scholarly journals Successful Problem Solving in Genetics Varies Based on Question Content

2021 ◽  
Vol 20 (4) ◽  
pp. ar51
Author(s):  
Jennifer S. Avena ◽  
Betsy B. McIntosh ◽  
Oscar N. Whitney ◽  
Ashton Wiens ◽  
Jennifer K. Knight
Keyword(s):  
Problem Solving ◽  
Content Area ◽  
Content Areas ◽  
Different Content

Student and expert problem solving in genetics was characterized by analyzing written step-by-step processes in four different content areas. A few processes that were associated with correct answers differed depending on content area, but reasoning was consistently predictive of successful problem solving across all content areas.

scholarly journals Problem Solving in Genetics: Content Hints Can Help

2019 ◽  
Vol 18 (2) ◽  
pp. ar23
Author(s):  
Jennifer S. Avena ◽  
Jennifer K. Knight
Keyword(s):  
Problem Solving ◽  
Student Success ◽  
Content Knowledge ◽  
Content Area ◽  
Struggling Students ◽  
Final Exam ◽  
Content Areas ◽  
Practice Performance ◽  
Genetics Knowledge ◽  
Final Question

Problem solving is an integral part of doing science, yet it is challenging for students in many disciplines to learn. We explored student success in solving genetics problems in several genetics content areas using sets of three consecutive questions for each content area. To promote improvement, we provided students the choice to take a content-focused prompt, termed a “content hint,” during either the second or third question within each content area. Overall, for students who answered the first question in a content area incorrectly, the content hints helped them solve additional content-matched problems. We also examined students’ descriptions of their problem solving and found that students who improved following a hint typically used the hint content to accurately solve a problem. Students who did not improve upon receipt of the content hint demonstrated a variety of content-specific errors and omissions. Overall, ultimate success in the practice assignment (on the final question of each topic) predicted success on content-matched final exam questions, regardless of initial practice performance or initial genetics knowledge. Our findings suggest that some struggling students may have deficits in specific genetics content knowledge, which when addressed, allow the students to successfully solve challenging genetics problems.

Teaching English Language Learners in the Content Areas

2008 ◽  
Vol 78 (4) ◽  
pp. 1010-1038 ◽  
Author(s):  
Joy Janzen
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Academic Literacy ◽  
Content Area ◽  
Teaching English ◽  
Content Areas ◽  
Research On Teaching ◽  
Different Content

This review examines current research on teaching English Language Learners (ELLs) in four content area subjects: History, math, English, and science. The following topics are examined in each content area: The linguistic, cognitive, and sociocultural features of academic literacy and how this literacy can be taught; general investigations of teaching; and professional development or teacher education issues. The article summarizes key findings in the literature, examining trends and discontinuities across the different content areas, and concludes with implications for teaching and suggestions for further research.

Cognitive and Behavioral Knowledge About Insulin-Dependent Diabetes Among Children and Parents

PEDIATRICS ◽  
1982 ◽  
Vol 69 (6) ◽  
pp. 708-713
Author(s):  
Suzanne Bennett Johnson ◽  
R. Timothy Pollak ◽  
Janet H. Silverstein ◽  
Arlan L. Rosenbloom ◽  
Rebecca Spillar ◽  
...  
Keyword(s):  
Problem Solving ◽  
General Information ◽  
Content Area ◽  
Insulin Dependent Diabetes ◽  
Assessment Instruments ◽  
Older Children ◽  
Good Reliability ◽  
Insulin Dependent ◽  
Knowledge Deficits ◽  
Urine Testing

Youngsters' knowledge about insulin-dependent diabetes was assessed across three domains: (1) general information; (2) problem solving; and (3) skill at urine testing and self-injection. These youngsters' parents completed the general information and problem-solving components of the assessment battery. All test instruments used showed good reliability. The test of problem solving was more difficult than the test of general information for both parents and patients. Mothers were more knowledgeable than fathers and children. Girls performed more accurately than boys, and older children obtained better scores than did younger children. Nevertheless, more than 80% of the youngsters made significant errors on urine testing and almost 40% made serious errors in self-injection. A number of other knowledge deficits were also noted. Duration of diabetes was not related to any of the knowledge measures. Intercorrelations between scores on the assessment instruments indicated that skill at urine testing or self-injection was not highly related to other types of knowledge about diabetes. Furthermore, knowledge in one content area was not usually predictive of knowledge in another content area. The results of this study emphasize the importance of measuring knowledge from several different domains. Patient variables such as sex and age need to be given further consideration in the development and use of patient educational programs. Regular assessment of patients' and parents' knowledge of all critical aspects of diabetes home management seems essential.

Crosscutting Concepts in Science Support Literacy and Writing

2019 ◽  
pp. 262-275
Author(s):  
Diana Loyd O'Neal
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Research Problem ◽  
Thinking Skills ◽  
Content Areas ◽  
Higher Level Thinking ◽  
Teachers And Students ◽  
Primary Focus ◽  
Literacy And Writing ◽  
Crosscutting Concepts

The purpose of the chapter is to guide teachers in development of authentic and engaging lessons through multidisciplinary integration. As cross-curricular lessons are implemented, collaborative support between science, math, ELA, social studies, and related arts classes builds excitement for teachers and students. Students are challenged to take ownership of learning using higher-level thinking skills, creativity in design, and practicing 21st century skills such as collaboration, research, problem solving, and innovation. The chapter provides examples of integrative ideas and suggestions on how to begin developing multidisciplinary lessons. Although the primary focus relates to the crosscutting concepts in science with ELA expectations, the resources provided also include integrations for other content areas as well. The goal of the chapter is to provide models for the development of inquiry-based, authentic, and engaging opportunities for students to develop higher conceptual understanding and offer methods for applying their learning to real-world concepts.

Cross-Content Area Questions and Answers

2013 ◽  
pp. 123-140
Author(s):  
Robert D. Ficalora
Keyword(s):  
Internal Medicine ◽  
Palliative Care ◽  
Quality Improvement ◽  
Preventive Medicine ◽  
Content Area ◽  
Content Areas ◽  
General Internal ◽  
Questions And Answers ◽  
Medicine Quality ◽  
Board Review

Chapter 15 presents multiple-choice, board review questions on cross-content areas including geriatrics, preventive medicine, women’s health, general internal medicine, quality improvement, medical ethics, palliative care, and perioperative medicine. Full explanations are provided with the correct answers.

scholarly journals  Content Development for a Physical Activity and Sedentary Behaviour e-Learning Module for Early Childhood Education Students: A Delphi Study

2020 ◽  
Author(s):  
Brianne Bruijns ◽  
Andrew M. Johnson ◽  
Trish Tucker
Keyword(s):  
Physical Activity ◽  
Early Childhood ◽  
Delphi Study ◽  
Online Survey ◽  
Expert Panel ◽  
Content Area ◽  
Content Areas ◽  
Childhood Education ◽  
Learning Module ◽  
E Learning

Abstract Background: Early childhood educators play a prominent role in promoting healthy activity behaviours in childcare. However, they have expressed that they lack the appropriate pre-service training to confidently lead physical activity (PA), and minimize sedentary behaviour (SB), in childcare. As such, the purpose of this Delphi study was to generate and reach agreement on content areas for inclusion in a PA and SB e-Learning module for Early Childhood Education (ECE) students.Methods: Purposeful sampling of Canadian/international researchers was used to form two expert panels: a PA/SB expert panel (n = 26), and a Canadian ECE panel. The PA/SB experts suggested their top 12 PA/SB topics for the module via online survey. These topics were then pooled to generate a list of 19 content areas. In a second online survey, both panels of experts rated the importance of each content area (0 = unimportant to 5 = very important). Mean ratings (M) were ranked separately for each panel, and then ratings were pooled to create an overall ranking of the 19 content areas. Inter-panel agreement of importance rankings was visually represented as a scatterplot and quantified using Spearman’s rho (rs).Results: The top-rated content area was Outdoor Play (M = 4.77 ± 0.64), followed by Benefits of PA in the Early Years (M = 4.75 ± 0.66), and Factors Influencing PA and SB in Childcare (M = 4.71 ± .74). Monitor PA and Sedentary Time Within Your Classroom had the lowest combined score (M = 3.77 ± 1.44). There was moderate-to strong inter-panel agreement for content area importance rankings (rs = 0.60, 95% CI: 0.20 to 0.83). The majority of the ECE expert panel considered this training important for ECE students (94.3%), aligning with ECE curriculum objectives (91.4%) and accreditation standards (78.8%), and complementary to the present ECE curriculum (88.6%).Conclusions: Providing PA and SB training to ECE students is a proactive way to ensure healthy movement behaviours are prioritized in childcare programming. With the PA/SB expert-developed content areas, and endorsement by the ECE expert panel, implementing this training within ECE programs is a necessary next step.

scholarly journals Early Career Teachers’ Evolving Content-Area Literacy Practices

in education ◽  
2017 ◽  
Vol 23 (2) ◽  
pp. 71-86
Author(s):  
Anne Murray-Orr ◽  
Jennifer Mitton-Kukner
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Teacher Education Program ◽  
Content Area Literacy ◽  
Early Career ◽  
Content Area ◽  
First Year ◽  
Early Career Teachers ◽  
Content Areas ◽  
Career Teachers

Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge

scholarly journals Test Accessibility: Item Reviews and Lessons Learned from Four State Assessments

2013 ◽  
Vol 2013 ◽  
pp. 1-12 ◽  
Author(s):  
Peter A. Beddow ◽  
Stephen N. Elliott ◽  
Ryan J. Kettler
Keyword(s):  
Lessons Learned ◽  
Content Area ◽  
State Assessments ◽  
Content Areas ◽  
Test Items ◽  
Modification Process ◽  
Several Variables ◽  
Universally Designed Assessments ◽  
Item Types ◽  
Subsequent Modification

The push toward universally designed assessments has influenced several states to modify items from their general achievement tests to improve their accessibility for all test takers. The current study involved the review of 159 items used by one state across four content areas including science, coupled with the review of 261 science items in three other states. The item reviews were conducted using theAccessibility Rating Matrix(Beddow et al. 2009), a tool for systematically identifying access barriers in test items, and for facilitating the subsequent modification process. The design allowed for within-state comparisons across several variables for one state and for within-content area (i.e., science) comparisons across states. Findings indicated that few items were optimally accessible and ratings were consistent across content areas, states, grade bands, and item types. Suggestions for modifying items are discussed and recommendations are offered to guide the development of optimally accessible test items.

Problem-Solving Appraisal and Human Adjustment

2004 ◽  
Vol 32 (3) ◽  
pp. 344-428 ◽  
Author(s):  
P. Paul Heppner ◽  
Thomas E. Witty ◽  
Wayne A. Dixon
Keyword(s):  
Life Satisfaction ◽  
Problem Solving ◽  
Physical Health ◽  
Psychological Adjustment ◽  
Theory Development ◽  
Well Being ◽  
Future Research ◽  
Helping Professions ◽  
Research Directions ◽  
Content Areas

This article reviews and synthesizes more than 120 studies from 20 years (1982-2002) of research that has examined problem-solving appraisal as measured by the Problem Solving Inventory (PSI). The goals of the article are fourfold: (a) introduce the construct of problem-solving appraisal and the PSI within the applied problem-solving literature, (b) summarize and integrate existing findings using the PSI within and across four major content areas (psychological adjustment, physical health, coping, and educational and vocational issues), (c) identify promising research directions that might stimulate future research and promote theory development, and (d) identify implications for practitioners in the helping professions. We conclude that problem-solving appraisal as measured by the PSI is a useful psychological construct with implications for theory and many applications to build on peoples' strengths to enhance their life satisfaction and well-being.

The Role of Technology in Providing Effective Gifted Education Services in Clustered Classrooms

2016 ◽  
pp. 550-568
Author(s):  
Geri Collins ◽  
Jeffrey Hall ◽  
Bridget Taylor
Keyword(s):  
Critical Thinking ◽  
Problem Solving ◽  
Gifted Education ◽  
Lesson Plan ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Problem Solving Skills ◽  
Content Areas ◽  
Education Services

The purpose of this chapter is to examine the rationale of clustered classrooms and to explore methods of using technology to enhance the educational outcomes of gifted students in clustered classrooms. The need for this training is great because clustered classrooms can help teachers overcome the problems associated with mixed-ability groupings, tight budgets, and accusations of elitism that often plague gifted education services (Brulles & Winebrenner, 2012). The chapter includes research-based strategies for facilitating clustered classrooms, provides ideas for incorporating technology across multiple content areas, identifies what exemplary student products should look like, and offers a sample lesson plan that can be adapted to cultivate problem-solving skills, critical thinking, and collaboration in a clustered classroom. By highlighting and examining these issues, the authors hope that more teachers will utilize the clustered classroom model, providing outstanding educational opportunities that can benefit all students.

Sign in / Sign up

Export Citation Format

Share Document