Comparison of three instructional strategies in food and nutrition education: developing a diet plan for a diabetic case     

Aubteen Darabi  Shirin Pourafshar  Rinki Suryavanshi  Thomas ‘Logan’ Arrington 《International Journal of Science Education》2016,38(7):1197-1211

This study examines the performance of dietitians-in-training on developing a diet plan for a diabetic patient either independently or after peer discussion. Participants (n?=?58) from an undergraduate program in food and nutrition were divided into two groups based on their prior knowledge before being randomly assigned into three conditions: (1) peer discussion with just-in-time information (JIT information), (2) peer discussion without JIT information), and (3) independent performers. The learners’ performance in the three conditions was analyzed. The results presented here describe the role of prior knowledge and JIT information across the conditions and the interaction of the two factors as well as the instructional implications of the findings.  相似文献   

Supporting Teachers’ Use of Technology in Science Instruction Through Professional Development: A Literature Review     

Tara E. Higgins  Michele W. Spitulnik 《Journal of Science Education and Technology》2008,17(5):511-521

Professional development is critical in supporting teachers’ use of technological tools in classrooms. This review of empirical research synthesizes the effective elements of professional development programs that support science teachers in learning about technology integration. Studies are examined that explore how professional development supports technology use within inquiry-based and traditional science instruction. Implications for future research are discussed in four areas: understanding and building on teachers’ beliefs about science and technology; supporting teacher learning by supporting teachers’ examination of students’ work; using technology to support teacher communities and social networks; and sustaining teachers’ learning beyond formal professional development programs.

Tara E. HigginsEmail:

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Improving near‐peer teaching quality in anatomy by educating teaching assistants: An example from Sweden          下载免费PDF全文

Ellen Johansson  Tobias E. Holmin  Bengt R. Johansson  Magnus Braide 《Anatomical sciences education》2018,11(4):403-409

Peer‐assisted learning has gained momentum in a variety of disciplines, including medical education. In Gothenburg, Sweden, medical students who have finished their compulsory anatomy courses have the option of working as teaching assistants (TAs). Teaching assistants provide small group teaching sessions as a complement to lectures given by faculty. Previously, TAs were left to handle the role as junior teachers by themselves, but since 2011, a continuation course in anatomy has been developed with the aim of providing the TAs better anatomy knowledge and guidance for teaching. The course was designed to comprise 7.5 ECTS credits (equivalent to 5 weeks of full‐time studies), and today all TAs are required to take this course before undertaking their own teaching responsibilities. This study aims to compare course evaluations of TA teaching before and after the introduction of the anatomy continuation course, in order to understand how students perceived teaching performed by self‐learned versus trained TAs. The results of this study demonstrate that there was a trend towards better teaching performed by trained TAs. The variability in rankings decreased significantly after the introduction of the continuation course. This was mainly due to an improvement among the TAs with the lowest levels of performance. In addition to comparing student rankings, TAs were interviewed regarding their experiences and perceptions within the continuation course. The course was generally positively regarded. The TAs described a sense of cohesion and appreciation since the institute invested in a course dedicated specifically for them. Anat Sci Educ 11: 403–409. © 2018 American Association of Anatomists.  相似文献   

Student Peer Teaching: An Innovative Approach to Instruction in Science and Engineering Education     

Ramaswamy  Shri  Harris  Ilene  Tschirner  Ulrike 《Journal of Science Education and Technology》2001,10(2):165-171

This paper reports the results of a pilot-study in a senior paper science and engineering class, of an innovative instructional method designed to foster student problem-solving and in-depth learning of material, namely, student peer teaching. We review related literature focusing on active learning methods in science and engineering education, describe the method of student peer teaching used in this pilot-study, present the evaluation method and results, and discuss implications for further development of this method of instruction. Results suggest that students were able to effectively teach significant curricular content. In addition, the method of student peer teaching served important purposes in helping students develop in-depth understanding and expertise in the issues related to their teaching session, as well as teaching and presentation skills which will be useful in their professional practice. However, students expressed concern that, while achieving in-depth learning of the content of their teaching session, they tended to focus on the content area of their teaching session at the expense of other content areas and may not have learned as well from other students as from the Professor. We recommend a modified structure for student peer teaching which incorporates cooperative learning methods; increased Professor involvement in class sessions, in the role of the mentor; and modifications in performance evaluation methods to ensure ongoing student monitoring of progress and self-assessment. The method of student peer teaching, in science and engineering education, combined with cooperative learning methods, is viewed as a major extension of cooperative learning methods, used in the service of preparation for professional careers.  相似文献   

世纪之交的教育反思(二)     

张振元 《职业技术教育》2006,27(1):11-14

站在世纪之交的历史节点上,从不忽视职业教育的角度反观一个世纪以来的中国教育,在中国教育传统和外来教育影响的交变作用下,它经历着教育认识的嬗递与变革、教育方术的发展与富集、教育本体的颠覆与重构的巨大变化过程.这是中国社会由传统向现代整体演进的一个有机组成部分.这个过程远远没有结束.认识这个过程,对于正确把握我国教育的发展规律、创造出新世纪全面适应我国经济与社会发展和全体社会成员自身发展需要,包括普通教育和职业教育、基础教育和高等教育等各级各类教育的"让人民满意的教育",具有重要意义.  相似文献   

违宪审查的成因及属性探析——违宪审查制度建构的两个前提性问题   总被引：2，自引：0，他引：2  

李昌昊 《徐州师范大学学报(哲学社会科学版)》2006,32(4):102-107

中国宪政梦想的实现离不开违宪审查制度的建构。在建构违宪审查制度之前,必须首先认识该制度的生成动因和根本属性。违宪审查制度有着内在宪政性生成动因和制度正当性价值生成动因;违宪审查制度兼具政治和司法属性,但无论从宪政理论维度还是从宪政实践维度分析,只有司法性才是其根本属性,坚持了司法性这一根本属性也就把握了违宪审查制度建构的正确方向。  相似文献   

跳频多址系统盲空时干扰消除算法研究     

刘传清 《襄樊学院学报》2007,28(11):44-47

提出了适合无中心控制的对等网络的盲空时自适应干扰消除算法．本算法利用检测信号功率恒定的特点，采用了两个滤波器组，当其中一个工作时，另一个开始调整权系数，从而提高了收敛速度，避免了跳频频率变化带来的波束估计误差．仿真结果表明，提出的盲自适应算法可以明显提高输出信号SINR增益．  相似文献   

职业教育目的的历史检视及其缺憾   总被引：2，自引：0，他引：2  

金立其 《职业技术教育》2007,28(31):84-86

职业教育目的是一个教育哲学范畴,也是确立现代职业教育理念的价值基础。检视职业教育目的的历史演进,不难发现存在着严重的缺憾,即忽视了职业教育谋求人的自由与发展的价值取向。探究职业教育的终极目的,有助于实现以人为本职业教育目的的回归,以促进职业教育的健康发展。  相似文献   

关于“高职”教育教学改革的进一步思考     

郎静 《潍坊教育学院学报》2003,16(2):3-8

本文通过对西部“高职”院校的考察,指出我院应学习先进经验,形成自己特有的办学理念和办学模式,扩大办学规模,调整内部结构,实施内部资源重组,加大内部体制改革力度,完善质量监控机制,加强管理,全面提高教学质量。  相似文献   

中国文学史研究的世纪回眸与理性思考   总被引：4，自引：0，他引：4  

蔡镇楚 《湖南师范大学社会科学学报》2003,32(2):74-79

作为一门新学科的中国学史，自20世纪之初诞生以来，已经历一个世纪的风雨历程。从总体来，它在梳理中国学五千年发展演变过程及其规律性方面之成败得失，应该给予比较公正的历史评价。其功绩有三：一是建立了一门新的学科；二是初步理清了中国学发展演变的历史脉络；三是初步再现了中国学五千年的辉煌历史。其失误有四：（1）学史观的时代局限性；（2）学史研究方法的线性思维模式；（3）学史撰写内容的陈陈相因和乏个性化；（4）学史哲学的理论匮乏性。新世纪的中国学史学科建设，我认为应该注重以下四点；一则加强学史观念的现代转换与学史哲学的理论建构；二则提倡学史研究和撰写的个性化与学史教学的学术自由化；三则注重中国学史学科研究史的研究，客观地评价20世纪中国学史研究和教材都市的历史功过与成败得失，总结历史的经验教训，为未来的中国学史学科建设予以科学性的展望；四则加强中国学史研究与教学的专门人才培养。  相似文献