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1.
Students using posters as a means of communication and assessment   总被引：1，自引：0，他引：1  
Poster sessions are widely used as a medium for the communication of results by professionals at conferences and by students to their peers. The authors have introduced poster sessions into undergraduate mathematical modelling courses. This has given our students an interesting and challenging task and it has caused us to devise a scheme for the assessment of posters.This paper surveys the use of poster sessions with undergraduates, outlines the rationale for using posters with mathematics students, describes our experiences and proposes criteria to use in the assessment of student posters.  相似文献   

2.
Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future.  相似文献   

3.
Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists.  相似文献   

4.
The present research examined the effect of illustrations on readers' metacomprehension accuracy for expository science text. In two experiments, students read non-illustrated texts, or the same texts illustrated with either conceptual or decorative images; were asked to judge how well they understood each text; and then took tests for each topic. Metacomprehension accuracy was computed as the intra-individual correlation between judgments and inference test performance. Results from both studies showed that the presence of decorative images can lead to poor metacomprehension accuracy. In the second study, an analysis of the cues that students reported using to make their judgments revealed that students who used comprehension-relevant cues showed more accurate metacomprehension. A self-explanation instruction did not alter either comprehension-relevant cue use or metacomprehension accuracy, although some advantages were seen when readers were prompted to self-explain from texts illustrated with conceptual images. These results suggest that students may need more explicit instruction or support to promote the use of valid cues when engaging in comprehension monitoring with illustrated text, and that seductive information such as decorative images may undermine comprehension monitoring.  相似文献   

5.
创意是招贴设计的灵魂,创意也是招贴设计教学的瓶颈。文章通过科学的、多元化的创意链构建,引导学生在单元课题训练中探寻招贴设计的原创语言,优化教学方法,改革陈旧的教学范式,进而推动课程的教学创新。  相似文献   

6.
This research is an effort to best utilize the interactive anatomical images for instructional purposes based on cognitive load theory. Three studies explored the differential effects of three computer‐based instructional strategies that use anatomical cross‐sections to enhance the interpretation of radiological images. These strategies include: (1) cross‐sectional images of the head that can be superimposed on radiological images, (2) transparent highlighting of anatomical structures in radiological images, and (3) cross‐sectional images of the head with radiological images presented side‐by‐side. Data collected included: (1) time spent on instruction and on solving test questions, (2) mental effort during instruction and test, and (3) students' performance to identify anatomical structures in radiological images. Participants were 28 freshmen medical students (15 males and 13 females) and 208 biology students (190 females and 18 males). All studies used posttest‐only control group design, and the collected data were analyzed by either t test or ANOVA. In self‐directed computer‐based environments, the strategies that used cross sections to improve students' ability to recognize anatomic structures in radiological images showed no significant positive effects. However, when increasing the complexity of the instructional materials, cross‐sectional images imposed a higher cognitive load, as indicated by higher investment of mental effort. There is not enough evidence to claim that the simultaneous combination of cross sections and radiological images has no effect on the identification of anatomical structures in radiological images for novices. Further research that control for students' learning and cognitive style is needed to reach an informative conclusion. Anat Sci Ed 1:75–83, 2008. © 2008 American Association of Anatomists.  相似文献   

7.
Group projects were carried out by a class of 130 first‐year undergraduate students in biosciences. Seven possible sources of assessment at three stages of the projects were identified and practical considerations allowed four of these to be undertaken: peer‐assessment by the students of contributions towards (i) the practical work and (ii) towards the preparation of a scientific poster; (iii) peer assessment of poster presentations by other groups; (iv) assessment by staff of the poster presentations. These assessments provided complementary information to that obtained from more traditional methods of assessment, such as formal examinations. Peer (student)‐assessments appeared to provide more norm‐referenced assessments than corresponding staff‐assessments, although significant ‘assessor‐based’ variation was evident in both. Variations in the projects themselves also influenced the assessments made.  相似文献   

8.
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   

9.
The technology education movement includes the introduction and application of digital books into science classrooms. These digital books are attractive alternatives to traditional texts because they can be customized for students. This qualitative study examined 35 students as they customized their own digital books. Using a variety of digital photos and videos, each student was asked to drag and drop images into their text. The students were provided with a variety of digital photos and videos to use to customize their books. The images were identical except for the racial cues of the characters. We used content analysis of students' selections and interviews of students (N = 35). We discovered that cues about racial authenticity served as the primary motivation for students selecting particular images. As students were given options, they consistently chose images that reflected their racial, gender, and linguistic identities. The results of this study indicate the need to recognize how racial cues can help students draw deeper connections to digital media if those cues are culturally authentic. This implies that culturally authentic racial cues would spawn deeper engagement for students.  相似文献   

10.
It has been noted by staff at the Faculty of Health Sciences, Stellenbosch University that medical students neglect the study of surface anatomy during dissection. This study reports on the novel use of Lodox® Statscan® images in anatomical education, particularly the teaching of surface anatomy. Full body digital X‐ray images (Lodox Statscan) of each cadaver (n = 40) were provided to second year medical students. During dissection students were asked to visualize landmarks, organs, and structures on the digital X‐ray and their cadaver, as well as palpate these landmarks and structures on themselves, their colleagues, and the cadaver. To stimulate student engagement with surface anatomy, dissection groups were required to draw both the normal and actual position of organs on a laminated image provided. The accuracy of the drawings was subsequently assessed and students were further assessed by means of practical identification tests. In addition, students were asked to complete an anonymous questionnaire. A response rate of 79% was obtained for the student questionnaire. From the questionnaire it was gathered that students found the digital X‐ray images beneficial for viewing most systems' organs, except for the pelvic organs. Although it appears that students still struggle with the study of surface anatomy, most students believed that the digital X‐rays were beneficial to their studies and supported their continued use in the future. Anat Sci Educ. © 2012 American Association of Anatomists.  相似文献   

11.
Using the draw-a-picture technique, the authors explored the learning conceptions held by students across grade levels. A total of 1,067 Taiwanese students in Grades 2, 4, 6, 8, 10, and 12 participated in this study. Participants were asked to use drawing to illustrate how they conceptualize learning. A coding checklist was developed to analyze the features in the students' drawings. Consistent with previous study, the majority of the students' drawings portrayed learning happening in a traditional classroom that is teacher centered, with students depicted as passive listeners. Additionally, three main findings were obtained: (a) younger students held episodic images of learning as opposed to more mature students, (b) the human agents involved in learning shifted from others to self, and (c) negative emotions and attitudes reached a plateau in Grades 6, 8, and 10. The results of the study suggested possible cognitive and emotional developmental trends that warrant further investigation.  相似文献   

12.
This study examined the effects of a 2-step practice poster session on first-year doctoral students' self-efficacy beliefs about making professional presentations, and evaluated the usefulness of an active-learning teaching assignment. Quantitative and qualitative data were collected from participants after each of 2 practice poster sessions. The results (a) suggest that the relatively brief training exercise significantly increased participants' self-efficacy to give scholarly presentations, and (b) replicate earlier reports about the usefulness of the learning assignment.  相似文献   

13.
This paper reports a study which implemented a method of student self and peer assessment involving student constructed marking criteria in the presence of exemplars. Pairs of first-year undergraduate biology students were asked to complete a poster assignment. The study was designed to allow the evaluation of (1) student self and peer marking and tutor marking for individual marking criteria following the use of exemplars; (2) the role of exemplars in providing a focus for formative feedback about subject standards. The present study shows that: (a) the use of exemplars can help students demonstrate greater understanding of both marking criteria and subject standards; (b) the use of exemplars can help students learning so that higher quality outcomes are produced; (c) the use of exemplars forms a focus for meaningful formative feedback; (d) students may make more objective judgements as a result of peer assessment compared to self-assessment.  相似文献   

14.
To acknowledge both conceptual and situational factors, children’s understanding of the Earth was considered from three angles: 1, the perspective as the physical point or direction from which something is seen or depicted; 2. conceptual frameworks; 3. the relevance of explanations in a situation. Fourteen children were interviewed individually in front of a poster of a satellite photo of the Earth. The interviews were semi-structured and focused on what the children understood was depicted in the poster and if they had seen the Earth. The effect of choice of perspective was demonstrated by children who only talked about how the Earth could be seen from space. The need to relate different conceptual frameworks became apparent with children, who meant that the Earth was situated in the direction of the sky. Different understandings of the relevance of an explanation were detected when the interviewer talked from the perspective in the room, but children talked about the perspective in the present poster. The results indicate that not only both conceptual frameworks and understanding of perspectives play a part when students encounter questions related to the concept of Earth, but also the students’ judgments of the relevance of different explanations in a situation.  相似文献   

15.
A considerable body of evidence highlights how inquiry-based science can enhance students' epistemic and conceptual understanding of scientific concepts, principles, and theories. However, little is known about how students view themselves as learners of science. In this paper, we explore primary children's images of doing science in school and how they compare themselves with ‘real’ scientists. Data were collected through the use of a questionnaire, drawing activity, and interviews from 161 Grade 4 (ages 9–10) students in Singapore. Results indicate that ‘doing science as conducting hands-on investigations’, ‘doing science as learning from the teacher’, ‘doing science as completing the workbook’, and ‘doing science as a social process’ are the images of learning science in school that most of the students held. In addition, students reported that they need to be well behaved first and foremost, while scientists are more likely to work alone and do things that are dangerous. Moreover, students often viewed themselves as ‘acting like a scientist’ in class, especially when they were doing experiments. Nevertheless, some students reported that they were unlike a scientist because they believed that scientists work alone with dangerous experiments and do not need to listen to the teacher and complete the workbook. These research findings further confirm the earlier argument that young children can make distinctions between school science and ‘real’ science. This study suggests that the teaching of science as inquiry and by inquiry will shape how students view their classroom experiences and their attitudes towards science.  相似文献   

16.
Anatomists often use images in assessments and examinations. This study aims to investigate the influence of different types of images on item difficulty and item discrimination in written assessments. A total of 210 of 460 students volunteered for an extra assessment in a gross anatomy course. This assessment contained 39 test items grouped in seven themes. The answer format alternated per theme and was either a labeled image or an answer list, resulting in two versions containing both images and answer lists. Subjects were randomly assigned to one version. Answer formats were compared through item scores. Both examinations had similar overall difficulty and reliability. Two cross‐sectional images resulted in greater item difficulty and item discrimination, compared to an answer list. A schematic image of fetal circulation led to decreased item difficulty and item discrimination. Three images showed variable effects. These results show that effects on assessment scores are dependent on the type of image used. Results from the two cross‐sectional images suggest an extra ability is being tested. Data from a scheme of fetal circulation suggest a cueing effect. Variable effects from other images indicate that a context‐dependent interaction takes place with the content of questions. The conclusion is that item difficulty and item discrimination can be affected when images are used instead of answer lists; thus, the use of images as a response format has potential implications for the validity of test items. Anat Sci Educ © 2012 American Association of Anatomists.  相似文献   

17.
Videos can be used as didactic tools for self‐learning under several circumstances, including those cases in which students are responsible for the development of this resource as an audiovisual notebook. We compared students' and teachers' perceptions regarding the main features that an audiovisual notebook should include. Four questionnaires with items about information, images, text and music, and filmmaking were used to investigate students' (n = 115) and teachers' perceptions (n = 28) regarding the development of a video focused on a histological technique. The results show that both students and teachers significantly prioritize informative components, images and filmmaking more than text and music. The scores were significantly higher for teachers than for students for all four components analyzed. The highest scores were given to items related to practical and medically oriented elements, and the lowest values were given to theoretical and complementary elements. For most items, there were no differences between genders. A strong positive correlation was found between the scores given to each item by teachers and students. These results show that both students' and teachers' perceptions tend to coincide for most items, and suggest that audiovisual notebooks developed by students would emphasize the same items as those perceived by teachers to be the most relevant. Further, these findings suggest that the use of video as an audiovisual learning notebook would not only preserve the curricular objectives but would also offer the advantages of self‐learning processes. Anat Sci Educ 7: 209–218. © 2013 American Association of Anatomists.  相似文献   

18.
Anatomical examinations have been designed to assess topographical and/or applied knowledge of anatomy with or without the inclusion of visual resources such as cadaveric specimens or images, radiological images, and/or clinical photographs. Multimedia learning theories have advanced the understanding of how words and images are processed during learning. However, the evidence of the impact of including anatomical and radiological images within written assessments is sparse. This study investigates the impact of including images within clinically oriented single-best-answer questions on students' scores in a tailored online tool. Second-year medical students (n = 174) from six schools in the United Kingdom participated voluntarily in the examination, and 55 students provided free-text comments which were thematically analyzed. All questions were categorized as to whether their stimulus format was purely textual or included an associated image. The type (anatomical and radiological image) and deep structure of images (question referring to a bone or soft tissue on the image) were taken into consideration. Students scored significantly better on questions with images compared to questions without images (P < 0.001), and on questions referring to bones than to soft tissue (P < 0.001), but no difference was found in their performance on anatomical and radiological image questions. The coding highlighted areas of “test applicability” and “challenges faced by the students.” In conclusion, images are critical in medical practice for investigating a patient's anatomy, and this study sets out a way to understand the effects of images on students' performance and their views in commonly employed written assessments.  相似文献   

19.
This study investigates the proximal and distal images of the nature of science (NOS) that A‐level students develop from their participation in chemistry laboratory work. We also explored the nature of the interactions among the students' proximal and distal images of the NOS and students' participation in laboratory work. Students' views of the NOS and the nature of their chemistry laboratory work were elicited through students' responses to an open‐ended questionnaire and semistructured interviews. The results suggest that students build some understandings of the NOS from their participation in laboratory work. Students' proximal NOS understandings appear to build into and interact with their understandings of the nature and practice of professional science. This interaction appears to be mediated by the nature of instruction. It is posited that each student's conceptual ecological system is replete with interactions, which govern attenuation of proximal understandings into distal images. Methodologically, the study illustrates how students' laboratory work–based proximal and distal images of the NOS can be identified and extracted through analyzing and interpreting their responses to protocols. Implications for A‐level Chemistry instruction and curriculum development are raised. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 127–149, 2006  相似文献   

20.
This research focuses on use of a triadic teaching approach in a science–technology–society (STS) course designed for future science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course organized around issues students identified and used throughout the semester. The triadic teaching approach includes library-online searches that lead the students to design and conduct investigations, to carrying out mini-scientific symposia, and to preparing and conducting poster presentations open to the entire student body and faculty. The results of a 30-item Likert scale, administered to the students as a pretest and a posttest, indicated that there were significant increases in positive attitudes towards STS issues from the beginning to the end of the study. Individual interviews were also conducted with the students to determine the individual effects of each component of the triadic teaching approach on their attitudes towards STS issues. All aspects of the new approach provided significant contributions to the development of more positive attitudes among the students towards STS via interviews and on all sub-scales of a survey administered that include: (1) pupil interest in STS issues; (2) teacher interest in STS issues; (3) general perceptions regarding importance of STS issues.
Osman Nafiz KayaEmail:
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