scholarly journals Development of Students’ Learning to Learn Competence in Primary Science

2020 ◽  
Vol 10 (11) ◽  
pp. 325
Author(s):  
Alena Letina
Keyword(s):  
Teaching Methods ◽  
Primary Schools ◽  
Traditional Instruction ◽  
Control Group ◽  
Traditional Teaching ◽  
Learning To Learn ◽  
Inquiry Based Learning ◽  
Traditional Teaching Methods ◽  
Fourth Grade Students ◽  
Research Show

The aim of this study was to determine if there is a connection between the inquiry-based teaching of science in primary school and the development of the students’ learning to learn competence. The research involved 333 fourth-grade students at primary schools in Croatia. The experimental research with parallel groups included a number of students who were exposed to inquiry-based teaching of science for three months, and a control group that was, at the same time, exposed to traditional instruction in the same curriculum content. The results of this research show that through inquiry-based teaching students developed a higher level of the learning to learn competence than by using traditional teaching methods. Therefore, it is recommended to use inquiry-based learning as often as possible, because by developing the students’ learning to learn competence, students will be empowered for the process of lifelong learning.

scholarly journals High-Fidelity Simulation Improves Long-Term Knowledge of Clinical Swallow Evaluation

2021 ◽  
Vol 30 (2) ◽  
pp. 673-686
Author(s):  
Rebecca S. Bartlett ◽  
Savannah Bruecker ◽  
Bobby Eccleston
Keyword(s):  
Graduate Students ◽  
Teaching Methods ◽  
Repeated Measures ◽  
Simulation Training ◽  
Treatment Plan ◽  
Controlled Trial ◽  
Control Group ◽  
Traditional Teaching ◽  
Traditional Teaching Methods

Purpose Clinical swallow evaluation (CSE) is a critical skill that speech-language pathologists who manage swallowing impairment must learn. The objective of this mixed-methods study was to determine if using a human patient simulator (HPS) to train speech-language pathology graduate students in CSE improved knowledge, preparedness, and anxiety as compared to traditional instruction alone. Method This was a controlled trial with repeated measures. Participants included graduate students from two cohorts who were enrolled in a swallowing disorders course in consecutive academic years ( n = 50). Students in the experimental group participated in a simulation experience in which they performed a CSE on an HPS, generated a treatment plan, and communicated in real time with the HPS, the patient's wife, and a nurse. Quantitative results included quizzes that measured short- and long-term CSE knowledge, and qualitative findings included written feedback from instructors and students. Results Students who participated in simulation training had significantly higher long-term quiz accuracy than the control group, but their short-term quiz scores did not differ. Student ratings of preparedness and anxiety did not differ between the two groups. Many students reported that they appreciated practicing the use of patient-friendly language and preferred clinical simulation over traditional teaching methods. Facilitators reported that simulation increased student engagement and critical thinking skills more than traditional teaching methods. Conclusions CSE simulation provided objective and subjective advantages over traditional teaching methods. Recommendations from students and instructors for improving the CSE simulation training are reported.

scholarly journals Virtual reality mobile application to improve videoscopic airway training: A randomised trial

2021 ◽  
Vol 50 (2) ◽  
pp. 141-148
Author(s):  
Ying Wei Yau ◽  
Zisheng Li ◽  
Mui Teng Chua ◽  
Win Sen Kuan ◽  
Gene Wai Han Chan
Keyword(s):  
Virtual Reality ◽  
Teaching Methods ◽  
Mobile Application ◽  
Intervention Group ◽  
Control Group ◽  
Traditional Teaching ◽  
Successful Intubation ◽  
Self Directed Learning ◽  
Traditional Teaching Methods ◽  
Directed Learning

Introduction: Flexible bronchoscopic intubation (FBI) is an important technique in managing an anticipated difficult airway, yet it is rarely performed and has a steep learning curve. We aim to evaluate if the integration of virtual reality gaming application into routine FBI training for emergency department doctors would be more effective than traditional teaching methods. Methods: We conducted a randomised controlled trial to compare self-directed learning using the mobile application, Airway Ex* in the intervention group versus the control group without use of the mobile application. All participants underwent conventional didactic teaching and low-fidelity simulation with trainer’s demonstration and hands-on practice on a manikin for FBI. Participants randomised to the intervention arm received an additional 30 minutes of self-directed learning using Airway Ex, preloaded on electronic devices while the control arm did not. The primary outcome was time taken to successful intubation. Results: Forty-five physicians (20 junior and 25 senior physicians) were enrolled, with male predominance (57.8%, 26/45). There was no difference in time taken to successful intubation (median 48 seconds [interquartile range, IQR 41–69] versus 44 seconds [IQR 37–60], P=0.23) between the control and intervention groups, respectively. However, the intervention group received better ratings (median 4 [IQR 4–5]) for the quality of scope manipulation skills compared to control (median 4 [IQR 3–4], adjusted P=0.03). This difference remains significant among junior physicians in stratified analysis. Conclusion: Incorporating virtual reality with traditional teaching methods allows learners to be trained on FBI safely without compromising patient care. Junior physicians appear to benefit more compared to senior physicians. Keywords: Airway management, emergency medicine, intubation, simulation education, virtual reality

scholarly journals The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

2020 ◽  
Vol 7 (1) ◽  
pp. 89 ◽  
Author(s):  
Homoud Mohammed N Alanazi
Keyword(s):  
Teaching Methods ◽  
Math Anxiety ◽  
Significant Negative Correlation ◽  
Primary School Children ◽  
Control Group ◽  
Traditional Teaching ◽  
Significant Difference ◽  
Traditional Teaching Methods ◽  
And Performance ◽  
Experimental Group

<p>This study investigates the effect of active recreational maths games (ARMG) on 1st grade male students’ maths anxiety and performance. The sample was divided into two groups: an experimental group (N=28), which was taught maths with ARMG in addition to traditional teaching methods, and a control group (N=30), which was taught with traditional teaching methods only. The ARMG consisted of 24 sessions taking place over a period of two months. Students participated in three sessions per week, each of which lasted 45 minutes. The findings revealed a significant negative correlation (r=-0.482; p&lt;0.05) between maths anxiety and students’ performance. A significant difference (α= 0.05) in maths anxiety and performance emerged between the experimental and control groups. The experimental group obtained lower maths anxiety scores and higher performance scores than the control group. Considering these results, the study proposes several recommendations and suggestions to develop maths teaching with ARMG.</p>

scholarly journals Changing 8-9 Year-Old Pupil’s Mental Representations of Light: A Metaphor Based Teaching Approach

2016 ◽  
Vol 1 (1) ◽  
pp. 40
Author(s):  
James Rodriguez ◽  
David Castro
Keyword(s):  
Teaching Methods ◽  
Mental Representations ◽  
Control Group ◽  
Traditional Teaching ◽  
Education Students ◽  
Traditional Teaching Methods ◽  
Independent Entity ◽  
The Difference ◽  
The Stability ◽  
Experimental Group

<p>This research paper examines the role that teaching mediation plays in the destabilization and reconstruction of representations of the concept of light among primary education students. It investigates their comprehension of light as an entity that is transferred autonomously of the light source and the receiver. This problem has been studied with two groups of 8-9 year-old children. The experimental group (E.G) participated in a teaching process that aimed to lead pupils to the construction of a model compatible to the scientific own; the control group (C.G) followed traditional teaching methods. In all experimental situations studied the difference between pre-test and post-tests was significant for the subjects of the experimental group both at the level of explaining the light as independent entity and at the level of the stability of cognitive acquisitions. </p>

scholarly journals The effect of computer-assisted foreign language teaching on the student’s attitude and success

2016 ◽  
Vol 13 (3) ◽  
pp. 6124
Author(s):  
Orhan Kocaman ◽  
Murat İskender
Keyword(s):  
High Schools ◽  
Teaching Methods ◽  
Positive Attitude ◽  
Control Group ◽  
Computer Assisted ◽  
Second Phase ◽  
Traditional Teaching ◽  
English Classes ◽  
Traditional Teaching Methods ◽  
Experimental Group

This research was carried out to determine the impact of computer-assisted teaching on teaching English. The first phase of the research was designed as an experiment and computer-assisted teaching and traditional teaching methods were conducted synchronically in two different groups. In the second phase, effects of variables such as gender, age, receiving private lesson and types of high schools of the students who attended the implementation were analysed.The sample of the research consisted of 40 first year undergraduate students from the first bachelor’s level program and another 40 from the second bachelor’s level program   in the Department of Computer Education and Instructional Technology in the Faculty of Education at Sakarya University in 2003-2004 academic year fall semester.  The students of the first bachelor’s level program were assigned to be the control group and the students of the second bachelor’s level program were assigned to be the experimental group. The experimental group was given the computer-assisted lessons for twelve weeks but traditional teaching methods were meanwhile used in the classes of the control group. The experimental group used a compact disc in the laboratory as an educational material, which was prepared by the researcher.Data for attitude evaluation were gathered by questionnaires and success was evaluated through students’ examination grades. In determining the success rate, pre-test and post-test grades were used as the data.At the end of the research, the results revealed that traditional teaching methods caused the students grouped according to the variables such as gender, age, private lessons and types of high schools to develop a negative attitude towards English lessons whereas computer-assisted teaching method led the students to develop a positive attitude. Although it was observed that traditional teaching methods made a positive impact on the success of the students in English classes, this impact was weaker than computer-assisted teaching did in the other group. The students who studied English in computer-assisted teaching classes showed a more positive attitude towards English classes than the ones who studied English using traditional teaching methods.

Montessori Primary School in Delft, Holland

1969 ◽  
Vol 39 (4) ◽  
pp. 58-67 ◽  
Author(s):  
Herman Hertzberger
Keyword(s):  
Primary School ◽  
Teaching Methods ◽  
Primary Schools ◽  
Traditional Teaching ◽  
Building Regulations ◽  
Teaching System ◽  
Traditional Teaching Methods ◽  
Montessori School ◽  
Infinite Variety ◽  
Working Method

This school has been made to answer the specific demands of a non-traditional teaching system, as far as was possible within the framework of the rather strict building regulations for primary schools in this country. Each classroom is considered and equipped as a complete unit, a house in itself. The houses open onto a central space, "the street"; here all activities take place between students of many ages, interrupting the unity of the classroom-groups, which are merely children of similar age. The working method in a Montessori school is not dominated as in traditional teaching methods by a fixed and static relationship between teacher and children,but exploits the infinite variety of relationships of child to child, child to work and child to teacher. Everybody makes his own choice of what kind of work he is going to do. As a result, the system is characterised by many different activities occurring simultaneously.

scholarly journals Construct, Face, and Content Validation on Voxel-Man® Simulator for Otologic Surgical Training

2017 ◽  
Vol 2017 ◽  
pp. 1-8 ◽  
Author(s):  
M. Varoquier ◽  
C. P. Hoffmann ◽  
C. Perrenot ◽  
N. Tran ◽  
C. Parietti-Winkler
Keyword(s):  
Virtual Reality ◽  
Construct Validity ◽  
Surgical Training ◽  
Teaching Methods ◽  
Traditional Teaching ◽  
Virtual Reality Simulator ◽  
Expert Group ◽  
Traditional Teaching Methods ◽  
The Face ◽  
Nose And Throat

Objective. To assess the face, content, and construct validity of the Voxel-Man TempoSurg Virtual Reality simulator. Participants and Methods. 74 ear, nose, and throat (ENT) surgeons participated. They were assigned to one of two groups according to their level of expertise: the expert group (n=16) and the novice group (n=58). The participants performed four temporal bone dissection tasks on the simulator. Performances were assessed by a global score and then compared to assess the construct validity of the simulator. Finally, the expert group assessed the face and content validity by means of a five-point Likert-type scale. Results. experienced surgeons performed better (p<.01) and faster (p<.001) than the novices. However, the groups did not differ in terms of bone volume removed (p=.11) or number of injuries (p=.37). 93.7% of experienced surgeons stated they would recommend this simulator for anatomical learning. Most (87.5%) also thought that it could be integrated into surgical training. Conclusion. The Voxel-Man TempoSurg Virtual Reality simulator constitutes an interesting complementary tool to traditional teaching methods for training in otologic surgery.

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