Mrs kaye's drawing class: Some thoughts on curriculum, teaching and learning as theoretical issues (1)

2012 ◽  
pp. 268-301
Keyword(s):  
Teaching And Learning ◽  
Theoretical Issues

scholarly journals The teaching and learning experience of home care in undergraduate nursing programs

2014 ◽  
Vol 23 (3) ◽  
pp. 521-529
Author(s):  
Ana Paula Hermann ◽  
Luciane Favero ◽  
Vânia Marli Schubert Backes ◽  
Elizabeth Bernardino ◽  
Maria Ribeiro Lacerda
Keyword(s):  
Home Care ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Working Hours ◽  
Nursing Programs ◽  
Structured Interviews ◽  
Undergraduate Nursing ◽  
Grounded Theory Method ◽  
Theoretical Issues ◽  
Academic Year

The objectives of this research were interpreted as the teaching and learning home care is experienced by students and teachers at the Nursing Undergraduate Course, at the Federal University of Paraná and build a theoretical model that explain this experience. It is a qualitative research that used the Grounded Theory method. Semi-structured interviews were performed with eight of the last academic year of nursing undergraduate course and five professors of content related to the topic. The experience in home care occurs and grows out in contact with reality through interaction between practical and theoretical issues and stage with specific working hours. The student comes across various nuances of this type of assistance, which allows understanding the health system and knowledge expansion related to home care. This fact shows that this area of expertise should be part of nursing undergraduate course because it is in expanding process and requires trained professionals to perform it.

scholarly journals What is the research evidence for using visualization techniques in the chemistry classroom? How should these techniques be implemented?

2015 ◽  
Vol 3 (4) ◽  
pp. 545-555
Author(s):  
Vickie M. Williamson
Keyword(s):  
Teaching And Learning ◽  
Chemistry Education ◽  
Role Playing ◽  
Research Literature ◽  
Physical Models ◽  
Student Focus ◽  
Research Findings ◽  
Chemistry Education Research ◽  
Visualization Techniques ◽  
Theoretical Issues

The goal of chemistry education research is to improve student understanding by investigating the theoretical issues surrounding the teaching and learning of chemistry and by assessing various teaching techniques or strategies in light of these issues. Visualization techniques for the classroom have been proposed in the research literature, but these techniques are often perceived as difficult, confusing, or expensive to implement by instructors. Visualization techniques can involve the use of physical models, role-playing, fixed computer models, student-generated visualizations, animations, and simulations. The use of visualizations in the classroom is believed to promote the formation of mental models of particle behavior, thus increasing students’ conceptual understanding. Visualizations can be used individually, sequentially, or simultaneously. When used sequentially, the order of use must be considered, while simultaneous use requires consideration of the design features of the visualizations and where the students focus. Eye-tracking technology can establish the areas of student focus. Another consideration is how the visualizations interact with various student attributes, such as spatial abilities, which can moderate how students comprehend visualizations. The goal of the presentation is to merge research findings and practice considerations in order to promote a smooth implementation of visualizations into the classroom.

scholarly journals Imperfektiv oder Perfektiv? Die Krux mit dem slavischen Verbalaspekt aus deutscher Sicht (am Beispiel des Polnischen)

2018 ◽  
Vol 34 ◽  
pp. 117-128
Author(s):  
Hans-Jörg Schwenk
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Mother Tongue ◽  
Problem Solving Skills ◽  
Slavic Languages ◽  
Teaching And Learning Strategies ◽  
Morphological Distinction ◽  
Critical Revision ◽  
Theoretical Issues

The present paper deals with the category of aspect as it occurs in Slavic Languages in general and in Polisch in particular and the way it is treated by the authors of textbooks of Polish designed to serve the needs of non-native speakers whose mother tongue lacks the morphological distinction of perfective and imperfective verbs. Special attention is paid to teaching problems which arise from both the nature and the theory of aspect. It could be shown that teaching and learning strategies which aim at enhancing problem-solving skills in the field of aspect cannot be developed at all levels and independently of theoretical issues. The latter, however, as it seems, have to undergo a critical revision thus giving birth to valuable and reliable didactic concepts leading to more efficiency and more satisfying results.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

The Use of Supplementary Podcasting as an Instructional Tool in an Online Classroom Setting

2008 ◽  
Vol 11 (2) ◽  
pp. 61-66
Author(s):  
Jennifer C. Friberg
Keyword(s):  
Continuing Education ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Educational Tool ◽  
Instructional Tool ◽  
Online Classroom ◽  
Potential Applications ◽  
Education Tool ◽  
Professional Learners ◽  
Professional Disciplines

Abstract The use of podcasting is incredibly widespread, with experts estimating that 60 million Americans will be using podcasting in some form by 2010. The use of podcasting has grown beyond entertainment to become an educational tool, showing promise as a way to disseminate information and create networks of professional learners. However, despite the growing clinical and educational uses of podcasting in other professional disciplines, podcasting is being used primarily as a continuing education tool for speech-language pathologists and audiologists at this time. This article provides guidelines and examines the potential applications for use of podcasting in teaching and learning in communication sciences and disorders.

Research on teaching and learning medicine

JAMA ◽  
1965 ◽  
Vol 194 (11) ◽  
pp. 1225-1225
Author(s):  
S. E. Ross
Keyword(s):  
Teaching And Learning ◽  
Research On Teaching
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