scholarly journals How we can Improve Students Interest in Asking and Answering Questions in the Classroom, The Case of Second Year Social Science Students of BHU in 2020

2021 ◽  
Vol 15 ◽  
pp. 125-130
Author(s):  
Mengesha Robso Wodajo ◽  
Bayisa Hailu ◽  
Tanase Tasente
Keyword(s):  
Education Research ◽  
Social Science ◽  
Science Students ◽  
Active Participant ◽  
Science Courses ◽  
Evaluation Strategies ◽  
Second Year ◽  
Class Room ◽  
Answering Questions

This education research tries to look at student’s low interest in asking and answering questions in social science courses and teacher’s efforts, mechanisms and hard workings to improve students’ interest and participation in a class room and other project works. Likewise, the paper also assess and examine the causes of some students being silence in class room when they are addressed different individual and group class works in their session; and results that has been occur, after teachers tried to used and applied different evaluation strategies and pedagogical systems to motivate and initiate pupils to be active participant.

scholarly journals Towards Remediating Undergraduate Students Statisticophobia

2008 ◽  
Vol 4 (4) ◽  
pp. 17-20 ◽  
Author(s):  
Michael Firmin ◽  
Elizabeth Proemmel
Keyword(s):  
Social Science ◽  
Undergraduate Students ◽  
Undergraduate Student ◽  
Science Students ◽  
Computational Approaches ◽  
Science Courses ◽  
Conceptual Paper ◽  
Teaching Statistics ◽  
Statistics Courses ◽  
Answering Questions

In this conceptual paper, based on teaching and TA experience, seven suggestions are made for improving the statistics experience of students in social science courses. These include hiring non-mathematicians to teach the course; emphasize conceptual statistics rather than computational approaches; recognize that many, or ever most, social science students think intuitivelyrather than scientificallyso teaching statistics as a means of answering questions is needed; loosen-up the mundane nature that statistics courses often follow; relate statistics to students day-to-day lives; and utilize an undergraduate student assistant in all sections of statistics classes.

scholarly journals Perceptions of epilepsy among black students at a University in South Africa

Curationis ◽  
2001 ◽  
Vol 24 (2) ◽  
Author(s):  
K Peltzer
Keyword(s):  
South Africa ◽  
Young Adults ◽  
Science Students ◽  
Sources Of Information ◽  
Traditional Treatment ◽  
Second Year ◽  
Class Room ◽  
Age Range ◽  
The Relationship ◽  
Source Of Information

The present study sought to investigate the relationship between familiarity, attitudes, causative and treatment beliefs about epilepsy in a sample of black young adults (university students) in South Africa. The sample included a convenient sample of 253 second year social science students, 98 (38.7%) males and 155 (61.3%) females in the age range from 18 to 42 years (M=25.0 years, (SD=4.2). The questionnaire administered to students in a class room situation included sociodemographic data, and sections on familiarity, beliefs about cause and treatment, sources of information, attitudes about epileptics, and prevention of epilepsy. Results showed that the majority of students, in particular from a rural background, were familiar with epilepsy. Health care institutions were the most important source of information on epilepsy, especially for women. Those who believed in traditional causes of epilepsy also endorsed traditional treatment for it, though they did not see such treatment as curative. Those who believed in a medical treatment did however see such treatment as curative. Although the majority of the students had a positive attitude towards epileptics through sharing a meal or room and willingness to marry an epileptic, 17% thought that epileptics can infect others with their saliva during a seizure, 12% felt an epileptic is a witch or wizard, and about 10% said an epileptic must be isolated. Findings should be included in educational programmes for young adults.

scholarly journals Knowledge, attitudes and practice in regard to aids: The case of social science students at the University of Bophuthatswana

Curationis ◽  
1994 ◽  
Vol 17 (2) ◽  
Author(s):  
H. O. Kaya ◽  
M. Kau
Keyword(s):  
Social Science ◽  
Risk Group ◽  
Sexual Practices ◽  
Science Students ◽  
Attitudes And Practices ◽  
Modes Of Transmission ◽  
Number Of Sexual Partners ◽  
Changing Attitudes ◽  
Educational Campaigns ◽  
The University

The necessity of AIDS educational campaigns is to reduce the spread of HIV infection by changing attitudes and practices related to high-risk behaviours. However, before such programmes are implemented a needs assessment should be conducted This includes the existing knowledge and attitudes and sexual practices of the specific risk-group. In this study the risk-group were social science students at the University of Bophuthatswana. The majority of the respondents showed a general knowledge about AIDS in terms of its main symptoms, common modes of transmission and the non-availability of a cure. They, however, expressed the need for more information about AIDS. Lack of enough knowledge was shown by their negative altitudes towards those who had already contracted the disease and the number of sexual partners they had Furthermore, despite the realization of the necessity to use condoms during sexual intercourse, the majority of them did not use them. The study also revealed the minimal role parents, teachers and lecturers play in the dissemination of information about AIDS. The findings call for more AIDS educational programmes to clear away misconceptions about the transmission of the HIV/AIDS virus; and the need to involve parents, schools and universities actively in the dissemination of information about AIDS.

scholarly journals Asking and Answering Questions: Partners, Peer Learning, and Participation

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
John Rivers ◽  
Aaron B. Smith ◽  
Denise Higgins ◽  
Ruth Mills ◽  
Alex Gerd Maier ◽  
...  
Keyword(s):  
Experimental Design ◽  
Peer Learning ◽  
Learning Activities ◽  
Peer Mentors ◽  
Peer Assisted Learning ◽  
Scientific Content ◽  
Science Courses ◽  
Asking Questions ◽  
Answering Questions

Science is about asking questions but not all science courses provide students with opportunities to practice this essential skill. We give students ownership of the processes of asking and answering questions to help them take greater responsibility for their own learning and to better understand the process of science with its inherent uncertainty. Peer learning activities throughout the course embed multidirectional feedback within and between students and instructors. Students are our partners in the design and evaluation of exam questions and we learn from them as they rise to the challenge of identifying important information and applying it. The lab program is supported by peer assisted learning in which peer mentors partner with instructors to generate activities addressing the use of evidence and experimental design. While not all students engage as partners, those who do value these experiences and demonstrate they can use scientific content creatively and critically.

Addressing the divergence between health science students’ learning preferences and the way their teachers teach

The Advisor ◽  
2021 ◽  
Vol 41 (1) ◽  
Author(s):  
Una L. DeChellis
Keyword(s):  
Learning Preferences ◽  
Health Science ◽  
First Year ◽  
College Level ◽  
Science Students ◽  
Teaching Approaches ◽  
Science Courses ◽  
Anatomy And Physiology ◽  
Quantitative And Qualitative Research ◽  
The Relationship

Abstract Both the literature and personal experience show that attrition from prerequisite science courses for the health professions is significant. To examine one possible reason for that attrition, a study was designed to examine the relationship between the teaching approaches employed by college-level anatomy and physiology (A&P) instructors and the learning preferences of first-year health science (FYHS) students. Students and instructors of a first-year Anatomy and Physiology course at a small, private four year college in the Northeast participated in a combined quantitative and qualitative research protocol. Results showed that instructors’ teaching approaches met the participating FYHS students’ learning preferences in some areas but not all. The findings suggest that addressing the gap between FYHS students’ learning preferences and the teaching approaches of A&P instructors could lead to more successful academic outcomes.

Cultivating Global Citizens

2020 ◽  
pp. 492-506
Author(s):  
Jenna Andrews-Swann
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Cultural Differences ◽  
Cultural Difference ◽  
Standpoint Theory ◽  
Cultural Relativism ◽  
Knowledge And Skills ◽  
Global Citizens ◽  
Science Courses

This chapter presents the author's experiences working with international content in the higher education classroom to explore successful examples of intercultural material that can benefit students pursuing a degree in any field. The author explores how social science courses in general, and anthropology courses in particular, that work from a foundation of cultural relativism and standpoint theory can equip students with important knowledge and skills that promote tolerance and respect of cultural difference. Finally, the author demonstrates that students finish courses like these with a better understanding of and appreciation for the cultural differences that exist all around them.

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