Perceptions of Video Scenarios to Learn Human Pathophysiology Among Undergraduate Science Students     

Chen  Hui  Power  Tamara  Hayes  Carolyn  Reyna  Jorge  van Reyk  David 《Journal of Science Education and Technology》2020,29(5):597-604

Pathophysiology describes and explains the physiological dysfunctions that occur in human diseases. Pathophysiology is content heavy, often leading to medical/biomedical science students adopting a surface approach to learning. To encourage more engagement, we developed clinical simulation practical classes using manikin patients. Students considered these were more effective than paper-based case studies. However, they found the first encounter with the manikins daunting. In addition, they did not have a strong sense of responsibility towards the outcome of their treatment choices largely because they recognized this as a simulated experience. Video is a powerful teaching tool to demonstrate situations that are difficult to explain in words, to see theory applied to practice or create enthusiasm and confidence in the viewer regarding the use of new practices. In this study, we evaluated the effectiveness of exposure to a video scenario, in which a high-fidelity manikin was used as the ‘patient’, before the students’ own interactions with the manikin in later classes. Survey results suggested that the students felt more engaged with the case study. They felt the video helped them appreciate aspects of clinical communication and prepare for their time in the simulation laboratory interacting with the manikin. They saw the video as a useful addition to the written case study notes. Their criticisms were mainly around the production quality. This study supports the use of video scenarios as a valuable adjunct to the teaching of pathophysiology to medical/biomedical science students when using either paper- or simulation-based case studies.

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STEM Integration in Middle School Life Science: Student Learning and Attitudes     

S. Selcen Guzey  Tamara J. Moore  Michael Harwell  Mario Moreno 《Journal of Science Education and Technology》2016,25(4):550-560

In many countries around the world, there has been an increasing emphasis on improving science education. Recent reform efforts in the USA call for teachers to integrate scientific and engineering practices into science teaching; for example, science teachers are asked to provide learning experiences for students that apply crosscutting concepts (e.g., patterns, scale) and increase understanding of disciplinary core ideas (e.g., physical science, earth science). Engineering practices and engineering design are essential elements of this new vision of science teaching and learning. This paper presents a research study that evaluates the effects of an engineering design-based science curriculum on student learning and attitudes. Three middle school life science teachers and 275 seventh grade students participated in the study. Content assessments and attitude surveys were administered before and after the implementation of the curriculum unit. Statewide mathematics test proficiency scores were included in the data analysis as well. Results provide evidence of the positive effects of implementing the engineering design-based science unit on student attitudes and learning.  相似文献   

Foraging for covered and uncovered food on a radial maze     

Tamara J. Ilersich  Dwight S. Mazmanian  William A. Roberts 《Learning & behavior》1988,16(4):388-394

Rats were trained to forage for food on a four-arm radial maze. Each arm of the maze was defined as a patch and contained four feeding stations. Each patch contained a total of 20 45-mg food pellets, with the first feeding station in each patch baited with 1 pellet and the remaining stations baited with 1, 5, or 13 pellets. In Experiment 1, one group of rats was tested with feeders open and food readily accessible, and another group was tested with metal covers on the feeders, which necessitated extra time to gain access to food. With open feeders, the rats visited each feeder in a patch in the order in which they encountered the feeders, from the center of the maze to the end of the arm. The rats in the group with the covered feeders often visited the feeders containing 5 or 13 pellets first and the feeders containing 1 pellet last. In Experiment 2, it was found that the rats switched readily between these two foraging strategies when tested with covered and open feeders on alternate sessions. The extra time and effort required to uncover food appeared to produce selective foraging in rats.  相似文献   

Early adolescents' and their parents' mental imagery in relation to perceived reading competence     

Suzanne E. Mol  Jelle Jolles  Tamara Van Batenburg‐Eddes  Maureen K. Bult 《Journal of Research in Reading》2016,39(3):253-267

This cross‐sectional survey study examined the relation between mental imagery (i.e., seeing images of a story ‘in the mind's eye’) and perceived self‐competence in reading. The study was conducted with a group of seventh‐grade to ninth‐grade students in the prevocational educational track of secondary schools in the Netherlands and their parents. Results showed a moderate relation between mental imagery and self‐competence beliefs, also after controlling for the quality of students' home literacy environment. Examination of gender differences revealed that girls outperformed boys in self‐competence beliefs. Furthermore, boys perceived themselves as better readers when their parents had higher mental imagery skills. No direct relation was found between parents' and adolescents' mental imagery skills. These findings imply that parents and teachers may need to be made aware of the importance of mental imagery strategies as it may enhance the reading experiences of boys as well as girls.  相似文献   

Instructions for Authors     

Tamara Welschot 《Tertiary Education and Management》2003,9(4):341-347

Instructions for Authors

Instructions for Authors  相似文献   

A Willingness to Fail: Reflections on the 2018 Religious Education Association Conference     

Tamara R. Henry 《Religious education (Chicago, Ill.)》2019,114(3):362-368

Abstract

The 2018 Religious Education Association (REA) meeting, Beyond White Normativity: Creating Brave Spaces shed light for many on the failure of the REA to effectively confront the reality of white racial bias within its systemic and structural practices. This essay reflects on four specific ways these challenges emerged during the 2018 session and highlights strategies for how the association might continue the effort to address explicit and implicit racism in its midst.  相似文献   

Connecting instructional and cognitive aspects of an LE: A study of the global seminar project     

Tamara Savelyeva 《Learning Environments Research》2012,15(1):65-79

My research problem is based on the lack of unifying conceptual cohesion between the discourses concerning cognitive and instructional aspects of learning environments (LE). I contrast that lack with practical developments of LE studies connected at the level of practical implementation and evaluation. Next, I briefly review the LE boundaries, which are established within cognitive and instructional domains of LE research. This study aims to bring the aforementioned discourses together via reconsidering and clarifying LE conceptual understandings. Using the case of a global seminar project (GSP), my goal is to define an LE as a conceptual phenomenon and a practical model with the two objectives of determining the GSP??s components that establish the course in a context of higher education; and the GSP??s specific contributions to deep learning. Within a qualitative research framework, I used three forms of data collection: 20 open-ended interviews of the GSP instructors; 11 direct observations of the GSP classroom; and the GSP??s written documents and artifacts. Noting the contextual significance of the suggested LE framework that resulted from this study, I propose a definition of an LE as a conceptual phenomenon and educational model. Here, I introduce the key understandings of an LE and outline its significance based on a broader analysis of the results. I conclude with an interpretation of the results and potential limitations of my approach.  相似文献   

Élaboration d'un environnement logo favorable au développement d'habiletés en manipulation procédurale     

Tamara Lemerise  Claude Dessurealt  Lucille Marcotte 《Educational Studies in Mathematics》1992,23(4):351-382

Résumé Un environnement pédagogique propice à l'acquisition et à l'expression des habiletés procédurales en Logo est mis au point et accueille des enfants de 10–12 ans dans un projet d'une durée de 8 mois. Dans des phases successives de familiarisation et d'évaluation des compétences, on propose aux 10 participants une série de mises en situation requérant la manipulation de procédures en programmation Logo. Une analyse des comportements des enfants en termes de leurs habiletés fines et distinctes permet d'observer leur compétence et intérêt à manipuler des procédures. La discussion met en perspective l'importance des habiletés acquises et retrace les conditions environnementales qui en favorisent et supportent l'expression. Les limites dans les compétences observées sont aussi soulignées, ceci dans une perspective d'identification des étapes encore à parcourir dans la poursuite de l'acquisition et de la maîtrise des habiletés procédurales.

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A learning environment that facilitated the acquisition and expression of procedural skills in LOGO was set up for children in the 10 to 12 year range. In successive phases of familiarization and evaluation of competence over an eight month period, ten participants were placed in a series of situations that required them to manipulate programming procedures in LOGO. A fine-grained analysis of each of the children's behavior revealed their competence and interest in manipulating procedures. The importance of the acquired skills and the environmental conditions that favor and support their expression are discussed. Limits in the competencies observed are highlighted in order to identify the further steps to be taken in the acquisition and mastery of procedural skills.

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The effect of contrasting cases during problem solving prior to and after instruction     

Loibl  Katharina  Tillema  Marcel  Rummel  Nikol  van Gog  Tamara 《Instructional Science》2020,48(2):115-136

Instructional Science - Research on productive failure suggests that attempting to solve a problem prior to instruction facilitates conceptual understanding compared to receiving instruction prior...  相似文献   

The Informational Text Structure Survey (ITS2): An exploration of primary grade teachers’ sensitivity to text structure in young children's informational texts     

D. Ray Reutzel  Cindy D. Jones  Sarah K. Clark  Tamara Kumar 《The Journal of educational research》2016,109(1):81-98

There has been no research reported about if or how well primary grade teachers can identify information text structures in children's authentic informational texts. The ability to do so accurately and reliably is a prerequisite for teachers to be able to teach students how to recognize and use text structures to assist them in comprehending informational texts. The authors report the development of the Informational Text Structure Survey (ITS²). Prior to training, primary grade teachers demonstrated low accuracy and reliability in identifying traditional expository text structures in well-structured children's grade level–appropriate informational texts. Results after training with the ITS² instrument showed significant improvements in the teachers’ accuracy and reliability in identifying traditional informational text structures in well-structured children's grade level–appropriate informational texts after training with the ITS² instrument.  相似文献