scholarly journals Assessment of verbal communication in science education: A comparison of small and large classes

2003 ◽  
Vol 31 (1) ◽  
pp. 24-27 ◽  
Author(s):  
Ian S. Haworth ◽  
Ashley Garrill
Keyword(s):  
Science Education ◽  
Verbal Communication ◽  
Large Classes ◽  
Communication In Science

REPORT ON THE CONFERENCE «NON-VERBAL COMMUNICATION IN SCIENCE PRIOR TO 1900» (Trento, lst-3rd October 1991)

Nuncius ◽  
1992 ◽  
Vol 7 (1) ◽  
pp. 174-179
Author(s):  
LUCA CIANCIO
Keyword(s):  
Verbal Communication ◽  
Short Introduction ◽  
International Conference ◽  
General Topic ◽  
Communication In Science

Abstract<title> SUMMARY </title>This report is intended to give information about an international conference which was held in Trento (1-3 October 1991) on the theme «Non-verbal Communication in Science Prior to 1900». After a short introduction to the general topic, short accounts of the papers presented at the conference are given. Finally, an announcement regarding a three-day workshop sheduled on 23-25 September 1992 is provided.

A Successful Collaboration Between Language Arts and Science

2011 ◽  
pp. 226-229
Author(s):  
Felicia Zhang
Keyword(s):  
Science Education ◽  
Language Arts ◽  
Large Classes ◽  
Language Difficulties ◽  
Successful Collaboration

This chapter contains findings from the preceding chapters in r the project addressing language difficulties in science education in large classes.

Active learning in large class settings.

1995 ◽  
Vol 269 (6) ◽  
pp. S73 ◽  
Keyword(s):  
Science Education ◽  
Active Learning ◽  
Large Class ◽  
Learning Experience ◽  
Large Body ◽  
Factual Knowledge ◽  
Factual Information ◽  
Large Classes ◽  
Sources And Sinks ◽  
Working Together

Science education is in the process of shifting from the mastery of a large body of factual information to an emphasis on the development of reasoning skills and the solving of practical problems. Such skills are best developed by instructors and students working together in an active learning environment as opposed to instructors and students being, respectively, sources and sinks of factual knowledge. Most models of active learning are geared toward small group (< 15 students) settings in which interactions between students and instructor are optimized. However, basic courses in physiology are often forced to meet in large classes in which it is more difficult to utilize active learning methods. The panelists in this workshop demonstrated techniques that they use in large class settings to promote an active learning experience. We hope that this summary of the workshop will encourage you to experiment with educational approaches to improve the efficacy of teaching in the large class setting.

EFFECTIVE PROGRESSION MANAGEMENT WITHIN VERY LARGE CLASSES IN COMPUTER SCIENCE EDUCATION

2019 ◽  
Author(s):  
Paul Sage ◽  
◽  
Darryl Stewart ◽  
Philip Hanna ◽  
Andrew McDowell ◽  
...  
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Large Classes

Problems of communication in science education

1968 ◽  
Vol 52 (5) ◽  
pp. 493-502
Author(s):  
Henry Winthrop
Keyword(s):  
Science Education ◽  
Communication In Science

Parent Education in Studies With Nonverbal and Minimally Verbal Participants With Autism Spectrum Disorder: A Systematic Review

2020 ◽  
Vol 29 (2) ◽  
pp. 890-902
Author(s):  
Lynn Kern Koegel ◽  
Katherine M. Bryan ◽  
Pumpki Lei Su ◽  
Mohini Vaidya ◽  
Stephen Camarata
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Parent Education ◽  
Autism Spectrum ◽  
Verbal Communication ◽  
Fidelity Of Implementation ◽  
Spectrum Disorder ◽  
Education Programs ◽  
Minimally Verbal ◽  
Parent Education Programs

Purpose The purpose of this systematic review was to identify parent education procedures implemented in intervention studies focused on expressive verbal communication for nonverbal (NV) or minimally verbal (MV) children with autism spectrum disorder (ASD). Parent education has been shown to be an essential component in the habilitation of individuals with ASD. Parents of individuals with ASD who are NV or MV may particularly benefit from parent education in order to provide opportunities for communication and to support their children across the life span. Method ProQuest databases were searched between the years of 1960 and 2018 to identify articles that targeted verbal communication in MV and NV individuals with ASD. A total of 1,231 were evaluated to assess whether parent education was implemented. We found 36 studies that included a parent education component. These were reviewed with regard to (a) the number of participants and participants' ages, (b) the parent education program provided, (c) the format of the parent education, (d) the duration of the parent education, (e) the measurement of parent education, and (f) the parent fidelity of implementation scores. Results The results of this analysis showed that very few studies have included a parent education component, descriptions of the parent education programs are unclear in most studies, and few studies have scored the parents' implementation of the intervention. Conclusions Currently, there is great variability in parent education programs in regard to participant age, hours provided, fidelity of implementation, format of parent education, and type of treatment used. Suggestions are made to provide both a more comprehensive description and consistent measurement of parent education programs.

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