Applying Kolb’s Model to a Nontraditional Preservice Teaching Practicum

This article reports on the initial findings of an ongoing study that will see six preservice teachers placed in a nontraditional practicum placement as part of their bachelor of education program. Reported here is the examination of emergent professionalism of the initial two preservice teachers during their nontraditional practicum placement on a housing construction site. Emergent professionalism is enacted when teachers shift their concerns from self to other, as described by Fuller. The findings are then examined from the perspective of Kolb’s experiential learning model, including the concrete experience, observation of and reflection on that experience, formation of abstract concepts based upon the reflection, and testing of the new concepts. As a result of this analysis, new insights are shared regarding the ways in which preservice teachers develop their emergent professionalism through examination of the environment, multiple sources of feedback, interdisciplinary lessons, and a hands-on learning environment.

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Directar: Teaching the basics of Cinematography Using Augmented Reality as Learning Tool

10.32920/ryerson.14652879 ◽

2021 ◽

Author(s):

Gonzalo Andres Bastidas Arteaga

Keyword(s):

Augmented Reality ◽

Learning Experience ◽

Visual Language ◽

Abstract Concepts ◽

Learning Tool ◽

Hands On ◽

Hands On Learning ◽

The Creation ◽

Nursing Training

This paper examines the development of an augmented reality app that will be used as a tool for people interested in learning the conventions of cinematography. Augmented reality has demonstrated its value in various aspects of education, from helping highschoolers learn abstract concepts of chemistry, to medical and nursing training. DirectAR merges augmented reality with tried and tested visual language concepts in order to give its users a hands-on learning experience. This is possible due to the creation of AR characters that serve as models with which users of this app are able to grasp concepts by actually putting them into practice

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Getting Hands-On Experience From Simple Experiments and Model Development in Thermal-Fluid Courses

Volume 5: Engineering Education and Professional Development ◽

10.1115/imece2011-65303 ◽

2011 ◽

Author(s):

Xianchang Li ◽

Jiang Zhou

Keyword(s):

Fluid Mechanics ◽

Engineering Students ◽

Learning Experience ◽

Model Development ◽

System Model ◽

Abstract Concepts ◽

Physical Problems ◽

New Concepts ◽

Hands On ◽

Major Loss

When the engineering students transition from their sophomore to junior year, they start experiencing a large number of abstract concepts each semester. For most of students who do not have much experience in engineering, it is difficult to link these new concepts to physical problems, and the formulas associated with the new concepts make little or no sense to them. To help students get more experience, hands-on experiments can be effective. This paper first describes several simple experiments that can be demonstrated in classroom and conducted at home. Fluid Mechanics was chosen as a trial course in this study. The experiments are designed to cover the important aspects of Fluid Mechanics such as the minor/major loss of a pipe flow, the drag of an immersed object, and the application of linear momentum equations. The second approach to enhance the learning experience is to make a physical model. For both fluid mechanics and thermodynamics, an open-ended course project was assigned to the students, and the project required the students to develop a system model and complete the analysis. The outcome was evaluated through the student feedback as well as coursework, and the results indicate that this practice can help the students understand the concepts better and sustain their interest in the topics.

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Soil science education for Grades K–12 in Canada

Canadian Journal of Soil Science ◽

10.1139/cjss-2015-0079 ◽

2016 ◽

Vol 96 (3) ◽

pp. 336-345 ◽

Cited By ~ 1

Author(s):

Doug Hayhoe ◽

Jane MacIntyre ◽

Shawn Bullock

Keyword(s):

Preservice Teachers ◽

Classroom Teacher ◽

Wait Time ◽

Soil Science ◽

Innovative Teaching ◽

Living Things ◽

Hands On ◽

Hands On Learning ◽

And Mathematics ◽

K 12

Soil scientists who interact with K–12 students or teachers may benefit from knowing what the provincial curricula say, what a typical classroom teacher knows, and what resources, programs, and opportunities are available regarding soil education. Many provinces have a soil science unit at the Grade 2–4 level in their curriculum. In all provincial curricula, soil science concepts are found in units on living things, plants, and ecosystems, from Grades 1–12. Even in Kindergarten, hands-on soil programs effectively address many skills and attitudes’ expectations in the provincial curricula. What is the use of having soil science in the curriculum, however, if the teachers responsible for student learning do not understand the key concepts? Preliminary results using a 25-item soil questionnaire show that incoming preservice teachers do have some initial understanding of soil, scoring 50% on a pretest application, when a random score would be 25%. After engaging in several hours of hands-on learning, followed by a wait time of several months, they then scored at 68%, thus gaining one third of what was lacking in their understanding. This may encourage those involved with soil education outreach to teachers. Resources for teaching hands-on soil science to elementary students will be noted, including an integrated science-language method called “Soil Science through Stories”. At the secondary level, we have the national “Soil 4 Youth” program, which integrates soil science into school programs across Canada and is supported by the Canadian Society for Soil Science. New STEM (science, technology, engineering, and mathematics) approaches to education also offer opportunities for innovative teaching of soil science to Canadian students.

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Elementary education majors experience hands-on learning in introductory biology

AJP Advances in Physiology Education ◽

10.1152/advan.00012.2006 ◽

2006 ◽

Vol 30 (4) ◽

pp. 195-203 ◽

Cited By ~ 5

Author(s):

Barbara E. Goodman ◽

Elizabeth M. Freeburg ◽

Katherine Rasmussen ◽

Di Meng

Keyword(s):

Preservice Teachers ◽

Elementary Education ◽

Curriculum Reform ◽

Special Section ◽

Education Majors ◽

Introductory Biology ◽

Elementary Education Majors ◽

Hands On ◽

Hands On Learning ◽

The University

Faculty members from the University of South Dakota attended the Curriculum Reform Institute offered by the University of Wisconsin at Oshkosh, WI, during the summer of 2002 to design a course sequence for elementary education majors that better meets their needs for both content and pedagogy based on the science education standards. The special section of introductory biology that resulted from this workshop is designed to use laboratories and activities that either help students learn major concepts in the life sciences or model how to teach these concepts to their future K–8 students. This study describes how the active, hands-on learning opportunity for preservice teachers with its emphasis on both content and performance-based assessment was implemented in an introductory biology course for elementary education majors during the spring of 2004. During the initial offering of this course, student perceptions about what helped them to learn in the special section was compared with their nonscience major peers in the large lecture-intensive class that they would have taken. Each group of students completed early and late web-based surveys to assess their perceptions about learning during the courses. After the completion of the course, students in the special section appreciated how the relevance of science and conducting their own scientific experimentation helped them learn, enjoyed working and studying in small groups, valued diverse class time with very little lecture, were more confident in their abilities in science, and were more interested in discussing science with others. This course format is recommended for science classes for preservice teachers.

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Battlespace Next(TM)

International Journal of Serious Games ◽

10.17083/ijsg.v7i2.349 ◽

2020 ◽

Vol 7 (2) ◽

pp. 49-70

Author(s):

Nathaniel Flack ◽

Alan Lin ◽

Gilbert Peterson ◽

Mark Reith

Keyword(s):

Cultural Change ◽

Learning Experience ◽

Card Game ◽

Military Leaders ◽

Technological Complexity ◽

New Concepts ◽

Hands On ◽

Hands On Learning ◽

And Control ◽

And Training

Changes in the geopolitical landscape and increasing technological complexity have prompted the U.S. Military to coin the terms Multi-Domain Operations (MDO) and Joint All-Domain Command and Control (JADC2) as over-arching strategy to frame the complexity of warfare across both traditional and emerging warfighting domains. Teaching new concepts associated with these terms requires both innovation as well as distinct education and training tools in order to realize the cultural change advocated by senior military leaders. Battlespace NextTM (BSN) is a serious game designed to teach concepts integral to MDO and initiate discussion on military strategy while conserving time, money, and manpower. BSN, a Collectable Card Game (CCG), is engineered to provide an engaging learning tool that educates on capabilities in a multi-domain conflict. This paper proposes an extensible game framework for modeling and reasoning about MDO concepts and presents our empirical feedback from over 120 military play testers evaluating a moderate to difficult version of the game. Results reveal the game teaches MDO concepts and delivers an engaging, hands-on learning experience. Specifically, we provide evidence it improved military readiness in seven areas of MDO in at least 62% of participants and 76% of respondents reported they enjoyed playing the game.

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Directar: Teaching the basics of Cinematography Using Augmented Reality as Learning Tool

10.32920/ryerson.14652879.v1 ◽

2021 ◽

Author(s):

Gonzalo Andres Bastidas Arteaga

Keyword(s):

Augmented Reality ◽

Learning Experience ◽

Visual Language ◽

Abstract Concepts ◽

Learning Tool ◽

Hands On ◽

Hands On Learning ◽

The Creation ◽

Nursing Training

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Responding to Worldview Threats in the Classroom: An Exploratory Study of Preservice Teachers

Journal of Teacher Education ◽

10.1177/00224871211051991 ◽

2021 ◽

pp. 002248712110519

Author(s):

Cathryn van Kessel ◽

Nicholas Jacobs ◽

Francesca Catena ◽

Kimberly Edmondson

Keyword(s):

Preservice Teachers ◽

Research University ◽

Terror Management Theory ◽

Terror Management ◽

Emotional Awareness ◽

Self Esteem ◽

Western Canada ◽

Teaching Practicum ◽

Bachelor Of Education ◽

Compensatory Reactions

This study used two training sessions and two focus groups with 17 preservice teachers (aged 20–36) completing their first teaching practicum placement during their Bachelor of Education program at an urban research university in western Canada. The aim was to implement ideas from terror management theory (TMT) during their teaching practicum. Participants explored how to facilitate contentious issues so as to prevent defensive reactions when worldviews clash in the classroom. A dramaturgical analysis identified participant objectives, conflicts, tactics, attitudes, emotions, and subtexts as they explored how to anticipate and avoid worldview and self-esteem threat, navigate tense pedagogical spaces, build capacity for expressing uncomfortable emotions, and diffuse threat with humor. Because difficult emotions are central to teaching potentially polarizing content, participating preservice teachers explored when compensatory reactions might emerge and, as a result, developed their own emotional awareness—TMT became both an experience and a teachable theory.

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