Academic literature on the topic 'Cross-curricular skills'

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Journal articles on the topic "Cross-curricular skills"

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Meijer, Joost. "Cross‐curricular skills testing in The Netherlands." Curriculum Journal 18, no. 2 (2007): 155–73. http://dx.doi.org/10.1080/09585170701445996.

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Meijer, Joost, Marianne Elshout-Mohr, and Bernadette H. A. M. van Hout-Wolters. "An Instrument for the Assessment of Cross-Curricular Skills." Educational Research and Evaluation 7, no. 1 (2001): 79–107. http://dx.doi.org/10.1076/edre.7.1.79.6926.

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Moyles, Janet, John Siraj-Blatchford, and Iram Siraj-Blatchford. "Educating the Whole Child: Cross-Curricular Skills, Themes and Dimensions." British Journal of Educational Studies 44, no. 3 (1996): 343. http://dx.doi.org/10.2307/3122469.

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Spodniaková Pfefferová, Miriam, Stanislav Holec, Janka Raganová, and Martin Hruška. "Cross-curricular approaches in Inquiry-based Science Teaching." International Journal of Information and Communication Technologies in Education 5, no. 3 (2016): 34–43. http://dx.doi.org/10.1515/ijicte-2016-0011.

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Abstract One of the most important goals of science education is to develop understanding of natural systems. It is impossible to comprehensively understand the functioning of natural systems only by knowledge of one subject (physics, chemistry, biology, etc.). Therefore the application of the cross-curricular approach in teaching of science subjects is required. Besides the scientific knowledge the understanding of science research methods is important, too. This can be obtained with the use of inquiry-based activities in science lessons that provide possibilities to show students how science works. The aim of this paper is to introduce the strategy for the use of cross-curricular approaches in inquiry-based activities in science education that was implemented within the Chain Reaction project. The project targeted 14- to 16-year-old students who in groups investigated an interdisciplinary research problem and then presented their findings and experiences at national or international events. Cosmic Web Site represents an example of the activity that encourages students to learn various topics of physics as well as to use their knowledge and skills obtained at computer science lessons. The feedback from the teachers involved in Chain Reaction that was gained with the help of evaluation questionnaires indicates a positive impact of the used approach to the development of students’ skills and motivation to learn science subjects.
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Knežević, Ljiljana. "Language Learning Strategies for Oral Presentation Skills: Cross-Curricular Teaching Perspectives." Примењена лингвистика 16 (2015): 121–29. http://dx.doi.org/10.18485/primling.2015.16.10.

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Badia Valiente, José David, Françoise Olmo Cazevieille, and José Manuel Navarro Jover. "On-line quizzes to evaluate comprehension and integration skills." Journal of Technology and Science Education 6, no. 2 (2016): 75. http://dx.doi.org/10.3926/jotse.189.

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This work demonstrates the use of a 2.0 tool, namely, Socrative, to evaluate one of the cross-curricular competences indicated by the Universitat Politècnica de València, specifically, comprehension and integration. It has been applied to the courses in different areas: sciences, engineering and languages.As part of its implementation, activities were proposed that could be done at the beginning, during or at the end of the class to, on the one hand, help students acquire the knowledge associated with the course(s), and on the other, gather evidence that demonstrates acquisition of said competence.The results show a high level of satisfaction by the students with the use of the Socrative tool as an element to promote active participation and the acquisition of the cross-curricular competence of comprehension and integration; therefore, its extension to other courses has been suggested.
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Etaio, Iñaki, Itziar Churruca, Diego Rada, et al. "Cross-curricular skills development in final-year dissertation by active and collaborative methodologies." Interactive Learning Environments 26, no. 2 (2017): 175–88. http://dx.doi.org/10.1080/10494820.2017.1283337.

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Nixon, Jon. "The Dimensions of Drama: the Case for Cross-Curricular Planning." New Theatre Quarterly 3, no. 9 (1987): 71–81. http://dx.doi.org/10.1017/s0266464x00008526.

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In NTQ4 and 5 David Hornbrook offered a two-part analysis of the purposes, practices, and projected future of drama teaching in schools. Discussion continued in NTQ7 and 8, with responses to Hornbrook's suggestions from a number of other practitioners in the area. Among them was Jon Nixon, currently research fellow in the Division of Education at Sheffield University, who now continues the debate with an article in which he provides a broader perspective, presenting a functional rather than theoretical model of classroom practice. This, he suggests, takes a three-dimensional form: drama as social interaction, as discourse, and as a mode of cognition – or what he calls the ‘depth dimension’ which ‘complements our various ways of knowing’. He concludes that drama should not by necessity be consigned to the margins of ‘the arts’, but be recognized for the vital role it can play not only in the whole humanities cirriculum but, crucially, in the cross-curricular development of communication and expressive skills.
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Ye-Lin, Y., G. Prats-Boluda, J. García-Casado, E. Guijarro Estelles, and J. L. Martínez-de-Juan. "Diseño, aplicación y valoración de actividades destinadas al trabajo y evaluación de múltiples competencias transversales en grupos numerosos de máster en ingeniería, empleando el aprendizaje basado en proyectos." Educatio Siglo XXI 37, no. 3 Nov- Feb (2019): 133–62. http://dx.doi.org/10.6018/educatio.399201.

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La sociedad requiere de los egresados la formación en las competencias transversales que incluso son mejor valoradas por los empleadores que las competencias específicas del grado. Las metodologías activas para desarrollar las competencias se han implantado con éxito en grupos reducidos. En cambio, trabajar y evaluar objetivamente las competencias transversales en grupos numerosos presenta una serie de dificultades añadidas como una excesiva carga de trabajo para el profesorado, con la subsiguiente resistencia al cambio y falta de experiencias. El objetivo de este trabajo es valorar una propuesta formativa que emplea la metodología de aprendizaje basado en proyectos y el portafolio como método para trabajar y evaluar múltiples competencias transversales en grupos numerosos de estudiantes de ingeniería. Los resultados muestran que es factible diseñar y desarrollar actividades formativas aplicables en grupos numerosos, que favorezcan la adquisición de múltiples competencias transversales. Además, han permitido obtener una mejora significativa en el nivel de dominio de las mismas, sin suponer una carga de trabajo adicional excesiva ni para el alumnado ni para el profesorado. Asimismo, los resultados muestran que el nivel de dominio de las competencias transversales alcanzado por el alumno tras las actividades depende principalmente del nivel de dominio previo, y no tanto del tiempo de dedicación al proyecto. No obstante éste último es un factor importante en la mejora en el nivel de dominio de las competencias. Finalmente, el 86% de los alumnos valoran positivamente la metodología empleada, indicando que proporciona una visión más aplicada de la asignatura. Society requires graduates to acquire cross-curricular skills during their education since this type of skills is better valued by employers than even degree-specific skills. Active methodologies to develop skills have been successfully implemented in small groups. In contrast,working and objectively evaluating cross-curricular skills in large groups presents a number of additional difficulties such as excessive workload for teachers, which generates resistance to change and lack of experience. The aim of this study is to design, apply and assess training activities with a large number of engineering students, more specifically 288, who were taking a compulsory subject. These training activities used project-based learning and portfolios to work and evaluate multiple cross-curricular skills. The results show that it is feasible to design and develop training activities applicable in large groups that promote the acquisition of multiple cross-curricular skills, allowing for a significant improvement in the knowledge level of the students, without assuming an excessive workload for students and teachers. The results also show that the extent to which students acquired cross-curricular skills after the activities depends mainly on their previous level, and not so much on the time they devoted to the project. However, time reveals itself as an important factor when it comes to the mastery of skills. Finally, 86% of the students have a positive perception of the methodology employed, indicating that it provides a more applied understanding of the subject.
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Krawiec, Marek. ""Boże narodzenie" jako punkt odniesienia do pracy międzyprzedmiotowej uczniów na zajęciach językowych – propozycje studentów kierunku pedagogiczno-językowego." Acta Neophilologica 2, no. XXI (2019): 7–20. http://dx.doi.org/10.31648/an.4741.

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The author of this article demonstrates that Christmas, due to its multidimen-sional character, can be the basis for cross-curricular work of foreign language learners. By analyzing examples of cross-curricular activities suggested by university students who specialize in pedagogy and language, he argues that Christmas can be an adequate topic for the introduction of cross-curricular content in a foreign language class and for the development of different learners’ skills both at the primary and secondary levels. On the basis of the material collected from university students, he draws a conclusion that information from various school subjects can be integrated around Christmas within the monodisciplinary model which has been suggested in scholarly literature and which is discussed together with other models in the theoretical part of this article.
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Dissertations / Theses on the topic "Cross-curricular skills"

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Rinne, P. "An investigation of drawing across the National Curriculum at Key Stage 3." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.301327.

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Hrubá, Kateřina. "Úroveň základních matematických dovedností aspirantů studia geografie bakalářského stupně." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-373081.

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This diploma thesis deals with problems of mathematical skills. Unlike previous research carried out in Czech education, this diploma thesis focuses on university students. Specifically, the focus is on aspirants of the bachelor degree studying geography at the Faculty of Science of Charles University in Prague. The main aim of this work is to determine the mathematical skills, with which students have the greatest problems, if these problematical skills change over time, whether they are problematic independently of the group of the students or each student group has problems with other mathematical skills. In order to meet the goals the credit tests of mathematical geography were used. Because this type of test is not commonly used to determine the level of mathematical skills, it was necessary to develop an own assessment methodology. In total, 1920 credit tests were analyzed from the six academic years 2011/2012 to 2016/2017. The results show that the most problematic mathematical skills are "unit transfers", "using the appropriate formula in the correct form" and "calculating the angles". GeKa + FGG and UZ students also have problems with "formulating a verbal answer or reasoning". All studied study fields did together the smallest proportion of mistakes in mathematical skill "expression the...
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Chen, Lin. "Curricular needs of immigrant women in orientational training programs." Thesis, 1995. http://hdl.handle.net/2429/3769.

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In training programs designed to help immigrant women adapt to Canada, drop-out rates are frequently high and attendance is often low. Investigating some reasons behind this observation was the motivation for this thesis. A literature review revealed that curricula used in existing programs are often developed from experts' understanding of immigrants' needs; research on immigrant women's curricular needs as perceived by themselves is virtually nonexistent. An objective of this thesis was to address this knowledge gap. This study inquired into what curricular needs immigrant women have, how these needs differ, and what relationship exists between the women's backgrounds and their curricular needs. A questionnaire was developed and validated by an expert panel, and then administered to graduates from an orientational training program. Post-survey interviews were conducted. Data were analyzed using frequency distribution, cluster analysis, multivariate analysis of variance (MANOVA), factor analysis, and linear discriminant analysis. It was found that the program, although well received, did not reflect the curricular needs perceived by the immigrant women themselves. Life skills instruction was unwanted by many students while English and computer lessons were in demand. A desire to regain higherquality jobs partially explained the women's curricular needs.
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Books on the topic "Cross-curricular skills"

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National Foundation for Educational Research in England and Wales., ed. Core skills and cross-curricular initiatives in secondary schools. NFER, 1994.

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Cawley, Patricia A. Record of pupil achievement project: Cross-curricular skills profiling : some beginnings. Suffolk County Council, 1988.

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Wallace, Belle. Teaching problem-solving and thinking skills through science: Exciting cross-curricular challenges for foundation phase, key stage one and key stage two. Routledge, 2008.

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Paul, Ginnis, ed. Covering the curriculum with stories: Six cross-curricular projects that teach literacy and thinking through dramatic play. Crown House Pub., 2006.

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Siraj-Blatchford, John, and Iram Siraj-Blatchford. Educating the Whole Child: Cross Curricular Skills, Themes and Dimensions. Open University Press, 1995.

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Siraj-Blatchford, John. Educating the Whole Child: Cross-Curricular Skills, Themes and Dimensions. Open University Press, 1995.

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1952-, Siraj-Blatchford John, and Siraj-Blatchford Iram, eds. Educating the whole child: Cross-curricular skills, themes, and dimensions. Open University Press, 1995.

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Dianne, Fenner, Leitenberg Gillda, Andersen Neil, and Toronto District School Board, eds. Cross-curricular literacy: Key strategies for improving secondary students' reading and writing skills. Toronto District School Board, Library and Learning Resources, 2001.

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Children's Spiritual, Moral, Social and Cultural Development (Achieving QTS Cross-curricular Strand). 2nd ed. Learning Matters, 2008.

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Martin, Buck, Inman Sally, and Centre for Cross Curricular Initiatives., eds. Re-affirming values: Practical case studies in implementing cross curricular dimensions, themes and skills. Centre for Cross Curricular Initiatives, 1993.

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Book chapters on the topic "Cross-curricular skills"

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Abbott, Daisy, Stuart Jeffrey, Anastasia Gouseti, Kevin Burden, and Mhairi Maxwell. "Development of Cross-Curricular Key Skills Using a 3D Immersive Learning Environment in Schools." In Communications in Computer and Information Science. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60633-0_6.

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Romano, Alessandra. "Professional Development Tutoring: Comparing Italian and International Models." In Employability & Competences. Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.31.

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The paper presents the first outcomes of a comparative research of the incoming, on-going and outgoing practices of tutorship. The purposeful sample of universities extracted consisted of 18 Italian universities and 18 US universities. A tutorship concept in line with the transversal cross-curricular skills required for undergraduate and graduate students (Green Paper 2016, Dublin descriptors 2004) exceeds the vision of assistential tutorship and student tutoring practices, exercised by teachers and/or offered by services devoted to different types of intervention. The tutorship can be conceived as systemic and organizational action coherent in all phases with professionalising approach, starting from the earliest initiatives between school and university classrooms
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Orgoványi-Gajdos, Judit. "Problem Solving as a Cross-Curricular Skill of Teachers." In Teachers’ Professional Development on Problem Solving. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-711-5_1.

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"Cross-curricular Skills and Schemes of Work." In Planning the Curriculum for Pupils with Special Educational Needs. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203065440-14.

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"Enrichment by Use of Masterclasses/Cross-curricular Projects." In Using Science to Develop Thinking Skills at Key Stage 3. David Fulton Publishers, 2013. http://dx.doi.org/10.4324/9780203063767-16.

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Díaz-Millón, Mar, Irene Rivera-Trigueros, María Dolores Olvera-Lobo, and Juncal Gutiérrez-Artacho. "Disruptive Methodologies and Cross-Curricular Competencies for a Training Adapted to New Professional Profiles." In Enhancing Learning Design for Innovative Teaching in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2943-0.ch005.

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Recently, in the translation sector, new multifaceted profiles requiring a great domain of new technologies have emerged: localization, post-editing, and transcreation. To train future professionals, it is necessary to define the cross-curricular competencies they require. Cross-curricular competencies involve gaining cross-disciplinary skills in the teaching-learning process. However, cross-curricular competencies are often relegated to a second place. The main objective of this chapter is to explore how disruptive methodologies can be applied to studies in translation and interpreting to foster cross-curricular competencies. After defining innovation in higher education, this work outlines which are the most suitable disruptive methodologies that foster cross-curricular competencies in the undergraduate program in translation and interpreting.
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Ortiz, Guadalupe. "Improving General Cross-Curricular Skills in Attendance and Virtual Environments." In Advances in Technology, Education and Development. InTech, 2009. http://dx.doi.org/10.5772/7927.

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Sableski, Mary-Kate, Jackie M. Arnold, and John White. "Developing a Multicultural Cross-Curricular Study Abroad Experience." In Handbook of Research on Efficacy and Implementation of Study Abroad Programs for P-12 Teachers. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1057-4.ch013.

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Study abroad experiences can and should be inherently two-fold. Before, during, and after the study abroad commitment, students experience and live both their curricular content as well as their culturally diverse experiences. In the Department of Teacher Education at the University of Dayton, our mission is to engage students in experiences that will support their ability to be reflective practitioners in a diverse society. This chapter will describe the development of a study abroad program designed to assist preservice teachers in developing and utilizing these skills and dispositions in a global setting. The study abroad experience required courses from both teacher education and general education content. An overarching goal of our program was to facilitate students' ability to utilize a multicultural lens both in their study abroad experience and throughout their lives. This chapter will describe how three professors integrated cross-curricular projects grounded in children's and young adult literature, historical literacy, and understanding diverse populations.
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"Detailed planning guidelines for a cross-curricular TASC week based on Space and Rockets." In Teaching Problem-Solving and Thinking Skills through Science. Routledge, 2013. http://dx.doi.org/10.4324/9780203420416-6.

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Bowen, Christopher. "Scientific Practices and Skills Supported by a Problem-Based Learning Approach." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6364-8.ch003.

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In the era of education reform, most educators face the pressures of standardized tests and state accountability measures. Because of these demands and other factors, students often experience classroom lessons that minimally disturb the surface of knowledge acquisition. The adoption of rigorous three-dimensional science standards poses additional challenges to practitioners; one of these challenges is the pedagogical shift from rote memorization of science facts toward participation in scientific practices through cross-curricular investigations. In this chapter, the author discusses several research-based practices and skills that he uses in his classroom to better prepare students for 21st century careers: analogies, models, creativity, cultural identity, and discourse.
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Conference papers on the topic "Cross-curricular skills"

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Gil-Doménech, Dolors, Jasmina Berbegal-Mirabent, and Gabriel F. Borsot. "Enhancing business students’ skills through a cross-curricular activity." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5171.

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This paper describes the experience of a cross-curricular activity that combines mathematical knowledge with several soft skills, namely the use of new technologies, teamwork and critical thinking. Two different subjects are involved, Mathematics 2 and Information Systems, both part of the Bachelor’s Degree in Business and Administration, taught at Universitat Internacional de Catalunya. 42 students participated in this pilot activity during the second semester of the academic year 2015/2016. Results indicate that students considered the activity useful and that it helped improve their knowledge on information systems and the fundamental concepts covered in Mathematics. Data gathered also reveal that students positively valued the idea of applying concepts of one subject into other subjects. As for the development of soft skills, students converge in that the activity helped them developing interpersonal skills and being more critical with one’s work.
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Ortiz, Guadalupe. "Teaching Web Services with Virtual Environments: Improving Cross-Curricular Skills." In 2009 Fourth International Conference on Internet and Web Applications and Services. IEEE, 2009. http://dx.doi.org/10.1109/iciw.2009.87.

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Escario, Inés, Ramon Hermoso, María Jesús Lapeña, et al. "ADDING INFORMATION TECHNOLOGY SKILLS INTO THE EQUATION: AN EMPIRICAL EXPERIENCE ON CROSS-CURRICULAR COMPETENCES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1411.

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Romero Forteza, Francesca, Enrique Ballester Sarrias, and Juan Antonio Monsoriu-Serra. "METHODOLOGICAL PROPOSALS FOR THE ACQUISITION AND EVALUATION OF CROSS-CURRICULAR SKILLS AT THE ESCUELA TÉCNICA SUPERIOR DE INGENIERÍA DEL DISEÑO (ETSID)." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.2146.

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E. Brock, Sabra, Zvi G Loewy, and F. Ellen Loh. "Team Skills: Comparing Pedagogy in a Graduate Business School to That of a College of Pharmacy Professional Program." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3733.

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Aim/Purpose: To measure the change in team skills resulting from team projects in professional and graduate school courses, a pilot study was conducted among students in two courses in a graduate school of business and one in the pharmacy school of the same institution of higher learning. This pilot study evaluated (a) students receiving training and practice in working as part of a classroom team were able to translate the formal training into the belief they had improved routine team interactions and experienced benefits from the intervention, and (b) determine whether changes in perceived team skills acquired by graduate business students differed from those of pharmacy school students. Background: This pilot study examined the usefulness of adding a teamwork skills module imported from a graduate school of business to increasing team skills in a pharmacy curriculum. Methodology: Thirty-five students (22 in a graduate school of business and 13 in a school of pharmacy) took a survey comprised of 15 questions designed on a 5-point scale to self-evaluate their level of skill in working in a team. They were then exposed to a seminar on team skills, which included solving a case that required teamwork. After this intervention the students repeated the survey. Contribution: As the pharmacy profession moves to be more integrated as part of inter-professional healthcare teams , pharmacy schools are finding it necessary to teach students how to perform on teams where many disciplines are represented equally. The core of the pharmacy profession is shifting from dependence on the scientific method to one where team skills are also important. Findings: The small size of the pilot sample limited significance except in the greater importance of positive personal interaction for business students. Directional findings supported the hypothesis that the business culture allows risk-taking on more limited information and more emphasis on creating a positive environment than the pharmacy culture given its dependence on scientific method. It remains moot as to whether directly applying a teaching intervention from a business curriculum can effectively advance the team skills of pharmacy students. Recommendations For Practitioners: Educators in professional schools such as pharmacy and medicine may find curricular guidance to increase emphasis on learning teamwork skills. Recommendations for Researchers: Researchers are encouraged to explore cross-disciplinary exchanges of teaching core business skills. Impact on Society : The question is posed that as pharmacy schools and the pharmacy profession integrate more into the business of pharmacy whether this difference will close. Future Research: A full study is planned with the same design and larger sample sizes and expanding to include students in medical, as well as pharmacy classes.
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"Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress]." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.

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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.
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Montalvo, Gemma, Gloria Quintanilla, Fernando E. Ortega-Ojeda, et al. "Peer actions for a service learning project to prevent drug-facilitated sexual assaults." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11313.

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The service-learning methodology combines active learning processes and community service. This service-learning experience was performed using an interdisciplinary and cross plan. The teachers made a horizontal coordination in the courses, and a vertical coordination in subjects of the Degrees involved. This allowed working together in the students’ curricular training process. It also permitted covering various specific skills, as corresponds to the different subjects, whilst optimizing the students’ workload. The service addressed the problem of drug-facilitated sexual assaults (DFSA) in the youth leisure nightlife. DFSA is the temporary disability of a person caused by a decrease in her/his volitional and cognitive abilities due to the voluntary or involuntary consumption of a psychoactive substance. An active learning about the problem was encouraged in the classroom, focused on recognizing myths, attitudes, and risk situations. The service-learning actions to the community was based on an anonymous survey conducted among the students, which dealt with the problem. The Service Learning was stimulated through the design, planning and development of activities aimed at gaining social awareness of the existing problem while favouring peer learning processes. The students undertook awareness actions at different levels, spreading their message by means of social networks, high school workshops, and information stands on the street.
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Miranda, Jonatan, María Ángeles Bustamante, Edurne Simón, et al. "ACTIVE AND COLLABORATIVE METHODOLOGIES TO DEVELOP “SUSTAINABILITY AND SOCIAL RESPONSIBILITY” AS A CROSS CURRICULAR SKILL IN THE DEGREE OF HUMAN NUTRITION AND DIETETICS." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0712.

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Txurruka, Itziar, Idoia Larretxi, Jonatan Miranda, María Ángeles Bustamante, Edurne Simón, and Arrate Lasa. "DEVELOPMENT OF “SUSTAINABILITY AND SOCIAL RESPONSIBILITY” AS A CROSS CURRICULAR SKILL IN THE SUBJECT GENERAL AND APPLIED DIETETICS IN THE DEGREE OF HUMAN NUTRITION AND DIETETICS." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0470.

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