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1.
Sister Mary Ransom S.C.N. 《College Teaching》2013,61(1):19-20
ABSTRACTThis article describes the development, implementation, and systematic evaluation of a public health pedagogy course for first-time graduate student instructors in a Health Behavior doctoral program at a Midwestern School of Public Health. The pedagogy course focused on intensive pedagogical training in the first 8 weeks of a 16-week semester and then served as a forum for reflection and feedback during the second 8 weeks, when the enrolled graduate students served as either instructors of record or graduate teaching assistants for introductory health courses. Course participants (N = 7) completed anonymous pre-, mid- and post-course online surveys that assessed general teaching skills, discipline-specific teaching skills, and desire to pursue scholarship of teaching and learning (SoTL) activities. Participants' teaching self-efficacy increased for almost all survey items throughout the semester, particularly related to the instruction of health courses. Participants reported positive perceptions of the course and described it as essential for their teaching practice. This research study contributes to and expands upon the interdisciplinary study of the benefits of graduate level pedagogy courses and offers the first known assessment of a pedagogy course in the public health discipline. 相似文献
2.
Action research assumes the active engagement of the stakeholders, such as the community, in the research, and a multiple‐level process of reflection in order to evaluate and monitor the actions taken. This makes action research a suitable methodology to increase the critical understanding of the participants. In this paper we describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students (13 females, two males) took part in it. We discuss the background to the module development and the alignment of the learning objectives with the teaching and assessment methods, and reflect upon the students’ experiences in the module and the learning outcomes. We conclude by addressing the major challenges involved in teaching action research to increase critical understanding: the ability to engage in deep learning of undergraduate psychology students; our role and expectations as tutors on the course; and the current higher education system in which action science yet has to find a place. 相似文献
3.
Graduate teaching assistants (GTAs) are gaining increasing responsibility for the instruction of undergraduate science students, yet little is known about their beliefs about science pedagogy or subsequent classroom practices. This study looked at six GTAs who were primary instructors in an introductory biology laboratory course. Teaching assistants taught a lesson about the potential social, health, and environmental impacts of genetically modified crops. Through classroom observations and in‐depth interviews, the researchers examined how instructors chose to frame their lessons and what GTAs perceived as important for students to know about this particular socioscientific issue (SSI). Results showed a disconnect between the relatively mature conceptualizations of effective SSI instruction that emerged during interviews and classroom practice. 相似文献
4.
The University of Rochester's Graduate Experience in Science Education (GESE) course familiarizes biomedical science graduate students interested in pursuing academic career tracks with a fundamental understanding of some of the theory, principles, and concepts of science education. This one-semester elective course provides graduate students with practical teaching and communication skills to help them better relate science content to, and increase their confidence in, their own teaching abilities. The 2-h weekly sessions include an introduction to cognitive hierarchies, learning styles, and multiple intelligences; modeling and coaching some practical aspects of science education pedagogy; lesson-planning skills; an introduction to instructional methods such as case studies and problem-based learning; and use of computer-based instructional technologies. It is hoped that the early development of knowledge and skills about teaching and learning will encourage graduate students to continue their growth as educators throughout their careers. This article summarizes the GESE course and presents evidence on the effectiveness of this course in providing graduate students with information about teaching and learning that they will use throughout their careers. 相似文献
5.
林培英 《首都师范大学学报(社会科学版)》1997,(3)
本文讨论了地理教育学处于地理科学和教育科学结合点的特点,提出了如何在学科教育理论构建和教学体系上突出学科特点的构想。地理教育学同时还处在高师教育和基础教育的结合点上,应该在高师课程建设中发挥理论指导作用。 相似文献
6.
Gabriel K. Harris Sanja Cvitkusic Amanda S. Draut Chelani S. Hathorn Amanda M. Stephens Karen E. Constanza Michael J. Leonardelli Ruth H. Watkins Lisa O. Dean Nathaniel G. Hentz 《Journal of Food Science Education》2012,11(2):23-27
Abstract: Food science laboratory courses are traditionally taught as a series of preplanned laboratories with known endpoints. In contrast, inquiry‐guided (IG) laboratories allow students to ask questions, think through problems, design experiments, then adapt and learn in response to unexpected results. This study examined the effects of converting the course, “Analytical Techniques in Food and Bioprocessing Sciences” from a traditional approach (2008 to 2010 data) to an IG approach (2011 data) by assigning teams of 2–3 students a food and a set of 5 analyses to conduct over the course of the semester. Students were required to choose and justify the use of specific methods for each analysis, as well as to develop a supply list and a budget for the semester‐long project. During the semester, students were required to post and discuss their weekly progress with the instructor, teaching assistants, and the rest of the class using an online discussion forum. At the end of the semester, students were required to present the results of their analysis in both oral and written formats. Overall course grades were significantly higher (P≤ 0.05) using IG in 2011 compared to 2010 and 2009, but not to 2008 grades. Numerical course evaluations for the instructor, overall course, and lab, as well as written course evaluations all significantly (P≤ 0.05) improved. This suggests that an IG approach may measurably improve student performance in terms of course grades and the ability to complete semester long projects. It may also increase student satisfaction with the course, as measured by numerical and written end of semester surveys. 相似文献
7.
教师的教育技术能力是推动教育信息化的重要因素,加强师范生的教育技术能力培养是教育信息化可持续发展的基本要求。针对目前师范生的教育技术能力培养中存在问题,提出构建"现代教育技术课程学习、学科微格教学训练和教育实习"三位一体的师范生教育技术能力培养模式,通过现代教育技术课程学习、微格教学视频点播评价平台和院校协作共同体多种途径,共同提高师范生信息素养、教学技能和信息技术与学科教学整合能力,为适应基础教育信息化发展需要的师范生教育技术能力培养,提供一套行之有效的办法。 相似文献
8.
论教育科学理论作为环境教育的理论原点 总被引：1，自引：0，他引：1
自环境教育诞生以来，其学科性质、课程模式、教育方法、效果评价等问题的研究始终得到了教育科学理论的关注和支持，并在此基础上架构和形成了一门新的学科——环境教育学。教育科学理论与环境科学理论一样，是环境教育诞生和发展的又一理论原点，并促进着环境教育的不断发展。 相似文献
9.
Donald L. Gillian-Daniel Kenneth A. Walz 《Community College Journal of Research & Practice》2016,40(2):133-145
Over the past decade, the University of Wisconsin-Madison (UW-Madison) and Madison Area Technical College (Madison College) partnered to create an internship pathway for graduate students pursuing careers as future science, technology, engineering and math (STEM) faculty members. Since 2003, 10 doctoral students from the university completed teaching internship appointments with the technical college chemistry department. Interns benefited from a variety of teaching and educational experiences that helped lay the foundations for their future teaching careers. Following completion of their internships, many students secured employment in higher education as new instructors and enthusiastic members of the teaching profession. Intern projects also benefited veteran faculty mentors at Madison College, and the experience provided a rich forum for collaboration that generated curricular and instructional innovations in the classroom. Centered on the three pillars of teaching-as-research, learning community, and learning through diversity, the internship program created at UW-Madison and implemented at Madison College provides a model pathway for preparing future STEM faculty. This approach provides clear benefits not only for the future faculty who are trained, but also for veteran faculty mentors, for the host institution, and for the undergraduate students impacted by the educational innovations. This paper examines the key attributes of this program, with the hope that our experience may be disseminated and replicated to benefit others. 相似文献
10.
Laura S. Tenenbaum Margery K. Anderson Marti Jett Debra L. Yourick 《Innovative Higher Education》2014,39(5):375-385
This study examined a novel mentoring model, near-peer mentorship, that supports the development of mentee and mentor, incorporates established principles of mentoring, and offers unique opportunities to integrate research and teaching in a science, technology, engineering, and mathematics (STEM) internship. Using qualitative methods, this model was examined from the perspectives of near-peer mentors and student mentees during a science education internship at the Walter Reed Army Institute of Research. Results revealed that this mentorship model contributed to personal, educational, and professional growth for near-peer mentors and increased the interest and engagement of students studying STEM. We discuss implications, limitations, and future directions. 相似文献
11.
In this paper we explore the philosophy, pedagogy and implementation of the third year course sequence in the M.A. in Educational Technology program at Michigan State University. We discuss how “little-r” revolutions in teaching and learning, i.e., technology facilitated revolutions specific to individual classrooms and contexts, are used to introduce our students to the thinking patterns of designers and innovators. This is accomplished by an overlapping emphasis on learning by design, trans-disciplinary creative cognitive tools, innovative technology, and reflective practice. In this environment, we also transition our students from acting as consumers of educational media to being producers of educational experiences. That is, not only do the students construct new educational media, they consider the aesthetic and affective implications of technology use for teaching and learning. Finally, given the rapid evolution of educational technologies, we support students as they establish a foundational vision for the interplay of education and technology that will serve them into the future, as they, and their learners, adapt tonew and emerging digital environments. 相似文献
12.
In this study, we aimed to understand experience of students about transition from lecture mode to case study pedagogy in business management courses. Indian education system is predominantly a follower of the lecture mode of teaching from the grass-root level till graduation. Hence Indian students are relatively less familiar with the case based teaching method. In recent times, the case pedagogy has been rapidly replacing the lecture mode in higher education institutes of India, especially at the business management colleges. We conducted a grounded theory based interview of 33 post graduate students enrolled in a business school (B School) in India, which incorporated a pedagogy shift from lecture to case method during academic session 2010–2011. We found that some of the major factors which facilitated the transition process of the students to this new style of learning were previous educational background, prior work experience, course evaluation methods, institute policies and proper orientation through preparatory sessions. Our findings substantiated extant studies conducted in the context of western countries. The findings also provide a systematic analysis of the various issues in incorporating such pedagogic shifts, which may help academicians to successfully troubleshoot any problems associated with commencement of case based teaching in the Indian context. 相似文献
13.
D. Barry Lumsden 《Educational gerontology》2013,39(1):105-112
Service-learning is an ideal teaching approach to use in courses on the psychology of aging because it allows experiential education to be actively integrated with classroom instruction. This article describes the results of adding a service-learning option to a lecture course on the psychology of aging. For this course, service-learning took place at local nursing homes, area retirement communities, and the local community center, which houses an activity program for older adults. Each student was required to complete 30 hr community service-learning during the semester, maintain a journal, write a summary paper, join a reflection group, and participate in a group presentation. Students were involved in a wide range of activities, from assisting with a hot lunch program to spending time talking with nursing home residents. Evaluation of the effectiveness of this approach was established by using open-ended student evaluations that were completed at the end of the semester. Data were gathered over 2 years from the portion of the class (approximately one third) each semester) who chose to complete a one-credit service-learning experience. The service-learning component significantly enhanced the course experience for the students, instructor, graduate and undergraduate teaching assistants, and facilities involved. Overall, the majority of students affirmed that their participation in the service-learning project related well to the course, and facility responses to student service-learning participants were overwhelmingly positive. 相似文献
14.
为防控新冠肺炎疫情,各教育机构广泛采取在线教学形式推动教育教学工作有序进行.实践教学作为大学生培养的重要组成部分,其教学任务在于培养学生的动手实践能力,使学生在实操过程中融汇专业知识,这对在线实践课程提出了更高的要求.以2020年浙江大学地球信息科学与技术二年级暑期实践课程为研究对象,探索了在线实践课程的实施方式,总结... 相似文献
15.
教育实习是教师教育课程体系的重要组成部分,具有多元教育价值。教育实习课程存在目的不明,组织管理方式不够完善,实习生的课堂教学时间极为有限,教育实习投入不足等问题。究其原因,在于缺乏对实践性知识的价值及获得途径的准确把握,教师教育尚未形成完整的课程体系,未能将教育实习工作和中学的发展通盘考虑等。基于此,要探索多样化的教育实习方式与途径,切实加大教师教育课程体系中实践类课程的比重,体现教育理论的实践性特征,密切与中学的伙伴关系。 相似文献
16.
Nancy W. Brickhouse Zoubeida R. Dagher William J. Letts IV Harry L. Shipman 《科学教学研究杂志》2000,37(4):340-362
Arguments for teaching about the nature of science have been made for several decades. The most recent science education policy documents continue to assert the need for students to understand the nature of science. However, little research actually explores how students develop these understandings in the context of a specific course. We examine the growth in students' understanding about the nature of astronomy in a one‐semester college course. In addition to student work collected for 340 students in the course, we also interviewed focus students three times during the course. In this article we briefly describe class data and discuss in detail how five students developed their ideas throughout the course. In particular, we show the ways in which students respond to instruction with respect to the extent to which they (a) demand and examine evidence used for justifying claims, (b) integrate scientific and religious views, and (c) distinguish between scientific and nonscientific theories. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 340–362, 2000. 相似文献
17.
试论表达的教育学意义及其实现 总被引：3，自引：0，他引：3
表达是个体素质发展水平的展现。在个体的生存、成长和发展过程中,表达起着重要的作用。在教育学的视域里,表达是具有多元意义的教育术语。表达的教育学意义在于,它不仅体现于教育的结果,而且贯穿于教育的过程,更是教育的目的之一。在现实的教育教学过程中,表达存在着多方面的缺失。为此,应在充分认识表达的意义和价值的基础上,采取多种教育教学措施提高表达的质量,实现其价值。 相似文献
18.
Audrey Morphis 《Clearing house (Menasha, Wis.)》2013,86(6):263-265
The authors surveyed student teachers in a yearlong internship and their peers in a traditional semester-long internship to compare perceptions across different practice teaching experiences. All participants were enrolled in the same university and were similar across gender, age, ethnicity, and undergraduate educational experiences. The students in the yearlong internship reported a better relationship with their supervising teacher, greater knowledge of school policies and procedures, and higher scores for the perceived adequacy of time spent in school than did the students in the semester internship. The two groups did not differ in perceptions of their teaching ability, which were generally favorable. The authors discuss the outcomes regarding continuing challenges professional development programs face when building and sustaining effective clinical experiences. 相似文献
19.
徐常兰 《河北广播电视大学学报》2012,(5):71-72
英语教师职业技能是指教师运用所学的专业知识,从事教育教学活动,完成教书育人的任务所必须具备的能力。教师的各项技能都会影响英语课堂的教学效果。高校英语教育专业要从培养合格的英语教师的高度出发,使该专业学生受到严格的技能训练,开展英语教育校外见习是为英语教育专业本科学生开设的实践类必修课程,是该专业实践教学的一个极为重要的组成部分。 相似文献
20.
Emily H. van Zee 《科学教学研究杂志》1998,35(7):791-809
The four standards for professional development of teachers of science from the National Science Education Standards (NRC, 1996) provided a frame for reflection upon ways in which prospective teachers engaged in research in my courses on methods of teaching science. Students learned both science content and science pedagogy by inquiry. An extended research project helped students to integrate knowledge of science, learning, pedagogy, and students, and to apply that to teaching science. Students built knowledge, skills, and attitudes for lifelong learning by participating in a research festival and presenting at conferences. I designed this science-teaching methods course in the context of a teacher education program that is attempting to implement reform approaches to instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 791–809, 1998. 相似文献