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Thematische Bibliographien / Hands-on experiences / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Hands-on experiences“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 26. Juli 2025

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1

Sliško, Josip, and Gorazd Planinšič. "Hands-on experiences with buoyant-less water." Physics Education 45, no. 3 (2010): 292–96. http://dx.doi.org/10.1088/0031-9120/45/3/011.

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McCullough-Brabson, Ellen. "Instruments from Around the World: Hands-On Experiences." Music Educators Journal 77, no. 3 (1990): 46–50. http://dx.doi.org/10.2307/3397839.

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Rusho, Yonit, and Daphne R. Raban. "Hands on: Information Experiences as Sources of Value." Journal of the Association for Information Science and Technology 71, no. 6 (2019): 671–84. http://dx.doi.org/10.1002/asi.24288.

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Fior, Gaia, Carlo Fonda, and Enrique Canessa. "Hands-on STEM learning experiences using digital technologies." STEM Education 5, no. 2 (2025): 171–86. https://doi.org/10.3934/steme.2025009.

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Destino, Joel F., Erin M. Gross, Emily D. Niemeyer, and Steven C. Petrovic. "Hands-on experiences for remotely taught analytical chemistry laboratories." Analytical and Bioanalytical Chemistry 413, no. 5 (2021): 1237–44. http://dx.doi.org/10.1007/s00216-020-03142-1.

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Christie, Kathy. "Middle and High Schoolers Get Hands-on STEM Experiences." Phi Delta Kappan 90, no. 1 (2008): 5–6. http://dx.doi.org/10.1177/003172170809000103.

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Umoren, Rachel A., Robert M. Einterz, Debra K. Litzelman, Ronald K. Pettigrew, Samuel O. Ayaya, and Edward A. Liechty. "Fostering Reciprocity in Global Health Partnerships Through a Structured, Hands-On Experience for Visiting Postgraduate Medical Trainees." Journal of Graduate Medical Education 6, no. 2 (2014): 320–25. http://dx.doi.org/10.4300/jgme-d-13-00247.1.

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Abstract Background Global health programs that allow international experiences for US learners should also enable reciprocal learning experiences for international learners, particularly if that is a need identified by the partner institution. Methods A partnership between Indiana University and Moi University, Kenya, has successfully hosted 41 visiting Kenyan internal medicine and pediatrics registrars at Indiana University since 2006. The program's logistics, curriculum, and evaluation are described. Results The registrars rotated through nephrology, cardiology, hematology and oncology, inf

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Hendrickson, Katherine. "The Creation of a Cross-Age Scientific Curricular Experience Program Model: Exploring Instructor Self-Efficacy and Learner Engagement." Voices of Reform 6, no. 2 (2023): 38–67. http://dx.doi.org/10.32623/6.10006.

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Students teaching students is widely accepted to be one of the most effective teaching methods with benefits for both the students teaching and those that are learning (Sorcinelli, 1991; Stigmar, 2016). Previous studies have found that students acting as instructors experience improved content knowledge and develop skills and confidence in communication of complex subject matter (Swim, 1999). Students learning from other students experience increased enjoyment and enthusiasm in learning science (Hinck, 2013; Rao et al., 2007). We created a cross-age scientific curricular experience program mod

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Carroll, Heidi K., Maristela Rovai, and Tracey Erickson. "188 Teaching animal handling through classrooms and hands-on experiences." Journal of Animal Science 98, Supplement_3 (2020): 14–15. http://dx.doi.org/10.1093/jas/skaa054.023.

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Abstract The dairy industry’s Farmers Assuring Responsible Management (F.A.R.M.) program expects annual employee training in cattle handling. Offering meaningful, accessible educational courses should be a priority of the industry as consumers demand quality care for cattle from farm to table when they make purchasing decisions. In response to this industry expectation, SDSU Extension offered multiple formats for cattle handling trainings. Methods used with University students and dairy employees to teach skills of proper cattle handling as it relates to quality products and animal well-being

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Aglan, Heshmat A., and S. Firasat Ali. "Hands-On Experiences: An Integral Part of Engineering Curriculum Reform." Journal of Engineering Education 85, no. 4 (1996): 327–30. http://dx.doi.org/10.1002/j.2168-9830.1996.tb00252.x.

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VanMeter-Adams, Amy, Cara L. Frankenfeld, Jessica Bases, Virginia Espina, and Lance A. Liotta. "Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences." CBE—Life Sciences Education 13, no. 4 (2014): 687–97. http://dx.doi.org/10.1187/cbe.13-11-0213.

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What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The

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Medrano, Marvin, and Edilberto Andal. "Learning E-Book: A Supplementary Learning Material in Enhancing the Learners' Skills in Electrical Installation and Maintenance (EIM)." Psychology and Education: A Multidisciplinary Journal 22, no. 4 (2024): 472–80. https://doi.org/10.5281/zenodo.12786621.

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This study sought to determine whether ebook would enhance learners skills in Electrical Installation and Maintenance. In this study, the researcher employed descriptive experimental design. The researcher used one section with fifty Grade 8 learners as the respondents of the study who were in Sta. Catalina National High School.  In this study, the researcher gathered data of the respondents in terms of their profile, learners’ experiences and perception in using E-BOOK in EIM. The findings demonstrated that the experiences and perception of the respondents in terms of SLE in EIM we

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Vijayakumar, Vinu, Srikanth Nagaraja Jois, Sumanth Mallikarjuna Majgi, Nagendra Prasad Krishnamurthy, and Roopa Nanjunda swamy. "Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial." F1000Research 12 (August 1, 2024): 1536. http://dx.doi.org/10.12688/f1000research.139737.4.

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Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Suis hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention,

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Vijayakumar, Vinu, Srikanth Nagaraja Jois, Sumanth Mallikarjuna Majgi, Nagendra Prasad Krishnamurthy, and Roopa Nanjunda swamy. "Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial." F1000Research 12 (June 6, 2024): 1536. http://dx.doi.org/10.12688/f1000research.139737.2.

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Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Suis hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention,

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DARKO, REGINA AKUFFO, Jane Mwangi, and Lucy Joy Wachira. "Inclusive Physical Education During the University Preparation Programme in Ghana: Bridging the Gap Between Theory and Practice." African Journal of Teacher Education 10, no. 1 (2021): 21–37. http://dx.doi.org/10.21083/ajote.v10i1.6455.

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Hands-on experience plays a key role in every teacher education programme as it helps the prospective teacher to experience a real world of teaching rather than in abstract. One of the most difficult aspects of inclusive teacher education programmes is capacitating pre-service teachers to practice inclusion in the classroom in real live conditions. This study aimed at evaluating student-teachers’ hands-on experiences in inclusive practical PE lessons during their university preparation programme using sequential mixed-method design. 152 PE student-teachers’ in level 300 from the two universiti

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De Vitto, Jules. "Reiki practitioners’ experiences of self-healing and transformation." Consciousness, Spirituality & Transpersonal Psychology 2 (June 14, 2021): 1–15. http://dx.doi.org/10.53074/cstp.2021.18.

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This research explored the experiences of healing and transformation within Reiki practitioners. Reiki practitioners are attuned to a traditional and ancient hands-on healing technique which involves the practitioner channelling life-force energy through their hands to heal themselves or others. The methodology of intuitive inquiry was used, and the interview transcripts of eight participants were analysed using Thematic Content Analysis. Eight themes were formed and included: Opening the Door, Shifting Beliefs, Lifestyle Changes, Healing Crisis, Moving Past Doubts, Spiritual Connection and Se

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Bang-Jensen, Valerie. "Hands-On and First-Hand Experiences in The Context of Reading and Language Arts." Language Arts 72, no. 5 (1995): 352–58. http://dx.doi.org/10.58680/la199524454.

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Much has been said about the power of hands-on learning for children. This article calls on educators to rethink the role that hands-on learning plays in language arts development and complement such instruction with first-hand experiences.

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Wang, Lixin, Jianhua Yang, and Peng-Jun Wan. "Educational modules and research surveys on critical cybersecurity topics." International Journal of Distributed Sensor Networks 16, no. 9 (2020): 155014772095467. http://dx.doi.org/10.1177/1550147720954678.

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Cybersecurity comprised all the technologies and practices that protect data as well as computer and network systems. In this article, we develop four course modules on critical cybersecurity topics that can be adopted in college-level cybersecurity courses in which these topics are covered. Our goal for developing these course modules with the hands-on labs is to increase students’ understanding and hands-on experiences on these critical topics that support cyber skills development for college students. The hands-on labs are designed to enhance students’ engagement and provide them hands-on e

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Vijayakumar, Vinu, Srikanth Nagaraja Jois, Sumanth Mallikarjuna Majgi, Nagendra Prasad Krishnamurthy, and Roopa Nanjunda swamy. "Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomised controlled trial." F1000Research 12 (November 30, 2023): 1536. http://dx.doi.org/10.12688/f1000research.139737.1.

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Aims: There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui’s hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods: This randomised controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8 ±1.2 years. Learning Style questionnaire, Ruler drop test, and Six Letter Cancellation tests were administered to participants and rand

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Rytting, Matt, Geoff Wright, Steven Shumway, and Jamie Jensen. "Comparison of Simulation and Hands-on Labs in Helping High School Students Learn Physics Concepts." International Journal of Education 11, no. 1 (2019): 18. http://dx.doi.org/10.5296/ije.v11i1.14017.

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The purpose of the research was to determine whether PhET simulation labs or hands-on labs were more effective in helping students learn physics concepts. This measure was done by comparing quiz scores using recall, calculation, and transfer questions. Additionally, student perceptions of learning from both hands-on and simulation lab experiences were measured. Six labs were conducted with high school physics students on the topics of momentum, energy, circuits, angular momentum, pendulums, and friction. It was found that PhET simulation labs were as effective at creating student understanding

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Bonde, Meredith, Leonard Marquart, William Lendway, Melissa Jansma, and Alissa Perteet-Jackson. "Exploration of a Hands-on Culinary Nutrition Module for Dietetics Students." Current Developments in Nutrition 6, Supplement_1 (2022): 423. http://dx.doi.org/10.1093/cdn/nzac056.003.

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Abstract Objectives The aim of this study was to explore the impact of a six-week culinary nutrition module for dietetics students. Methods This six-week culinary nutrition module included lectures, discussions and hands-on practice in culinary techniques and their application to a chronic kidney disease case study. Qualitative coding of written reflections was used for thematic analysis of students’ experiences. Results Following the module, dietetics students reported increased confidence in their culinary skills and their ability to prepare meals that are fulfilling from both a culinary and

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Dasios, Athanasios, Damianos Gavalas, Grammati Pantziou, and Charalampos Konstantopoulos. "Hands-On Experiences in Deploying Cost-Effective Ambient-Assisted Living Systems." Sensors 15, no. 6 (2015): 14487–512. http://dx.doi.org/10.3390/s150614487.

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Wilk, Rebecca, Naomi Ali, Samantha J. England, and Katharine E. Lewis. "Using Zebrafish to Bring Hands-On Laboratory Experiences to Urban Classrooms." Zebrafish 15, no. 2 (2018): 156–78. http://dx.doi.org/10.1089/zeb.2017.1503.

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Radey, Melissa, and Lauren Stanley. "“Hands on” versus “empty”: Supervision experiences of frontline child welfare workers." Children and Youth Services Review 91 (August 2018): 128–36. http://dx.doi.org/10.1016/j.childyouth.2018.05.037.

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Njati, Ibuathu, and Oliver Lideke. "Determinants of students learning competencies in agriculture through hands-on experiences." African Journal of Science, Technology and Social Sciences 1, no. 2 (2022): 132–42. http://dx.doi.org/10.58506/ajstss.v1i2.9.

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The overall goal of this study was to assess the implementation of curricula for agricultural courses aimed at equipping students with the requisite emerging competencies that should make them self-reliant after training. Most technical and vocational colleges lack infrastructure such as agricultural laboratories, agricultural tools, equipment and farms for teaching the courses. In Kenya, there is currently no data indicating whether or not students study agricultural courses due to personal interest and conviction or because it was the only option available. The study sought to establish: way

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Dewi, Ni Putu Ayu Kartika Sari, Kadek Ayu Kartika Septiana, Ngurah Artha Yoga Pratama, et al. "HAND-ON ACTIVITIES IN ENGLISH LEARNING GROUND LEVEL AT SOS CHILDREN’S VILLAGE BALI." BESIRU : Jurnal Pengabdian Masyarakat 1, no. 7 (2024): 516–21. http://dx.doi.org/10.62335/q1wsjy33.

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Hands on is a learning design aimed at involving students in finding information, asking questions, engaging in activities, discovering, and concluding. Known as authentic learning or experiential education, hands on creates an active learning environment. The aims to describe the emergence and benefits of hands on conducted at SOS Children’s,Bantas, this qualitative study with a descriptive method seeks to illustrate how hands on can facilitate students in gaining knowledge from direct learning experiences and to clarify the benefits of hands on activities. Data was collected through observat

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Cole, Laura Brianna, Jerod Quinn, Aysegul Akturk, and Briana Johnson. "Promoting green building literacy through online laboratory experiences." International Journal of Sustainability in Higher Education 20, no. 2 (2019): 264–87. http://dx.doi.org/10.1108/ijshe-09-2018-0149.

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Purpose This study examines a general education, hands-on and 100 per cent online laboratory course to better understand the prospects for fostering green building literacy through experiential online education. Design/methodology/approach The mixed-methods research design included pre- and post-course surveys (n = 42) together with semi-structured interviews mid-semester (n = 10) and four to six months post-course (n = 5). Data were collected for two semesters. Findings Students experienced significant increases in green building knowledge and skills, environmental sensitivity and pro-environ

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Bugarso, John Marc S., Ramel E. Cabantugan, Que-ann D. Tapiculin, and Amera C. Malaco. "Students’ Learning Experiences and Preference in Performing Science Experiments Using Hands-on and Virtual Laboratory." Indonesian Journal of Teaching in Science 1, no. 2 (2021): 147–52. http://dx.doi.org/10.17509/ijotis.v1i2.41122.

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This study investigated the hands-on and virtual laboratory learning experiences and laboratory preference of 91 students in performing science experiments. This study utilized a descriptive-correlation research design. The study revealed that students had positive learning experiences towards hands-on laboratory in terms of thinking, understanding, performing, and reasoning than in the virtual laboratory. Moreover, most of them highly preferred hands-on laboratories in terms of learning environment, motivation and enjoyment, stimulation of active learning, comfort, and convenience. The studen

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Greene, Maslyn A., and Susan K. Duckett. "81 Examination of Undergraduate and Graduate Student Experiences in an Undergraduate Research Course." Journal of Animal Science 101, Supplement_1 (2023): 112–13. http://dx.doi.org/10.1093/jas/skad068.135.

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Abstract Mentored undergraduate research experiences have been identified as beneficial to students for persistence in STEM disciplines and increased grade point averages. Participation in research is impactful for both STEM and non-STEM students. Additionally, undergraduate research experiences have a positive effect on subsequent student performance in graduate and professional school as evidenced by students with previous research experience having superior communication skills at the start of their first year and after. Undergraduate research courses tend to be heavily hands-on experiences

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Pulley, Justin, Dee Jepsen, Amanda Bowling, and Tracy Kitchel. "School-based agricultural education teachers’ lived experience of integrating virtual reality into their classroom." Journal of Agricultural Education 65, no. 1 (2024): 151–75. http://dx.doi.org/10.5032/jae.v65i1.165.

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Agricultural Education uses a combination of classroom and laboratory instruction, experiential learning, and leadership education to prepare students for jobs in industry. With the recent promotion of Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) as an option for educational programs, this technology allows teachers to incorporate experiential learning and give students real experiences who otherwise might not have the opportunity. VR has been used across many industries, such as medicine, construction, manufacturing, military training programs, tractor and machinery op

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Penn, Felicity, Danielle Stephens, Jessica Morgan, Penney Upton, and Dominic Upton. "Student and staff perceptions of a Vacation Research Assistantship Schem." Psychology Teaching Review 19, no. 2 (2013): 73–79. http://dx.doi.org/10.53841/bpsptr.2013.19.2.73.

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There is a push for universities to equip graduates with desirable employability skills and ‘hands–on’ experience. This article explores the perceptions of students and staff experiences of a research assistantship scheme. Nine students from the University of Worcester were given the opportunity to work as a student vacation researcher for up to 10 weeks. This opportunity gave ‘hands–on’ experience to students to understand real world research, thereby enabling the development of academic and research skills and increasing a student’s employability. The scheme received positive feedback from b

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Yopp, Ruth Helen. "Enhancing Hands-On Science Experiences with Informational Texts: Learning about Pine Cones." Science Activities: Classroom Projects and Curriculum Ideas 43, no. 3 (2006): 31–34. http://dx.doi.org/10.3200/sats.43.3.31-34.

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Henderson, Tammy L., and Jennifer L. Cook. "Grandma's Hands: Black Grandmothers Speak about Their Experiences Rearing Grandchildren on Tanf." International Journal of Aging and Human Development 61, no. 1 (2005): 1–19. http://dx.doi.org/10.2190/q4a1-bg9g-xdxk-1vp0.

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Based on the guiding principles of the symbolic interactions theory, the authors used symbolic interaction theory to understand the views and meanings attached to welfare, poverty, and poor families, as well as to decipher grandmothers' policy recommendations. The culturally variant perspective provided a conceptual lens that placed grandmothers' adaptive behaviors in a historical, socio-political context. Using Grounded Theory Methods, the authors analyzed 20 personal interviews from a larger multiple-case study that examines the influence of TANF on grandparent-led families in southwest Virg

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Dillon, Matthew R., Evan Bolyen, Anja Adamov, et al. "Experiences and lessons learned from two virtual, hands-on microbiome bioinformatics workshops." PLOS Computational Biology 17, no. 6 (2021): e1009056. http://dx.doi.org/10.1371/journal.pcbi.1009056.

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In October of 2020, in response to the Coronavirus Disease 2019 (COVID-19) pandemic, our team hosted our first fully online workshop teaching the QIIME 2 microbiome bioinformatics platform. We had 75 enrolled participants who joined from at least 25 different countries on 6 continents, and we had 22 instructors on 4 continents. In the 5-day workshop, participants worked hands-on with a cloud-based shared compute cluster that we deployed for this course. The event was well received, and participants provided feedback and suggestions in a postworkshop questionnaire. In January of 2021, we follow

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Cunningham, Mara, Justin McCartney, and William Cathcart-Rake. "Influence of the STORM Program and Other Elective Experiences During the Summer Between the First and Second Year on Medical Students' Career Interests." Kansas Journal of Medicine 15, no. 3 (2022): 311–18. http://dx.doi.org/10.17161/kjm.vol15.17939.

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Introduction. The purpose of this study was to investigate the influence of the Summer Training Option in Rural Medicine (STORM) program and other elective experiences during the summer between the first and second pre-clerkship years of medical school on medical students’ career intentions. Methods. A retrospective voluntary and anonymous cohort study was conducted by distributing an email survey to the 211 second-year medical students at the University of Kansas School of Medicine (KUSM). The survey consisted of a variety of questions regarding their recent summer break elective experiences.

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Barragan, Cassandra, and Stephanie Wladkowski. "AFU PRINCIPLES IN ACTION: ENGAGING STUDENTS THROUGH HANDS-ON AGE-RELATED ACTIVITIES." Innovation in Aging 3, Supplement_1 (2019): S832. http://dx.doi.org/10.1093/geroni/igz038.3066.

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Abstract The Age-Friendly University (AFU) Initiative is a global network of universities working to embrace and promote the growing population of older adults (OAs) on campuses. Integrating inter-generational learning is a proven benefit to share knowledge (Gerpott, Lehmann-Willenbrock, & Velopel, 2017) and to mutually benefit both older and more traditional learners (Pstross, Corrigan, Knopf, et al., 2017). To thoughtfully develop AFU initiatives on their campus, one midwestern university created an educational activity for students to better understand the needs of OAs. This presentatio

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Sopekan, Oludola Sarah, and Laureta Ifeoma Ejiogu. "PREDICTIVE ESTIMATE OF OPENNESS TO EXPERIENCE AND SELF-EFFICACY ON EARLY YEARS TEACHERS’ PERCEPTION OF HANDS-ON MATERIALS FOR CLASSROOM TEACHING IN LAGOS, NIGERIA." Journal Plus Education 34, no. 2 (2023): 290–306. http://dx.doi.org/10.24250/jpe/2/2023/oss/lie/.

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The study was carried out to examine the predictive estimate of openness to experience and self-efficacy on early years teachers’ perception of hands-on materials for classroom teaching in Lagos, Nigeria. The participants in the research were all the public and private elementary schools teachers in Lagos however snowball non-probability the sampling method was adopted to select 150 elementary school teachers as the sample. Three instruments titled Hands-on Materials Utilization Questionnaire (HOMUQ), Openness to Experience Questionnaire (OEQ) and Teacher Self-Efficacy Rating Scales (TSERS) we

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Stiles, Paul G., Roger A. Boothroyd, Kathleen A. Moore, and Catherine Batsche. "The Next Generation of Scientists: The Development of a Model Intensive Research Experience for Undergraduates." International Research in Higher Education 4, no. 1 (2019): 45. http://dx.doi.org/10.5430/irhe.v4n1p45.

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When undergraduates engage in hands-on research experiences, particularly intense mentored experiences, they are more likely to pursue graduate studies in the sciences and take a more assertive role in their learning and career activities. Such early career experiences have been identified as essential in the development of the next generation of researchers. The authors describe the decade long development, structure, and evaluation outcomes of a summer research experience for undergraduates designed to provide an intense, yet supportive, research experience that helps inspire the next genera

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King, Steve, Irene McClatchey, and Bianca Channer. "Volunteering in the Camp Setting as a Learning Tool: Graduate Students Share their Experiences." InSight: A Journal of Scholarly Teaching 17 (July 1, 2022): 47–64. http://dx.doi.org/10.46504/17202203k.

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Experiential learning in the field is central to the training of many helping professionals, and field education is the signature pedagogy for social work. Service-learning offers another opportunity for graduate students in the helping professions to get hands on training. Volunteering would also offer a hands-on learning experience but appears to be less common. This study interviewed 14 master of social work (MSW) students who volunteered at a healing camp for bereaved children and adolescents to explore their lived experiences. The study revealed both professional and personal themes, and

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Riggs, Christopher, and Danielle N. Lee. "Assessing Educator Perceptions of Garden-Based Learning in K–12 Science Education." American Biology Teacher 84, no. 4 (2022): 213–18. http://dx.doi.org/10.1525/abt.2022.84.4.213.

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Garden-based learning (GBL) curricula represents a pedagogy that increases student exposure to nature and connects them to engaging activities for higher classroom achievement. GBL is proposed to enhance student science self-perceptions, engagement, and desired outcomes in science learning and identity by connecting students to relatable, hands-on, and authentic learning experiences through a felt sense of place. Saint Louis Metro Area K–12 science educators were asked to describe their students’ self-perceptions, engagement, and outcomes in science and possible teaching experiences with GBL.

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Al-Nofli, Mohammed Abdullah. "Omani Undergraduate Students’ Awareness and Experiences of the Research-Teaching Nexus." International Journal of Higher Education 10, no. 4 (2021): 207. http://dx.doi.org/10.5430/ijhe.v10n4p207.

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The research-teaching nexus is an important factor in the enhancement of the quality of teaching and learning in higher education institutions. The purpose of the study was to explore undergraduate students’ awareness and experiences of research in one faculty at Sohar University, Oman. Data were gathered from 240 undergraduate students using an online survey. Overall, results indicated that while there was good evidence of students’ awareness and experiences of research, less than half of the students in the sample were aware of or had experienced important research activities. Some students

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Kangas, Heidi, Saujanya Karki, Tarja Tanner, Anne Laajala, Helvi Kyngäs, and Vuokko Anttonen. "A Hands-On Exercise on Caries Diagnostics among Dental Students—A Qualitative Study." Dentistry Journal 9, no. 10 (2021): 113. http://dx.doi.org/10.3390/dj9100113.

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According to current care practices, the aim is to prevent the onset of caries lesions and to stop the progression of incipient lesions. A visual lesion assessment system, International Caries Detection and Assessment System (ICDAS), has been developed to promote reliability and repeatability of assessment of different stage caries lesions. The aims of this study were to evaluate the experiences of a hands-on exercise with authentic teeth as an adjunct to lecturing among third-year dental students and to evaluate the learning process during the hands-on exercise measured by qualitative (induct

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Krieger, Caleb, Andy Luse, and Corey Baham. "Using Virtual Laboratories to Teach Realistic Hands-On IoT Training in Remote Settings." Communications of the Association for Information Systems 53, no. 1 (2023): 903–23. http://dx.doi.org/10.17705/1cais.05337.

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With an excess of interconnected devices, Internet of Things (IoT) technologies offer an exciting area for information systems researchers; however, the inherently physical nature of IoT makes it difficult to provide hands-on laboratory exercises to remote students. Research suggests that enactive mastery provides the greatest educational improvement to individual self-efficacy, yet not all enactive experiences are the same, certainly not when individuals have no means of accessing materials physically. Through the use of a virtual laboratory and home automation IoT technology, we develop a me

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Tuma, Lorie A., Patty Janes, and Roy A. Cook. "The impact of experiential/hands-on international experiences on hospitality, event, and tourism students." Journal of Hospitality and Tourism Management 30 (March 2017): 22–28. http://dx.doi.org/10.1016/j.jhtm.2017.01.006.

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Passoneau, Sarah, and Michele Christian. "Participant Learning in an Archival Education and Outreach Program to Fraternities and Sororities: An Implementation of Evidence-Based Librarianship and Information Science." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 14, no. 2 (2013): 92–110. http://dx.doi.org/10.5860/rbm.14.2.404.

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What can researchers do when they want to transform a traditional lecture into a collaborative, hands-on learning experience? How can participants learn and become empowered to construct and maintain historical records that reflect their experiences? An archivist can lecture students about basic archival practices and the students can learn a few skills, but hands-on activities for record creation and maintenance that facilitate participants’ learning will create collaborators with basic, but important, archival skills.At Iowa State University (ISU), the University Archivist and the Assessment

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Pedersen, Jon E., and Donald W. McCurdy. "The effects of hands-on, minds-on teaching experiences on attitudes of preservice elementary teachers." Science Education 76, no. 2 (1992): 141–46. http://dx.doi.org/10.1002/sce.3730760203.

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Mokashi, Neelima A. "Math Fair: Focus on Fractions." Teaching Children Mathematics 15, no. 9 (2009): 543–51. http://dx.doi.org/10.5951/tcm.15.9.0543.

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Miller, Kathleen M., Dana K. Beegle, Stephanie Blevins Wycoff, and Daniel L. Frank. "Transforming Children’s Attitudes Toward Insects Through In-School Encounters." Insects 16, no. 1 (2025): 93. https://doi.org/10.3390/insects16010093.

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Each year, the Department of Entomology at Virginia Tech hosts an entomology-themed outreach event known as Hokie BugFest. This on-campus, festival-sized experience aims to educate the public about insects and other arthropods through hands-on activities, games, displays, and live arthropods. In 2021, due to the COVID-19 pandemic, Hokie BugFest and similar large public events were cancelled. In response, the department launched Hokie BugFest on the Go, which offered smaller-scale, in-person learning opportunities during these closures. Instead of hosting the community on campus, Virginia Tech’

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Spokes, Pamela. "Jamming: The Inclusive Hands-On Learning Experience for Every Student." International Journal of Management and Applied Research 12, no. 1 (2025): 10–24. https://doi.org/10.18646/2056.121.25-002.

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This paper presents two Finnish cases that demonstrate different approaches to incorporating jamming as a method of experiential learning within University of Applied Sciences education. Jamming, an intensive, hands-on format grounded in human-centred and service design methodologies, offers students a supportive environment in which to experiment, take risks, and view failure as a valuable aspect of the learning process. The skills and mindsets fostered through jamming are transferable across a range of professional contexts, enhancing students’ readiness for post-graduation employment. The t

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Hackel, Marcus, Andrea Gaube, and MA Sabrina Lampe. "Intercultural Hands on Projects – Experiences in Architectural Education in Asian and European Context." SHS Web of Conferences 41 (2018): 02002. http://dx.doi.org/10.1051/shsconf/20184102002.

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The duties of German architects include the indepth design process as well as a thorough quality supervision during the construction process with the goal of the “build success“. They are reflected in the “Hands on Projects” organized by German Universities. The best results and broadest findings come out of international and interdisciplinary cooperation and projects with participants coming from the diverse cultural background and even integrating refugees into these projects. Students get in touch with different philosophies, attitudes, values, and approaches. They learn about intercultural

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