相似文献   

18.
Circumscribed by the culture of collectivist and Confucian traditions, English as a Foreign Language (EFL) education in China has defaulted to an impersonalized provision and delivery. Much of teaching and learning is to assimilate individuals into a group identity. This epistemological model can be detected in learning outcomes, e.g., preferential use of ‘we’ over ‘I’, lack of authentic self-identity in student EFL writing, etc., and is characterized by ubiquitous rote learning. In this paper, we adopt a biographical approach to the teaching of stories expressed as personal narrative as part of the research framework. This is also applied to critical curriculum and pedagogical reforms that help students to write across their extant cultural constraint, enabling them to make a conceptual leap in understanding the difference between the collective, and the individual identities, of the “we” and the “I”. Once this conceptual awareness has been achieved, the individual viewpoint can be elicited and articulated in student writing of narrative accounts. Biographical narrative accounts of personal experience are found to have a creative and self-actualizing force in forming the individual’s identity, using his/her original voice. The findings suggest that EFL writing curriculum and pedagogy in the new era can be a useful strategy to empower students and EFL teachers to teach and write between the “we” and the “I” paradigms, and expand their ontological capability and flexibility through pedagogical effect.  相似文献   

19.
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20.
The paper reports the results of a randomised control trial investigating the use of computer‐aided instruction (CAI) for practising phonological awareness skills with beginning readers. Two intervention groups followed the same phonological awareness programme: one group undertook practice exercises using a computer and the other group undertook practice exercises using a paper‐based format. A third, control group, experienced a practical maths programme, with no explicit literacy or CAI components. Children in all three groups were pre‐ and post‐tested on phonological skills and their ability to apply those skills. Statistical analysis indicated a significant learning advantage accruing to children in the computer‐based group compared with the other groups, particularly in relation to phonological awareness with a modest but significant effect size detected. The advantage was apparent but less strong for the orthographic application of their phonological skills. Analysis by gender indicated that girls in the computer group made more progress than boys.  相似文献   

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