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Jayathirtha, Gayithri. "An Analysis of the National Intended Geometry Curriculum." Contemporary Education Dialogue 15, no. 2 (June 28, 2018): 143–63. http://dx.doi.org/10.1177/0973184918783291.
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Geometrical concepts play a crucial role in developing spatial thinking and reasoning. Further, curricular materials play a key role in shaping student-learning experiences in the classroom. The organisation of the content of textbooks plays a decisive role in how and when students are introduced to concepts, especially given the ‘textbook-centric’ teaching practices observed in the Indian classroom. I thus analysed the geometry curriculum from grades one through eight through the lens of the five-level hierarchical van Hiele model of geometrical thinking.1 I organized the analysis to highlight conceptual details at two levels—across a chapter in a particular grade level and across chapters in all the eight grade levels. The analysis has illuminated the affordances of curricular materials to constantly connect students to multiple levels of geometric reasoning, but at the same time it points to the need for reorganizing the curriculum to enable students to systematically progress from visual-based to deduction-based reasoning. The analysis also calls for redesigning certain conceptual representations to promote relational geometrical understanding among students.
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Ashby-King, Drew, and Karen Boyd. "Integrative Ethical Education: An Exploratory Investigation into a Relationally Based Approach to Ethics Education." Journal of Communication Pedagogy 3 (2020): 65–81. http://dx.doi.org/10.31446/jcp.2020.07.
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The purpose of this exploratory study was to investigate the effect of a curricular application of the integrative ethical education (IEE) model and its effect on first-year college students’ ethical development. Using a pretest posttest design, participants’ moral judgment and reasoning were measured before and after they participated in an IEE-based academic course and compared using descriptive analysis. Results revealed that participants’ moral judgment and reasoning increased while participating in the program. These results provide initial support for the use of IEE-based curricula and academic experiences to promote college students’ ethical development. Implications for communication education and future research are discussed.
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Watson-Canning, Andrea. "Gendering Social Studies: Teachers’ Intended and Enacted Curriculum and Student Diffraction." Journal of Curriculum Studies Research 2, no. 1 (May 26, 2020): 55–75. http://dx.doi.org/10.46303/jcsr.02.01.4.
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Due to intransigence of social studies curriculum-makers to broaden the scope of who and what is studied, women (especially non-white women) are lacking representation. However, some teachers go beyond the textbook to select alternative curriculum lenses. Utilizing curricular-instructional gatekeeping, complementary curriculum, and queer theory, this article examines how two secondary teachers who incorporate issues of gender and/or women’s experiences into their social studies curriculum describe their reasoning and intentions, how their expressed aims are manifested within their classrooms, and student reaction to the incorporation of gender and women’s experience in the social studies curriculum. Findings indicate participants value multiple perspectives and parity in social studies curriculum and map these ideas onto the explicit curriculum. However, student responses tend to resist teacher intentions and enactment of challenges to normative gender roles. This diffracted curriculum interferes with teacher aims, creating a curricular space where traditional assumptions of the gender binary play out in teacher-student and student-student interactions. These findings indicate a more relational approach to social studies curriculum may be needed to encourage students to engage constructively with nonnormative social ideas.
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Sugiono, Sugiono. "Integrating Themes of Care into English Curriculum: Toward the Enhancement of Students’ Moral Reasoning Skill." International Journal of English Education and Linguistics (IJoEEL) 3, no. 1 (July 3, 2021): 50–59. http://dx.doi.org/10.33650/ijoeel.v3i1.2362.
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The purpose of the study is to explore possible strategies to ‘insert’ themes of care into Indonesia’s English curriculum. It is stipulated that the English curriculum containing themes of care, ethics and morality can contribute to the advancement of students’ engagement in learning and enable moral reasoning skill toward the generation of responsible members of society upholding values of tolerance and respect for difference of others. This is a library research, employing a qualitative content review of related literature to find strategies for integrating themes of care into English curriculum. It is found that integrating themes of care into curricular subjects, including English, is very possible to undertake, and provides students with higher order thinking skills in a functional manner. It is of great importance to students as they get benefits from being taught the ways to approach and eventually solve complex, real-life moral problems by applying particular skills drawn from the PAVE moral reasoning strategy. The English curriculum addressing such a long-term outcome for the application of the integration incorporates teaching students how to attain balanced competence, academically, socially and morally all at once.
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Belbase, Shashidhar. "A Comparative Study of Mathematics Education in the United States and Nepal." Mathematics Education Forum Chitwan 4, no. 4 (November 15, 2019): 1–20. http://dx.doi.org/10.3126/mefc.v4i4.26355.
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The purpose of this paper is to compare four domains of mathematics education-curricular materials, pedagogical process, teacher education, and assessment of students’ learning in the United States of America (USA) and Nepal. I applied categorical thinking for document analysis from the literature to find some key concepts related to the four categories of comparison. The Common Core State Standards for Mathematics (CCSSM) is a major curriculum standard implemented in many states in the USA, whereas, the National Curriculum Framework (NCF) is the major policy document that guides school mathematics curricula in Nepal. Mostly, classroom practices are student-centred with problem-solving, reasoning and critical thinking in the USA, but it is mostly drill-and-practice in Nepal. Preservice mathematics teacher education in the USA and Nepal are conducted by universities, but there is a vast difference in the courses offered in these countries. Assessment of students’ learning in mathematics is continuously done in classroom activities and exams including some standardized exams in selected grades in the USA, whereas, assessment in Nepal is done with periodic and final exams including standardized district and national tests in selected grades. I discussed some implications of the study.
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Mayhew, Matthew J., and Patricia King. "How curricular content and pedagogical strategies affect moral reasoning development in college students." Journal of Moral Education 37, no. 1 (February 11, 2008): 17–40. http://dx.doi.org/10.1080/03057240701803668.
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Kicklighter, Taz H., Paul R. Geisler, Mary Barnum, Scott Heinerichs, and Malissa Martin. "Exploration of Factors Perceived to Influence Development of Diagnostic Reasoning in Athletic Trainers and Athletic Training Students." Athletic Training Education Journal 13, no. 2 (April 1, 2018): 120–30. http://dx.doi.org/10.4085/1302120.
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Context:Diagnostic reasoning is acknowledged as a vital skill for medical practice, but research regarding this core aspect of medical cognition as it pertains to athletic training contexts is scarce. To compare athletic training–specific clinical reasoning skills with those of other health care practitioners, educators need to better understand how athletic trainers (ATs) think, what helps them think better, and what may hinder their thinking skills as related to diagnostic reasoning challenges in the clinical context.Objective:To conduct a preliminary investigation into ATs' and undergraduate athletic training students' perceptions about their diagnostic reasoning processes. Secondarily, to identify and compare activities or practices that may influence individual diagnostic reasoning abilities.Design:Qualitative research.Setting:Online interviews.Patients or Other Participants:Twenty-three participants (11 ATs, 12 senior-level athletic training students) were convenience sampled from a pool of participants used in a separate, multifaceted diagnostic reasoning study.Main Outcome Measure(s):Participants were interviewed in an online format to determine their diagnostic processing ability and perceived factors that enhance and hinder diagnostic reasoning. Data were analyzed using a general inductive approach.Results:Analysis determined ATs and athletic training students used similar reasoning processes to previously reported expert- and novice-level reasoning abilities, respectively. Professional socialization and metacognitive activities were found to enhance individual diagnostic reasoning abilities in both groups. Lack of professional socialization and time in ATs and limited experiences and educational settings in athletic training students were thought to detract from diagnostic reasoning development.Conclusions:Use of diagnostic reasoning and factors perceived to influence ATs' and athletic training students' ability found within our study correspond with previously reported theories and mimic the current understanding of expert and novice abilities respectively. Understanding factors that influence diagnostic reasoning ability is crucial for developing effective pedagogical and curricular strategies in athletic training education.
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Becker, Nicole, Courtney Stanford, Marcy Towns, and Renee Cole. "Translating across macroscopic, submicroscopic, and symbolic levels: the role of instructor facilitation in an inquiry-oriented physical chemistry class." Chemistry Education Research and Practice 16, no. 4 (2015): 769–85. http://dx.doi.org/10.1039/c5rp00064e.
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In physical chemistry classrooms, mathematical and graphical representations are critical tools for reasoning about chemical phenomena. However, there is abundant evidence that to be successful in understanding complex thermodynamics topics, students must go beyond rote mathematical problem solving in order to connect their understanding of mathematical and graphical representations to the macroscopic and submicroscopic phenomena they represent. Though traditional curricular materials such as textbooks may provide little support for coordinating information across macroscopic, submicroscopic, and symbolic levels, instructor facilitation of classroom discussions offers a promising route towards supporting students' reasoning. Here, we report a case study of classroom reasoning in a POGIL (process-oriented guided inquiry learning) instructional context that examines how the class coordinated macroscopic, submicroscopic, and symbolic ideas through classroom discourse. Using an analytical approach based on Toulmin's model of argumentation and the inquiry-oriented discursive moves framework, we discuss the prevalence of macroscopic, submicroscopic and symbolic-level ideas in classroom reasoning and we discuss how instructor facilitation strategies promoted reasoning with macroscopic, submicroscopic, and symbolic levels of representation. We describe one sequence of instructor facilitation moves that we believe promoted translation across levels in whole class discussion.
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Possin, Kevin. "CAT Scan: A Critical Review of the Critical-Thinking Assessment Test." Informal Logic 40, no. 3 (August 29, 2020): 489–508. http://dx.doi.org/10.22329/il.v40i30.6243.
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The CAT is entirely dedicated to assessing the critical-thinking skills involved in scientific reasoning and practical problem solving. While the test is found to have reasonable content validity, various issues with its prompts are discussed, along with significant issues with its scoring. The CAT’s recommended use as a “model” for curricular changes, called CAT Apps, is criticized as “teaching to the test.”
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Aminian, Gholamreza, and John Mitchell O’Toole. "Undergraduate prosthetics and orthotics programme objectives:a baseline for international comparison and curricular development." Prosthetics and Orthotics International 35, no. 4 (October 31, 2011): 445–50. http://dx.doi.org/10.1177/0309364611425094.
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Background: Prosthetics and orthotics is a relatively recent addition to the suite of undergraduate professional preparation programmes. There has been limited publication regarding international patterns of curriculum development, particularly concerning how objectives differ across global regions. Objectives: This paper compares current prosthetics and orthotics curricula from a range of regions and identifies both common and distinctive objectives. Study Design: Mixed method: document analysis followed by modified Delphi process. Methods: Documents were analysed qualitatively to compare various curricula and emergent features were evaluated by a group of expert prosthetics and orthotics instructors. Results: There was substantial agreement that programmes should improve student knowledge and understanding. They should establish and extend student fabrication, communication skills and professional co-operation. However, there appeared to be regional differences in the priority given to critical thinking and clinical reasoning; integration of theory and practice and particular approaches to teaching prosthetics and orthotics. Conclusions: This study revealed substantial consensus regarding the importance of clear programme objectives dealing with student abilities, professional skills and contemporary understanding. However, this study also revealed regional differences that may well reward further investigation.
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Tarr, James E., Douglas A. Grouws, Óscar Chávez, and Victor M. Soria. "The Effects of Content Organization and Curriculum Implementation on Students' Mathematics Learning in Second-Year High School Courses." Journal for Research in Mathematics Education 44, no. 4 (July 2013): 683–729. http://dx.doi.org/10.5951/jresematheduc.44.4.0683.
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We examined curricular effectiveness in high schools that offered parallel paths in which students were free to study mathematics using 1 of 2 content organizational structures, an integrated approach or a (traditional) subject-specific approach. The study involved 3,258 high school students, enrolled in either Course 2 or Geometry, in 11 schools in 5 geographically dispersed states. We constructed 3-level hierarchical linear models of scores on 3 end-of-year outcome measures: a test of common objectives, an assessment of problem solving and reasoning, and a standardized achievement test. Students in the integrated curriculum scored significantly higher than those in the subject-specific curriculum on the standardized achievement test. Significant student-level predictors included prior achievement, gender, and ethnicity. At the teacher level, in addition to Curriculum Type, the Opportunity to Learn and Classroom Learning Environment factors demonstrated significant power in predicting student scores, whereas Implementation Fidelity, Teacher Experience, and Professional Development were not significant predictors.
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Schwartz, Andrea, and Kristen Schaefer. "A Longitudinal Aging and End-of-Life Care Curriculum for Medical Students Using the Geriatric 5Ms Framework." Innovation in Aging 4, Supplement_1 (December 1, 2020): 9. http://dx.doi.org/10.1093/geroni/igaa057.029.
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Abstract Medical student training in geriatrics and palliative care is critical to prepare them to care for older adults and those facing serious illness. We created a longitudinal Aging and End of Life Care Curriculum at Harvard Medical School, using Kern’s Curriculum Design Model. We conducted a focused needs assessment survey with course and clerkship directors, then implemented curricula based on the AAMC and Hartford Foundation’s 26 learning objectives in Geriatrics (Leipzig et al, Acad Med 2009), and “Raising the Bar for the care of seriously ill patients” which established competencies for medical students in palliative care (Schaefer at al, Acad Med 2014). We structured the curricular content to enable spaced learning, using the Geriatric 5Ms framework of Mobility, Mind, Medications, Multi-complexity and Matters Most (Tinetti at al, JAGS 2017), which aligns with the Age Friendly Health Systems Initiative priorities. Students participate in trainings on Delivering Serious News and Goals of Care Conversations, structured home visits with older adults, and clinical reasoning sessions focused on falls, delirium and polypharmacy risk reduction. The curriculum includes interactive, case based and jigsaw learning, as well as flipped classroom learning. Students are evaluated using a three part longitudinal Objective Structured Clinical Examination with an aging patient, which demonstrates an increase in medical student clinical skills in geriatrics. Individual sessions of the curriculum demonstrate increases in student knowledge of and attitude to geriatrics; longitudinal assessment is ongoing to ensure that students graduate ready to care for an aging society with competence, knowledge and compassion.
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DeJarnette, Anna F., and Gloriana González. "Positioning During Group Work on a Novel Task in Algebra II." Journal for Research in Mathematics Education 46, no. 4 (July 2015): 378–422. http://dx.doi.org/10.5951/jresematheduc.46.4.0378.
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Given the prominence of group work in mathematics education policy and curricular materials, it is important to understand how students make sense of mathematics during group work. We applied techniques from Systemic Functional Linguistics to examine how students positioned themselves during group work on a novel task in Algebra II classes. We examined the patterns of positioning that students demonstrated during group work and how students' positioning moves related to the ways they established the resources, operations, and product of a task. Students who frequently repositioned themselves created opportunities for mathematical reasoning by attending to the resources and operations necessary for completing the task. The findings of this study suggest how students' positioning and mathematical reasoning are intertwined and jointly support collaborative learning through work on novel tasks.
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Brito, Luciana Pereira de, Leandro Silva Almeida, and António José Osório. "Academic Performance of 9th graders on Spatial Geometry: Impact of personal and contextual variables." Bolema: Boletim de Educação Matemática 35, no. 70 (May 2021): 690–707. http://dx.doi.org/10.1590/1980-4415v35n70a07.
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Abstract This article presents and discusses results from a study investigating the quality of Spatial Geometry academic performance of 9th grade students when they are about to be exposed to more complex concepts, geometric solids, and related problems in curricular learning experiences. Participants were Portuguese public school students. We also collected information about previous mathematics grades and mother’s schooling. A geometry test, a causal attribution to a school achievement test, and two reasoning tests – spatial and mechanical – were applied, and all collected data was statistically analysed and interpreted. To address the different nature of variables, we conducted a hierarchical linear regression. Results suggest that nearly 41% of variance on Spatial Geometry academic performance can be explained by the personal and contextual variables studied. The recommendation to schoolteachers involves designing learning experiences that engage students in spatial reasoning and high-order thinking skills.
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Root Kustritz, MargaretV, Aaron Rendahl, LauraK Molgaard, and Erin Malone. "Using a model board examination and a case study assessing clinical reasoning to evaluate curricular change." Education in the Health Professions 1, no. 1 (2018): 11. http://dx.doi.org/10.4103/ehp.ehp_2_18.
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Mishra, Lokanath, Tushar Gupta, and Abha Shree. "Guiding principles and practices of peace education followed in secondary schools of Mizoram." International Journal of Evaluation and Research in Education (IJERE) 9, no. 4 (December 1, 2020): 1096. http://dx.doi.org/10.11591/ijere.v9i4.20738.
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<span>The significance of peace education is universally recognized for a safe and prospering future for the world at school level as peace education aims at equipping the future citizens with necessary knowledge, attitude and skills so that they would acknowledge and respect all kinds of diversity and understand human dignity. This paper is based on an empirical research aiming how far guiding principles and practices of peace education followed in secondary schools of Mizoram. The concept of peace education, guiding principles of peace education and practices on peace-related activities being followed in the secondary schools of Mizoram were explored. The study revealed that peace education was not being taught as a separate subject. Peace education component was infused in the existing curriculum and also was being taught through co-curricular and extra-curricular activities. Besides, teachers must reflect in their behavior all the guiding principles of peace. They should encourage the students for critical thinking, reasoning, develop awareness on societal problems and issues, broaden their outlook, concentrate on studies, and to be associated with various activities. In Mizoram, students’ unions and church organizations used to play a prominent role in shaping and moulding the character of the people starting from the early stage of life which ultimately benefits the society and the nation. However, in the context of rapid change in social structure and modernization process, there is need for inculcating the values of peace for which schools have to play important role</span><span lang="IN">.</span>
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Lakhtakia, Ritu. "Virtual Microscopy in Undergraduate Pathology Education." Sultan Qaboos University Medical Journal [SQUMJ] 21, no. 3 (August 29, 2021): 428–35. http://dx.doi.org/10.18295/squmj.4.2021.009.
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Objectives: Whole-slide imaging (WSI) and virtual microscopy (VM) have revolutionized teaching, diagnosis and research in histopathology. The aims of this study were to establish the feasibility of achieving early integration of clinical reasoning with undergraduate pathology teaching on a virtual microscopy platform and, to determine its student-centricity through student feedback. Methods: Thirty-eight VM-centered clinical cases were introduced to forty-nine students in an integrated undergraduate medical curriculum. The cases were aligned to curricular objectives, reinforced the pathologic basis of disease with critical thinking and were delivered across fifteen interactive small-group sessions. A simulated cross-disciplinary integration and judicious choice of pertinent diagnostic investigations was linked to principles of management. Feedback was obtained through a mixed-methods approach. Results: User-friendliness, gradual learning curve of VM and annotation-capacity were scored 4-5 on a Likert scale of 1-5 by 91.84%, 87.75% and 83.67% students respectively. Students agreed on content-match to the stage of learning (81.63%), theme of the week (91.84%) and development of a strong clinical foundation (77.5%). Integration (85.71%) and clinico-pathological correlation (83.67%) were strengths of this educational effort. High student attendance (~100%) and improved assessment scores on critical thinking (80%) were observed. Software lacunae included frequent logouts and lack of note-taking tools. Easy access was a significant student-centric advantage. Conclusion: A VM-centered approach with clinico-pathological correlation has been successfully introduced to inculcate integrated learning. Using the pathologic basis of disease as fulcrum and critical reasoning as anchor, a digitally-enabled generation of medical students have embraced this educational tool for tutor-guided, student-centered learning.
Keywords: virtual, digital, pathology, microscopy, medical education
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Mbajiorgu, Ngozika, and Innocent Anidu. "Non-Western students’ causal reasoning about biologically adaptive changes in humans, other animals and plants: instructional and curricular implications." International Journal of Science Education 39, no. 9 (May 11, 2017): 1133–53. http://dx.doi.org/10.1080/09500693.2017.1319092.
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Lahav, Orly, Nuha Chagab, and Vadim Talis. "Use of a sonification system for science learning by people who are blind." Journal of Assistive Technologies 10, no. 4 (December 19, 2016): 187–98. http://dx.doi.org/10.1108/jat-11-2015-0032.
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Purpose The purpose of this paper is to examine a central need of students who are blind: the ability to access science curriculum content. Design/methodology/approach Agent-based modeling is a relatively new computational modeling paradigm that models complex dynamic systems. NetLogo is a widely used agent-based modeling language that enables exploration and construction of models of complex systems by programming and running the rules and behaviors. Sonification of variables and events in an agent-based NetLogo computer model of gas in a container is used to convey phenomena information. This study examined mainly two research topics: the scientific conceptual knowledge and systems reasoning that were learned as a result of interaction with the listen-to-complexity (L2C) environment as appeared in answers to the pre- and post-tests and the learning topics of kinetic molecular theory of gas in chemistry that was learned as a result of interaction with the L2C environment. The case study research focused on A., a woman who is adventitiously blind, for eight sessions. Findings The participant successfully completed all curricular assignments; her scientific conceptual knowledge and systems reasoning became more specific and aligned with scientific knowledge. Practical implications A practical implication of further studies is that they are likely to have an impact on the accessibility of learning materials, especially in science education for students who are blind, as equal access to low-cost learning environments that are equivalent to those used by sighted users would support their inclusion in the K-12 academic curriculum. Originality/value The innovative and low-cost learning system that is used in this research is based on transmittal of visual information of dynamic and complex systems, providing perceptual compensation by harnessing auditory feedback. For the first time the L2C system is based on sound that represents a dynamic rather than a static array. In this study, the authors explore how a combination of several auditory representations may affect cognitive learning ability.
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Stanescu, Claudia I., Erica A. Wehrwein, Lisa C. Anderson, and Jennifer Rogers. "Evaluation of core concepts of physiology in undergraduate physiology curricula: results from faculty and student surveys." Advances in Physiology Education 44, no. 4 (December 1, 2020): 632–39. http://dx.doi.org/10.1152/advan.00187.2019.
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Unlike other STEM (Science, Technology, Engineering, Mathematics) disciplines, program guidelines for undergraduate physiology degree programs have yet to be firmly established. The purpose of this study was to examine the use of physiology core concepts within undergraduate physiology curricula to discern whether a common subset could be broadly recommended for inclusion in programmatic guidelines. A curricular survey tool was developed to evaluate the depth to which each core concept was included in physiology curricula. Seven self-selected physiology programs assessed core concept inclusion across all courses within the major (0 = not covered, 1 = minimally covered, and 2 = covered to a great extent). The top core concepts ranked by each institution varied considerably, but all were robustly represented across programs. The top five combined rankings for all institutions were as follows: 1) interdependence (1.47 ± 0.63); 2) structure/function (1.46 ± 0.72); 3) homeostasis (1.45 ± 0.71); 4) scientific reasoning (1.44 ± 0.70); and 5) cell-cell communication (1.38 ± 0.75). No common subset of specific core concepts was evident among the seven participating institutions. Next, results were compared with recent Physiology Majors Interest Group (P-MIG) faculty and student surveys that ascertained perceptions of the top five most important core concepts. Three core concepts (homeostasis, structure/function, cell-cell communication) appeared in the top five in more than one-half of survey questions included. We recommend that future programmatic guidelines focus on inclusion of the core concepts of physiology as general models to scaffold learning in physiology curricula, but the programmatic guidelines should allow flexibility in the core concepts emphasized based on program objectives.
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Richmond, John W. "Arts Education as Equal Educational Opportunity: The Legal Issues." Journal of Research in Music Education 40, no. 3 (October 1992): 236–52. http://dx.doi.org/10.2307/3345685.
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The purpose of this study was to determine whether gross disparities in arts curricular offerings between districts within a state offend the Equal Protection Clause of the Constitution of the United States. The design required a review of literature and the identification and analysis of relevant federal and state case law. Legal reasoning was the philosophical method. Such deduction required the development of a central thesis and a series of supporting syllogisms. The central thesis to emerge was that such disparate provision of arts education does not constitute a violation of the Equal Protection Clause, but may constitute a violation of the equal protection clauses and public education provisions of state constitutions in the United States. Six syllogisms developed this thesis or addressed related research questions.
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Albina, Maria Eugenia “Genie.” "How did you get your answer?" Teaching Children Mathematics 19, no. 1 (August 2012): 64. http://dx.doi.org/10.5951/teacchilmath.19.1.0064.
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My second graders recently experienced a new math assessment designed to represent the ideas from the Common Core State Standards for Mathematics (CCSSI 2010). In reviewing their responses, I determined that my students suffered from a lack of comfort or familiarity with solving math problems that demand critical-thinking skills. In an effort to increase their capacity to think through complex problems in the context of one of our secondgrade curricular goals involving coins, I presented a problem. I had never modeled this type of multistep problem for them. I was interested in discovering their solution strategies. After allowing students to work through the problem independently, I displayed the problem on a document projector, and class members shared their mathematical thinking and reasoning.
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DIERDORP, ADRI, ARTHUR BAKKER, DANI BEN-ZVI, and KATIE MAKAR. "SECONDARY STUDENTS’ CONSIDERATIONS OF VARIABILITY IN MEASUREMENT ACTIVITIES BASED ON AUTHENTIC PRACTICES." STATISTICS EDUCATION RESEARCH JOURNAL 16, no. 2 (November 30, 2017): 397–418. http://dx.doi.org/10.52041/serj.v16i2.198.
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Measurement activities were designed in this study on the basis of authentic professional practices in which linear regression is used, to study considerations of variability by students in Grade 12 (aged 17–18). The question addressed in this article is: In what ways do secondary students consider variability within these measurement activities? Analysis of students’ reasoning during these activities in one classroom (N = 13) suggests that students considered variability in four ways: noticing and acknowledging variability, measuring variability, explaining variability, and using investigative strategies to handle variability. We conclude that the measurement tasks based on authentic professional practices helped students to reason with relevant aspects of variability. Finally, we discuss curricular and research implications.
First published November 2017 at Statistics Education Research Journal Archives
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Willis, Brad Warren, Anita Sethi Campbell, Stephen Paul Sayers, and Kyle Gibson. "Integrated clinical experience with concurrent problem-based learning is associated with improved clinical reasoning among physical therapy students in the United States." Journal of Educational Evaluation for Health Professions 15 (December 25, 2018): 30. http://dx.doi.org/10.3352/jeehp.2018.15.30.
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Clinical reasoning (CR) is a key learning domain for physical therapy educators and a core skill for entry-level practitioners. Integrated clinical experience (ICE) and problem-based learning (PBL) have each been reported to improve interpersonal and social domains, while promoting knowledge acquisition and CR. Unfortunately, studies monitoring CR during ICE with concurrent PBL in physical therapy education are sparse. We hypothesized that ICE with concurrent PBL would be associated with improved self-reported CR in third-year student physical therapists (PTs) in the United States. The Self-Assessment of Clinical Reflection and Reasoning (SACRR) survey was administered to 42 student PTs at the beginning and end of their third and final year of didactic training. Between the pretest and posttest analyses, the participants completed faculty-led ICE and PBL coursework for 16 weeks. The overall SACRR score and 26 individual item scores were examined. The Wilcoxon rank-sum test and paired t-test were used, with statistical significance accepted at P< 0.05. Significant improvements were observed in the overall SACRR score (P< 0.001), including 6 of the 26 survey items centered around decision-making based on experience and evidence, as well as self-reflection and reasoning. ICE with PBL was associated with improved self-assessed CR and reflection in third-year student PTs in the United States. Monitoring the impact of curricular design on CR may improve educators’ ability to enhance cognitive and psychomotor skills, which underscores the importance of increasing the explicit use of theoretical frameworks and teaching techniques for coping with uncertainty as a way of enhancing entry-level training.
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Pan, Sanqiang, Xin Cheng, Yanghai Zhou, Ke Li, and Xuesong Yang. "Seeking the Optimal Time for Integrated Curriculum in Jinan University School of Medicine." International Journal of Higher Education 6, no. 1 (November 2, 2016): 25. http://dx.doi.org/10.5430/ijhe.v6n1p25.
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The curricular integration of the basic sciences and clinical medicine has been conducted for over 40 years and proved to increase medical students’ study interests and clinical reasoning. However, there is still no solid data suggesting what time, freshmen or year 3, is optimal to begin with the integrated curriculum. In this study, the integrated courses on cardiovascular and respiratory systems were performed to part of year 1 and year 3 medical students while non-participant students acted as control. We tried to explore the optimal time through comparison of the exam results and questionnaire of participated students. It was demonstrated that year 3 participant students got better exam score than year 1 students did, and the questionnaire showed that it might be due to the year 1 participants difficultly caught up with the contents of integrated courses without appropriate background knowledge. Three years later, the participant students got higher ability to analytical thinking of clinical diseases in comparison to non-participant students, while it did not improve the acquirement of their clinical practical skills. Taken together, our study in Jinan University School of Medicine indicated that the integrated courses would be approximately effective if combined to conventional medical teaching at year 3 after the students obtain relevant basic sciences knowledge.
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Ozdem-Yilmaz, Yasemin, and Bulent Cavas. "PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY." Journal of Baltic Science Education 15, no. 4 (August 25, 2016): 506–22. http://dx.doi.org/10.33225/jbse/16.15.506.
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The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge. Key words: inquiry-based, science education, Delphi method.
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Freebody, Kelly, and Kelly Freebody. "Talking drama into being: types of talk in drama classrooms." Exchanges: The Interdisciplinary Research Journal 1, no. 1 (October 1, 2013): 91–113. http://dx.doi.org/10.31273/eirj.v1i1.76.
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This paper explores the structure of talk in drama classrooms, particularly the ways students and teachers use different kinds of talk to achieve their classroom work and construct shared moral reasoning as the basis of their practical educational activities. The data and discussion presented here bring together the curricular setting of educational drama and the methodological setting of Conversation Analysis and Membership Categorisation Analysis. The transcripts and analyses emerged from a larger study that sought to explore the particular ways students interacted within process drama lessons dealing with future life prospects and pathways. The identification of three distinct kinds of talk has significance for education scholars, teacher-educators and teacher-practitioners as it has the potential to enable a more detailed awareness of the structure of classroom practice and the particular ways students engage with significant ideas in classroom settings.
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Senne, Terry A., and G. Linda Rikard. "Experiencing the Portfolio Process during the Internship: A Comparative Analysis of Two PETE Portfolio Models." Journal of Teaching in Physical Education 21, no. 3 (April 2002): 309–36. http://dx.doi.org/10.1123/jtpe.21.3.309.
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A comparative analysis of two PETE portfolio models was conducted to determine the impact on intern perceptions of the value of the teaching portfolio, intern professional growth, and portfolio representation in single and dual internship site placements. The portfolio model served as the curricular intervention during the student teaching experience of 67 interns in two PETE programs. A mixed method was used to discern the impact of each portfolio model. The Defining Issues Test, weekly reflection logs, and a culminating questionnaire served as data sources. One program employed extensive reflective writings and single placement sites; the other program used less extensive reflective practice and dual placement sites. Although interns showed no change in moral judgment reasoning, most valued the portfolio process as an indicator of professional growth. Differences in reflective practice and similarities in dual versus single-site placements were noted.
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Powell, Arthur Belford. "Reaching back to advance forward: towards a 21st century approach to learning and teaching fractions." Perspectiva 36, no. 2 (July 30, 2018): 399–420. http://dx.doi.org/10.5007/2175-795x.2018v36n2p399.
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Besides their usefulness in practical, everyday activities, understanding fractions and operations on fractions underpins the development of proportional reasoning and is critical for learning higher mathematics such as algebra, probability, and calculus and for success in science and engineering. Nevertheless, fractions remain a problematic curricular area in which teachers and students poorly understand and perform. I propose to review literature to understand causes of learners’ conceptual difficulties with fractions and propose an underexplored an instructional scheme based on an epistemological and pedagogical approach informed by theoretical ideas of Vygotsky and Gattegno. Based on work with teachers, I will detail the phases of the instructional scheme and their theoretical and empirical evidence. Results will illustrate how teachers engage learners with manipulatives in the instructional scheme to enable students to construct mathematically sound and robust procedures for operating with fractions.
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Roche, Cicely. "‘Prescription’ for Purposeful Adaptation of Professionalism-and-Ethics Teaching Strategies for Remote Delivery." Pharmacy 9, no. 1 (March 7, 2021): 55. http://dx.doi.org/10.3390/pharmacy9010055.
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This case report outlines the strategies underpinning the adaptation of professionalism and ethics strand (P&E) teaching for remote delivery on a Pharmacy programme in response to COVID-19 restrictions. In line with national and University guidance, P&E teaching detailed in this report was delivered online in late 2020. Sessions were generally live and recorded, although some content was pre-recorded using video-capture software. All learning activities, recordings and supporting resources are accessible to students on the University’s Virtual Learning Environment. This report reflects on the curriculum, pedagogy and content of P&E teaching, with particular emphasis on teaching related to professional identity formation and moral reasoning competencies development. Design, development and delivery of remote online teaching is considered in the context of P&E teaching. Strategies used to plan for adaptation and delivery of interactive online teaching sessions aligned with P&E teaching are described. Key findings support a scholarship of teaching approach when planning for adaptation to remote online teaching. Purposeful consideration of existing curricular, pedagogical and instructional design enables the teacher to identify critical P&E teaching activities potentially compromised by the move to the online environment. Informed integration of available instructional tools to teaching activities follows. The report concludes with recommendations for future research.
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Phipps, Barbara J. "Work, Income and Human Capital: Beliefs and Knowledge of Urban Elementary Schoolchildren." Citizenship, Social and Economics Education 1, no. 3 (September 1996): 175–93. http://dx.doi.org/10.2304/csee.1996.1.3.175.
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This is a descriptive study of the beliefs and knowledge that eighty 8- to 11-year-old US urban school children from low- to moderate-income households hold about the economic concepts of work, income, and human capital. A structured 15-minute, one-on-one interview was used to gather data. The researcher found that by the 3rd grade, the majority of children in the sample visualise themselves in careers often requiring advanced education and training, and even the most economically disadvantaged children are optimistic about their futures. While their reasoning about the set of economic concepts was not fully developed, it could be characterised as emerging. Although most of the children did not fully understand the relationship between human capital acquisition and economic success, many showed understanding of the work-income relationship. Curricular implications for reinforcement of these concepts at the elementary school levels is discussed.
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Piñero Charlo, José Carlos, Paula Ortega García, and Sara Román García. "Formative Potential of the Development and Assessment of an Educational Escape Room Designed to Integrate Music-Mathematical Knowledge." Education Sciences 11, no. 3 (March 18, 2021): 131. http://dx.doi.org/10.3390/educsci11030131.
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In the particular case of Spain, student and teacher difficulties associated with the mathematical discipline have been evidenced in PISA and TEDS-M reports. As we consider that the teachers’ difficulties are connected to the students’ performance, we propose a multi-disciplinary approach to deliver specific didactic/mathematical knowledge to the trainee teachers. Such additional instruction shall be meaningfully connected to the real needs of the schools, so a service-learning approach is proposed here. In the present manuscript, the trainee teachers have co-designed educational escape rooms (in coordination with local schools) with the aim of mobilizing curricular knowledge. The goal of the educational escape rooms is to foster the mathematic-related competencies by establishing meaningful connections to other curricular disciplines (music-related knowledge, in the case of this study). This paper reports on the particular experience developed with a group of students (trainee teachers) while designing their educational escape rooms, focusing on the particular case of a specific student to evidence the formative potential of the procedure. The didactic suitability of the proposed escape room has been analyzed and professional development has also been discussed, showing the mobilization of relevant professional skills and fostering the related music and mathematical didactic competencies by shifting the teaching perspective from an algorithmic point of view to a more “reasoning and designing” strategy. This constitutes an evidence of the formative potential on the co-design of educational escape rooms, when designed in the frame of a service learning approach.
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Thomas, Nancy L. "Teaching for a strong, deliberative democracy." Learning and Teaching 2, no. 3 (December 1, 2009): 74–97. http://dx.doi.org/10.3167/latiss.2009.020305.
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Across the U.S.A, everyday citizens, civic leaders, policy makers, and educators are experimenting with inclusive, deliberative approaches to addressing social, economic, and political issues. Some academics and civic leaders describe this renewal in citizen engagement as a movement, a significant, transformative shift in the way we interact with each other to solve public problems, strengthen communities and 'do' democracy. Colleges and universities need to take stock of the movement towards a more deliberative democracy and adapt their programmes and activities to fit what democratic societies need today. Many campuses already offer programmes in inclusive dialogue, deliberative public reasoning, justice and other Constitutional values, democratic leadership and conflict management. Many faculty members use democratic teaching methods. These can serve as helpful models. For all colleges and universities, the challenge is to get to scale, to teach all students - not just a few in particular disciplines or co-curricular activities - to serve as effective citizens in an increasingly diverse, deliberative democracy.
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Kitchen, Elizabeth, John D. Bell, Suzanne Reeve, Richard R. Sudweeks, and William S. Bradshaw. "Teaching Cell Biology in the Large-Enrollment Classroom: Methods to Promote Analytical Thinking and Assessment of Their Effectiveness." Cell Biology Education 2, no. 3 (September 2003): 180–94. http://dx.doi.org/10.1187/cbe.02-11-0055.
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A large-enrollment, undergraduate cellular biology lecture course is described whose primary goal is to help students acquire skill in the interpretation of experimental data. The premise is that this kind of analytical reasoning is not intuitive for most people and, in the absence of hands-on laboratory experience, will not readily develop unless instructional methods and examinations specifically designed to foster it are employed. Promoting scientific thinking forces changes in the roles of both teacher and student. We describe didactic strategies that include directed practice of data analysis in a workshop format, active learning through verbal and written communication, visualization of abstractions diagrammatically, and the use of ancillary small-group mentoring sessions with faculty. The implications for a teacher in reducing the breadth and depth of coverage, becoming coach instead of lecturer, and helping students to diagnose cognitive weaknesses are discussed. In order to determine the efficacy of these strategies, we have carefully monitored student performance and have demonstrated a large gain in a pre- and posttest comparison of scores on identical problems, improved test scores on several successive midterm examinations when the statistical analysis accounts for the relative difficulty of the problems, and higher scores in comparison to students in a control course whose objective was information transfer, not acquisition of reasoning skills. A novel analytical index (student mobility profile) is described that demonstrates that this improvement was not random, but a systematic outcome of the teaching/learning strategies employed. An assessment of attitudes showed that, in spite of finding it difficult, students endorse this approach to learning, but also favor curricular changes that would introduce an analytical emphasis earlier in their training.
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Sandoval Martínez, Manuel, Maricela García Avalos, Gerardo E. Sepúlveda Palacios, and Carmen del Pilar Suárez Rodríguez. "Teaching Factoring Quadratics Using the Generic Rectangle for Sophomore Students." International Research in Education 5, no. 1 (January 23, 2017): 86. http://dx.doi.org/10.5296/ire.v5i1.10470.
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Results about a mathematical tool, called Generic Rectangle (GR), applied in a preparatory course in order to resolve algebraic problems such as multiplying binomials and factoring quadratics are shown. Such tool was used in the “introduction to engineering” subject at Universidad Politécnica del Golfo de Mexico (UPGM); up to 2014, this subject’s failure rate was very high (near 60%) in which traditional teaching method was used. After some curricular changes, including GR tool adopted in class, several objectives such as failure rate decrease (60% to 15%), notably motivation and enhancement increase (Likert’s test), and development of logic-mathematics reasoning, among others, could be reached. Results in 2015 indicates that 84% of population solved properly the final exam using GR; but regarding to those who worked with traditional method, just 25% of population obtained satisfactory results (2014); it means that GR is a better tool than traditional teaching method. Likert’s test results indicate that students developed a strong positive attitude when they work with GR, however attitude of students who used traditional teaching method were strong negative.
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Landzaat, Lindy H., Jillian Gustin, and Lori L. Olson. "Let's Think Through This Together: Helping Learners Develop Clinical Reasoning Skills and Helping Faculty Add to Their Entrustable Professional Activities and Curricular Milestone Toolboxes (SA503)." Journal of Pain and Symptom Management 59, no. 2 (February 2020): 492–93. http://dx.doi.org/10.1016/j.jpainsymman.2019.12.196.
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Gutiérrez, Angel, Adela Jaime, and Pablo Gutiérrez. "Networked Analysis of a Teaching Unit for Primary School Symmetries in the Form of an E-Book." Mathematics 9, no. 8 (April 11, 2021): 832. http://dx.doi.org/10.3390/math9080832.
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In mathematics education, technology offers many opportunities to enrich curricular contents. Plane symmetries is a topic often skipped by primary teachers. However, it is important and may be worked in attractive ways in dynamic geometry software environments. In any regular classroom there are students with different levels of mathematical attainment, some needing easy tasks while others, particularly mathematically-gifted students, need challenging problems. We present a teaching unit for plane symmetries, adequate for upper primary school grades, implemented in a fully interactive electronic book, with most activities solved in GeoGebra apps. The book allows student to choose which itinerary to follow and attention is paid to different levels of students’ mathematical attainment. The research objective of the paper is to make a networked analysis of the structure and contents of the teaching unit based on the Van Hiele levels of mathematical reasoning and the levels of cognitive demand in mathematical problem solving. The analysis shows the interest of networking both theories, the suitability of the teaching unit, as the Van Hiele levels and the cognitive demand of the activities increases, and its usefulness to fit the needs of each student, from low attainers to mathematically-gifted students.
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Catarina Nobre de Souza, Anny, and Andreza Tacyana Felix Carvalho. "ESTUDO DAS ÁGUAS NA FORMAÇÃO DE PROFESSORES DE GEOGRAFIA EM FACE DA BASE NACIONAL COMUM CURRICULAR NO BRASIL." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 435–54. http://dx.doi.org/10.46789/edugeo.v10i20.934.
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A água, enquanto elemento e bem natural, possui papel relevante como agente do espaço geográfico. Neste sentido, considerando os objetivos da Geografia na educação escolar, julga-se que a compreensão e análise de questões socioambientais que envolvem a água são fundamentais para construção do raciocínio geográfico. Perante esse contexto, este artigo versa sobre o estudo das águas na Base Nacional Comum Curricular (BNCC), diante o campo de investigação da ciência geográfica, tendo por objetivo analisar a abordagem dada ao tema da água na BNCC em Geografia – anos finais do Ensino Fundamental e Ensino Médio – e as possíveis repercussões à formação inicial de professores de Geografia no Brasil. Por meio de revisão de literatura e análise documental verificou-se o enfoque interdisciplinar da BNCC a partir dos objetos do conhecimento, direcionando de forma efêmera a perspectiva hidrogeográfica no componente escolar de Geografia. Diante dessa premissa, entende-se que os cursos de licenciatura em Geografia precisam adaptar de forma inter e transdisciplinar, os conteúdos relativos ao estudo das águas, a fim de potencializar a compreensão geográfica do profissional em formação para aplicação na educação básica. PALAVRAS-CHAVE Educação geográfica, Hidrografia, Formação docente, Interdisciplinar. THE STUDY OF WATERS IN THE TRAINING OF GEOGRAPHY TEACHERS BEFORE THE COMMON NATIONAL CURRICULAR BASE IN BRAZIL ABSTRACT Water as an element and a natural resource has a relevant role as an agent of geographic space. Thus, considering the objectives of Geography in school education, it is believed that the understanding and analysis of socio-environmental issues that involve water are fundamental for the construction of geographic reasoning. Before this context, this paper deals with the study of water in the National Common Curricular Base (BNCC), in the field of geographic science research, aiming to analyze the approach given to the theme of water in BNCC in Geography - final years of Teaching Elementary and High School - and the possible repercussions for the formation of Geography teachers in Brazil. Through literature review and documentary analysis, the interdisciplinary approach of BNCC was verified from the objects of knowledge, directing the hydrogeographic perspective in the school discipline of Geography in an ephemeral way. From this premise, it is understood that undergraduate courses in Geography need to adapt in an interdisciplinary and transdisciplinary way, the contents related to the study of waters, in order to enhance the geographical understanding of the professional in training for application in basic education. KEYWORDS Geographic education, Hydrography, Teacher training, Interdisciplinary.
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Sevillano García, María Luisa. "Reasons and Objectives Integrating Press into the Curriculum: An Empirical Study." Einzelbeiträge 2001 2001, Occasional Papers (April 9, 2001): 1–20. http://dx.doi.org/10.21240/mpaed/00/2001.04.09.x.
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Our study is partly based on the UNESCO’ General Assemblies Recommendations, and its guidelines considered by many countries. Moreover, is based on the current legal Spanish regulations of the Ministry of Education and Culture relating the curricular integration of the communication media into teaching. The law does not ensure the results expected right away, but provides guidelines and stimulus to start the process with some guarantees. On the other hand, our study wants to answer to the new situation created by the massive expansion of communication media and new technologies, and also their uncontrolled effects and the necessity of relating teaching with the new realities. Motivation, didactic possibilities, relationship with the press among others is present when teachers start working with press, showing similar scores. More that half of teachers finds these new resources as feelings enhancers, what is new and very valuable. If this is true, we will be in front of a more humanist and humanizing model. Training of the global man is important, not only reasoning but also feelings. There is also post experiment evidence that press generates a creative attitude in students, and at the same time it provides them with new knowledge, which is very important. Because of these and other reasons there must be training for a new type of teacher that integrates media to attain new learning and new attitudes towards media and new knowledge without forgetting a critical and analytical attitude to design a new model of student.
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Elvén, Maria, Jacek Hochwälder, Elizabeth Dean, and Anne Söderlund. "Predictors of Clinical Reasoning Using the Reasoning 4 Change Instrument With Physical Therapist Students." Physical Therapy 99, no. 8 (March 14, 2019): 964–76. http://dx.doi.org/10.1093/ptj/pzz044.
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AbstractBackgroundAlthough physical therapist students must be well prepared to integrate biopsychosocial and behavioral perspectives into their clinical reasoning, there is a lack of knowledge regarding factors that influence such competence.ObjectiveThis study explored the associations among the independent variables—knowledge, cognition, metacognition, psychological factors, contextual factors, and curriculum orientation vis-à-vis behavioral medicine competencies—and the dependent variables—outcomes of input from client (IC), functional behavioral analysis (FBA), and strategies for behavior change (SBC) as levels in physical therapist students’ clinical reasoning processes.DesignThis study used an exploratory cross-sectional design.MethodsThe Reasoning 4 Change instrument was completed by 151 final-semester physical therapist students. Hierarchical multiple regression analyses for IC, FBA, and SBC were conducted. In the first step, curriculum orientation was inserted into the model; in the second step, self-rated knowledge, cognition, and metacognition; and in the third step, psychological factors.ResultsAll independent variables except contextual factors explained 37% of the variance in the outcome of IC. Curriculum orientation explained 3%, cognitive and metacognitive factors an additional 22%, and attitudes another 15%. Variance in the outcomes of FBA and SBC were explained by curriculum orientation only (FBA change in R2 = 0.04; SBC change in R2 = 0.05). Higher scores of the dependent variables were associated with a curriculum having behavioral medicine competencies.LimitationsThe limitations of this study are that it was cross-sectional.ConclusionsCognitive and metacognitive capabilities and skills and positive attitudes are important predictors of physical therapist students’ clinical reasoning focused on behavior change at the IC level. Curricula with behavioral medicine competencies are associated with positive outcomes at all clinical reasoning levels.
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Harris, Katherine I., Jane S. Rowat, and Manish Suneja. "Embedding a longitudinal diagnostic reasoning curriculum in a residency program using a bolus/booster approach." Diagnosis 7, no. 1 (January 28, 2020): 21–25. http://dx.doi.org/10.1515/dx-2019-0023.
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AbstractBackgroundDiagnostic reasoning skills are essential to the practice of medicine, yet longitudinal curricula to teach residents and evaluate performance in this area is lacking. We describe a longitudinal diagnostic reasoning curriculum implemented in a university-based internal medicine residency program and self-evaluation assessment of the curriculum’s effectiveness.MethodsA longitudinal diagnostic reasoning curriculum (bolus/booster) was developed and implemented in the fall of 2015 at the University of Iowa. R1, R2, and R3 cohorts were taught the “bolus” curriculum at the beginning of each academic year followed by a “booster” component to maintain and build upon diagnostic reasoning skills taught during the “bolus” phase. Self-administered diagnostic thinking inventory (DTI) scores were collected in the spring of pre-curriculum (baseline, 2014–2015) and post-curriculum (2016–2017).ResultsThe overall DTI scores improved in the R1 cohort, although statistically significant differences were not seen with R2s and R3s. In the original DTI categories, R1s improved in both flexibility of thinking and structure of thinking, the R2s improved in structure of thinking and the R3s did not improve in either category. R1s showed improvement in three of the four subcategories – data acquisition, problem representation, and hypothesis generation. The R2s improved in the subcategory of problem representation. R3s showed no improvement in any of the subcategories. The R3 cohort had higher mean scores in all categories but this did not reach statistical significance.ConclusionsOur program created and successfully implemented a longitudinal diagnostic reasoning curriculum. DTI scores improved after implementation of a new diagnostic reasoning curriculum, particularly in R1 cohort.
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Harrison, Jeffrey L., and Amy R. Mashburn. "Citations, Justifications, and the Troubled State of Legal Scholarship." Texas A&M Law Review 3, no. 1 (September 2015): 45–90. http://dx.doi.org/10.37419/lr.v3.i1.3.
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Recent pedagogical, economic, and technological changes require law schools to reevaluate their resource allocations. Although typically viewed in terms of curricular changes, it is important also to focus on the very significant investment in legal scholarship and its impact. Typically, this has been determined by some version of citation counting with little regard for what it means to be cited. This Article discusses why this is a deeply flawed measure of impact. Much of that discussion is based on an empirical study the Authors conducted. The investigation found that citation by other authors is highly influenced by the rank of the review in which a work is published and the school from which the author graduated. Courts, on the other hand, are less sensitive to these markers of institutional authority. Perhaps more importantly, when the purpose of the citation is examined, a very small handful of those citing a work do so for anything related to the ideas, reasoning, methodology, or conclusions found in the cited work. This is slightly less true for judicial citation compared to citations by other authors. Given the level of current investment in legal scholarship and findings that reliance on it is far lower than citation counts would suggest, the Authors offer a number of recommendations designed to increase accountability of legal scholars and the utility of what they produce.
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Abbas, Jawad. "Service quality in higher education institutions: qualitative evidence from the students’ perspectives using Maslow hierarchy of needs." International Journal of Quality and Service Sciences 12, no. 3 (October 26, 2020): 371–84. http://dx.doi.org/10.1108/ijqss-02-2020-0016.
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Purpose Higher education institutions (HEIs) are responsible for training and transforming the students into valuable resources. Although students are believed to be the principal stakeholders in HEIs, limited research studies are available on service quality (SQ) in HEIs from students’ perspectives. This study aims to bridge this gap by investigating the factors, which constitute SQ in HEIs, specifically from students’ perspective, as existing literature on this topic is either from management and general perspective or is time dated. Design/methodology/approach The current study contributes by reviewing qualitative responses received through interviews and focus groups session with 43 students from 3 Turkey-based private HEIs. Data was collected from 43 students through 26 individual interviews and 3 focus group sessions and was analyzed through deductive reasoning using narrative and framework analysis with open coding. Findings The analysis of data indicated six main themes, specifically: teaching quality, facilities, support staff quality, employability links, safety and security and extra-curricular activities as indicators of SQ from students’ perspective. The findings of the study strongly comply with Maslow’s hierarchy of needs and take steps by identifying employability and safety and security as new emerging indicators of the existing literature of SQ in HEIs. Originality/value The existing literature lacks to provide qualitative data on SQ in HEIs from students’ perspectives in Asian countries, particularly, in Turkey, the place of current research. The findings of the present research provide valuable insights to HEIs’ management to understand students’ perceptions of SQ, their expectations and experiences.
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Park, Mihyun, Diane Kjervik, Jamie Crandell, and Marilyn H. Oermann. "The relationship of ethics education to moral sensitivity and moral reasoning skills of nursing students." Nursing Ethics 19, no. 4 (June 12, 2012): 568–80. http://dx.doi.org/10.1177/0969733011433922.
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This study described the relationships between academic class and student moral sensitivity and reasoning and between curriculum design components for ethics education and student moral sensitivity and reasoning. The data were collected from freshman ( n = 506) and senior students ( n = 440) in eight baccalaureate nursing programs in South Korea by survey; the survey consisted of the Korean Moral Sensitivity Questionnaire and the Korean Defining Issues Test. The results showed that moral sensitivity scores in patient-oriented care and conflict were higher in senior students than in freshman students. Furthermore, more hours of ethics content were associated with higher principled thinking scores of senior students. Nursing education in South Korea may have an impact on developing student moral sensitivity. Planned ethics content in nursing curricula is necessary to improve moral sensitivity and moral reasoning of students.
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de Castro, Rosa, and Dora Pereira. "Education and Attachment: Guidelines to Prevent School Failure." Multimodal Technologies and Interaction 3, no. 1 (February 20, 2019): 10. http://dx.doi.org/10.3390/mti3010010.
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Portuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.
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Thompson, Charles S., and William S. Bush. "Improving Middle School Teachers' Reasoning about Proportional Reasoning." Mathematics Teaching in the Middle School 8, no. 8 (April 2003): 398–403. http://dx.doi.org/10.5951/mtms.8.8.0398.
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Article describes a professional development project to increase teachers' understanding of proportional reasoning, the thinking patterns associated with proportional reasoning, and the applications of proportional reasoning across the middle-grades curriculum.
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Patel, Vimla L., Guy J. Groen, and Geoffrey R. Norman. "Reasoning and Instruction in Medical Curricula." Cognition and Instruction 10, no. 4 (June 1993): 335–78. http://dx.doi.org/10.1207/s1532690xci1004_2.
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Shealy, Barry E. "Becoming Flexible with Functions: Investigating United States Population Growth." Mathematics Teacher 89, no. 5 (May 1996): 414–18. http://dx.doi.org/10.5951/mt.89.5.0414.
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Real-world contexts are appearing more often in international curricula, and the arguments for using modeling and applications are broadening (Blum and Niss 1991). The National Council of Teachers of Mathematics, in its Curriculum and Evaluation Standards for School Mathematics (1989), suggests that modeling is a great context for developing problem-solving and reasoning skills. These types of experiences promote communication and allow students to make connections among mathematical ideas and between mathematics and other disciplines. Modeling activities are also consistent with the concept of a core curriculum, offering contexts for a variety of types and depths of problems. It is not surprising that the Curriculum and Evaluation Standards points out that students should be able to “apply the process of mathematical modeling to real-world problem situations” (NCTM 1989, 137)
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Giusti, Neura Maria De Rossi, and Claudia Lisete Oliveira Groenwald. "Matemática na Comunidade: um contexto educativo para a aprendizagem social e desenvolvimento do pensamento algébricoMathematics in the Community: an educational context to the social learning and development of algebraic thinking." Educação Matemática Pesquisa : Revista do Programa de Estudos Pós-Graduados em Educação Matemática 23, no. 1 (April 11, 2021): 561–90. http://dx.doi.org/10.23925/1983-3156.2021v23i1p561-590.
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ResumoO artigo apresenta um recorte de uma pesquisa desenvolvida no município de Vacaria, no estado do Rio Grande do Sul, onde investigou-se a integração e divulgação de conhecimentos matemáticos na comunidade, a partir de um contexto educativo para a socialização de conceitos da educação básica, tendo em vista a aprendizagem social e, especificamente neste trabalho, o desenvolvimento do pensamento algébrico. Para a pesquisa qualitativa de investigação-ação foram utilizadas entrevistas dirigidas a comunidade participante e registros fotográficos com as resoluções das tarefas. As análises se apoiam sobre a Base Nacional Comum Curricular e as demandas cognitivas. As diferentes formas de aprender a aprender matemática, a mobilização, o interesse, os compartilhamentos dos conhecimentos matemáticos foram considerados, assim como as diferentes formas de resoluções e de raciocínio matemático empregado perante as tarefas apresentadas. As evidências apontam que os conhecimentos relacionados ao desenvolvimento do pensamento algébrico ofereceram empecilhos na interpretação e na compreensão da simbologia algébrica, visto que operar com letras e outros símbolos requer conhecimentos da linguagem algébrica para que se possa estabelecer generalizações, análises e resoluções. Também destacamos a importância da escola sobre o desenvolvimento de competências básicas.Palavras-chave: Educação matemática, Aprendizagem social, Aprender a aprender, Pensamento algébrico.AbstractThe article presents a snippet of a research developed in Vacaria in the state of Rio Grande do Sul, where the integration and disclosure of mathematical knowledge in the community was investigated, from an educational context to the socialisation of basic education concepts, in view of the social learning and, specifically in this study, the development of algebraic thinking. With a qualitative approach of investigation-action we verified direct interviews to the participating community and photographic records with the resolutions of the tasks. The analyses are based on the Common National Curriculum Base and the cognitive demands. The different forms of learn to learn mathematics, the mobilisation, the interest, the mathematical knowledge sharing were considered, as the different forms of resolutions and mathematical reasoning employed in front of presented tasks. The evidences indicate that knowledge related to development of algebraic thinking offered obstacles in the interpretation and understanding of algebraic simbology, since operating with letters and others symbols requires knowledge of algebraic language to establish generalisations, analyses, and resolutions. We also emphasise the importance of school for basic skills development.Keywords: Mathematical education, Social learning, Learn to learn, Algebraic thinking.ResumenEl artículo presenta un extracto de una investigación desarrollada en la ciudad de Vacaria, en el estado de Rio Grande do Sul, donde se investigó la integración y divulgación del conocimiento matemático en la comunidad, desde un contexto educativo para la socialización de conceptos de la enseãnza básica, con miras al aprendizaje social y, específicamente en este trabajo, el desarrollo del pensamiento algebraico. Con un enfoque cualitativo de la investigación-acción, se verificaron entrevistas orientadas a la comunidad participante y registros fotográficos con las resoluciones de las tareas. Los análisis se basan en la Base Curricular Nacional Común y las demandas cognitivas. Se consideraron las diferentes maneras de aprender a aprender matemáticas, la movilización, el interés, el intercambio de conocimientos matemáticos, así como las diferentes maneras de resoluciones y razonamientos matemáticos empleados en las tareas presentadas. Las evidencias apuntan que los conocimientos relacionados con el desarrollo del pensamiento algebraico ofrecieron obstáculos en la interpretación y comprensión de la simbología algebraica, ya que operar con letras y otros símbolos requiere conocimientos del lenguaje algebraico para poder establecer generalizaciones, análisis y resoluciones. También destacamos la importancia de la escuela en el desarrollo de habilidades básicas.Palabras clave: Educación matemática, Aprendizaje social, Aprender a aprender, Pensamiento algebraico.
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Iyer, Shwetha, Erin Goss, Casey Browder, Gerald Paccione, and Julia Arnsten. "Development and evaluation of a clinical reasoning curriculum as part of an Internal Medicine Residency Program." Diagnosis 6, no. 2 (June 26, 2019): 115–19. http://dx.doi.org/10.1515/dx-2018-0093.
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Abstract Background Errors in medicine are common and often tied to diagnosis. Educating physicians about the science of cognitive decision-making, especially during medical school and residency when trainees are still forming clinical habits, may enhance awareness of individual cognitive biases and has the potential to reduce diagnostic errors and improve patient safety. Methods The authors aimed to develop, implement and evaluate a clinical reasoning curriculum for Internal Medicine residents. The authors developed and delivered a clinical reasoning curriculum to 47 PGY2 residents in an Internal Medicine Residency Program at a large urban hospital. The clinical reasoning curriculum consists of six to seven sessions with the specific aims of: (1) educating residents on cognitive steps and reasoning strategies used in clinical reasoning; (2) acknowledging the pitfalls of clinical reasoning and learning how cognitive biases can lead to clinical errors; (3) expanding differential diagnostic ability and developing illness scripts that incorporate discrete clinical prediction rules; and (4) providing opportunities for residents to reflect on their own clinical reasoning (also known as metacognition). Results Forty-seven PGY2 residents participated in the curriculum (2013–2016). Self-assessed comfort in recognizing and applying clinical reasoning skills increased in 15 of 15 domains (p < 0.05 for each). Resident mean scores on the knowledge assessment improved from 58% pre-curriculum to 81% post curriculum (p = 0.002). Conclusions A case vignette-based clinical reasoning curriculum can effectively increase residents’ knowledge of clinical reasoning concepts and improve residents’ self-assessed comfort in recognizing and applying clinical reasoning skills.