“The Goals Remain Elusive”: Using Drawings to Examine Shifts in Teachers’ Mental Models Before and After an NGSS Professional Learning Experience

2020 ◽  
Vol 31 (5) ◽  
pp. 578-600
Author(s):  
Carrie-Anne Sherwood
Keyword(s):  
Mental Models ◽  
Professional Learning ◽  
Learning Experience ◽  
Before And After

scholarly journals Application and practice of a step-by-step method combined with case-based learning in Chinese otoendoscopy education

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Fanqin Wei ◽  
Qiyang Sun ◽  
Zili Qin ◽  
Huiwen Zhuang ◽  
Guangli Jiang ◽  
...  
Keyword(s):  
Learning Experience ◽  
Step Method ◽  
Innovative Methods ◽  
Before And After ◽  
Case Based Learning ◽  
Group A ◽  
Clinical Thinking ◽  
Group B ◽  
Learning Interest ◽  
Case Based

Abstract Background Standardized training allows more physicians to master otoendoscopic surgery. However, the lecture-based learning (LBL) applied in otoendoscopy teaching may not be conducive to training students in clinical thinking and surgical ability. It is necessary to explore innovative methods for otoendoscopy teaching. This study aimed to determine the effect of a step-by-step (SBS) method combined with case-based learning (CBL) in otoendoscopy teaching. Methods Fifty-nine physicians who participated in otoendoscopy training were selected as the study subjects and randomly divided into two groups (A and B). Group A underwent training with the SBS & CBL method, while Group B underwent training with the LBL & CBL method. The effects of these two methods for otoendoscopy training were compared by evaluation of professional skills and questionnaires before and after the training. Results Proficiency in otoendoscopic anatomy and grades for both professional knowledge and otoendoscopic skills were significantly higher in Group A than in Group B(P < 0.05). In terms of learning interest, surgical ability, acting capacity during surgery, reducing surgical complications, and satisfaction with learning experience, all responses from Group A were better than those from Group B(P < 0.05). Conclusions The SBS & CBL method may help to improve ability in otoendoscopic surgery and clinical thinking and appears suitable for endoscopy teaching.

scholarly journals Requirements for competence modelling in professional learning: experience from the water sector

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Charalampos Thanopoulos ◽  
Christian M. Stracke ◽  
Éva Rátky ◽  
Cleo Sgouropoulou
Keyword(s):  
Professional Learning ◽  
Learning Experience ◽  
Water Sector

Teaching Competencies of Pre-Service Spanish Language Teachers through the ECO method

2021 ◽  
pp. 516-535
Author(s):  
Lucas-Oliva Inés ◽  
García-Jiménez Jesús ◽  
Torres-Gordillo Juan-Jesús
Keyword(s):  
Design Thinking ◽  
Learning Experience ◽  
Educational Background ◽  
Demographic Characteristics ◽  
Spanish Language ◽  
Language Teachers ◽  
Teaching Competencies ◽  
Challenge Based Learning ◽  
Before And After ◽  
Teaching Learning

Developing the teaching competencies of pre-service Spanish Language and Literature teachers is one of the current demands in higher education. A teaching-learning experience has been developed through the ECO method (Explore, Create, Offer), which is an innovative methodology inspired by Human Centred Design, Design Thinking, and challenge-based learning. The aim of the study was twofold: a) to check whether pre-service teachers perceive that their teaching competencies have improved after this experience; b) to find out the relationships between their perception of the different competencies and certain socio-demographic characteristics. A Likert-type questionnaire on teaching competencies before and after the experience was conducted. 92 participants took part in the pre-test and 66 in the post-test. The results show an improvement in the perception of their competencies at the end of the experience and high levels of motivation throughout the course. These improvements occurred regardless of socio-demographic characteristics such as age or educational background. It is concluded that the ECO method favours the acquisition of competencies, fosters motivation, and offers equal learning opportunities, thus fulfilling the democratising function of the university.

scholarly journals Integrated Outreach: Increasing Engagement in Computer Science and Cybersecurity

2020 ◽  
Vol 10 (12) ◽  
pp. 353
Author(s):  
Shaya Wolf ◽  
Andrea Carneal Burrows ◽  
Mike Borowczak ◽  
Mason Johnson ◽  
Rafer Cooley ◽  
...  
Keyword(s):  
Computer Science ◽  
Real World ◽  
Learning Experience ◽  
Low Cost ◽  
Outreach Programs ◽  
Integrated Stem ◽  
Hands On ◽  
Real World Applications ◽  
Before And After ◽  
Interest Level

Research on innovative, integrated outreach programs guided three separate week-long outreach camps held across two summers (2018 and 2019). These camps introduced computer science through real-world applications and hands-on activities, each dealing with cybersecurity principles. The camps utilized low-cost hardware and free software to provide a total of 84 students (aged 10 to 18 years) a unique learning experience. Based on feedback from the 2018 camp, a new pre/post survey was developed to assess changes in participant knowledge and interest. Student participants in the 2019 iteration showed drastic changes in their cybersecurity content recall (33% pre vs. 96% post), cybersecurity concept identification within real-world scenarios, and exhibited an increased ability to recognize potential cybersecurity threats in their every-day lives (22% pre vs. 69% post). Finally, students’ self-reported interest-level before and after the camp show a positive increase across all student participants, with the number of students who where highly interested in cybersecurity more than doubling from 31% pre-camp to 65% post-camp. Implications for educators are large as these activities and experiences can be interwoven into traditional schooling as well as less formal camps as pure computer science or through integrated STEM.

Reflective Practice, Professional Learning, and Educational Partnerships

2011 ◽  
pp. 188-203
Author(s):  
Chris Brook ◽  
Graeme Lock
Keyword(s):  
Blended Learning ◽  
Reflective Practice ◽  
Performance Management ◽  
Professional Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learning Experience ◽  
Theory And Practice ◽  
Educational Partnerships ◽  
Learning Program

In light of current interest in teacher education, this chapter presents an outcome of a study that sought to explore ways that the classroom practices and status of teachers might be improved. The enquiry used a model of professional learning that incorporated blended learning, reflective practice, performance management processes, authentic experiences, and tertiary learning to encourage change in classroom settings. Teacher insights were explored and their classroom practices analysed to identify any change in teacher behaviours that might be attributed to participation in the learning program. Findings suggest that teachers are largely dissatisfied with conventional approaches to professional development believing them to be separate from the classroom experience and ineffective in bring about change. However, teachers in this study found that a blended learning setting that fostered an intentional connection between theory and practice and collaborative learning provided a strong learning experience that translated to change in classroom practice.

Investigating the viability of a competency-based, qualitative laboratory assessment model in first-year undergraduate chemistry

2018 ◽  
Vol 19 (2) ◽  
pp. 629-637 ◽  
Author(s):  
Reyne Pullen ◽  
Stuart C. Thickett ◽  
Alex C. Bissember
Keyword(s):  
Learning Experience ◽  
Assessment Model ◽  
Chemistry Laboratory ◽  
First Year ◽  
Skills Acquisition ◽  
Laboratory Assessment ◽  
New Model ◽  
Before And After ◽  
Competency Based ◽  
Criterion Referenced

In chemistry curricula, both the role of the laboratory program and the method of assessment used are subject to scrutiny and debate. The ability to identify clearly defined competencies for the chemistry laboratory program is crucial, given the numerous other disciplines that rely on foundation-level chemistry knowledge and practical skills. In this report, we describe the design, implementation, results, and feedback obtained on a competency-based assessment model recently introduced into the first-year laboratory program at an Australian university. Previously, this laboratory program was assessed via a quantitative, criterion-referenced assessment model. At the core of this new model was a set of competency criteria relating to skills-acquisition, chemical knowledge and application of principles, safety in the laboratory, as well as professionalism and teamwork. By design, these criteria were aligned with the learning outcomes of the course and the degree itself, as well as local accrediting bodies. Qualitative and quantitative feedback from students (and staff) obtained before and after the implementation of this new model suggested this approach provided an enhanced learning experience enabling a greater focus on the acquisition of fundamental laboratory skills and techniques.

scholarly journals The Curriculum and Community Enterprise for Restoration Science S.T.E.M. + C Professional Learning Model: Expansion and Enhancement

2019 ◽  
Vol 8 (3) ◽  
pp. 122
Author(s):  
Lauren Birney ◽  
Denise McNamara
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Local Community ◽  
Learning Experience ◽  
The United States ◽  
Community Based ◽  
Self Reflection ◽  
Career Pathway ◽  
Stem Workforce ◽  
Career Options

Professional Development in the field of education has undergone several shifts in focus. Currently, teacher contentknowledge and the ability to disseminate this knowledge is the focus in professional learning communities. Theimportance of creating a thriving STEM workforce in the United States has been promoted for the last decade.Studies have shown that capturing students’ interest must occur before they enter high school, ideally in the middleschool years (Blotnicky, Franz-Odendaal, French, & Phillip, 2018). Teachers are the conduits for encouragingstudents to explore STEM-related career options. Student engagement is piqued when there is a strong real-worldconnection to the content being presented. Students find relevance through actual experience with the concepts andskills incorporated in projects that are community-based. The Curriculum and Community Enterprise for RestorationScience STEM + C Project is the marriage of these two components. The professional development of the New YorkCity middle school teachers involved in the CCERS STEM +C Project furnishes these educators with the tools tostimulate students’ interest by tackling a problem in their local community using STEM-related content andcomputational thinking. The hope is that authenticity of the learning experience will entice all students, especiallythose under-represented populations in the STEM workforce, to consider this as a viable career pathway. Theanalysis of this project is intended to highlight the significant inroads made and the value of self-reflection andre-design in strengthening the work as it continues.

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