Live Simulation for Clinical Education     

Steve Masson  Jesús Vázquez-Abad 《TechTrends》2009,53(5):23-27

The Instructional Design Portfolio

Live Simulation for Clinical Education  相似文献   

Alignment of the 2003 NSTA Standards for Science Teacher Preparation with the NCATE Assessment System     

Erica M. Brownstein  Elizabeth Allan  Cathy M. Ezrailson  Rita A. Hagevik  Joseph W. Shane  William R. Veal 《Journal of Science Teacher Education》2009,20(5):403-413

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Using Performance-Based Assessments to Prepare Safe Science Teachers     

Elizabeth Allan  Joseph Shane  Erica M. Brownstein  Cathy Ezrailson  Rita Hagevik  William Veal 《Journal of Science Teacher Education》2009,20(6):495-500

Standard 9 of the National Science Teachers Association Standards for Science Teacher Preparation is designed to ensure that science teacher preparation programs provide preservice science teachers with the knowledge and skills to understand and successfully engage students in a safe and ethical manner. This standard contains four components describing science teachers’ legal and ethical responsibilities, appropriate use of instructional materials (chemicals in particular), emergency procedures and safety equipment, and guidelines for proper use of living organisms in the classroom. In this article, we describe the requirements of Standard 9 and provide guidance on assessments that can be used to present evidence for preservice teachers’ competence in each of the four components.  相似文献   

Wild botanic gardens as valuable resources for innovative environmental education programmes in Latin America     

Rafael Suárez-López  Marcia Eugenio 《Environmental Education Research》2018,24(8):1102-1114

Wild botanic gardens consist of natural or semi-natural land remnants immersed in large urban areas or botanic gardens, which are managed for purposes of biodiversity preservation and public recreation. In Latin America, they tend to be affected by budget limitations; however, they serve as valuable resources that permit the development of innovative environmental education programmes. Specifically, we are considering the appropriateness of implementing critical environmental education and socio-constructivist programmes. As for practical considerations, it is important to include diverse epistemologies, and therefore, strategies or procedures characteristic of science teaching, such as problem-based learning, together with other characteristics of social activism and popular education initiatives, such as assemblies or meetings, and others characteristic of more traditional and indigenous worldviews, such as celebrations of the earth. In this way, Latin American wild botanic gardens may play a role in constructing environmentally responsible societies and the nurturing of a culture of reflective inquiry.  相似文献   

Building arguments: key to collaborative scaffolding     

M. Cáceres  M. Nussbaum  M. Marroquín  S. Gleisner  J. T. Marquínez 《Interactive Learning Environments》2018,26(3):355-371

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Using socrative as an online homework platform to increase students’ exam scores     

Nuri Balta  Víctor-Hugo Perera-Rodríguez  Carlos Hervás-Gómez 《Education and Information Technologies》2018,23(2):837-850

Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool.  相似文献   

Teaching English-Spanish cognate-recognition strategies through the Américas Book Award-winners and honor picture books     

José A. Montelongo  Anita C. Hernández  Johanna Esquivel  Francisco Serrano-Wall  Adriana Goenaga de Zuazu 《Journal of Latinos & Education》2018,17(4):300-313

Cognates are words that are the same or nearly the same orthographically and semantically in English and Spanish. The majority of the more than 20,000 cognates are academic vocabulary words comprised of Latin and Greek roots and affixes. Several thousand cognates can be found in the picture books that have earned the Américas Book Award, which was established to honor quality multicultural books that portray Latino cultures in a positive light. The authors present lessons for teaching primary school Latino ELLs about cognates through the Américas Award picture books, as they educate their students about their rich Latino cultures.  相似文献   

Optimal Nash tuning rules for robust PID controllers     

Helem Sabina Sánchez  Antonio Visioli  Ramon Vilanova 《Journal of The Franklin Institute》2017,354(10):3945-3970

In this paper, we propose tuning rules for one degree-of-freedom proportional-integral-derivative controllers, by considering important aspects such as the trade-off in the performance in the servo and regulation operation modes and the control system robustness by constraining the maximum sensitivity peak. The different conflicting objectives are dealt with by using a multi-objective optimization algorithm to generate the trade-off optimal solutions. In this context, a simple tuning rule is determined by using the Nash solutions as a multi-criteria decision making technique. The Nash criteria is shown to provide convenient trade-off solutions for the controller tuning problem. Illustrative simulation examples show the effectiveness of the method.  相似文献   

Universities,knowledge and pedagogical configurations: Glimpsing the complex university     

Carolina Guzmán-Valenzuela 《Educational Philosophy and Theory》2018,50(1):5-17

This paper elaborates a typology of universities in which each university is characteristically associated with (i) diverse missions, (ii) different ways of producing knowledge and (iii) contrasting pedagogical configurations. Four university forms are identified, analysed and illustrated, namely the expert university, the non-elite university, the entrepreneurial university and the revolutionary university. It is suggested that the typology and the analysis of university forms offered here provide insight into the current positioning of universities in relation to the wider world and have potential in prompting new forms of university for the twenty-first century. The paper further advances another possible university for the future, namely the complex university. The complex university is part of and respectful of diverse ecosystems. It creates new frameworks to understand the world and, in that way, supports social transformations.  相似文献   

A school-based motivational intervention to promote physical activity from a self-determination theory perspective     

David González-Cutre  Ana C. Sierra  Vicente J. Beltrán-Carrillo  Manuel Peláez-Pérez  Eduardo Cervelló 《The Journal of educational research》2018,111(3):320-330

The authors analyzed the effects of a multidimensional intervention to promote physical activity (PA) in school, based on self-determination theory. The study involved 88 students, between 14 and 17 years old, who were divided into a control group (n = 59) and an experimental group (n = 29). In the experimental group, a 6-month intervention was conducted, applying a teaching unit of fitness and health in physical education (PE) classes, an extracurricular program of healthy PA, and meetings with families. Questionnaires were administered to measure different motivational variables and PA levels at four time points. Significant differences were found in favor of the experimental group in parental and peer autonomy support; integrated regulation in PE; autonomy, intrinsic, and identified regulation in leisure-time PA; moderate, hard, and very hard PA; and physical self-worth. Motivational effects were maintained over time but the effects on PA levels disappeared at 6 months.  相似文献