scholarly journals Development and validation of an interactive educational technology on spotted fever

2020 ◽  
Vol 28 ◽  
Author(s):  
Gabriela Rodrigues Bragagnollo ◽  
Rosangela Andrade Aukar de Camargo ◽  
Marcela das Neves Guimarães ◽  
Tâmyssa Simões dos Santos ◽  
Estela Leite Meirelles Monteiro ◽  
...  
Keyword(s):  
Educational Technology ◽  
Teaching Method ◽  
Spotted Fever ◽  
Instructional Planning ◽  
Content Validation ◽  
Validation Process ◽  
Innovative Teaching ◽  
Education And Health ◽  
Two Stages ◽  
Development And Validation

Objective: to develop and validate an interactive educational technology on spotted fever, to offer an innovative teaching method. Method: a methodological study that covered the following stages: analysis and diagnosis; instructional planning, didactic design, review, and validation and production of technology. Results: the analysis and diagnosis were obtained from experiences in education and health activities for spotted fever. In the instructional planning, it was defined that the technology would be presented in the form of an Interactive Laboratory, with learning stations. The production of the Laboratory was carried out by a multidisciplinary team made up of a carpenter, an electrician, and a plastic artist, among others. The review and validation process was subdivided into two stages: appearance and content validation by professionals in the fields of biology, and education and semantic validation by students of the Nursing and Pedagogy courses. The results of the appearance and content validation showed a content validity index over 0.8 for the vast majority of the variables. In the semantic validation, the Laboratory was evaluated positively by the students. Conclusion: the trajectory followed for the construction of the Interactive Laboratory on spotted fever gave academic and scientific support to the product, offering an innovative educational resource with pedagogical potential that values significant learning.

scholarly journals Development and validation of an instrument for evaluating the ludicity of games in health education

2015 ◽  
Vol 49 (6) ◽  
pp. 978-987 ◽  
Author(s):  
Maria Raquel Gomes Maia Pires ◽  
Leila Bernarda Donato Göttems ◽  
Laianna Victoria Santiago Silva ◽  
Paloma Aparecida Carvalho ◽  
Gislane Ferreira de Melo ◽  
...  
Keyword(s):  
Content Analysis ◽  
Graduate Students ◽  
Health Education ◽  
Kappa Coefficient ◽  
Content Validation ◽  
Validity Index ◽  
Descriptive Research ◽  
Two Stages ◽  
Development And Validation

Abstract OBJECTIVE Developing and validating an instrument to evaluate the playfulness of games in health education contexts. METHODOLOGY A methodological, exploratory and descriptive research, developed in two stages: 1. Application of an open questionnaire to 50 graduate students, with content analysis of the answers and calculation of Kappa coefficient for defining items; 2. Procedures for construction of scales, with content validation by judges and analysis of the consensus estimate byContent Validity Index(CVI). RESULTS 53 items regarding the restless character of the games in the dimensions of playfulness, the formative components of learning and the profiles of the players. CONCLUSION Ludicity can be assessed by validated items related to the degree of involvement, immersion and reinvention of the subjects in the game along with the dynamics and playability of the game.

scholarly journals Teaching Digital Competence and Eco-Responsible Use of Technologies: Development and Validation of a Scale

2020 ◽  
Vol 12 (18) ◽  
pp. 7721 ◽  
Author(s):  
Raquel Barragán-Sánchez ◽  
María-Carmen Corujo-Vélez ◽  
Antonio Palacios-Rodríguez ◽  
Pedro Román-Graván
Keyword(s):  
Structural Equation Modeling ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Digital Technologies ◽  
Equation Modeling ◽  
Content Validation ◽  
Digital Competence ◽  
Validation Process ◽  
Modeling Techniques ◽  
Development And Validation

The environmental impact produced by digital technologies is one of the fundamental contents to be developed by teachers of the 21st century. Different investigations raise the need to redesign education towards sustainable models and promote a critical look at digital technologies. The main objective of this manuscript is to design a valid, reliable and useful scale to measure self-perceived teacher digital competence regarding the eco-responsible use of technologies. The instrument has been designed based on a detailed analysis of the main frameworks for the development of digital competence in Europe: INTEF and DigCompEdu. A content validation process has been followed through the expert judgment method. Subsequently, its reliability and validity are estimated using structural equation modeling techniques. The results obtained guarantee the reliability and validity of the model. Therefore, the need to establish environmental teacher training plans and more awareness about the eco-responsible use of technologies is established.

Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

2019 ◽  
pp. 66-74
Author(s):  
Offor E. N.
Keyword(s):  
Concept Mapping ◽  
Teaching Method ◽  
Mapping Method ◽  
Control Group ◽  
School Students ◽  
Innovative Teaching ◽  
Chemistry Students ◽  
Lecture Method ◽  
Significant Difference ◽  
Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

scholarly journals The development and validation of prognostic models for overall survival in the presence of missing data in the training dataset: a strategy with a detailed example

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Kara-Louise Royle ◽  
David A. Cairns
Keyword(s):  
Overall Survival ◽  
Missing Data ◽  
Prognostic Model ◽  
Prognostic Index ◽  
Risk Groups ◽  
Prognostic Models ◽  
Training Dataset ◽  
Validation Process ◽  
Test Dataset ◽  
Development And Validation

Abstract Background The United Kingdom Myeloma Research Alliance (UK-MRA) Myeloma Risk Profile is a prognostic model for overall survival. It was trained and tested on clinical trial data, aiming to improve the stratification of transplant ineligible (TNE) patients with newly diagnosed multiple myeloma. Missing data is a common problem which affects the development and validation of prognostic models, where decisions on how to address missingness have implications on the choice of methodology. Methods Model building The training and test datasets were the TNE pathways from two large randomised multicentre, phase III clinical trials. Potential prognostic factors were identified by expert opinion. Missing data in the training dataset was imputed using multiple imputation by chained equations. Univariate analysis fitted Cox proportional hazards models in each imputed dataset with the estimates combined by Rubin’s rules. Multivariable analysis applied penalised Cox regression models, with a fixed penalty term across the imputed datasets. The estimates from each imputed dataset and bootstrap standard errors were combined by Rubin’s rules to define the prognostic model. Model assessment Calibration was assessed by visualising the observed and predicted probabilities across the imputed datasets. Discrimination was assessed by combining the prognostic separation D-statistic from each imputed dataset by Rubin’s rules. Model validation The D-statistic was applied in a bootstrap internal validation process in the training dataset and an external validation process in the test dataset, where acceptable performance was pre-specified. Development of risk groups Risk groups were defined using the tertiles of the combined prognostic index, obtained by combining the prognostic index from each imputed dataset by Rubin’s rules. Results The training dataset included 1852 patients, 1268 (68.47%) with complete case data. Ten imputed datasets were generated. Five hundred twenty patients were included in the test dataset. The D-statistic for the prognostic model was 0.840 (95% CI 0.716–0.964) in the training dataset and 0.654 (95% CI 0.497–0.811) in the test dataset and the corrected D-Statistic was 0.801. Conclusion The decision to impute missing covariate data in the training dataset influenced the methods implemented to train and test the model. To extend current literature and aid future researchers, we have presented a detailed example of one approach. Whilst our example is not without limitations, a benefit is that all of the patient information available in the training dataset was utilised to develop the model. Trial registration Both trials were registered; Myeloma IX-ISRCTN68454111, registered 21 September 2000. Myeloma XI-ISRCTN49407852, registered 24 June 2009.

Development of Competitive Skills in Future Mechanical Engineers

2010 ◽  
Author(s):  
F. Jorge Lino ◽  
Teresa P. Duarte
Keyword(s):  
Teaching Method ◽  
Scientific Article ◽  
Good Tool ◽  
Teaching Methodologies ◽  
Innovative Teaching ◽  
Continuous Evaluation ◽  
University Courses ◽  
Scientific Report ◽  
The Web ◽  
Innovative Teaching Method

Nowadays, the Web is a common tool for students searching information about the subjects taught in the different university courses. Although this is a good tool for the first rapid knowledge, a more deep study is usually demanded. After many years of teaching one course about ceramic and composite materials, the authors, used the Bologna reformulation of the mechanical engineering course to introduce new teaching methodologies based on continuous evaluation. One of the main innovations is one practical work that comprises the study of a recent ceramic scientific article, using all the actual available tools, elaboration of a scientific report, present the work and participate in a debate. With this innovative teaching method the enrolment of the students was enhanced with a better knowledge about the ceramics subject and the skills related with the CDIO competences.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

Using DIME maps and STEM project-based learning to teach physics

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michael S. Rugh ◽  
Donald J. Beyette ◽  
Mary Margaret Capraro ◽  
Robert M. Capraro
Keyword(s):  
Educational Technology ◽  
High School Students ◽  
Engineering Design ◽  
Design Process ◽  
Teaching Method ◽  
Slow Motion ◽  
Project Based Learning ◽  
School Students ◽  
Content Type ◽  
Engineering Design Process

Purpose The purpose of this study is to examine a week-long science, technology, engineering and mathematics (STEM) project-based learning (PBL) activity that integrates a new educational technology and the engineering design process to teach middle and high school students the concepts involved in rotational physics. The technology and teaching method described in this paper can be applied to a wide variety of STEM content areas. Design/methodology/approach As an educational technology, the dynamic and interactive mathematical expressions (DIME) map system automatically generates an interactive, connected concept map of mathematically based concepts extracted from a portable document format textbook chapter. Over five days, students used DIME maps to engage in meaningful self-guided learning within the engineering design process and STEM PBL. Findings Using DIME maps within a STEM PBL activity, students explored the physics behind spinning objects, proposed multiple creative designs and built a variety of spinners to meet specified criteria and constraints. Practical implications STEM teachers can use DIME maps and STEM PBL to support their students in making connections between what they learn in the classroom and real-world scenarios. Social implications For any classroom with computers, tablets or phones and an internet connection, DIME maps are an accessible educational technology that provides an alternative representation of knowledge for learners who are underserved by traditional methods of instruction. Originality/value For STEM teachers and education researchers, the activity described in this paper uses advances in technology (DIME maps and slow-motion video capture on cell phones) and pedagogy (STEM PBL and the engineering design process) to enable students to engage in meaningful learning.

Innovative Methods in Evaluation

2017 ◽  
Vol 39 (3) ◽  
pp. 364-382 ◽  
Author(s):  
Andrea E. Lamont ◽  
Robert S. Markle ◽  
Annie Wright ◽  
Michelle Abraczinskas ◽  
James Siddall ◽  
...  
Keyword(s):  
Educational Technology ◽  
Latent Class ◽  
Innovative Teaching ◽  
Innovative Methods ◽  
Support Strategies ◽  
Integration Program ◽  
Methods Of Evaluation ◽  
Program Adoption ◽  
Key Questions

Traditional methods of evaluation are limited in their ability to answer key questions often of interest to process evaluators, such as heterogeneity in the ways individuals adopt new programs. In this article, we demonstrate how a statistical approach, Latent Class Analysis, can help improve the quality of process evaluations and illustrate its use in an evaluation of an educational technology integration program in a large school district. In this illustration, we were interested in detecting variability in the ways teachers adopted the new program. We defined classes based on a set of innovative teaching strategies associated with educational technology. Results showed five distinct subgroups of teachers, based on level of program adoption. Results also demonstrate that specific school support strategies (professional development and personalized computing devices) facilitated program adoption. These findings can help to inform individualized support for teachers to optimize the ease and quality with which they are able to adopt new skills in the classroom.

scholarly journals Gamification as a Teaching Method to Improve Performance and Motivation in Tertiary Education during COVID-19: A Research Study from Mexico

2022 ◽  
Vol 12 (1) ◽  
pp. 49
Author(s):  
Elvira G. Rincon-Flores ◽  
Juanjo Mena ◽  
Eunice López-Camacho
Keyword(s):  
Social Sciences ◽  
Undergraduate Students ◽  
Teaching Method ◽  
Tertiary Education ◽  
Negative Attitude ◽  
Principal Component ◽  
Innovative Teaching ◽  
Pedagogical Strategy ◽  
Learning Mathematics

Gamification is usually understood as a pedagogical strategy that favors student engagement and motivation. Traditionally it is composed of dynamics, mechanics, and components. The purpose of this study was to compare Engineering and Economics and Social Sciences undergraduate students in their performance (grades), motivation, quality of assignments, participation, and emotion when their teachers used gamification as an innovative teaching method during the COVID-19 pandemic. Pearson correlations, Principal Component Analysis (PCA), and Mann–Whitney test were conducted. Additionally, four students were interviewed to describe the emotional downside of the lockdown. The main results indicate that there are higher positive relationships among variables in the Engineering undergraduate students rather than in Economics and Social Sciences and show that emotion poorly correlates with performance, especially for the Economics and Social Sciences students, as many have a negative attitude toward learning mathematics. Additionally, gender and scholarship status are not differential factors. Gamification proved to be a useful pedagogical strategy to promote participation and enhance motivation among undergraduate students, particularly in a context of academic confinement. This study gives teachers an idea of the benefits and extent to which gamification can be used in the classroom.

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