What type of learner are your students? Preferred learning styles of undergraduate gross anatomy students according to the index of learning styles questionnaire          下载免费PDF全文

Melissa M. Quinn  Theodore Smith  Eileen L. Kalmar  Jennifer M. Burgoon 《Anatomical sciences education》2018,11(4):358-365

Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ 11: 358–365. © 2017 American Association of Anatomists.  相似文献   

The Dynamics of the Protected Space: Spatial concepts and women students     

Jocey Quinn 《British Journal of Sociology of Education》2003,24(4):449-461

This article draws on qualitative research with diverse women students in the UK, illustrating how spatial concepts can be applied to the higher education context and to women's experience within it. The students researched create the university as an imagined space: a refuge from various forms of external threat. This is integral to associations they make between studying and selfhood. Constructing 'belonging' in the face of events and processes that seem to point to their marginalisation reveals the university not as a transparently understandable space, but as a space constructed by and from their own desires: emotional and conceptual, rather than rational and objectively measurable. However, the university is a temporary refuge rather than a permanent liberation. The imagined space repeatedly comes up against material limits, and is always under threat from the encroachments of others.  相似文献   

Racial Categorization Predicts Implicit Racial Bias in Preschool Children     

Peipei Setoh  Kristy J. J. Lee  Lijun Zhang  Miao K. Qian  Paul C. Quinn  Gail D. Heyman  Kang Lee 《Child development》2019,90(1):162-179

This research investigated the relation between racial categorization and implicit racial bias in majority and minority children. Chinese and Indian 3- to 7-year-olds from Singapore (N = 158) categorized Chinese and Indian faces by race and had their implicit and explicit racial biases measured. Majority Chinese children, but not minority Indian children, showed implicit bias favoring own race. Regardless of ethnicity, children's racial categorization performance correlated positively with implicit racial bias. Also, Chinese children, but not Indian children, displayed explicit bias favoring own race. Furthermore, children's explicit bias was unrelated to racial categorization performance and implicit bias. The findings support a perceptual–social linkage in the emergence of implicit racial bias and have implications for designing programs to promote interracial harmony.  相似文献   

A Long-Term Effect of Perceptual Individuation Training on Reducing Implicit Racial Bias in Preschool Children     

Miao K. Qian  Paul C. Quinn  Gail D. Heyman  Olivier Pascalis  Genyue Fu  Kang Lee 《Child development》2019,90(3):e290-e305

This study tracked the long-term effect of perceptual individuation training on reducing 5-year-old Chinese children's (N = 95, M_age = 5.64 years) implicit pro-Asian/anti-Black racial bias. Initial training to individuate other-race Black faces, followed by supplementary training occurring 1 week later, resulted in a long-term reduction of pro-Asian/anti-Black bias (70 days). In contrast, training Chinese children to recognize White or Asian faces had no effect on pro-Asian/anti-Black bias. Theoretically, the finding that individuation training can have a long-term effect on reducing implicit racial bias in preschoolers suggests that a developmentally early causal linkage between perceptual and social processing of faces is not a transitory phenomenon. Practically, the data point to an effective intervention method for reducing implicit racism in young children.  相似文献   

The Political Economic Necessity of the Art School 1835–52     

Malcolm Quinn 《The International Journal of Art & Design Education》2011,30(1):62-70

This article examines the political economic theories that informed the development of the first publicly funded art school in Britain, by the Select Committee on Arts and Manufactures of 1835/6. It begins by assessing these origins in the context of some recent experiments in art school pedagogy. It then responds to the challenge offered by Mervyn Romans in iJADE, Vol. 23, No. 3 (2004) to the argument that economic necessity was the motive for the establishment of publicly funded art education in Britain. I argue that in this instance, economic necessity should be defined according to the terms of political economic theories that offered ‘scientific’ reasons for the economic benefits of political change. I analyse this political economic discourse with reference to the examination of Martin Archer Shee, then President of the Royal Academy of Arts, at the Select Committee on Arts and Manufactures in 1836. I conclude by suggesting that the establishment of the first publicly funded art school in Britain in 1837, as it was distinguished from the Royal Academy of Arts, can be understood as part of a political economic experiment that was realised only when Henry Cole took charge of the School of Design as ‘The Department of Practical Art’ in 1852. This experiment depended on risking the models of professionalism in art that existed at that time, in order to advance new combinations of politics, economics and public pedagogy under capital, in ways that are no longer readily recognisable.  相似文献   

Odds That Don't Add Up,Revisited     

Robert J. Quinn 《Teaching Statistics》1996,18(1):12-14

This article investigates two interesting applications of probability by considering future bets on the Superbowl and the odds of the favoured team winning in a championship series.  相似文献   

As the climate changes: Intergenerational action-based learning in relation to flood education     

Sara Williams  Lindsey J. McEwen  Nevil Quinn 《The Journal of environmental education》2017,48(3):154-171

It is a concern that children represent an under-researched group in flood education and preparedness because as adults they are more likely to experience flooding as the climate changes, and because it suggests their potential today, as agents of change, is being undervalued. Using action-based, participatory methodology with seven to nine-year-old children, a creative and inclusive flood education resource was developed as a stimulus for learning. Evaluation revealed that young children can learn about flooding and preparedness, and that intergenerational learning from child to parent can also occur, with children transferring the messages learned in school to home. However, thematic analysis suggests key factors such as family relationships (empowerment of children) and the parents’ disconnection and dissociation from risk limit the success of intergenerational learning. The implications of these in relation to flood education, flood preparedness, and household resilience levels are explored.  相似文献   

Two Applications of Venn Diagrams     

Glenn Waddell  Jr.  Robert J. Quinn 《Teaching Statistics》2011,33(2):46-48

The Venn diagram is suggested as a graphical solution to conjunction fallacies and a modification of it is suggested to more fully communicate set relations.  相似文献   

The potential for lifelong learning in dementia: a post-humanist exploration     

Jocey Quinn  Claudia Blandon 《International Journal of Lifelong Education》2017,36(5):578-594

Numbers of people with dementia are projected to grow to 682 million globally by 2050. However, despite this escalation, the widely-promoted positive vision of lifelong learning throughout all ages does not extend to people with dementia. Constructions of learning for those with dementia are predominantly limited to the management of symptoms. The focus on retrieval of memory does not seem to allow for the emergence of the learner as a ‘new beginner’ or as a teacher. This paper focuses on a recent study, Beyond Words to challenge dominant assumptions about dementia and learning. Using a post-humanist theoretical framework, this longitudinal qualitative study explores the benefits of community music for those who face problems communicating with words: such as those with dementias, autism, learning difficulties and brain damage. Rather than characterising them as ‘non-verbal’ it positions them as ‘post-verbal’ and able to communicate in different ways. Moving away from discussions of ‘selfhood’, the paper uses a post-humanist approach to explore an agentic assemblage including one person with dementia from the study and also explores how another participant teaches important lessons about materiality and time. It demonstrates that learning and ‘new beginnings’ and ‘becomings’ can and do take place at advanced stages of dementia, challenging the assumption that dementia is a wasteland for learning. It also shows how people with dementia have much to teach researchers about living and learning.  相似文献   

Who writes what when?: Examining children’s early composing     

Quinn  Margaret F.  Bingham  Gary E.  Gerde  Hope K. 《Reading and writing》2021,34(1):79-107

Reading and Writing - Conceptual models of early writing suggest multiple component skills support children’s early writing development. Although research interest in early writing skills has...  相似文献