14. By Students, For Students: Adapting Inquiry-Based Learning for Undergraduate Human Anatomy Education in a Large Class Setting

Author(s):  
Ralph T. T. Yeung ◽  
Wyanne Law ◽  
Lauren Anstey

Inquiry-based learning (IBL) is a well-documented educational paradigm that has been adopted for the teaching of various subjects. In the interest of finding novel methods of teaching a traditionally lecture-based subject, IBL was adopted into an undergraduate human anatomy course in 2009 as a project called Inquiry 216. This project allows students to engage in a group-oriented and open-ended research project culminating in a free-format presentation. Since its inception, Inquiry 216 has undergone multiple revisions in methodology, with particular attention paid to formalizing the role of student facilitation, encouraging graduates of Inquiry 216 to become facilitators, and the evaluation and subsequent improvement of IBL in the context of Inquiry 216. A chronological account of conception, issue identification, objective and subjective evaluation and improvement of Inquiry 216 to its present model is illustrated, along with a specific emphasis on the benefits of student-based facilitation. We suggest that successful development, evaluation and improvement of IBL as a parallel to didactic education can further enhance students’ potential and enthusiasm for learning across various subjects.

2020 ◽  
Vol 25 (3) ◽  
pp. 162-173 ◽  
Author(s):  
Sascha Zuber ◽  
Matthias Kliegel

Abstract. Prospective Memory (PM; i.e., the ability to remember to perform planned tasks) represents a key proxy of healthy aging, as it relates to older adults’ everyday functioning, autonomy, and personal well-being. The current review illustrates how PM performance develops across the lifespan and how multiple cognitive and non-cognitive factors influence this trajectory. Further, a new, integrative framework is presented, detailing how those processes interplay in retrieving and executing delayed intentions. Specifically, while most previous models have focused on memory processes, the present model focuses on the role of executive functioning in PM and its development across the lifespan. Finally, a practical outlook is presented, suggesting how the current knowledge can be applied in geriatrics and geropsychology to promote healthy aging by maintaining prospective abilities in the elderly.


2019 ◽  
Vol 139 (11) ◽  
pp. 385-392
Author(s):  
Yusuke Tahara ◽  
Zhang Shiyu ◽  
Rui Yatabe ◽  
Rumina Obi ◽  
Chie Okamura ◽  
...  

Author(s):  
Li Jun ◽  
Li Li ◽  
Zhang Yongxiang ◽  
Chu Zhigang ◽  
Fan Xiaopeng

In China, noise pollution from substations in urban areas is becoming more and more serious. An annoyance evaluation of the noise emitted by urban substations is presented. First, the subjective evaluation is conducted on the noise samples from urban substations via the semantic differential method. Subsequently, according to the typical characteristics of urban substation noise, 14 acoustical metrics are used to describe the noise samples for objective evaluation. Then the correlation analysis and regression analysis between the objective and subjective evaluation results are carried out. Finally, a regression model for urban substation noise evaluation is established. Practical application shows that the regression model can correctly predict the subjective annoyance of urban substation noise.


2015 ◽  
Vol 5 (2) ◽  
pp. 37 ◽  
Author(s):  
Andy M. Connor ◽  
Sangeeta Karmokar ◽  
Chris Whittington

This paper sets out to challenge the common pedagogies found in STEM (Science, Technology, Engineering and Mathematics) education with a particular focus on engineering. The dominant engineering pedagogy remains “chalk and talk”; despite research evidence that demonstrates its ineffectiveness. Such pedagogical approaches do not embrace the possibilities provided by more student-centric approaches and more active learning. The paper argues that there is a potential confusion in engineering education around the role of active learning approaches, and that the adoption of these approaches may be limited as a result of this confusion, combined with a degree of disciplinary egocentrism. The paper presents examples of design, engineering and technology projects that demonstrate the effectiveness of adopting pedagogies and delivery methods more usually attributed to the liberal arts such as studio based learning. The paper concludes with some suggestions about how best to create a fertile environment from which inquiry based learning can emerge as well as a reflection on whether the only real limitation on cultivating such approaches is the disciplinary egocentrism of traditional engineering educators.


2018 ◽  
Vol 1 (1) ◽  
pp. 13-20
Author(s):  
' Ermawati

Approaches in reading have widely emerged to fulfill the needs of learners to comprehend a text and to change their reading habit which is one of them is Inquiry Based Learning (IBL). Thus, this study aims to identify the role of Inquiry Based Learning to improve reading comprehension. The design of this study was mixed method with QUAN-qual model. The quantitative method used quasi-experimental design with control and experimental group including pre-test and post-test. It used purposive sampling technique to determine the samples who involved 40 students; 19 students in control class and 21 students in experimental class. This study was conducted at third semester students of English Education Department of STKIP Muhammadiyah Sidrap. The data were gained through test and non-test (questionnaire and interview). Then, the data were analyzed through SPSS 22. The significant findings of the recent study was the roles of IBL; developing students’ reading proficiency, engaging the students with complex texts, practicing students’ all levels of comprehension as they take a part in IBL phases,activating students prior knowledge, aligning inquiry process to students’ reading comprehension, providing students to work with team and enhancing students’ learning process. Finally, this study could be implemented practically and pedagogically in the study of IBL.


Psichologija ◽  
2005 ◽  
Vol 32 ◽  
pp. 87-101
Author(s):  
Alfredas Laurinavičius

Teisingumo klausimas yra svarbus teisminio ginčo nagrinėjimo dalyviams. Suvoktas sprendimo ir procedūrinis teisingumas turi įtakos sprendimo ir jį priimančio asmens vertinimams. Atliktame faktoriniame 3 × 2 × 2 eksperimente buvo tiriama subjektyvios teisėjo sprendimo palankumo prognozės įtaka teisingumo vertinimams. Esant skirtingai teisėjo sprendimo prognozei, teisėjo elgesio ypatumai turi skirtingą įtaką procedūrinio teisingumo ir pasitikėjimo teismais vertinimams. Atliktas eksperimentas parodė, kad teisėjo elgesio ir procedūrinio teisingumo reikalavimų atitikimas yra ypač svarbus vertinant teisėjo elgesį tais atvejais, kai ginčo dalyvis prognozuoja nepalankų sau sprendimą arba neturi aiškios teisėjo sprendimo prognozės. Esant nepalankiai teisėjo sprendimo prognozei, teisėjo elgesio ir procedūrinio teisingumo reikalavimų atitikimas ypač stipriai veikia asmens pasitikėjimą teismais.Pagrindiniai žodžiai: teisingumo psichologija, procedūrinis teisingumas, ginčo sprendimas. THE INTERACTION OF JUDGE’S BEHAVIOR AND JUDGE’S DECISION PROGNOSIS IN THE PROCEDURAL JUSTICE JUDGMENTSAlfredas Laurinavičius SummaryPsychological research shows a big importance of procedural justice in dispute resolution. Perception of procedural justice affects evaluations of the performance of legal institutions and authorities, evaluations of legal decisions and outcomes, satisfaction with encounters with the legal system, support for legal institutions and compliance with law. According to K. van den Bos and E. A. Lind people are more affected by variation in fairness when they feel uncertain. Participants’ expectations about judge’s possible decision can moderate relationship between procedure and subjective evaluation of procedural justice. 3 × 2 × 2 factorial experiment was conducted: 3 (expectation of the possible decision: certainly positive, certainly negative, uncertain)× 2 (decision: positive vs. negative) × 2 (procedure: fair vs. unfair). The experiment was conduced in 2 Vilnius universities, participation was voluntary, participants were not paid. Data of 330 students (men and women) were analyzed. There were between 22 and 36 participants per cell. A scenario method was applied in the experiment. Participants were given a description of legal dispute of non material harm compensation. Participants were asked to imagine themselves as being defendant and evaluated a possibility of positive and negative decision. Participants were shown one of two videotapes with excerpts from litigation session. After watching the excerpt (fair treatment or unfair treatment) they received judge’s final decision (favorable or unfavorab le) and completed the questionnaire. Dependents variables in this experiment were participants’ evaluations of distributive justice, procedural justice, perceived voice, neutrality, trust in benevolence, status recognition and support for courts.A 2 × 2 × 3 ANOVA revealed significant interactions between Expectation and Procedure on perceived voice F (2,318) = 4.513, p < .05, η² = .028, neutrality F (2,318) = 3.413, p < .05, η² = .021 and support for courts F (2,318) = 3.084, p < .05, η² = .019. No interactions were found for distributive justice, procedural justice, trust in benevolence, status recognition. A significant effect of Expectation was found on distributive justice judgments F (2,317) = 5.02, p < .05, η² = .031. Those expected negative decision rated distributive justice more positively.The presented research shows that expectation of judge’s decision can moderate some procedural justice judgments and support for courts judgments. Variation of procedure had biggest effect on evaluation of perceived voice, neutrality and support for courts in condition when participant was expecting negative decision. It seems that expectation of negative decision makes people more sensitive to procedural issues. Being certain about positive decision decreases a role of procedure on those ratings.Keywords: Psychology of Justice, Procedural justice, Dispute resolution.


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