Connectedness of Problems and Impasse Resolution in the Solving Process in Geometry: A Major Educational Challenge

2018 ◽  
pp. 357-375 ◽  
Author(s):  
Philippe R. Richard ◽  
Michel Gagnon ◽  
Josep Maria Fortuny
Keyword(s):  
Educational Challenge ◽  
Impasse Resolution

Studying and More: Part-Time Employment as an Educational Challenge?

2020 ◽  
Vol 1 (1) ◽  
pp. 57-63
Author(s):  
Silke Heuse ◽  
Cathrin Dietze ◽  
Daniel Fodor ◽  
Edgar Voltmer
Keyword(s):  
Health Care ◽  
Perceived Stress ◽  
Health Care Professionals ◽  
Cross Sectional Study ◽  
Study Data ◽  
Future Health ◽  
Cross Sectional ◽  
Professional Students ◽  
Educational Challenge ◽  
Part Time

Background: Future health-care professionals face stress both during education and in later professional life. Next to educational trainings, many students are forced to assume part-time employment. Objective: Applying the Job Demands-Resources Model to the educational context, we investigate which role part-time employment plays next to health-care professional students’ education-specific demands and resources in the prediction of perceived stress. Method: In this cross-sectional study, data from N = 161 health-care students were analysed, testing moderation models. Results: Education-specific demands were associated with higher and education-specific resources with lower amounts of perceived stress. Part-time employment functioned as moderator, i.e. demands were less associated with stress experiences in students who were employed part-time. Conclusion: Identifying part-time employment as a resource rather than a demand illustrates the need to understand students’ individual influences on stress. Both educators and students will benefit from reflecting these resources to support students’ stress management.

Sustainable Energies as an Educational Challenge: Regarding Engineering Studies at the University of Girona

2019 ◽  
Vol 17 ◽  
pp. 56-61
Author(s):  
J.R. González ◽  
◽  
L. Pacheco ◽  
N. Luo ◽  
T. Pujol ◽  
...  
Keyword(s):  
Engineering Studies ◽  
Educational Challenge ◽  
The University

scholarly journals Explanation-based learning with analogy for impasse resolution

2016 ◽  
Vol 61 ◽  
pp. 181-191 ◽  
Author(s):  
Matt Timperley ◽  
Maizura Mokhtar ◽  
Gareth Bellaby ◽  
Joe Howe
Keyword(s):  
Explanation Based Learning ◽  
Impasse Resolution

scholarly journals How to foster the formation of STEM identity: studying diversity in an authentic learning environment

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Alison Singer ◽  
Georgina Montgomery ◽  
Shannon Schmoll
Keyword(s):  
Learning Environment ◽  
Identity Formation ◽  
Sense Of Belonging ◽  
Sociology Of Science ◽  
Authentic Learning ◽  
Learning Task ◽  
Short Answer ◽  
Diversity And Inclusion ◽  
Educational Challenge ◽  
Short Answer Questions

Abstract Background STEM identity has been shown to have a powerful role in an individual’s success in educational environments, as well as on their career goals and trajectories. Historically, however, STEM identity formation for underrepresented students has been hampered by the lack of representation of in STEM fields, which predominantly consist of white males. One educational challenge is diversifying STEM classrooms, both in terms of the students themselves and also in terms of the science and scientists they learn about. Methods We piloted a 4-credit History, Philosophy, and Sociology of Science course at Michigan State University. Students were tasked with creating exhibits focused on themes of diversity and inclusion in science for a real client. Using a STEM identity survey, we assessed students’ attitudes towards the sciences, issues of diversity in science, and their sense of belonging to their educational communities. We also had the students respond to various short-answer questions throughout the semester to better understand their experiences working on a collaborative authentic learning task. Results Our results suggest that authentic learning experiences based around ideas of diversity and inclusion can help students develop sense of belonging and positive STEM identities. Students demonstrated shifts in their self-identities as scientists, focusing more on the intersection between their gender, ethnicity, and self-perception as a scientist. Through qualitative analysis of short-answer questions, we were able to ascertain that working in groups in an authentic learning environment helped the students improve their communication and collaboration skills. Conclusions Students’ increased focus on gender and ethnicity suggests that they are thinking critically about how their personal identities intersect with their scientific identities. Additional research would help us better understand if the coupling of authentic learning and inclusive teaching practices have significant impacts on the formation of students’ STEM identities.

Embracing the Language-Educational Challenge of FL Departments: Reflections on Ways Forward

2017 ◽  
Vol 101 (2) ◽  
pp. 424-427 ◽  
Author(s):  
Marianna Ryshina-Pankova ◽  
Heidi Byrnes
Keyword(s):  
Educational Challenge
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