Yours, Mine, and the Truth: Using a Structured Minimum Wage Debate in the Economics Classroom

2017 ◽  
Vol 63 (2) ◽  
pp. 245-259
Author(s):  
Scott A. Wolla
Keyword(s):  
Critical Thinking ◽  
Income Inequality ◽  
Active Learning ◽  
Minimum Wage ◽  
Learning Strategy ◽  
Economic Value ◽  
College Curriculum ◽  
The Core ◽  
Active Learning Strategy ◽  
Jel Classifications

This article describes a strategy for using the minimum wage as a classroom debate topic. Classroom debate is an active-learning strategy that encourages students to develop skills that are often lacking in the college curriculum. Specifically, classroom debate promotes critical thinking and encourages students to see topics from various perspectives. Economics topics are well suited for classroom debate because most of the policy arguments have at least two well-reasoned positions. The minimum wage is an economics topic that students tend to care deeply about because it speaks to issues of poverty, income inequality, discrimination, and the economic value of education, and many students in the college demographic earn minimum, or near-minimum, wage. Instructors who use the minimum wage debate in their classrooms will find that students will apply an “economic way of thinking” to issues at the core of the curriculum. JEL Classifications: A21, A22, J3

scholarly journals Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills

2018 ◽  
Vol 9 (1) ◽  
pp. 93-113 ◽  
Author(s):  
Judy Currey ◽  
Stephanie K. Sprogis ◽  
Gabby Burdeu ◽  
Julie Considine ◽  
Joshua Andrew Allen ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Problem Solving ◽  
Active Learning ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Self Management ◽  
Professional Skills ◽  
Team Based Learning ◽  
Active Learning Strategy

In tertiary education, generic professional skills should be developed along with discipline-specific knowledge and skills. Team-Based Learning (TBL), an active learning strategy, creates deep learning and enhanced student engagement; however, its effects on the development of generic learning outcomes are unknown. The aim of this study was to evaluate postgraduate specialty nursing students’ perspectives of how TBL impacts the acquisition of skills defined by the university’s eight Graduate Learning Outcomes (GLOs). A descriptive exploratory design was used in this study. Postgraduate nursing students in 2016-2017 at one university were invited to participate. Data were collected via demographic survey, a ranking tool, and written reflections. Data were analysed using descriptive statistics and content analysis. The response rate was 97.2 per cent (172/177). Participants were mostly females (n=152, 88.4%) aged 25–34 years (n=115, 66.9%). Student (n=156) rankings showed TBL contributed to the acquisition of critical thinking (n=90, 57.7%) and problem solving skills (n=56, 35.9%) the most. Students (n=144) made 2719 comments regarding how TBL led to the acquisition of GLOs in written reflections. Almost 98 per cent (n=2657) of all reflective comments were positive. All students mentioned at least one GLO positively due to TBL. Most positive reflections related to self-management (n=520, 19.6%) and communication (n=434, 16.3%).Postgraduate specialty nursing students perceived TBL classes contributed to the acquisition of their university’s GLOs, particularly critical thinking, problem solving, and self-management skills. The active learning strategy of TBL facilitates learning and engagement, and the attainment of essential professional attributes which are highly valued by employers.

scholarly journals THE IMPLEMENTATION OF LEARNING STRATEGY THROUGH QUESTION STUDENT HAVE (QSH) AT VOCATIONAL SCHOOL IN BANDUNG REGENCY

2018 ◽  
Vol 1 (2) ◽  
pp. 211
Author(s):  
Dindin Syarif Nurwahyudin ◽  
Agung Maulana
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategy ◽  
Point Of View ◽  
Vocational School ◽  
Square Root ◽  
Correct Decision ◽  
School Students ◽  
Cognitive Aspect ◽  
Active Learning Strategy

Learning Math needs stages which is in line with mental development as well as cognitive aspect. The point of view in this implication through learning math is to encourage awareness, produce questions, able to oppose, able to predict, appreciate to the own valuable invention, encourage students to find out math stucture and design, and encourage to think critically. Moreover, students are encouraged to analize with their assumption with credible sources, find out whether the sources are credible or not, identify and evaluate, try to implement some strategies to make the correct decision based on available assessment. One of learning stages which is offered is active learning strategy. One of  the application is QSH (Question Student Have) strategy. With this method, the achievement and improvement of  Mathematical critical thinking of vocational school students. Furthermore, students can easily solve their problems in (a) simplifying square root, (b) deciding sinus, cosinus, and Tangen angles, and (c) phytagoras concept.

scholarly journals A transferable active-learning strategy for reactive molecular force fields

2021 ◽  
Author(s):  
Tom Young ◽  
Tristan Johnston-Wood ◽  
Volker L. Deringer ◽  
Fernanda Duarte
Keyword(s):  
Machine Learning ◽  
Active Learning ◽  
Learning Strategy ◽  
Force Fields ◽  
Molecular Simulations ◽  
Quantum Mechanical ◽  
Interatomic Potentials ◽  
Molecular Force ◽  
High Level ◽  
Active Learning Strategy

Predictive molecular simulations require fast, accurate and reactive interatomic potentials. Machine learning offers a promising approach to construct such potentials by fitting energies and forces to high-level quantum-mechanical data, but...

scholarly journals Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Carmen Wing Han Chan ◽  
Fiona Wing Ki Tang ◽  
Ka Ming Chow ◽  
Cho Lee Wong
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Active Learning ◽  
Flipped Classroom ◽  
Learning Strategy ◽  
Interactive Learning ◽  
Metacognitive Awareness ◽  
University Education ◽  
Strong Impact ◽  
Active Learning Strategy

Abstract Background Developing students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students. Methods This study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1. Results A total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales. Conclusions Active learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

STORYTELLING AND STORYACTING AS AN ACTIVE LEARNING STRATEGY

1999 ◽  
Vol 20 (3) ◽  
pp. 347-352 ◽  
Author(s):  
Karen Cachevki Williams ◽  
Margaret Cooney ◽  
Jane Nelson
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Active Learning Strategy

scholarly journals PENGGUNAAN STRATEGI PEMBELAJARAN AKTIF EVERYONE IS A TEACHER HERE (ETH) TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIKA SISWA KELAS VII

2018 ◽  
Vol 4 (1) ◽  
pp. 95-100
Author(s):  
Sri Yunita Ningsih ◽  
Gustimalasari Gustimalasari
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Group Design ◽  
Quasi Experimental ◽  
Active Learning Strategy ◽  
And Control ◽  
Better Than

Abstract. This research has been made to know skill of student’s concept by using active learning strategy everyone is teacher here (ETH). Beside that this study aims to measure student’s concept understanding with statistical test between Experimental Class (Active Learning Strategy Everyone Is Teacher Here) and control class (Conventional Learning ). The population was seventh grade of SMPN 3 Lirik consist 94 students in three classes. Sample was took randomly, experiment class ( VII.2 ) and control class ( VII.I ) This research was experiment, the form of this research was Quasi Experimental Design with randomized subject posttest only control group design. based on statistic data processing has been retrieved - t hitung -3,159 smaller than - t table was -2,000 and based on t test has been retrieved -thitung < -t table so Ho rejected and Ha received. So that the writer conclude that skill of math student’s concept understanding by using active learning Strategy Everyone Is Teacher Here (ETH) is better than conventional concept understanding.Keywords: Everyone Is A Teacher Here, Concept Understanding

scholarly journals Batch Decorrelation for Active Metric Learning

2020 ◽  
Author(s):  
Priyadarshini Kumari ◽  
Ritesh Goru ◽  
Siddhartha Chaudhuri ◽  
Subhasis Chaudhuri
Keyword(s):  
Active Learning ◽  
Learning Strategy ◽  
Metric Learning ◽  
Parametric Models ◽  
Distance Metrics ◽  
Learning Approaches ◽  
Fundamental Goal ◽  
Novel Method ◽  
Active Learning Strategy ◽  
Perceptual Metrics

We present an active learning strategy for training parametric models of distance metrics, given triplet-based similarity assessments: object $x_i$ is more similar to object $x_j$ than to $x_k$. In contrast to prior work on class-based learning, where the fundamental goal is classification and any implicit or explicit metric is binary, we focus on perceptual metrics that express the degree of (dis)similarity between objects. We find that standard active learning approaches degrade when annotations are requested for batches of triplets at a time: our studies suggest that correlation among triplets is responsible. In this work, we propose a novel method to decorrelate batches of triplets, that jointly balances informativeness and diversity while decoupling the choice of heuristic for each criterion. Experiments indicate our method is general, adaptable, and outperforms the state-of-the-art.

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